Summer School for Deaf Children has taken an adventurous step in a direction in which many institutions catering for people with “special needs” would like to move. It has begun a trial integration of a class of hearing children into the school, seeking the mutual benefits of mixed social contact.
The principal of the school, Mr S. J. Bartlett, found that parents in the area were also convinced of the benefits. Proposals for the trial were worked out with the Department of Education and the Canterbury Education Board, and received adult and parent support at meetings of parents. Many were keen to have their “hearing” children attend the school for deaf children.
Special resourcesThere has been some integration in the past: some groups of deaf children have been taught in units within other schools. But the special school has the resources and more experienced teachers and extra educational equipment best suited to the learning needs of deaf children.
The trial began at the beginning of the 1978 school year, when a form one class from Sumner Primary School — 10 boys, 10 girls and their teacher — were installed in a classroom at the school. Classrooms of deaf children of the same age are on either side.
There is now virtually fully integrated teaching of the two groups in art, music, physical education, aspects of the social studies and science programmes and sports and clubs are run on a mixed basis.
English and mathematics are areas where separation of the groups is generally necessary, so that the deaf children can receive specialised teaching. But even here there is some mixing.
Integration also means that the Sumner Primary School class can use the excellent facilities for manual training at the School for Deaf rather than travel to Phillipstown School.
Communication
Most of the deaf children have some help from hearing aids, and communication with the new class is mainly oral. Mr Bartlett stresses that this is an important stimulant to the deaf children’s speaking expertise. The District Senior Inspector of Schools, Mr. B. K. Gainsford, says that there is no doubt that the scheme has provided increased opportunities for the development of the social and communication skills of the children with impaired hearing.
Friendships are developing. After a little encouragement, mixed games have become part of the lunchtime routine.
To be continued
Mr Bartlett says that the response of parents, teachers and children has been enthusiastic. A meeting near the end of the first term revealed that all parents currently involved would like to have their children considered for an integrated class next year.
Requests for further similar classes have also been received.
The Southern Regional Office of the Department of Education is keen for the scheme to continue — in some form — in 1979.
