Written question asked by Mark Hoban (Conservative) on Tuesday, 21 December 2004, in the House of Commons. It was due for an answer on Monday, 31 January 2005. It was answered by Baroness Hodge of Barking (Labour) on Monday, 31 January 2005 on behalf of the Department for Education and Skills.

Dept for Education and Skills

Question: To ask the Secretary of State for Education and Skills, what assessment she has made of the effectiveness of natural auralism on teaching children with hearing impairment.

Answer: Mr. Hoban: To ask the Secretary of State for Education and Skills what assessment she has made of the effectiveness of natural auralism on teaching children with hearing impairment. [207540] Margaret Hodge: In 2003 the DfES commissioned Cambridge and Manchester Universities to carry out a joint study of teaching approaches for different types of special educational needs (SEN). The study found that there was a large degree of overlap between different effective approaches--in essence, good teaching skills are much the same for all pupils, regardless of whether or not they have SEN, or the type of SEN. The 2003 research did not include an assessment of the effectiveness of the different specialised approaches used in teaching children with hearing impairment-- oral/aural, total communication and sign bilingualism. We are considering what further work might be taken forward in this area. Parents of deaf or hearing impaired pupils who have statements of special educational needs, are able to express a preference for the maintained school they would like their child to attend, and can also make representations for a place at an independent or non-maintained special school. Before expressing a preference they are able to consider teaching approaches offered by different schools. Local authorities decide which school should be named in a child's statement taking account of parental preference and the individual needs of the child.

Secondary information