Debate contribution: Support for Deaf Children

Debate contribution by Mr Robbie Butler on 21 October 2024.

MLA

Mr Robbie Butler

Party at the time

Ulster Unionist Party

Date

21 October 2024

Type

Debate contribution

Business

Private Members' Business

Heading

Support for Deaf Children

Assembly identifier

Official Report component 4604134

Read the official Assembly record

Text

I beg to move

I thank the Minister for attending the debate on this important motion, because access to quality education is a fundamental right for every child, regardless of their abilities or circumstances. The educational journey for children who are deaf or hard of hearing can be filled with unnecessary challenges if early intervention and specialised support are not provided. This is especially true in Northern Ireland, where 'A Fair Start' emphasises the removal of barriers to education from the very earliest stages. To ensure that deaf children are given a fair and equal opportunity to succeed, it is crucial to invest in more teachers of the deaf to ensure their availability to every child, regardless of their degree of hearing loss. The UN Convention on the Rights of the Child (UNCRC) guarantees the right of every child to an education that maximises their potential. Articles 28 and 29 of the UNCRC emphasise the right to education and:

" The development of the child’s personality, talents and ... abilities to their fullest potential".

Deaf children, like all children, have the right to an inclusive and equitable education that meets their unique needs. Without adequate support from teachers of the deaf, that right is compromised. Additionally, article 23 of the UNCRC specifically highlights the right of children with disabilities, it states that they:

"should enjoy a full and decent life, in conditions which ensure dignity, promote self-reliance and facilitate the child’s active participation in the community".

Therefore, ensuring that more teachers of the deaf are available will honour those commitments by providing the early intervention and specialised teaching that deaf children need to overcome communication barriers to thrive academically and socially. According to the National Deaf Children's Society, Northern Ireland is home to around 1,500 deaf children. Supporting those children requires a high level of specialist knowledge and skills, particularly in the early years and educational settings, where teachers of the deaf play a pivotal role. Teachers of the deaf work with deaf children and their families from the moment a child's hearing loss is identified, often in infancy, through their entire educational journey, including their primary and post-primary education. Their role extends beyond the classroom to ensure that deaf children develop the strong communication and language skills that are essential for academic success.

The number of qualified teachers of the deaf in Northern Ireland has declined by 32% since 2011, with 30% of the workforce expected to retire in the next decade. There is a pressing need to future-proof that vital profession. The decline in the workforce creates significant challenges for providing consistent support, especially when schools and services struggle to obtain cover for qualified teachers of the deaf. The shortfall in trained professionals compromises the support available for deaf children, risking long-term negative impacts on their education and well-being. Teachers of the deaf are qualified teachers who complete additional postgraduate training in deaf education. However, Northern Ireland lacks training opportunities for prospective teachers of the deaf, forcing trainees to travel for their qualifications. Although the cost of training is covered by the Education Authority's (EA) sensory service, the logistical challenge can deter candidates from pursuing that critical role. Furthermore, many mainstream teachers are unaware of the career path as a teacher of deaf children, which hinders recruitment efforts. By addressing those barriers and promoting awareness of teaching of the deaf as a profession, Northern Ireland can encourage more educators to specialise in deaf education. In addition to the need for more teachers of the deaf, there is a need to create specialist roles such as communication support workers or specialist classroom assistants who could further support deaf children. Those professionals could ensure that assistive technology is properly utilised in classrooms, thereby enhancing deaf students' access to the curriculum and their overall learning experience. By expanding the range of specialist roles, Northern Ireland's education system can better meet the diverse needs of deaf students. It is pretty well established — I certainly know this from my time on the Education Committee — that, like classroom assistants and teachers, teachers of the deaf play a unique and indispensable role by collaborating with a wide range of health and social care professionals to ensure that deaf children receive tailored early support. Early intervention is crucial in improving outcomes, as delays in addressing hearing loss can result in significant developmental setbacks. Research shows that deaf children in Northern Ireland are significantly more likely than their hearing peers to experience psychological disorders, particularly anxiety. Factors such as communication barriers, social isolation and a lack of deaf awareness contribute to the challenges. Early intervention by teachers of the deaf and other specialists can mitigate those risks, therefore promoting better long-term mental health and social outcomes for deaf children. The absence of timely intervention affects not only a child's language and communication development but their overall well-being and academic achievement. As the National Deaf Children's Society points out, early access to teachers of the deaf can prevent those challenges from escalating, ensuring that deaf children are able to fully participate in education and social life. The decline in the number of teachers of the deaf and the anticipated retirements in the next decade present a significant threat to the future support available for deaf children. Investing in more teachers of the deaf is not just a matter of ensuring educational equity; it is a long-term investment in the future of Northern Ireland's society and economy. Children who receive the right support from an early age are more likely to succeed academically; enter higher education or the workforce; and become active, contributing members of our society. On that point, as chairperson of the all-party group (APG) on disability, I have become more acutely aware of the regrettable stats in Northern Ireland on the employment of people with a disability. That applies across the full range of disabilities and impacts on people who are deaf. Conversely, children who do not receive adequate support may face barriers to employment; social exclusion; and, as I alluded to, mental health challenges later in life. Therefore, by future-proofing the teachers of the deaf workforce and ensuring that every deaf child and their family have timely access to specialist professionals, Northern Ireland can create an education system that promotes inclusion, equity and excellence. That approach aligns with the principles of 'A Fair Start', which emphasises the importance of removing barriers to learning and providing every child with the opportunity to fulfil their potential. The need for a robust and sustainable sensory service and specialist workforce is urgent and critical, mirroring the need for more teachers of the deaf. Without adequate support, deaf children in Northern Ireland face unnecessary challenges in their education, social development and mental health. In line with the UNCRC and 'A Fair Start', it is imperative that we invest in future-proofing the teachers of the deaf workforce and expand specialist roles, thus ensuring early intervention for all deaf children. Only by taking those steps can we ensure that every deaf child has the opportunity to succeed and thrive and, therefore, fulfil their potential and contribute to a more inclusive, accessible society.

1,192 words. Text as published by the Northern Ireland Assembly.

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Assessed 21 October 2026 at 11:25 UTC by jev-1.13.0 (requested as typesafe/jev) under rubric 2026.10-r9, methodology 1.9.

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