Primary curriculum review fails deaf children?

Sir Jim Rose’s review of the primary curriculum was published yesterday. It promises fairly fundamental changes to the way young children learn at schools. And with one in five children having a special educational need, surely the report will have lots to say about how such children can learn effectively in the classroom?

Nope. Nada. Zilch.

It was painfully depressing and tiresome and predictable. There was nothing in the main report’s recommendations about meeting the needs of children with special educational needs. There was a brief mention later where it said that the teaching of phonics might not work for a “minority” of children and that teachers should seek specialist advice. Note that the onus is on teachers to do this, not on the Government to provide advice and support. And frustratingly, it refers to feedback from parents of “mixed experiences” in schools meeting their child’s needs, but then does nothing to really address this.

NDCS did a press story on this and we’re likely to be banging on about this until we get a government commitment that the curriculum must be accessible to all children, and that guidance must be made available on how to do this for deaf children. Frankly, I think it’s ridiculous that teachers are expected to tailor their teaching on literacy, emotional well-being and languages with nothing in the way of guidance and support.


2 thoughts on “Primary curriculum review fails deaf children?

  1. I agree 100% with what you are saying, there is a school near me That has deaf children as well…But school is bottom of so called league table in the area….WHY???

    BECAUSE Its only school that has kids with learning difficulties..And learning difficulty isn’t meaning the deaf child….All other schools don’t have them in area..So how do they have nerve to put into local papers, and that reminds me, I must contact local paper, thanks for reminder…

    Good luck


  2. I have some sympathy with the state view (Not a lot !), Parental choice has a lot of influence here. Deaf schools are not really supported now. The stark contrast in a teachers ability to teach a child with a CI, one with poor hearing and one profoundly deaf is very difficult, teachers are simply not trained for the variation of approaches they are going to need, and if you have all THREE of these children in mainstream setting… deaf education per child is INDIVIDUAL,and, what means do you use for all ? In reality the education is then split up to accomodate. So, small classes everywhere and a non-uniform approach. Sign language, orals, what ? then face culture coming in and objecting to it all. Nobody accepts diversity, and teachers lack the training for it.

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