Information Line (Freephone)
Telephone 0808 808 0123
Textphone 0808 808 9000
informationline@rnid.org.uk
Telephone 0808 808 0123
Textphone 0808 808 9000
informationline@rnid.org.uk
RNID: For deaf and hard of hearing people.
Schools - information for teachers and educational professionals
By the 1970s, units on the site of mainstream schools were well established for children with a hearing loss. Since then, however, there has been a gradual movement towards children spending more time in mainstream classes and being placed in their local schools. Inclusion has a high priority in the UK's social and educational agenda and is part of the attempt to move towards a more inclusive and equitable society.
The trend towards educating more deaf children in mainstream schools
Deaf pupils were amongst the first with disabilities or special educational needs to be integrated into mainstream schools. In 2003 the British Association of Teachers of the Deaf (BATOD) (external link, opens new browser window) reported that of the 25,020 deaf children in England:
- 16,747 were being educated in pre-school, mainstream schools or further education supported by local education authorities.
- 3,428 were being educated in HI Units attached to mainstream schools
- 1,929 were being educated in special schools for deaf children, including their sixth forms, FE departments or nurseries
- 2,857 were being educated in other types of special schools, including deaf/blind/hearing impaired units in special schools
- 58 placements were not identified.
Since 1 September 2003, special educational needs have been regulated by part 4 of the Disability Discrimination Act (DDA) - the Special Educational Needs and Disability Act (SENDA) (external link, opens new browser window). SENDA aims to promote inclusion for children with statements of SEN in mainstream schools, which means the local education authorities or schools have to make adjustments for disabled and deaf children so they can be included.
SENDA requires local education authorities to have a parent partnership service and offer independent conciliation services. It has also made changes to appeal procedures associated with the SEN tribunal. The statutory framework for inclusion is amended by SENDA in order to strengthen the right to a mainstream school.
"Inclusion Strategies"
"Inclusion Strategies" is a publication aimed at individual teachers.
It was developed after consultation with professionals involved in special education, teachers of the deaf in various settings, specialists, professional bodies and education officers in voluntary organisations.
The publication will help student teachers and their tutors, newly qualified teachers and their mentors, teaching assistants and others interested in improving their knowledge, skills and confidence in the inclusive classroom.
Inclusion Strategies is aimed at individual teachers rather than addressing issues relating to 'whole school' philosophy and practice. It will also help new teachers prepare for situations they may encounter whilst on teaching practice or during their induction year.
You can buy Inclusion Strategies from our online Shop.
RNID guidelines publications
RNID education guidelines contain an explanation of key issues and examples of good practice for use by individuals as well as photocopiable resources for staff training sessions. The guidelines are aimed at those training teachers, teaching assistants and all those working with deaf pupils.