The parents of the schools received a letter on February 19th that the schools were under review by external consultants at the request of The ministry of Education and that we could fill out a survey on the Ministry's website. As we read between the lines, we can clearly see that the Ministry of Education is in the process of reviewing these schools and they may be up for closure by June of 2016. We are aware that the admission process is currently on hold indicating that this is in fact a reality that we may be facing in the near future.

The reasons that are being given for this possible closure is two-fold. It appears that they are concerned about declining enrollment and that the Ontario Curiculum cannot be delivered to such a small population.

With respect to the first point, I am aware that the PSB has made it increasingly difficult for families to enroll children in the Deaf schools. The process to enroll a child with a severe to profound hearing loss can take up to 6 month. It seems as though admission is never guaranteed, even for Deaf children. Kids have been turned away as a result of a minimal decibel hearing loss that was imposed on top of the actual Policy for Admissions into the school. This imposed hearing loss requirement has recently been removed and now hard of hearing children seem to be eligible for admission to the schools. It is strange that this imposed requirement has been lifted right at the same time that they are considering closing the schools and admissions have been put on hold. It would appear that PSB was trying to make the process of enrolling children into the Deaf Schools more difficult and hence the decreasing enrollment.

Also relating to the issue of decreased enrollment, PSB do not make their program well known to the public. I am aware that PSB employs are not allowed to discuss this option with parents unless they come up with the idea on their own. Only then can they discuss the school, but not promoting it. Parents have to do their own due diligence. The options are not outlined for them to any degree where it is possible to make an informed decision. This is a lot to ask of parents who are already uncertain about so many things and feeling a great deal of stress about making these difficult decisions.

Lastly, related to the same point, School Boards are not allowed to tell parents about other programs available to their Deaf children even if the child is struggling either academically, socially or psychologically. There is something deeply wrong with our school system if the teachers cannot recommend a better program to the parents of a Deaf child. This is not in alignment with our Education Ministers mandate and it is creating a situation where the child cannot access something better and reach their potential. This is not in alignment with our Minister of Education, Hon Liz Sandals', education mandate.

With respect to the second point, it would appear to me as a lay person that this is not something that can be decided by just looking at kids in the Deaf school. We need to also consider how Deaf kids are doing in mainstream for any conclusions to be made here. Also, teachers need to be consulted about
this. As far as I am aware, no teachers have been consulted on this point.
If parents would be given good correct and all the information and the DB loss requirement was not a factor in the past enrollment would be higher and we would not be here now. It would appear to me as a lay person that PSB has been shooting itself in the foot to justify closing it's doors to so may children who need this. From my understanding, all of the schools that are under the direct management of the Ministry of Education are under threat of closure or consolidation as a recommendation from the 2012 report of the Commission on the Reform of Ontario's Public Services which is better known as the Drummond Report. The reason for this is financial it is not related what so ever to the well-being of our Deaf Children, contrary to what is being presented to the parents.

The UN Rights of the Child article 3.1 clearly state that “In all actions concerning children, whether undertaken by public or private social welfare institutions, courts of law, administrative authorities or legislative bodies, the best interests of the child shall be a primary consideration.” The current minister of education, Liz Sandals seems to have a preconceived notion of what would be best for children without seeing the children herself, speaking with the experts who provide services to them nor inquiring what would happen should the province cease to provide services. Should she continue on a path which closes the Deaf and Demonstration schools, she limits the supports and successes available to these students. For many students, that limitation could be catastrophic and result in hugely diminished potential.

In article 9.1, States Parties shall ensure that a child shall not be separated from his or her parents against their will, except when competent authorities subject to judicial review determine, in accordance with applicable law and procedures, that such separation is necessary for the best interests of the child. And yet this is the choice that may be left to some parents should Robarts close. The only other ASL bilingual/bicultural program available will be hours away in Milton, Ontario. Parents must either uproot their entire family, or if this is not possible send their child alone, separating a young child from their family. The alternative is struggling with the local board to provide the expert supports their child requires.

