Educational inclusion, equal opportunities and education provision

NDCS believes inclusive practice arises from a philosophy which views diversity of strengths, abilities and needs as natural and desirable, bringing to any community the opportunity to respond in ways which lead to learning and growth for the whole community, and giving each and every member a valued role. 

An inclusive school (or other education setting) expects all children or students within its community to be educated alongside each other. It sees the diverse needs of children and students as a rich vein of opportunity to develop its approaches to teaching and learning and thereby achieve excellence for all learners.

Inclusion is not a placement issue. It is about children belonging to a community. In the case of education, this community can be a school, college or early years setting.

On the basis of our consultations with deaf children and young people, NDCS   believes that in an inclusive school or education setting  a deaf child will:

• feel they belong to the school or education community
• feel valued  and respected as an individual
• feel safe and free from bullying and teasing related to their deafness
• be given opportunities to mix with deaf children as well as hearing children
• have their communication needs met
• be given support to build their confidence and self esteem
• be able to participate in all aspects of school life alongside their peers
• be supported in reaching their full educational potential.

NDCS will work to:

• ensure deaf children and young people are not treated less favourably on the grounds of their disability, ethnicity, national origin, race, sex, religious belief, political opinion, sexual orientation
• remove indirect discrimination by ensuring  policies, plans, procedures, processes and practices of educational services both nationally and locally do not unfairly or unjustifiably limit educational opportunities  for deaf children
• ensure equal access to educational services by promoting policies and practices that take account of the needs of deaf children
• ensure equal rights
• promote positive action to ensure deaf children and young people are not disadvantaged and have the opportunity to achieve their full educational potential.

NDCS believes that all deaf children have a right to an education that makes them feel fully included in the life of the school and ensures that they make the same educational progress as their hearing peers. 

NDCS supports the view that deaf children are entitled to have their needs met in a mainstream school in their local community.

However, for some deaf children full access to and involvement in the educational and social life of a school can be provided only in a specialist placement. This may be a specialist centre located at a mainstream school, a day special school or a residential special school.

NDCS therefore believes a continuum of provision is necessary to ensure the education service meets the needs of all deaf children.

NDCS therefore expects that the policies, plans and procedures of national and local governments will ensure deaf children and their families have access to the full range of provision capable of meeting the broad range of needs.

NDCS believes parents and children are well placed to judge what type of education provision meets their needs. Where appropriate NDCS will, through the work of its family officers and legal casework team, support them in their request for a placement in a particular type of school. 

• The characteristics of a school that promotes inclusion and equal opportunities for its pupils.
• Inclusion: The views of deaf children and young people.
• The characteristics of a school that promotes the inclusion of deaf children and offers equal opportunities.