The National Deaf Children’s Society is the leading charity for the UK’s 50,000 deaf children. Emma Fraser, Teacher of the Deaf at the NDCS, discusses challenges that deaf children and their families can face and how a more inclusive environment can be created
Deafness is frequently seen as a medical issue, an inevitable result of the ageing process, or something to be fixed with a hearing aid. However, for children born deaf or becoming deaf in childhood, the impact of deafness on their emotional wellbeing and mental health can be significant and long lasting. Right from the start, deaf children and their families face a unique set of barriers and challenges. Alongside a lack of knowledge and understanding of deafness, children may struggle to access language and learning in a hearing world.
Distinct challenges and disadvantages
A recent study conducted by the National Deaf Children’s Society between 2019 and 2023 surveyed deaf young people aged 16-19, revealing that this group was confronting distinct challenges and disadvantages that set them apart from their peers. These challenges significantly affected their overall wellbeing, quality of life and ability to determine their own paths.
Ninety percent of deaf children are born to parents who have little to no experience of deafness. As a result, these parents may struggle to come to terms with the diagnosis and feel unable to communicate effectively with their child. While hearing aids and implants can help, they cannot fully replace typical hearing, and young children may face difficulties in acquiring spoken language or finding a signing community.
Additionally, family, friends, and the broader community may hold misconceptions about disability and have low expectations of deaf children. This can leave parents feeling isolated as they navigate the challenges of parenting and make important decisions. It’s crucial for families to have opportunities to connect with others in similar situations, meet with deaf adults and experience positive attitudes towards deafness within their community and the wider world in order to build family resilience. These opportunities offer a platform to challenge negative beliefs, address anxieties and concerns and share valuable information and insights.
Early and targeted intervention is vital
Early and targeted intervention from deaf specialists, including Teachers of the Deaf, can be a vital support for families navigating the world of deafness. They not only play a key role in providing essential support and access to support systems but also foster positive and playful family interactions. These interactions form the basis for strong and meaningful attachments, successful social experiences, and future development and learning. Additionally, they assist families in making decisions regarding hearing technologies, language and communication approaches, and education settings.
It’s crucial to note that, with the right support, deaf children have the same ability as others to acquire language, make friends, learn, and thrive. As more children enter early education and childcare at a younger age, it becomes essential for Early Years practitioners to be deaf aware. They should be adept at recognising and removing the barriers that deaf children face to create positive and enabling environments. Deaf children need exposure to high-quality language in their everyday experiences and routines. Simple strategies such as making communication and language accessible through lip patterns, gesture and sign language, as well as monitoring the levels of background noise, can improve language development and inclusive practice.
It’s crucial to note that, with the right support, deaf children have the same ability as others to acquire language, make friends, learn, and thrive. As more children enter early education and childcare at a younger age, it becomes essential for Early Years practitioners to be deaf aware. They should be adept at recognising and removing the barriers that deaf children face to create positive and enabling environments. Deaf children need exposure to high-quality language in their everyday experiences and routines. Simple strategies such as making communication and language accessible through lip patterns, gesture and sign language, as well as monitoring the levels of background noise, can improve language development and inclusive practice.
Creating a more inclusive environment
Attitudes towards sign language can also be a significant barrier to deaf children, with widely held misconceptions that learning to sign prevents children from learning to speak. British Sign Language (BSL) is the language of the deaf community, and since 2022, it has held the same legal status as spoken English, Welsh and Gaelic. Unfortunately, too often, deaf children only gain access to BSL when they fail to develop spoken language.
Opportunities for deaf children and their families to learn sign language and see signing in everyday life can change attitudes and give deaf children an accessible language. Taking time to learn a few basic signs to greet deaf children or ask how they are is a simple step towards creating a more inclusive environment.
Oracy curriculums in mainstream schools predominantly emphasise spoken English, overlooking the fact that many deaf children using BSL are adept communicators and may be bilingual and bimodal. Their ability to switch between spoken and signed language depending on their environment and communication partner builds resilience and choice in challenging communication and learning situations. It is crucial that deaf children learning through BSL in mainstream settings are seen. Celebrating language proficiency regardless of modality should form a crucial aspect of an inclusive education system.
More than just individuals with technology
Advancements in technology have expanded choices for deaf children. Improved hearing aids, implants and devices such as radio aids and streamers enhance children’s access to speech in challenging acoustic environments. Additionally, sophisticated captioning and relay services can convert spoken language into text or BSL. However, many deaf children are born deaf and will remain so throughout their lives. It’s important to recognise that they are more than just individuals with technology. They want to see themselves and others being successful and celebrated because of their deafness and not in spite of their deafness.
Recognising the obstacles deaf children encounter in a predominantly hearing world is crucial for supporting their emotional wellbeing and mental health. Overcoming communication barriers and promoting positive attitudes toward deafness are essential steps toward creating an environment where deaf young people can actively participate in decision-making, take charge of their future, set personal goals, and lead fulfilling lives.
For more information about the charity’s products and services, visit the charity’s website: www.ndcs.org.uk
