§ Mr. Ashleyasked the Secretary of State for Education and Science (1) what representations he has received about the recommendations of the World Congress of the Deaf in Washington;
(2) if, in the light of the resolution of the 7th World Congress of the Deaf that all persons who are preparing to work in the area of deafness with children or adults should be required to attain knowledge of sign language, he will take steps designed to ensure that people working in the field of education for deaf children are taught the sign language.
§ Mr. Gerry FowlerI have received no representations and I have no power to234W prescribe what methods of communication shall be taught.
§ Mr. Ashleyasked the Secretary of State for Education and Science if he will detail the provision made for deaf people in all institutes of further education, including technical colleges, teacher training colleges and universities, including the Open University; and whether the help consists of full- or part-time interpretation, visual aids, counselling, extra individual tuition or any other help.
§ Mr. Gerry FowlerFacilities specially for deaf and partially hearing are provided at seven establishments of further education, and the Open University provide transcripts of radio and TV broadcasts and also special tuition at certain summer schools. Detailed information about provision made elsewhere is not available. Local education authorities and other bodies are increasingly arranging supporting services of the kind instanced.
§ Mr. Ashleyasked the Secretary of State for Education and Science (1) if his Department sent a representative or observer to the UNESCO International meeting of experts on education of the deaf;
(2) if he will detail the recommendations made by the UNESCO meeting, and signify whether or not his Department supports them in principle;
(3) if any changes have been or will be made in his Department's policy on the education of deaf children as a result of the UNESCO meeting.
§ Mr. Gerry FowlerThe meeting was organised on the initiative of the UNESCO Secretariat and the experts were invited in their personal capacity. The question of my Department being represented did not therefore arise.
The 34 recommendations mainly relate to assessment, curriculum, teaching methods and teacher training and are couched in fairly general terms. Nearly all of these are in line with current thinking and I see no need for change so far as my responsibilities extend.
§ Mr. Ashleyasked the Secretary of State for Education and Science if he will make a statement on the proportion of teachers in schools and units for deaf 235W and hard of hearing children who have a special qualification to teach deaf children; if the proportion has risen or fallen in recent years; if his department has taken any specific steps to influence the proportion; and if he is expecting the proportion to rise in the near future.
§ Mr. Gerry FowlerIn January 1975, the latest date for which figures are available, 72 per cent, of teachers in special schools and units for hearing impaired children in England and Wales were specially qualified. The percentage has remained about the same for the last three years. It will probably rise in the future; but so long as an avenue exists for teachers in schools to obtain the specialist qualification within three years of taking up their appointment, and while teachers of practical subjects do not need it, there will be a significant proportion of teachers who are not specially qualified. The Department has taken steps to increase training facilities, and the number of newly qualified teachers rose from 139 in January 1973 to 153 in January 1975.
§ Mr. Ashleyasked the Secretary of State for Education and Science if he will initiate discussions on the proposal that teacher-training colleges should accept deaf candidates, even when their deafness is so profound that they would not normally be accepted, if it is felt they would
year Pupils in special schools for the hearing-impaired (England and Wales) Pupils entering university Number in Column (c) who obtained a degree (a) (b) (c) (d) 1966 … … … 4,751 1 — 1967 … … … 4,797 1 Not known (in Australia) 1968 … … … 4,921 4 4 1969 … … … 5,194 4 3 1970 … … … 5,299 4 4 1971 … … … 5,491 7 6 1972 … … … 5,549 1 1 1973 … … … 5,747 6 Courses not yet completed 1974 … … … 5,876 2 1975 … … … 6,134 9