UNCRPD IMPLEMENTATION IN EUROPE - A DEAF PERSPECTIVE Article 24: Education The series UNCRPD IMPLEMENTATION The EU’s ratification of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) in 2010 means that there is now an obligation to IN EUROPE - A DEAF PERSPECTIVE implement the enshrined rights in a timely manner. Its legal implications have been widely discussed at an institutional level. As a result, it has become evident that this is a new and complex area where international, European and Article 24: national political responsibilities overlap. Education This publication aims to provide possible interpretations of the UNCRPD with regards to its implementation for deaf citizens, including sign language users and hard of hearing people. Each contribution in the series will explore a specific UNCRPD article, from both an academic and best practice perspective, and at all levels, from European to regional. Article 24: Education This fourth book in the series addresses Article 24. Education is explored from various angles, including the importance of and legal foundations for bilingual education for deaf learners in Europe, interpreter use in inclusive education, the need for early sign language access, and the accessibility of teacher train- ing. It also presents good practice examples, highlighting the diversity of settings in Europe that provide accessible bilingual quality education. Professionals from various disciplines have contributed to this volume. Their backgrounds span from academia and NGO work to education provision and sign language interpretation. They explore how learning environments must be designed to be accessible for deaf learners, especially sign language users, to maximise their academic and social development, as enshrined in Article 24. Thus, this book aims to support its implementation for deaf learners in the best way possible. Editor: Katja Reuter Editor: European Union of the Deaf www.eud.eu Katja Reuter 1 UNCRPD Implementation in Europe – A Deaf Perspective 2 UNCRPD Implementation in Europe – A Deaf Perspective An EUD Series 4 Article 24: Education Katja Reuter (Editor) European Union of the Deaf Brussels, Belgium 3 UNCRPD Implementation in Europe – A Deaf Perspective European Union of the Deaf (EUD) Based in Brussels, Belgium, EUD is a not-for-profit European non- governmental organisation (ENGO) comprised of National Associations of the Deaf (NADs). It is the only supranational organisation representing deaf people at a European level, and is one of the few ENGOs representing associations in all 28 EU Member States, as well as Iceland, Norway, and Switzerland. The primary aim of the organisation is to establish and maintain EU level dialogue with European Union institutions and officials, in consultation and co-operation with its member NADs. EUD has participatory status with the Council of Europe (CoE), operates as a full member of the European Disability Forum (EDF) as well as being a Regional Co-operating Member of the World Federation of the Deaf (WFD) in tackling issues of global importance. EUD has a consultative status with the UN Economic and Social Council (ECOSOC).The Directorate-General Employment, Social Affairs and Inclusion at the European Commission financially supports the organisation. EUD’s aim is to achieve equality in public and private life for deaf people all over Europe, so that they can become full citizens in their own right. The organisation’s main objectives are: • The recognition of the right to use an indigenous sign language; • Empowerment through communication and information; and • Equality in education and employment. All rights reserved. No part of this book may be reproduced or transmitted by any person or entity, including internet search engines or retailers, in any form or by any means, electronic or mechanical, including photocopying, recording, scanning or by any information storage and retrieval system without the prior written permission of the editor and/or publisher. ISBN 978-2-9601505-3-7 © European Union of the Deaf (EUD), December 2017. Printed in Brussels, Belgium. Cover design: Churchill’s I/S – www.churchills.dk This publication is supported by an Operating Grant by the European Union Rights, Equality and Citizenship Programme. For more information, see: http://ec.europa.eu/justice/grants1/ programmes-2014-2020/rec/index_en.htm The information contained in this publication does not necessarily reflect the position or opinion of the European Commission. 4 Article 24: Education 1. Introduction a) The Series – Remarks by the Editor ............................................................. 6 Katja Reuter b) Welcome ........................................................................................................ 