National Association of the Deaf

The National Association of the Deaf (NAD) recently released a position statement supporting the continuation and strengthening of schools for the deaf nationwide. The NAD believes strongly that schools for the deaf provide valuable placement options for deaf and hard of hearing children and that, for many children, these are the best options for providing a linguistically rich environment. They are also an important and necessary component of the spectrum of placement options required by the Individuals with Disabilities Education Act (IDEA).

Schools for the deaf provide indispensable resources to the students they serve, including an environment with a critical mass of their linguistic peers, the language base necessary for cognitive and social development, the presence of deaf mentors and role models and a fully accessible, inclusive education. In addition, schools for the deaf provide information and assistance to other schools and maintain the unique culture, heritage and language of the American Deaf community.

The NAD has consistently advocated for schools for the deaf across the country. We have opposed the closing of individual schools and supported schools for the deaf nationwide by seeking funding for nationwide studies on Deaf Education. For more information on our continued commitment to support schools for the deaf across the country in weathering the economic crisis, see our previous announcement on budget cuts for schools of the deaf.

Acting to Strengthen and Save Schools for the Deaf

In these difficult economic times, many states struggling to balance their budgets are considering reducing or eliminating funding to schools for the deaf. The NAD emphasizes that these cuts are not only contrary to the rights of deaf and hard of hearing students as stated in the IDEA, but that they are unlikely to save the money desired. Oftentimes, particularly when the population of deaf and hard of hearing children is scattered, a school for the deaf provides the most cost-efficient way to provide these children with the educational services they need. For many children, it is also the best option for ensuring that they are capable of realizing their full potential as independent, educated and tax-paying adults. When schools for the deaf are closed, everyone-- including the state, the child, and the community-- is denied the opportunities necessary to flourish.

Recognizing the importance of schools for the deaf for deaf and hard of hearing children, their families, and all citizens, hearing and deaf, the NAD has produced a call to action demanding:

• State support of schools for the deaf through funding and other resources
• Educational placements for deaf children driven by an appreciation of the importance of language.
• The maintenance of schools for the deaf as an option to which parents of deaf children have a right.
• State facilitation of communication between schools for the deaf and the surrounding deaf communities.
• The inclusion of schools for the deaf in state accountability systems.
• Meaningful standards for selecting personnel for schools for the deaf, including the requirement of ASL fluency.
• The availability of safe and adequate transportation for students at schools for the deaf, including transportation to extracurricular activities.

The NAD urges politicians and community members across the country to read its position on schools for the deaf in full and ensure that its recommendations are followed within their states. In addition, we call upon advocates to hold states accountable for maintaining and improving their schools for the deaf as an essential and legally required option for deaf students.