Article 29.1.c points out that signatory countries agree that, “The development of respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own;” is a part of a child’s education. Deaf individuals value ASL (American Sign Language) as a large part of their cultural identity. Forcing students into environments where they cannot access their language (except through an interpreter, or more likely a less skilled ‘signing EA’) denies them access to a large part of their cultural heritage. Being separated from other Deaf children or Deaf adults also interferes with their ability to learn and value their identity and values as a Deaf person within Canada. This could have catastrophic effects on the childs well-being.

The Ontario Association of the Deaf has several valid concerns listed on their website. Especially of interest are the concerns regarding supports for Deaf students. Support services for Deaf children in regular/hearing schools are very weak. It is VERY rare for an isolated Deaf student to have the services of a qualified, full-time, level 8 ASL/LSQ interpreter. Whoever is hired to serve as the ‘voice’ for that student works during classroom time, leaving the child isolated on the playground, at lunch, and during any extracurricular activities. Even if a certified interpreter could be hired, research shows that an isolated interpreter in a classroom suffers from fatigue and after only 1 hour their interpretation becomes so full of errors that it is unacceptable, negatively impacting the education of that Deaf student. A ‘signing EA’ is expected to be the interpreter, the EA as well as a tutor. This is impossible and unethical. Tutoring in ASL or LSQ is not provided, even when educational authorities agree that Sign is the first language of a particular Deaf student.

A further concern listed by the OAD is the issue of isolation or barriers to social opportunity if a Deaf student is mainstreamed. A Deaf child in a regular school experiences isolation. They are alone, perhaps the only Deaf child in a school. In a Deaf school, however, the opposite occurs. The child is surrounded by peers that he/she can communicate freely with, they don’t stick out in anyway. They learn naturally, participating equally with their classmates and taking advantage of leadership opportunities in their school community.

This becomes especially pertinent to young children. School should be safe environment where they can communicate freely with those around them, developing language, literacy, numeracy, and inquiry skills. In these early years staff are dedicated to helping meet the educational, emotional and behavioral needs of their students. If students are isolated by language, then how do they feel safe, how do they grow their language (ASL) without being able to interact directly with their teacher and peers? Children grow their language through the influence of the language models around them, the staff and students they are surrounded by daily. A Deaf student has only 1 language model, their ‘signing EA’, which research already has shown has decreasing accuracy after only 1 hour in class. This is unfair to the Deaf student, it singles them out and creates a situation where one student receives a lesser education.

Ninety percent of Deaf Children are born to hearing parents. These children need to connect to positive role models outside of their families. Where would this happen if there were no Deaf schools?

What do we see as the solution? These are our recommendations:

To keep the Deaf schools open for the health and well-being of our Deaf Children at all levels: Physical, Mental and Emotional.
Increase enrollment in the schools by eliminating the barriers to enrollment.
The Ministry of Education needs to make it mandatory that all educational options are disclosed to parents. The boards do not allow teachers to disclose information or make recommendations beyond their school and the programs that they are enrolled in. This is a huge disservice to families and children and needs to stop immediately for the sake of the child's well-being.
Increase enrollment by allowing hearing siblings into the ASL/English bilingual Programs.
Create an outreach or exchange program so that hearing kids can also learn from the programs at the Deaf schools.
Increase enrollment by specializing in supporting and teaching children with multiple challenges including being hard of hearing.
Allowing all children, even autistic children with no hearing loss who's communication preference is visual language into the Deaf Schools to access the rich ASL immersion environment.
Allowing kids with cochlear implants into the ASL/English programs. ASL is beneficial and essential to all Deaf people, including those with a cochlear implant. When a person is not wearing his or her cochlear device they are Deaf.
Allowing all children access to this ASL/English bilingual program. As we know learning more than one language as a child has huge benefits for brain development. This is a point that has been made by the Francophone School board to attract kids into their programs.
Make Provincial Schools more visible through social media. This is a huge, largely hidden cultural gem.

Let's go forward and keep the schools open. Let's make these schools better and more inclusive. Let's be at the forefront in Deaf education take positive steps forward for our children.