This article is written in Australian English, which has its own spelling conventions (colour, realise, program, labour (but Labor Party)) and some terms that are used in it may be different or absent from other varieties of English. According to the relevant style guide, this should not be changed without broad consensus.
Deaf Children Australia (DCA) is a national not-for-profit organisation that supports deaf and hard-of-hearing children and young people and their families in Australia.
DCA was established in 1862 in response to the needs of deaf children and their families. DCA is housed in the Bluestone Building, built in 1866, in the Victorian capital of Melbourne.[1]
History
On 14 February 1859, Mrs. Sarah Lewis wrote a letter to the Melbourne Argus newspaper, expressing her concern about the lack of education options for her deaf daughter. She mentioned that without proper facilities in Melbourne, she would have no choice but to send her daughter to England for her education. In response, Frederick J. Rose, a deaf man himself, took action and opened the School for the Deaf and Dumb on 12 November 1860 in Peel Street, Prahran.
As the number of students increased, it became necessary to have a permanent facility that could also provide accommodation. Consequently, in October 1866, the Bluestone Building at 597 St. Kilda Road was established. This building provided a stable environment and proper facilities to support the education of deaf children.
In January 1949, reflecting a shift towards more respectful and inclusive terminology, the institution's name was changed from the Victorian Deaf and Dumb Institution to the Victorian School for Deaf Children.
By February 2003, in response to the growing need for more comprehensive and national-level services, the decision was made to establish Deaf Children Australia (DCA) as a national entity. The aim was to advocate for and support all deaf and hard-of-hearing children across Australia, ensuring that they have access to quality education and resources regardless of location.[citation needed]
Current Day Services
Helpline
DCA's free, anonymous and confidential helpline provides assistance for families of deaf and hard-of-hearing children. The helpline can also answer questions from professionals, students, and the public on deafness and hearing impairment. The helpline provides:
Access to DCA's services.
Information and contact details for specialised services.
Information on deafness and hearing impairment for families, students, professionals, and the public.
DCA provides an information service that produces publications and resources as well as a community development service that provides deaf awareness training.[citation needed]
DCA also provides family support workers to help navigate services for parents with a deaf or hard-of-hearing child.[citation needed]
Each semester[clarification needed] DCA provides Auslan (Australian sign language) courses for families.
Other services include organising recreation events for families and young deaf people.[citation needed]
The DCA's parent network has trained support parents who are available to meet with families over the phone or through home visits, at Early Intervention Centre playgroups, family POD[expand acronym] group picnics, and other activities. Support parents can provide group or one-on-one support.[citation needed]
Grants
Every year, DCA provides grants for deaf and hearing-impaired people between the ages of 12 and 23. Grants up to $2500 are awarded to assist in implementing activities that improve the lives of deaf people and their families, as well as in recognition of the achievements of young people who are deaf or hard of hearing.[2]
Sign for Work
DCA also operates Sign for Work, an agency that provides specialist services for people who are deaf or hearing impaired, and for people with other disabilities. Sign for Work assists in finding and applying for employment, and offers training, referral services, and free access to office facilities.[3]
The three models of deafness are rooted in either social or biological sciences. These are the cultural model, the social model, and themedicalmodel. The model through which the deaf person is viewed can impact how they are treated as well as their own self perception. In the cultural model, the Deaf belong to a culture in which they are neither infirm nor disabled, but rather have their own fully grammatical and natural language. In the medical model, deafness is viewed undesirable, and it is to the advantage of the individual as well as society as a whole to "cure" this condition. The social model seeks to explain difficulties experienced by deaf individuals that are due to their environment.
Auslan is the sign language used by the majority of the Australian Deaf community. Auslan is related to British Sign Language (BSL) and New Zealand Sign Language (NZSL); the three have descended from the same parent language, and together comprise the BANZSL language family. As with other sign languages, Auslan's grammar and vocabulary is quite different from spoken English. Its origin cannot be attributed to any individual; rather, it is a natural language that emerged spontaneously and has changed over time.
