Every School a Good School. A strategy for raising achievement in literacy and numeracy. A response by the National Deaf Children s Society
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1 Every School a Good School A strategy for raising achievement in literacy and numeracy A response by the National Deaf Children s Society November 2008 The National Deaf Children s Society Wilton House 5 Donegall Square North Belfast BT1 6AR Tel: T/phone: Fax:
2 Introduction 1.1 The National Deaf Children s Society (NDCS) is the national charity dedicated to creating a world without barriers for deaf children and young people. We represent the interests and campaign for the rights of all deaf children and young people from birth to independence. 1.2 NDCS believes that the family is the most important influence on a deaf child s development. NDCS supports the deaf child through the family as well as directly supporting deaf children and young people. 1.3 There are over 35,000 deaf children in the UK and three more deaf children are born every day. NDCS estimates that there are approximately 1400 deaf children in Northern Ireland. There are significantly more children who have mild to moderate hearing losses or who are experiencing temporary forms of deafness, such as glue ear, while in the education system. 1.4 NDCS uses the term deaf in this response to mean any form of permanent or temporary hearing loss. This could be a mild, moderate, severe or profound hearing loss and it could refer to children who communicate orally or through sign language (BSL). We also include children who have a hearing loss in one ear or unilateral deafness. 1.5 NDCS welcomes the opportunity to respond to the Department s strategy: Every school a good school: A strategy for raising achievement in literacy and numeracy. 1.6 Deafness is not a learning disability. There is no reason why, with the appropriate support and in the absence of special educational needs, deaf children should not achieve equally with their hearing peers. 1.7 Research has demonstrated that when deaf children are compared to hearing children of the same level of intelligence, they under perform both in literacy and numeracy 1. For deaf children, lower educational attainment has a profound impact on the ability to achieve their full potential as a young person and as an adult. It is well documented that those with low literacy skills are usually the least secure in the labour market, less affluent, and more at risk of other forms of exclusion and disadvantage. 1.8 Furthermore, Government figures indicate that deaf children are 300% more likely to leave primary school without a basic understanding of literacy and numeracy. NDCS believes this statistic requires immediate attention and merits a review of teaching strategies to meet the needs of deaf children. 1 Nunes, Burman & Evans (2007) Promoting deaf children s literacy and numeracy skills National centre for Literacy & Numeracy for Deaf Children
3 Academic Selection 2.1 With the introduction of newborn hearing screening, the importance of providing full and impartial advice to families at the outset and throughout the child s life cannot be over-stated. Providing this full range of information to families is the essential foundation for ensuring that a deaf child achieves their potential throughout life. 2.2 Given the right support, there is no reason for any deaf child to develop at a slower rate than a hearing child with similar abilities. In order to ensure that every deaf child develops at an age appropriate rate, it is imperative that services working with those children and their families provide a full range of information and support to enable those families to make the choices they feel are most appropriate for their child. 2.3 NDCS has based its vision, values, support and campaigning over many years on the goal of ensuring that every family of every deaf child is supported with the information and resources they need to make genuinely informed choices in the best interests of their child. 2.4 On this basis, NDCS believes academic selection is an issue and a subsequent decision for the parents of deaf children. With the adequate provision of support and a high quality of teaching in the primary years, there is no reason why a deaf child could not participate in the selection process. AIMS AND OBJECTIVES 3.1 NDCS supports the overall aim of the strategy, to improve achievement and tackle underachievement in literacy and numeracy through learning and teaching strategies designed to help young people acquire and develop these essential skills. 3.2 NDCS is calling on the Department of Education to recognise and address the gap in attainment levels between deaf children and their hearing peers. We would welcome further engagement with the Department to discuss our recommendations for closing the gap. 3.3 NDCS recommends that the Department provide appropriate training on methods of teaching literacy and numeracy to deaf children during initial teacher education. It is important that teachers are aware of the needs of deaf children in the classroom and are able to use appropriate teaching practices. 3.4 NDCS supports the Department s commitment to a more effective use of school performance data. By publishing educational data and tracking the progress of pupils throughout the key stages, educational difficulties can be identified and early intervention pursued.