8 Markku Jokinen (President, European Union of the Deaf) c) Foreword ..................................................................................................... 10 Tibor Navracsics (EU Commissioner for Education, Culture, Youth and Sport) d) About the editor .......................................................................................... 12 e) Acknowledgements ..................................................................................... 13 f) Executive Summary ................................................................................... 15 g) Methodology ............................................................................................... 17 h) Article 24 UNCRPD .................................................................................. 18 i) General Comment No 4 on the right to inclusive education .................... 20 2. Academic analyses a) UNCRPD Article 24 and the UNCRPD Committee’s General Comment No 4 on the Right to Inclusive Education – an EUD perspective ................................................................................... 49 Katja Reuter (European Union of the Deaf) b) Legal Foundations Supporting the Use of Sign Languages in Schools in Europe ...................................................................................... 68 Verena Krausneker1, Dominik Garber1, Mireille Audeoud2, Claudia Becker3, Darina Tarcsiová4 (1University of Vienna; 2University of Applied Sciences of Special Needs Education Zurich, Switzerland; 3Humboldt University, Berlin, Germany; 4Comenius University Bratislava, Slovakia) 5 UNCRPD Implementation in Europe – A Deaf Perspective c) Bilingual Deaf Education: language policies, linguistic approaches and education models in Europe ........................................... 86 Rachel O’Neill (University of Edinburgh, Scotland, UK) d) Sign language interpreter use in inclusive education.......................... 110 Maya de Wit (Maya de Wit Sign Language Interpreting Consultancy) e) The impact of early sign language access - implications for early intervention ........................................................ 128 Barbara Hänel-Faulhaber (University of Hamburg, Germany) f) Accessibility of Teacher Training and Higher Education from a Deaf perspective ........................................................................... 139 Lolo Danielsson1 & Lorraine Leeson2 (1Former lecturer at the Department of Special Education, Stockholm University, Sweden; 2Trinity College Dublin, Ireland) 3. Good practice examples at European and national levels a) Europe i. Bimodal Bilingual School Practice in Europe................. 154 Verena Krausneker1, Claudia Becker2, Mireille Audeoud3, DarinaTarcsiová4 (1University of Vienna; 2Humboldt University, Berlin, Germany; 3University of Applied Sciences of Special Needs Education Zurich, Switzerland; 4Comenius University, Bratislava, Slovakia) ii. Non-formal education and Deaf youth in Europe - A practice example by EUDY ............................................ 173 Timothy Rowies (European Union of the Deaf Youth) b) Belgium i. Creating an inclusive primary school class in Flanders, Belgium – An example of parent-led advocacy ............... 184 Mark Wheatley (Flanders) (European Union of the Deaf) 6 Article 24: Education ii. Co-enrolment of Hearing, Deaf and Hard of Hearing Pupils in a Mainstream School. The Bilingual Classes of Sainte-Marie in Namur (Wallonia) ........................................................ 202 Laurence Meurant1 2 & Magaly Ghesquière1 3 (Wallonia) (1University of Namur, Belgium; 2F.R.S-FNRS; 3Ecole et Surdité) c) France i. Association 2LPE CO: Bilingual enrolment for immersion and collective inclusion ............................................................ 214 Chrystell Lamothe (2LPE CO, Poitiers, France) d) The Netherlands i. Mainstream and deaf school cooperation to ensure inclusive education through co-enrolment – A Dutch example ............................................................... 229 Annet de Klerk1 2, Daan Hermans2 3 & Harry Knoors2 3 (1Kentalis Talent; 2Royal Dutch Kentalis; 3Behavioral Science Institute of the Radboud University Nijmegen, the Netherlands) e) Spain i. Centro Educativo Ponce de León: An inclusive education experience for deaf and hard of hearing pupils in Madrid, Spain ........................ 242 Montserrat Pérez García, Ana Belén García de la Torre & Esther Herrero Benito (Centro Educativo Ponce de León, Madrid, Spain) 7 UNCRPD Implementation in Europe - A Deaf Perspective 1. Introduction a) The Series – Remarks by the Editor Katja Reuter This publication is the fourth book in the EUD publication series, UN- CRPD Implementation in Europe – A Deaf Perspective. Each book in the series focuses