Developmental B.E. Deaf Education in New Zealand

1. Developmental B.E. Deaf Education in New Zealand OMICRON GROUP Chris C, Joshua W, Michelle C, Michelle M, and Tatiana M

2. Introduction to New Zealand Sign Language • Became New Zealand’s third official language in April 10, 2006 • New Zealand is the only country in the world that recognizes NZSL as one of its official languages. • 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

3. More Ethnicities than the World’s Countries • 213 ethnic groups identified • Major ethnic groups: • European 74% • Maori 15% • Asian 12% • Pacific peoples 7% • Middle Eastern / • Latino / African 1% • Some minority groups are Orkney Islander, Shetland Islander, Corsican, Falkland Islander, Gypsy, Chamorro, and Inuit. • Total population (by 2013) = 4,242,051 • Official languages spoken by population count (retrieved from NZ’s 2013 Census) • English 3,819,969 • Maori 148,395 • NZSL 20,235 • Problem: The numbers of people speaking Maori and NZSL are declining.

4. Deaf Education in New Zealand • Two deaf schools in New Zealand • Kelston Deaf Education Center (Auckland) • established in 1958 • 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

5. Literacy used at KDEC • Follow the NZ Curriculum Set by the Ministry of Education • English Literacy • Numeracy • Academics • Social

6. Culture at KDEC • Promote Maori Culture • Has the only Deaf Marae in existence • Marae is a Maori Communal Facility “Contribute Meaningfully to Their Community”

7. Languages Used at KDEC 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.

8. Instructional Practices: Teachers 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

9. Instructional Practices: Preschool • Ages 2-5 • Bilingual program • Spoken English • New Zealand Sign Language • Connection to RuamokoMarae • Language development, social skills • Learning from one another

10. Instructional Practices at KDEC • Students in years 1-15 • Mainstreamed in hearing classrooms • Full access to information • Use principles of Te Whāriki • Culturally based • Focus on individual needs • Strive for diversion • Individual Education Plan • Student achievement • Progression • Ongoing Resourcing Scheme

11. Policies U.S. • No Child Left Behind Act (NCLB) • Based on tests. Teachers will lose their jobs if students don’t perform well. • Americans with Disabilities Act (ADA) • Make sure no one is discriminated against for having disabilities. • Individuals with Disabilities Education Act (IDEA) • Children with disabilities are able to receive an education. • Family Educational Rights and Privacy Act (FERPA). • Protects student rights of educational records. • Mainstream Programs and Deaf Residential Schools for Deaf students. • CSDR & CSDF New Zealand • New Zealand emphasizes English more than Maori. • Residential Schools (2) • 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.

12. 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

13. Combined Board of Trustees 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.

14. Combined Board of Trustees Cont’d • Vision: • Accountable for high quality service equitably across diverse needs • Personalised learning for deaf students • High expectations for achievement both academically and socially • Being progressive and forward looking • Board Members consists of: • Six parent trustees • A staff trustee • Two student trustees • Two Principals • Up to 4 additional trustees if necessary

15. Kelston and van Asch Deaf Education Centers • 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 • Contribute meaningfully to their communities; • Are socially well integrated; and • Are able to determine their future and fulfil their dreams.

16. KDEC: Language Usage Emphasis 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.”

17. Van Asch: 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...”

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

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

20. Advantages and Disadvantages • 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

21. References • 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-identity.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/ServicesAndSupport/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

22. QUESTIONS & ANSWERS