The gulf between deaf and hearing children’s grades could get wider unless schools and colleges act quickly before they return full-time, three organisations have warned.

In an open letter to schools and colleges across England, the National Deaf Children’s Society, the British Association of Teachers of the Deaf and the National Sensory Impairment Partnership say that deaf children must be supported as they try to catch up after months without access to education.

The organisations say the gap in achievement could get wider because the coronavirus pandemic made it “impossible for many deaf children to access vital technology or get support from the specialist staff they rely on”.

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The letter also raises concerns that despite the best efforts of schools, many resources offered for learning at home are not accessible to those deaf pupils who need subtitles or translation into British Sign Language.

Coronavirus: Call for more support to help deaf pupils catch up

The warning comes after the National Deaf Children’s Society said that the majority of deaf pupils might not return to school if teachers use masks in the classroom.

The three organisations are now calling on schools and colleges across England to ensure that deaf children have “safe access to the support staff and technology they rely on”.

The letter also asks schools and colleges to hold detailed discussions with specialist staff, including teachers of the deaf; parents; and deaf children themselves to work out the best ways to meet their needs and enable them to catch up on what they’ve missed.

Ian Noon, chief policy adviser for the National Deaf Children’s Society, said: “Every pupil in England has been excluded from education this year, but this is nothing new to deaf children, many of whom have already seen their support slashed in recent years.

“As education returns, we cannot allow deaf pupils to go without the support and technology they desperately rely on. They’re facing the challenge of their educational lifetime to catch up and they must not be left to do it alone.

“Schools and colleges need to make sure the necessary technology and key support staff that deaf children rely on are in place as soon as they can. They also need to consult with specialist staff, parents and deaf pupils themselves to make sure they can catch up quickly.

“With support from the government, which has an important role to play, education providers can give every deaf pupil the chance they deserve to reach their potential, even in these challenging times.

“Education is a right, not a privilege, and that doesn’t change because you’re deaf.”

Steph Halder, president of the British Association of Teachers of the Deaf, said:  “It is crucial that the needs of deaf pupils are borne in mind in all the discussions about returning to school.

“This includes issues such as the implications of wearing face coverings, remote learning, the vital role of specialist external support and the importance of deaf pupils being fully involved in any catch-up activities, which must be tailored to their needs to be effective.

“The involvement of qualified teachers of the deaf is therefore essential.”