September 15, 2010
Hon. Darin King
Minister of Education
Department of Education
3rd Floor, West Block
Confederation Building
100 Prince Phillip Drive
St. John’s NL A1B 4J8
Dear Hon. Dr. Darin King, Minister of Education
Re: Newfoundland School for the Deaf Closure
The Canadian Association of Educators of the Deaf and Hard of Hearing (CAEDHH) is an organization that represents qualified teachers of the deaf and hard of hearing across Canada, and it upholds choice of programs for students who are Deaf or hard of hearing. We value optimal education that involves a certified teacher of the deaf and hard of hearing and allows for an appropriate setting that addresses the educational, social, emotional and cultural needs of each student. CAEDHH does not hold any bias for methodology in teaching communication skills. CAEDHH standards mandate that teachers and other qualified professionals assess the needs of the individual child and make recommendations for educational support along with input from the family. From the time of diagnosis of hearing loss a team approach is established with the family at the centre of the decision-making process. CAEDHH recognizes that there is a diversity of needs for children with hearing loss and their families and therefore, there is not one program that fits all students.
When it was announced in August that the Newfoundland School for the Deaf was officially closing we were concerned whether the Deaf students in Newfoundland and Labrador who use American Sign Language as their primary form of communication would receive the specialized teaching methods required for their learning needs. The educational programming for any student should include a supportive learning environment that promotes communication without barriers. Deaf children need to be able to communicate with their peers and their teachers in their first language. It is important for Deaf and hard of hearing students to also have opportunities to socialize with peers who share commonalities. Research over the past two decades has repeatedly shown that isolation from these peers leads to low self-esteem and potentially slower progress with educational goals. Deaf children are often part of a cultural environment that provides learning opportunities with access to sign language, captioning, interpreters and Deaf role models. This type of environment is the basis for developing meaningful relationships within a community that will support achieving members of our society. With the closure of the Newfoundland School for the Deaf, we question how the educational system in Newfoundland will address these programming needs.
In the current times of fiscal restraint, we are cognizant of the challenge of maintaining separate schools for a small number of students. However, evidence-based practice in education of the deaf and hard of hearing consistently underscores the need for deaf and hard of hearing students to not only receive an appropriate education, but to have the opportunity to be educated together with a community of their peers of like hearing status, for at least part of their education. We urge the Ministry of Education of Newfoundland and Labrador to establish and/or incorporate a model of educational service provision, particularly for its young students who use American Sign Language, that ensures repeated opportunities to be educated and socialize together.
In July, Vancouver hosted the International Congress of Educators of the Deaf and CAEDHH was one of the major supporting organizations. Researchers from many countries presented findings on the importance of fostering a strong identity for our students who are deaf and hard of hearing. Compelling evidence was also presented about the fact that the communication needs of deaf and hard of hearing students may change over the course of time. For example, students who have begun their early education focusing on speech as their communication modality may shift to the use of sign language for support in the classroom as they move through the intermediate and high school grades. Despite many advances in technology such as cochlear implants and digital hearing aids, access to oral information in the classroom is not ideal due to factors such as background noise, the acoustics of the classroom and the variability of the teacher’s voice. Thus, deaf and hard of hearing students need access to a range of educational options, such as separate classes. Students should be supported with these challenges in a setting where they can discuss their needs openly. Their identity and self-advocacy will affect who they become.
We hope that the Ministry of Education in Newfoundland and Labrador will closely examine all aspects of educational programming for Newfoundland and Labrador students who are Deaf or hard of hearing, and provide these students with access to a range of educational options. Our organization will continue to support the teachers in the province as they rise to this challenge.
Sincerely,
Maureen Clarke, CTD
Certified Teacher of the Deaf and Hard of Hearing
CAEDHH National Director
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