A free, self-paced online course has been developed by Deaf Children Australia to help schools create more deaf friendly environments, writes CEO Mr David Wilson.
For most students, school is where they learn, grow, make friends and discover their place in the world. But for deaf and hard of hearing (DHH) children, that experience often depends on how prepared their school community is to support them.
At Deaf Children Australia (DCA), we believe every student deserves to feel seen, supported and included, no matter where they live or how they communicate. Yet our recent national survey shows there is still work to do to make that a reality, particularly in regional and rural communities.
We spoke with hundreds of parents, carers and school staff, many from regional and remote areas, and the results highlighted a clear need for greater resources and support. More than 60 per cent of respondents said their schools need better deaf awareness. Over 40 per cent admitted they lack the skills to communicate effectively with deaf and hard of hearing students. This is despite the fact that 83 per cent of DHH students in Australia attend mainstream schools.
In regional and remote areas, schools face additional challenges. Specialist resources and support services can be harder to access, making it more difficult for educators and staff to develop the skills needed to create inclusive classrooms. At the same time, hearing loss rates are higher in some remote areas, particularly among Aboriginal and Torres Strait Islander children. Research shows nine out of 10 young Aboriginal and Torres Strait Islander children in remote communities experience some form of ear disease, and one in six has suffered a burst eardrum.
Language deprivation resulting from hearing loss, especially if it occurs during the critical period of language development in the first five years of life, can have lasting impacts on cognitive, social, emotional and academic development. This can lead to difficulties in communication, reduced cognitive abilities, mental ill-health and social isolation.
The reality is that many schools simply do not have the resources or training they need to confidently support deaf and hard of hearing students. That is something we can and must change.
For Miranda, a mother from Port Macquarie in regional New South Wales, the gaps in support have been a constant challenge. Her 14-year-old son is deaf in one ear, yet because he was not considered deaf enough to qualify for extra support, Miranda has spent years filling the gap herself.
“I have had to explain deaf awareness to my son’s teachers every single year,” she says. “It is exhausting. It should not be up to parents to educate staff.”
For families like Miranda’s, programs like Building Bridges can make a real difference. Building Bridges is a free, self-paced online course developed by DCA to help schools create more deaf friendly environments. The course provides practical tools, deaf awareness training and access to resources designed to empower everyone in the school community, from classroom teachers to office staff, playground supervisors to principals.
Building Bridges includes a video library of over 200 school friendly Auslan signs, downloadable resources, classroom activities and, for a limited time, a free Auslan Resource Pack with storytime books with key Auslan signs and translations that gently introduce Auslan, posters and learning tools.
Importantly, Building Bridges was made possible through funding from the Department of Social Services, ensuring the program remains free and accessible to schools nationwide. Building Bridges is based on years of research and designed to be practical, flexible and accessible to schools no matter where they are located.
You do not need to be an expert in deaf education to make your school a place where every child feels they belong. With the right tools and a willingness to learn, any school can become more deaf friendly.
We know that when deaf and hard of hearing students feel understood and supported to communicate, their confidence grows, their learning improves and they build stronger connections with their peers and teachers.
This is especially important in regional and rural communities where access to specialist support is limited. By embedding inclusive practices across schools, we can break down barriers and ensure every student, regardless of where they live, has the same opportunities to succeed. Learn more at www.deafchildrenaustralia.org.au/building-bridges.