New Zealand Sign Language or NZSL is the main language of the deaf community in New Zealand. It became an official language of New Zealand in April 2006 under the New Zealand Sign Language Act 2006. The purpose of the act was to create rights and obligations in the use of NZSL throughout the legal system and to ensure that the Deaf community had the same access to government information and services as everybody else. According to the 2013 Census, over 20,000 New Zealanders know NZSL.
NextSense, formerly the Royal Institute for Deaf & Blind Children (RIDBC), in Sydney provides a range of educational services for students with vision and/or hearing impairment, including specialist schools for signing deaf students, oral deaf students, and students with sensory and intellectual disabilities.
Mainstreaming, in the context of education, is the practice of placing students with special education needs in a general education classroom during specific time periods based on their skills. This means students who are a part of the special education classroom will join the regular education classroom at certain times which are fitting for the special education student. These students may attend art or physical education in the regular education classrooms. Sometimes these students will attend math and science in a separate classroom, but attend English in a general education classroom. Schools that practice mainstreaming believe that students with special needs who cannot function in a general education classroom to a certain extent belong in the special education environment.
The Oklahoma School for the Deaf (OSD) is a public residential school for the deaf and hard of hearing students ages 2 through 18. The school teaches K-12 students in Sulphur, Oklahoma, United States.
In the United States, the Individuals with Disabilities Education Act (IDEA) is a special education law that mandates regulation for students with disabilities to protect their rights as students and the rights of their parents. The IDEA requires that all students receive a Free and Appropriate Public Education (FAPE), and that these students should be educated in the least restrictive environment (LRE). To determine what an appropriate setting is for a student, an Individualized Education Plan (IEP) team will review the student's strengths, weaknesses, and needs, and consider the educational benefits from placement in any particular educational setting. By law the team is required to include the student's parent or guardian, a general education teacher, a special education teacher, a representative of the local education agency, someone to interpret evaluation results and, if appropriate, the student. It is the IEP team's responsibility to determine what environment is the LRE for any given student with disabilities, which varies between every student. The goal of an IEP is to create the LRE for that student to learn in. For some students, mainstream inclusion in a standard classroom may be an appropriate setting whereas other students may need to be in a special education classroom full time, but many students fall somewhere within this spectrum. Students may also require supplementary aids and services to achieve educational goals while being placed in a classroom with students without disabilities, these resources are provided as needed. The LRE for a student is less of a physical location, and more of a concept to ensure that the student is receiving the services that they need to be successful.
The Vermont Center for the Deaf and Hard of Hearing, a non-profit organization, was the primary educational and support services resource for Deaf and Hard of Hearing residents in Vermont and surrounding areas. The Vermont Center, headquartered at Brattleboro’s Austin’s School For The Deaf, was launched by the Austine School in 1998 and operated until 2014. The Austine School was one of four independent schools and twelve outreach programs through which the Vermont Center assisted thousands of Deaf Vermonters.
Deaf education is the education of students with any degree of hearing loss or deafness. This may involve, but does not always, individually-planned, systematically-monitored teaching methods, adaptive materials, accessible settings, and other interventions designed to help students achieve a higher level of self-sufficiency and success in the school and community than they would achieve with a typical classroom education. There are different language modalities used in educational setting where students get varied communication methods. A number of countries focus on training teachers to teach deaf students with a variety of approaches and have organizations to aid deaf students.
Deafness has varying definitions in cultural and medical contexts. In medical contexts, the meaning of deafness is hearing loss that precludes a person from understanding spoken language, an audiological condition. In this context it is written with a lower case d. It later came to be used in a cultural context to refer to those who primarily communicate through sign language regardless of hearing ability, often capitalized as Deaf and referred to as "big D Deaf" in speech and sign. The two definitions overlap but are not identical, as hearing loss includes cases that are not severe enough to impact spoken language comprehension, while cultural Deafness includes hearing people who use sign language, such as children of deaf adults.
