Developmental B.E.Deaf Education in New Zealand

OMICRON GROUPChris C, Joshua W, Michelle C,

Michelle M, and Tatiana M

● Became New Zealand’s third official language in April 10, 2006o New Zealand is the only country in the world that recognizes

NZSL as one of its official languages.o The other two official languages are New Zealand English

and Maori.

● Based on British Sign Language (BSL)● Can be considered as a dialect of BANZSL (British,

Australian, and New Zealand Sign Languages)● 62.5% of NZSL found in BSL and 33% in ASL

Introduction to New Zealand Sign Language

● 213 ethnic groups identified● Major ethnic groups:

o European 74%o Maori 15%o Asian 12%o Pacific peoples 7%o Middle Eastern /

Latino / African 1%

● Some minority groups are Orkney Islander, Shetland Islander, Corsican, Falkland Islander, Gypsy, Chamorro, and Inuit.

More Ethnicities than the World’s Countries

● Total population (by 2013) = 4,242,051

● Official languages spoken by population count (retrieved from NZ’s 2013 Census)o English 3,819,969 o Maori 148,395o NZSL 20,235

● Problem: The numbers of people speaking Maori and NZSL are declining.

● Two deaf schools in New Zealando Kelston Deaf Education Center

(Auckland) established in 1958

o van Asch Deaf Education Center (Christchurch) established in 1880

● State co-education special schools with boarding facilities

● Year 1 - 15 (age 5-19) for deaf and hard-of-hearing students

Deaf Education in New Zealand

● Follow the NZ Curriculum Set by the Ministry of Educationo English Literacyo Numeracyo Academicso Social

Literacy used at KDEC

● Promote Maori Cultureo Has the only Deaf Marae in existenceo Marae is a Maori Communal Facility

Culture at KDEC

“Contribute Meaningfully

to Their Community”

Languages are available in different modes of expression to students:● New Zealand Sign Language● Sign Supported English● Spoken and Written English● English Speech Reading● Use of Residual Hearing

Note: Maori language is not required by curriculum to learn. It’s up to a student’s choice to learn it or not.

Languages Used at KDEC

Resource Teachers of the Deaf (RTD)● Trained specialist● Students mainstreamed in over

250 schools in the region● 1:1 / Liaison ● Assist classroom environment and

management● Continually improving curriculum

Instructional Practices: Teachers

● Ages 2-5● Bilingual program

○ Spoken English○ New Zealand Sign Language○ Connection to Ruamoko

Marae● Language development, social

skills● Learning from one another

Instructional Practices: Preschool

● Students in years 1-15o Mainstreamed in hearing classroomso Full access to information

● Use principles of Te Whārikio Culturally based o Focus on individual needs o Strive for diversion

● Individual Education Plan○ Student achievement○ Progression ○ Ongoing Resourcing Scheme

Instructional Practices at KDEC

U.S.● No Child Left Behind Act (NCLB)

o Based on tests. Teachers will lose their jobs if students don’t perform well.

● Americans with Disabilities Act (ADA)o Make sure no one is discriminated against for

having disabilities.● Individuals with Disabilities Education Act (IDEA)

o Children with disabilities are able to receive an education.

● Family Educational Rights and Privacy Act (FERPA). o Protects student rights of educational

records.● Mainstream Programs and Deaf Residential

Schools for Deaf students.o CSDR & CSDF

New Zealand● New Zealand emphasizes English more than

Maori. ● Residential Schools (2)

o Kelston and van Asch● Doesn’t have the Americans with Disabilities Act.● Will work with families and teachers so everyone

understands what Deafness is. ● Still has struggle for deaf rights and deaf

education, but is currently in a slow process of improvement

● There is a sort of law passed that states that all deaf and hard-of-hearing students have THE RIGHT TO SIGN.

Policies

Relevant Issues between US and NZ

● Both U.S. and New Zealand often have Deaf children that are mistreated and looked down upon in school.

● Deaf children learn sign language as well as English.

● Monolingual Education Vs. Bilingual Education

● Students graduate about the same age from school

The Combined Board is responsible for ensuring that each Centre focuses their strategic planning on improving student achievement through high quality teaching and learning programmes.

Combined Board of Trustees

● Vision:o Accountable for high quality service equitably across diverse needso Personalised learning for deaf studentso High expectations for achievement both academically and sociallyo Being progressive and forward looking

● Board Members consists of:o Six parent trusteeso A staff trusteeo Two student trustees o Two Principalso Up to 4 additional trustees if necessary

Combined Board of Trustees Cont’d

● KDEC and van Asch DEC is governed by the Combined Board of Trustees

● Focus: Working with Families and Deaf Community● Provide: Equitable and coordinated deaf education

o Contribute meaningfully to their communities;o Are socially well integrated; ando Are able to determine their future and fulfil their dreams.

Kelston and van Asch Deaf Education Centers

From the KDEC website ad verbatim:“Of particular note is the need for staff to be able to use both English and New Zealand Sign Language (NZSL) for communication and instruction in order for students to achieve their maximum potential.”

KDEC: Language Usage Emphasis

From the van Asch website (edited for space):“A wide range of services are provided by the van Asch... The Centre employs a number of specialist resource staff…. provides those professionals working with deaf and hearing-impaired students in regional settings with support in literacy, speech-language, New Zealand Sign Language (NZSL) and Deaf Studies...”

Van Asch: Language Usage Emphasis

http://www.kdec.school.nz/

http://www.vanasch.school.nz/

Advantages• New Zealand – first and only country with official Sign language • Focus on an individual’s academics and language needs (I.E.P.)• Promote Maori culture to keep it in existence

Disadvantages• Deaf students separated all over the country• Not enough signing environment post-preschool education

Advantages and Disadvantages

● Garcia. O. (2009). Bilingual education in the 21st century.● Interview via FaceTime with David McKee (Combined Board of Trustees Member)● http://www.kdec.school.nz/● http://www.vanasch.school.nz/index.php● http://www.deaf.org.nz/● http://www.stats.govt.nz/Census/2013-census/data-tables/total-by-topic.aspx● http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11170288● http://www.stats.govt.nz/Census/2013-census/profile-and-summary-reports/infographic-culture-id

entity.aspx● http://www.kdec.school.nz/media/Kelston-Deaf-Education-Centre-Pre-School-27-06-2013.pdf ● http://www2.ed.gov/policy/landing.jhtml● http://www.minedu.govt.nz/NZEducation/EducationPolicies/SpecialEducation/ServicesAndSuppo

rt/DeafAndHearingImpaired.aspx● http://www2.ed.gov/policy/elsec/leg/blueprint/index.html● http://www.ieag.org.nz/2014/4/mandate-for-an-inclusive-education● http://en.wikipedia.org/wiki/Education_in_New_Zealand

References

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