Toowong State School, the only primary school in Queensland offering a unique bilingual-bicultural program for deaf students, has become the centre of a growing push for similar programs to be implemented in high schools.
Impressed by the program’s success, parents have called for its expansion to ensure their children receive an inclusive and effective education as they transition to secondary education.
The program at Toowong State School involves students learning the Australian curriculum in both English and Auslan. This immersive approach benefits deaf students and fosters a deeper understanding and appreciation of deaf culture among hearing students.
Vanessa Alford, a mother of three deaf sons, was so impressed by the program that she relocated her family from Perth to Brisbane. She highlights the positive impact the program has had on her children’s academic performance and overall well-being. Her sons are more engaged and eager to learn, a stark contrast to her experiences in primary school.
However, when one of her sons is about to enter high school, Ms Alford faces a difficult situation. High schools in Queensland currently need to offer a comparable program. Concerned about the lack of support and potential isolation her son might face in a mainstream environment, Ms Alford has opted for a combination of one-on-one tutoring and distance education with interpreters. While addressing some educational needs, this solution still raises concerns about her son’s social development and interaction with peers.
Another parent, Kate O’Keeffe, echoes Ms Alford’s concerns. She emphasises the importance of a fully inclusive environment where Auslan is readily used and understood. She fears that the lack of qualified interpreters and a signing environment in mainstream high schools could lead to isolation and limited access to the curriculum for deaf students.
Both parents have advocated for the Queensland Education Department to introduce the bilingual-bicultural program in high schools. While the department has expressed its commitment to inclusivity and is considering different educational models for deaf students, parents argue that the process is moving too slowly.
Deaf Australia has also addressed the issue, highlighting the scarcity of genuinely bilingual and bicultural programs across the country. They stress the importance of direct communication and culturally relevant teaching for deaf students, which is often lacking in mainstream settings.
With time running out for Ms Alford’s son and many other deaf students approaching high school age, the pressure is mounting on the Queensland Education Department to provide a solution that ensures these students receive the quality education they deserve.
Published Date 12-December-2024
