The Education of Deaf and Hard of Hearing Children in Ireland

Table 1: Main Recommendations
EARLY INTERVENTION
Early intervention programmes

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  The Council welcomes the recommendation of the National Audiology Review Group that ‘a universal national programme of newborn hearing screening be introduced as a priority such that all babies have their hearing screened shortly after birth' (HSE, 2011, p. 19).
  
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  Up to date, objective and comprehensive information should be made available to parents from the point of diagnosis and in clear and accessible formats, to include Irish Sign Language (ISL). Upon diagnosis, parents should be provided with a pack­age (developed jointly by the HSE and the NCSE) that provides information on avail­able services and supports and where to obtain this support. This package should include information on: services and supports that are available; the importance of early language acquisition and the various communication options that are avail­able; and available educational placements, including the possibility of placement in mainstream, special classes and special schools.
  
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  A counselling service should be made available to parents and children by the HSE, where necessary, as part of early intervention services.
  
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  Early Childhood Care and Education (ECCE) centres should be resourced to provide the supports necessary to enrol Deaf and hard of hearing children.
  
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  Health and education funded support services should be coordinated, and provided by professionals who are equipped to assist parents to enable their children to acquire the most suitable language and communication skills for them, be that signed, spoken or bilingual.
  
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  Deaf and hard of hearing children should have timely access to speech and language therapy from the point of diagnosis, where this is indicated.
  
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  Audiological services should be provided on a consistent, efficient and equitable basis throughout the country.
  
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  Council supports the recommendation of the HSE National Audiology Review (HSE, 2011) for continued ring-fenced financial support for the cochlear implant programme, but at levels that allow for simultaneous bilateral implantation for children. Teachers and other professionals should be aware that children with cochlear implants require ongoing support and should also understand the nature of the support required.
  

Acquisition of language

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  All Deaf and hard of hearing children should be provided with opportunities, at an early age, to acquire fluent language skills while engaged in meaningful activity with capable users of the language, whether the language to be acquired is in signed, spoken or written form.
  
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  The Departments of Health, Education and Skills, and Children and Youth Affairs should jointly develop one streamlined approach to determining and providing the supports necessary for Deaf and hard of hearing children to acquire language, so that they are ready to attend school at an appropriate age.
  
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  All Deaf and hard of hearing children and their families should be provided with the opportunity to learn Irish Sign Language (ISL) through the ongoing provision of the ISL Support Scheme.
  
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  Parents should be informed about the availability of the ISL Support Scheme, both at the point of diagnosis and during subsequent discussions concerning approaches and options around language acquisition and communication.
  
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  The DES should review the ISL Support Scheme and this should include an assess­ment of the quantum of hours which are sufficient to enable parents and children to develop an adequate proficiency in the use of ISL.
  
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  Following this review, the DES policy regarding the provision of ISL instruction should be available to parents and should address:
  

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  the number of ISL tuition hours available to families
  
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  the availability of the service throughout the year, including the summer holiday period.
  

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  The DES should set a minimum qualification level for ISL tutors and arrange for the compilation of a register of ISL tutors, which should then be made available to parents.
  
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  A grant should be made available to schools to provide sign language instruction for the hearing children in a class where a sign language user is enrolled.
  
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  Schools should have qualified ISL interpreters available, where necessary, when meeting parents who use ISL as their primary means of communication.
  
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  The National Council for Curriculum and Assessment (NCCA) should consider how the development and refinement of competence in ISL is best addressed within the school system.
  

Visiting Teacher Service

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  The role of the Visiting Teacher Service should be reviewed and updated by the DES to take account of the changes proposed in this policy advice.
  
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  The caseloads of visiting teachers should reflect the need for greater intervention in the early years.
  
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  Protocols should be developed to standardise practice across the Visiting Teacher Service in relation to assessment, teaching, advice and liaison functions, in order that a consistent service is provided to Deaf and hard of hearing children around the country.
  
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  The DES should set minimum standards for visiting teachers in relation to their proficiency in ISL.