4 Literacy 4.1 Literacy provides visual inputs and therefore it may seem that there should be little difficulty for deaf children to read and spell. However, written language is oral language and the learning of letters, representing the sounds of words, is a significant challenge for severely and profoundly deaf pupils. 4.2 A key issue is the teaching of phonics to help children learn literacy. Phonics is based on learning that there is a link between the sounds of spoken language (phonemes) and the letters and spellings that represent those sounds in written language (graphemes). 4.3 NDCS is concerned with the greater emphasis on phonics within the consultation. The current programme is based on children accessing phonics aurally and for many deaf children, a substantial amount of the speech sounds are outside their hearing range. For example it can be very difficult for a deaf child to distinguish between sh and ch. In addition, only 40% of words can be identified through lip reading alone and many words/sounds are similar on the lips. 4.4 Any such programme would require specific information on how to teach phonics to children with a hearing loss or any other speech and language difficulty. There is no guidance provided on how lessons and activities can be adapted to ensure deaf children fully participate in the learning. 4.5 NDCS recommends a multi-sensory approach to the learning of phonics including the use of visual aids, the grapheme, finger spelling where appropriate and direct contact with parents to support learning. 4.6 Research shows that when deaf children are taught to identify morphemes in words, this helps to develop their morphological skills more efficiently in reading and spelling, which has a positive impact on their reading, comprehension and writing skills. 4.7 In research commissioned by the National Deaf Children s Society 2, Oxford University is looking at how deaf children develop an understanding of morphemes to improve their literacy skills. This project also involves: The development of a portal which will disseminate information to parents and teachers on research about innovative approaches to deaf children s education The development of educational games that deaf children can access through this portal 2 Nunes, Burman & Evans (2007) Promoting deaf children s literacy and numeracy skills National centre for Literacy & Numeracy for Deaf Children
5 The development of new forms of family-school partnerships in order to support deaf children s literacy and numeracy. 4.8 The Department must consider the acoustic environment of the classroom. In most classrooms, the conditions fall substantially below the standards recommended in BB93 and those recommended by the British Association of Teachers of the Deaf. With the preference towards mainstreaming deaf children, attention must be given to improving the school environment in order for deaf children to access speech sounds. Research from Edinburgh University has shown there is a relationship between classroom acoustics and the attainment of all children. This is also the conclusion of research in America (Laren and Vogue 2008) and New Zealand (Rotora). Deaf and visually impaired children and those with auditory processing disorders will benefit considerably from better acoustics. 4.9 The Department must also consider the barriers for deaf children who have BSL as their first language, when school education is often not conducted in BSL. As the structure of BSL is different from English, this creates difficulties in relation to grammar and writing. Deaf students require visual teaching methods and explanations of new technical terms. Numeracy 5.1 Deaf children are able to process numerical information similarly to hearing children; however, they begin to fall behind when they have to use counting. In Northern Ireland, a very high proportion of deaf children leave school with limited numeracy skills. 5.2 Mathematics lessons rely on language to a large degree. Calculations are taught through the recall of verbally represented rules. When there are misunderstandings in the teachers explanations, there are few resources to allow for clarification. 5.3 According to research 3, there are two aspects of deaf children s functioning that places them at risk for underachievement in mathematics. 1 Reduced opportunities for incidental learning 2 Difficulty in making inferences involving time sequences. 5.4 It is evident that the understanding of number which children acquire through incidental learning prior to school plays an essential role in learning mathematics. Poor results in reasoning tasks and educational assessments can be explained by an information deprivation. Many concepts that hearing children learn in everyday life need to be explicitly taught to deaf pupils in school. 3 Nunes, T & Moreno, C (2002) An Intervention Program for Promoting Deaf Pupils achievement in mathematics
6 5.5 Deaf children have significantly more difficulty than hearing children in tasks that require them to process a sequence of events over time and require additional support when communicating and reasoning about time. 5.6 Any mathematics programme must be designed with deaf children s needs in mind The need for extensive visual support in the classroom The need for the systematic teaching of concepts that hearing children might learn informally. The need to provide extra teaching to deaf children outside regular lessons, to ensure that mathematical concepts are understood fully. Targets 6.1 The Department of Education has stated a target of 70% of pupils gaining 5+GCSEs including maths and English by the time they leave school in According to statistics gained in % of hearing impaired pupils attain 5 or more GCSE s compared to 64.4% of their hearing peers. 30.8% of hearing impaired pupils attain two or more A levels compared to 44.8% of their hearing peers. 6.2 NDCS strongly supports these proposed targets and milestones and recommends a tailored and targeted approach to ensure the specific needs of deaf children are met in terms of attainment. Equality Impact Assessment 7.1 NDCS welcomes the Department s decision to carry out an equality impact assessment on the proposals for a revised literacy and numeracy strategy, given the impact on children with a disability. 7.2 One of the stated aims of the strategy is to narrow the achievement gaps between the most and least disadvantaged; and the highest and lowest performing pupils. 7.3 NDCS is deeply concerned by the comparative lack of data and information made available in the assessment of disability and SEN pupils. In Northern Ireland, 4 School Leavers Survey 2006 DENI ETI
7 the educational attainment rates of deaf children lag substantially behind that of their hearing peers. 7.4 To date there has been little focused attention on the attainment levels of deaf children by government departments or in the wider community in Northern Ireland. NDCS is calling for updated statistical information on the attainment of deaf pupils at key stages and for a commitment to monitor achievement/underachievement closely in the coming years in order to reduce the current gap. 7.5 The statistics made available to NDCS are partial and incomplete. They do not include pupils attending Special Schools or children currently being assessed for a hearing impairment. They also do not include children who are deaf, but whose main impairment in educational terms is other than hearing impairment.
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