As MPs debate deaf children’s services in Parliament later today, it’s time to introduce more equality into our education system and address this problem at its core.
A series of continuous barriers in education are preventing deaf young people from achieving their full potential. Without the right support, these issues can only worsen as the individual progresses through the system.
The National Deaf Children’s Society (NDCS) has done some incredible work in establishing the issues present throughout a deaf young person’s journey through the education system. Their research has revealed that councils in England are planning £4 million worth of cuts to services for disabled children and young people; that just nine per cent of deaf young people attended a Russell Group university in the 2015/16 academic year (compared to 17% of all students) and now, that over half of deaf students in England in 2017 failed to achieve more than one A-Level before reading 19 years of age. The exact figure, 58.8%, is the highest rate since 2012, The Independent reports.
All of this points to a wider domino effect at play in our education system which sets deaf young people down a path where they are unable to achieve the results of which they are capable. The cuts to deaf services mean that deaf pupils are not as supported by Teachers of the Deaf and other professionals as they should be.
As such, these individuals fail to receive full access to an education in the classroom, which could explain why we’re currently seeing a rise in the number of deaf young people failing to achieve more than one A-Level. This then impacts their chances of entering Russell Group universities. It shouldn’t be allowed to snowball like this.
While all this unfolds, the Government is making slow progress on introducing a GCSE in British Sign Language (BSL) – a qualification which would not only help to break down communication barriers between deaf pupils, their peers and their tutors, but also greatly improve their access to education.
Education is as much about support networks as it is learning. These cuts should not only be stopped, but more work must be done to establish connections between parents, students and teachers.
Having on individual who can understand a child’s needs in an educational environment can help a lot with navigating through education. At present, the cuts to deaf services are so significant that while I received support from a Special Educational Needs Co-ordinator, not every deaf child is so lucky.
With so many barriers facing deaf children in education, it can feel isolating and confusing. Transitions between school can only exacerbate the obstacles if strong communication networks are established. We must not only challenge the damaging cuts proposed, but work to improve connections so deaf children are supported as much as possible.