Education for Deaf Children: What Must Change

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In France – as in many other countries – Deaf children often face major challenges in school. Many do not reach the same academic level as hearing children. Some studies even suggest that up to 80 percent of Deaf people struggle with reading and writing. This figure is debated, but one fact is clear: access to education is much harder for Deaf children.

A new report by the Scientific Council of the French Ministry of Education has analyzed why this is the case and what must be improved. The findings are also relevant for Germany and many other countries.

 

Start Early: Language from Birth

One of the central problems is language deprivation. This means that a child experiences a period in life without access to any language – neither spoken nor signed.

The consequences are serious:

• Children develop inner thinking later and more slowly.
• They face difficulties in acquiring knowledge.
• They start school with a significant disadvantage.

The report emphasizes: From birth, every child must have access to a language. This can be sign language, spoken language supported by visual systems (such as Cued Speech or sign-supported speech), or both. What matters is immediate and continuous language exposure.

 

Bilingual Approaches Work Best

Research from several countries shows that bilingual education – sign language plus spoken language – is especially successful.

• Children who receive hearing aids or cochlear implants early and also learn sign language often achieve better outcomes.
• Learning two languages is not a risk for children, but an opportunity.
• Both languages should be taught by fluent speakers, ideally native users or highly competent teachers.

This approach helps Deaf children to acquire language faster, gain stronger understanding, and perform better in reading and writing.

 

Lack of Data and Research

A major problem in France – and in Germany as well – is the lack of reliable data. There are no precise statistics on how many Deaf children attend school, what kind of support they receive, or how successful they are.

Without such data, it is almost impossible to design effective education policies. Another issue is the lack of information on the mental health of Deaf students. Studies show that Deaf youth are more likely to suffer from psychological distress and face a higher risk of depression or even suicide compared to hearing peers.

 

Sweden as a Role Model

Sweden demonstrates that things can be very different:

• Swedish Sign Language was officially recognized as a full language in 1981. (In France this happened only in 2005, in Germany in 2002.)
• Parents of Deaf children receive more than 200 hours of free sign language classes.
• There are significantly more sign language interpreters.
• Even members of the Swedish royal family, such as the Queen, know sign language.

The result: Deaf students in Sweden are just as likely to access higher education as hearing students.

 

Teachers Need Better Training

Another key finding of the report is that many teachers do not fully understand the challenges Deaf children face.

Examples include:

• Some assume that children with cochlear implants can hear just like hearing children – which is not true.
• In noisy classrooms, implanted children may turn off their device because of sensory overload. At that moment, they are cut off from all communication.
• Many children appear to understand everything, but in reality, they miss essential parts of the lesson and fail to fully grasp meaning.

The report calls for:

• Comprehensive sign language training for teachers, from beginner level (A1) to advanced (C1).
• Stronger education on the nature of deafness and its impact on learning.
• More inclusive teaching practices adapted to Deaf learners.

 

Limits of Technology: Cochlear Implants Are Not Enough

Cochlear implants help many children perceive spoken language better. When implanted very early (before the age of two), they can be highly beneficial.

However:

• Even with implants, gaps remain compared to hearing peers.
• Language errors are more frequent (e.g., incorrect word forms or mixed expressions).
• Children can switch off their implant when they feel overwhelmed by noise, cutting them off from communication.
• Without additional language support, educational delays remain.

This shows why sign language and other visual communication systems are essential. Technology alone is not enough.

 

More Bilingual School Options

In France, there are PEJS (Educational Centers for Deaf Youth), which offer instruction in sign language, French, and Cued Speech.

The challenges are:

• Only 16 out of 30 regional education authorities have such centers.
• Only 6 of them cover the full range from kindergarten to high school.
• There is a shortage of interpreters, sign language teachers, and trained professionals.

As a result, many Deaf children do not receive the support they need.

 

Practical Tips for Parents of Deaf Children

Parents play a vital role in the educational success of their Deaf children. The report suggests:

1. Act early: As soon as deafness is diagnosed, introduce a language immediately – sign language or spoken language with visual support.
2. Consider bilingual education: Two languages provide clear advantages.
3. Learn sign language: Parents should attend courses to communicate naturally with their child from the very beginning.
4. Check school options: Ask whether there are bilingual programs or Deaf education centers in the region.
5. Build networks: Connect with other families, Deaf associations, and support groups to share experiences and advocate for better policies.

 

Conclusion

The French report makes one point very clear: Deaf children do not fail because of lack of intelligence, but because of lack of linguistic and educational support. Early intervention, bilingual approaches, and well-trained teachers can change everything.

Countries like Sweden show that Deaf children can have the same opportunities as hearing children – if they are given full access to language, education, and interpreters from the start.

For France, Germany, and many other nations, the message is urgent: Act now – stop leaving generations of Deaf children behind.