§ Mr. Andrew F. Bennettasked the Secretary of State for Education and Science, at the latest available date, how many people in Great Britain aged 16 years or over, were in (a) schools, (b) sixth-form colleges, (c) further education colleges, (d) polytechnics, (e) universities and (f) other educational establishments, separating them by age into single years from 16 to 20 years and in bands aged 21 to 24 years, 25 to 29 years and 30 years and over.
§ Mr. WaldenThe readily available information for home students in Great Britain in 1983–84 including all modes of attendance is as follows:
effects of deaf-blindness on a child's ability to learn and develop and (b) the personal and behavioural problems arising from the dual sensory handicap.
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§ Mr. DunnMy right hon. Friend is not aware of any specific research which has been undertaken into these matters. Any research would have to take into account the fact that children described as "deaf-blind" suffer varying degrees of visual and hearing impairment and often also have mental and physical handicaps.
§ Mr. Ashleyasked the Secretary of State for Education and Science what research has been carried out by his Department or other institutions into the forms of communication used by deaf-blind children; and what proportion of deaf-blind children of all ages are without any form of communication.
§ Mr. DunnThe Department has carried out no research into the forms of communication used by deaf-blind children and is not aware of any which has been carried out by other institutions. The Department does not collect information on the proportion of deaf-blind children of all ages who are without any form of communication.
§ Mr. Ashleyasked the Secretary of State for Education and Science what proportion of the teachers of deaf-blind children in (a) deaf-blind units, (b) ESN(S) schools and (c) hospital schools have received special training in teaching children with the dual handicap; and what form the training took.
§ Mr. DunnThe Department does not collect this information. Teachers of deaf-blind children are subject to regulation 18 of the Education (Teachers) Regulations 1982 which requires that a teacher of a class of deaf-blind children should have an additional specialist qualification to teach either the deaf or the blind. I am sending the hon. Member a copy of the relevant extract from the regulations.
§ Mr. Ashleyasked the Secretary of State for Education and Science what courses there are for training teachers of deaf-blind children; and what progress is being made in extending the provision.
§ Mr. DunnThere are currently no training courses specifically for teachers of deaf-blind children. The future training needs of these teachers are currently under consideration.
§ Mr. Ashleyasked the Secretary of State for Education and Science what proportion of deaf-blind children have access to a specialist in teaching those with the dual handicap; and if he will detail the nature of the access.
§ Mr. Ashleyasked the Secretary of State for Education and Science what proportion of deaf-blind children are being taught by a full-time teacher who has had special training in teaching a child with the dual handicap.
§ Mr. Ashleyasked the Secretary of State for Education and Science what proportion of deaf-blind children are in schools where the child is (a) the only deaf-blind pupil, (b) one of two, (c) one of three and (d) one of more than three.
§ Mr. Ashleyasked the Secretary of State for Education and Science how many deaf-blind children are being educated in (a) deaf-blind units, (b) ESN(S) schools, (c) hospital schools and (d) other schools.
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§ Mr. Ashleyasked the Secretary of State for Education and Science what specific educational provision is made for deaf-blind children.
§ Mr. DunnThere are no special schools solely for deaf-blind children but a number of special schools principally for the visually handicapped and hearing impaired make specific educational provision for the needs of these children. Some who additionally have other handicaps such as severe learning difficulties are educated in special classes and units appropriate to those handicaps.
§ Mr. Ashleyasked the Secretary of State for Education and Science how many children of school age and below are known to be deaf-blind; and on what criteria they are identified.
§ Mr. DunnThe Department does not collect information on the numbers of deaf-blind children of school age and below. The criteria on which such children are identified are set out in the Education Act 1981; the responsibility for identifying, assessing and meeting special educational needs rests with individual local education authorities.
§ Mr. Ashleyasked the Secretary of State for Education and Science if he will institute a national programme to (a) survey the numbers and educational needs of deaf-blind children, (b) provide additional staff and buildings and (c) make appropriate arrangements for their future further education.
§ Mr. DunnMy right hon. Friend is concerned about a wide range of pupils with profound and multiple learning difficulties, including those who have additional hearing and visual handicaps. There is, however, no intention to institute a national programme to survey the numbers and educational needs of deaf-blind children, provide additional staff and buildings or make appropriate arrangements for their future further education. These are all matters for individual local education authorities to determine in the first instance.
§ Mr. Ashleyasked the Secretary of State for Education and Science what is the average staff-child ratio for the teaching of deaf-blind children.
§ Mr. Ashleyasked the Secretary of State for Education and Science what steps he has taken to assess the proportion of peripatetic services required in the education of deaf-blind children; and if he will make a statement.
§ Mr. DunnThis is a matter for individual local education authorities to consider through their procedures for assessing the special educational needs of pupils and determining whether or not to maintain statements of needs under section 7 of the Education Act 1981. They also have a duty under section 2(4) of the Act to keep their arrangements for special educational provision under review. The level of such services required is likely to vary considerably both from year to year and from area to area.
§ Mr. Ashleyasked the Secretary of State for Education and Science what steps he has taken to identify and assess the educational needs of deaf-blind children; and if he will make a statement.
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§ Mr. DunnUnder the Education Act 1981 it is the responsibility of individual local education authorities to assess the requirements of children in their area who appear to have special educational needs and to decide what provision would be appropriate for them. I am sending the hon. Member a copy of the Department's circular 1/83, which gives detailed guidance to LEAs on how this should be done.
§ Mr. Ashleyasked the Secretary of State for Education and Science what steps he has taken to make suitable educational provision for pre-school, primary and secondary aged deaf children; and if he will make a statement.
§ Mr. DunnThe Education Act 1981 requires local education authorities to secure provision in ordinary schools for children for whom they maintain a statement of special educational needs, provided that account has been taken of the views of the child's parents, and that the placement is compatible with the special educational provision required by the individual child; the provision of efficient education for the children with whom he will be educated; and the efficient use of resources.
The Department is currently reviewing the provision of special schools for hearing-impaired children, in order to match the provision of places to the likely demand, in the light of falling rolls and the increasing move towards integrated education. Some schools for hearing-impaired children will have to close as a result of the effect of declining numbers; my right hon. Friend recognises that there will be a continuing need for special schools for some children, and it is his intention that those schools should be capable of providing a suitable and efficient education. Discussions are continuing with the local education authorities and schools involved.
§ Mr. Ashleyasked the Secretary of State for Education and Science (1) if he has taken any steps to advise teachers of the deaf on how to make full use of any residual vision of deaf-blind children; and if he will make a statement;
(2) if he has taken any steps to advise teachers of the visually impaired on how to make full use of any residual hearing of deaf-blind children; and if he will make a statement.
§ Mr. Ashleyasked the Secretary of State for Education and Science if he will initiate discussions with his counterparts in those European countries which provide for the teaching of deaf-blind children on a national basis on the record of this form of educational provision for children who are small in number but are very severely handicapped; and if he will make a statement.
§ Mr. DunnEC Education Ministers agreed at their meeting in June 1984 to set up a working group of experts to consider the educational needs of handicapped children. The group will shortly submit proposals for a programme of future work which, if agreed, will include a study of children with sensory handicaps. It would be inappropriate to consider other discussions at this time.