The Deaf rights movement encompasses a series of social movements within the disability rights and cultural diversity movements that encourages deaf and hard of hearing to push society to adopt a position of equal respect for them. Acknowledging that those who were Deaf or hard of hearing had rights to obtain the same things as those hearing lead this movement. Establishing an educational system to teach those with Deafness was one of the first accomplishments of this movement. Sign language, as well as cochlear implants, has also had an extensive impact on the Deaf community. These have all been aspects that have paved the way for those with Deafness, which began with the Deaf Rights movement.
The deaf community in Australia is a diverse cultural and linguistic minority group. Deaf communities have many distinctive cultural characteristics, some of which are shared across many different countries. These characteristics include language, values and behaviours. The Australian deaf community relies primarily on Australian Sign Language, or Auslan. Those in the Australian deaf community experience some parts of life differently than those in the broader hearing world, such as access to education and health care.
Language deprivation in deaf and hard-of-hearing children is a delay in language development that occurs when sufficient exposure to language, spoken or signed, is not provided in the first few years of a deaf or hard of hearing child's life, often called the critical or sensitive period. Early intervention, parental involvement, and other resources all work to prevent language deprivation. Children who experience limited access to language—spoken or signed—may not develop the necessary skills to successfully assimilate into the academic learning environment. There are various educational approaches for teaching deaf and hard of hearing individuals. Decisions about language instruction is dependent upon a number of factors including extent of hearing loss, availability of programs, and family dynamics.
Deafness in Ghana carries with it a large social stigma. Deafness in Ghana is also a variegated subject, in large part due to government policies, or a lack thereof. Deaf Ghanaians choose from a number of sign languages, with the primary one estimated to be Ghanaian Sign Language. The exact number of deaf individuals in Ghana is not known for sure, but It is estimated that there are between 110,000 and 211,000 deaf and hard of hearing people in Ghana. Deaf awareness in Ghana has been on the rise since the arrival of the educator Andrew Foster from America in 1957. There are over a dozen schools teaching deaf Ghanaians, and a number of organizations advocating on behalf of Ghana's deaf population.
In Ireland, 8% of adults are affected by deafness or severe hearing loss. In other words, 300,000 Irish require supports due to their hearing loss.
Though official statistics are not available, the Danish Deaf Association estimates that there are currently about 5,000 deaf users of Danish Sign Language, which is equivalent to nearly 0.1% of the country's population. As many as 20,000 people are thought to use the language daily in their professional or personal life.
The history of deafness in Iceland includes the history of Icelandic Sign Language (ISL) and its status as the first language of the Deaf, the history of Icelandic Deaf education and Deaf organizations, and the status of hearing screenings in the country.
The Windward Islands are a group of islands in the Caribbean Sea that include Dominica, Martinique, Barbados, Saint Lucia, Saint Vincent and the Grenadines, Trinidad and Tobago, and Grenada. A variety of cultures, beliefs, languages, and views of deafness exist on the islands.
Deafness in Thailand refers to the population and culture of Deaf Hard of Hearing people in Thailand. Deafness in Thailand includes language emergence, organizations, healthcare, employment, schooling, and civil rights.
Out of nearly 59 million people in Italy, about 3.5 million Italians have some form of hearing loss. Among them, around 70,000 people are severely deaf. The European Union for the Deaf reports that the majority of the deaf people in Italy use Italian Sign Language (LIS). LIS has been an official sign language in Italy since 2021. Italy, among other countries, ratified the Convention on the Rights of Persons with Disabilities (CRPD) and is slowly improving conditions for deaf humans in Italy. Many major organizations in Italy fight for deaf rights and spread awareness to the Italian National Agency for the protection and assistance of the Deaf and Associated Italian Families for the Defense of the Rights of Deaf and Hard of Hearing Individuals (FIADDA). Newborns in Italy also receive universal hearing screenings. Education in Italy is directed towards oralism, although sign language is also used. LIS is a stable language and is used by approximately 40,000 users in Italy.
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