Early intervention and inclusive education

1. Rights of deaf children

Deaf children’s adverse childhood communication experiences when they do not have access to a language they understand have a negative cascade effect on many areas of health, education and well-being. All deaf children have the right to a national sign language and must be prevented from experiencing language deprivation and communication neglect. As 95% of deaf children are born to hearing families, their language rights are enabled through the provision of national sign language support to children and their parents, carers and family members from birth. Article 25 of the CRPD read conjointly with Article 30 requires States Parties to provide quality early intervention services to deaf children to minimize and prevent further disabilities, such as language deprivation, by promoting their linguistic and cultural identity and the learning of the national sign language(s).

2. Right to inclusive quality education in national sign languages

Deaf learners have historically faced many barriers to access education, including a denial of quality education in sign language which has led to a breach of their rights. 

Article 24 of the CRPD read conjointly with Articles 21 and 30 requires States Parties to provide inclusive multilingual education to deaf learners following those principles: 

1. Education must be provided in the national sign language(s) and national written language(s); 
2. The school must follow the official governmental curriculum and maximize the learning potential of deaf learners; 
3. Teachers must master the national sign language(s) with a native-level proficiency; 
4. Deaf learners must be surrounded by their deaf peers and deaf adult role models.

These four principles enable the provision of language-rich environments in which deaf learners can reach their full potential. Inclusion must be more than a physical placement. Inclusion is about belonging and about realising one’s full potential. Access to a common language environment is a necessary and essential first step in achieving inclusion for deaf learners. 

3. Right to Lifelong learning

Access to education, vocational training, and ongoing professional training and development, is key to gaining and retaining a job and earning a wage that allows independent living:

Human Rights Instruments

• Convention on the Rights of Persons with Disabilities (CRPD)
  • Article 5, 24.5 and 27: Requires the government to ensure vocational and lifelong learning.
• Convention on the Rights of the Child (CRC)
  • Article 23: Rights of children with disabilities, ensuring they enjoy a full and decent life in conditions that ensure dignity, promote self-reliance, and facilitate active participation in the community.
  • Article 28: Right to education, ensuring access to education for all children.
• 2030 Agenda, Goal 4: Ensure inclusive and equitable education and promote lifelong learning opportunities for all.

Resources

• Report on Inclusive Education
• Declaration on the Rights of Deaf Children
• Position Paper on Inclusive Education
• Position paper on the Language Rights of Deaf Children
• Position Paper on the Social Inclusion of Deaf People with Intellectual Disabilities
• Access to Higher Education for Deaf Students during the COVID-19 Pandemic
• Statement on Educational Rights for Deaf Learners During the COVID-19 Pandemic and Beyond
• Guidance on Sign Language for Deaf Children’s Education and Its Use in Accessible Digital Teaching and Learning Materials
• Inclusive education of deaf children