The Education of Deaf and Hard of Hearing Children in Ireland NCSE POLICY ADVICE PAPER NCSE POLICY ADVICE PAPER The Education of Deaf and Hard of Hearing Children in Ireland November 2011 © NCSE 2011 National Council for Special Education 1–2 Mill Street Trim Co. Meath An Chomhairle Náisiúnta um Oideachas Speisialta 1–2 Sráid an Mhuilinn Baile Átha Troim Co. na Mí T: 046 948 6400 F: 046 948 6404 www.ncse.ie Contents Index of tables .......................................................................................................vi Foreword .........................................................................................................vii Abbreviations ......................................................................................................viii Executive Summary ............................................................................................. 1 Introduction .......................................................................................................... 3 Findings of Relevant Research Studies and Policy Documentation ............................... 3 NCSE Policy Advice .................................................................................................. 4 Implications of Policy Advice for the Resources of the State ....................................... 11 1 Introduction ....................................................................................13 1.1 Context .............................................................................................15 1.2 National Council for Special Education .................................................16 1.3 Structure of the Policy Advice Paper ..................................................... 17 2 Current Policy and Provision for the Education of Deaf and Hard of Hearing Children in Ireland ................................................... 19 2.1 Deaf and Hard of Hearing Children .......................................................21 2.2 Prevalence of Deafness and Hearing Loss .............................................21 2.3 Current Department of Education and Skills Policy ................................ 22 2.3.1 Inclusive education.............................................................................22 2.3.2 Continuum of provision.......................................................................23 2.4 Current Provision: Education Supports ................................................ 23 2.4.1 Early intervention ...............................................................................23 2.4.2 Visiting Teacher Service .......................................................................24 2.4.3 School-based supports for pupils who are Deaf and hard of hearing ........27 2.4.4 Additional supports ........................................................................... 30 2.4.5 Continuing professional development (CPD) for teachers .......................32 2.5 Current Provision: Health Funded Supports ......................................... 34 2.5.1 Identification and assessment ............................................................ 34 2.5.2 Primary care and specialist disability supports ..................................... 34 2.5.3 Audiology ..........................................................................................35 2.5.4 Universal newborn hearing screening ................................................. 36 2.5.5 Cochlear implantation ........................................................................37 2.5.6 Speech and language therapy ............................................................ 38 The Education of Deaf and Hard of Hearing Children in Ireland iii 3 Examination and Interpretation of the Findings of Relevant Research Studies and Other Policy Documentation ...........................................39 3.1 Early Identification .............................................................................41 3.2 Early Intervention Programmes ...........................................................41 3.3 Cochlear Implant Programmes ........................................................... 42 3.4 Educational Models ........................................................................... 42 3.5 Bilingual Education ........................................................................... 43 3.6 Acquisition of Literacy and Numeracy .................................................. 43 3.7 Teaching Support for Children with Mild Hearing Loss ........................... 44 3.8 Children with Additional Disabilities .................................................... 44 3.9 Professional Development for Teachers of Children who are Deaf and Hard Of Hearing .......................................................................... 45 3.10 Physical Supports Required in the Classroom ....................................... 45 3.11 Role of the Special Needs Assistant ..................................................... 46 3.12 Development of Co-operative Structures ............................................. 46 4 NCSE Policy Advice........................................................................... 47 4.1 Principles Underpinning Policy Advice ................................................. 49 4.2 Main Recommendations .................................................................... 49 4.2.1 Early intervention .............................................................................. 49 4.2.2 Visiting Teacher Service .......................................................................53 4.2.3 Recommendations: school age years ...................................................55 4.2.4 Placement of pupils ............................................................................57 4.2.5 Acquisition of literacy and numeracy ....................................................59 4.2.6 Additional teaching supports for Deaf and hard of hearing children ....... 60 4.2.7 Focus on outcomes and monitoring of pupils' progress ..........................61 4.2.8 Professional development for teachers of children who are Deaf and hard of hearing ............................................................................61 4.2.9 National Educational Psychological Service (NEPS) .............................. 65 4.2.10 Role of the special needs assistant (SNA) ............................................. 65 4.2.11 Development of co-operative structures .............................................. 66 5 Implications of Policy Advice for the Resources of the State and Consideration of the Practical Implementation of Recommendations ... 67 5.1 Introduction ..................................................................................... 69 5.2 Health Funded Supports .................................................................... 69 (a) Universal Newborn Hearing Screening (UNHS) ............................... 69 (b) Early Childhood Care and Education (ECCE) scheme ..........................70 iv The Education of Deaf and Hard of Hearing Children in Ireland (c) Speech and language therapy ........................................................70 (d) Cochlear implant programme ........................................................70 (e) Audiological services ..................................................................... 71 5.3 Education Funded Supports ................................................................ 71 (a) ISL Support Scheme ....................................................................... 71 (b) ISL grant scheme to schools to provide sign language instruction for the hearing children in a class where a sign language user is enrolled 71 (c) Bilingual education ........................................................................72 (d) Resourcing of mainstream schools to facilitate the education of pupils who use sign language as their sole means of communication. ..............72 (e) Use of ISL interpreters at parent meetings ........................................73 5.4 Visiting Teacher Service .......................................................................73 5.5 School Age Years: Educational Models .................................................73 (a) Clustered special classes for Deaf and hard of hearing children ..........73 (b) Temporary education intervention in specialist settings ....................74 5.6 Professional Development for Teachers of Children who are Deaf and Hard of Hearing ...........................................................................74 (a) Postgraduate programme in the education of Deaf and hard of hearing children .............................................................................74 (b) Continuing professional development (CPD) provided by the SESS .....75 Appendices .....................................................................................................82 Appendix 1: Legal Context .................................................................................... 82 Education Act 1998 ............................................................................ 82 Education of Persons with Special Educational Needs Act, 2004 ............ 82 The Disability Act 2005 ...................................................................... 82 United Nations Convention on the Rights of Persons with Disabilities ..... 83 Appendix 2: Signature Levels ................................................................................ 84 References .....................................................................................................85