BATOD recognises that some ToDs use the term 'hearing-impaired' synonymously with deaf.

Deaf education in Germany

Christiane Hartmann-Borner

Teachers of the Deaf in Germany qualify through full-time study at university lasting a minimum of four years, ending with an examination. A second examination at school, after two years experience in practice, is needed to get the diploma as a Teacher of the Deaf. Teachers of the Deaf who have gained the diploma receive a higher salary.

The professional association for Teachers of the Deaf in Germany, 'Berufsverband Deutscher Horgeschadigtenpadagogen' (BDH), has no government funding. Every member pays an annual fee of 50 euros. Scientific aspects of interest to members are discussed in the magazine of the BDH ‘HÖRPÄD’, which is published every two months. Information about the association is published on the homepage of the BDH website.

Annually the association offers a week long course covering areas such as audiology, teaching and technical information. Every three years a national two-day congress is held, which looks at key issues for Teachers of the Deaf.

Germany is divided into sixteen regions. In each region there is a local board. The local presidents meet with the board twice a year; the boards meet four times a year.

Teachers of the Deaf in Germany work in several fields. The majority work in schools for the deaf or in advice centres. They work with classes of deaf children, in units, with deaf children in mainstream schools, in early intervention departments and in audiological departments.

In Germany there are about one hundred centres (schools) for the deaf with about twenty thousand pupils. The elementary school is for children aged 6-11 years; the secondary school for pupils aged 11-16 years and the secondary modern school from 11-17 years. There are also special colleges for pupils aged 11-19 years. Over the last fifteen years the number of pupils in mainstream schools has grown. Currently there are about ten thousand deaf pupils educated in mainstream schools.

In most counties, the classes are defined by speech-learning groups - classes are built around the communication needs of the students. The number of children needing sign-systems is decreasing.

Communication is either auditory-verbal or auditory-verbal with visual support (ie written) and signing. Usually the children wear hearing aids or have cochlear implants and, additionally, use FM systems. The numbers of children, especially very young children, who have cochlear implants is increasing rapidly

Most classes have between five and ten pupils. In some counties assistant teachers are involved but usually work with a group of this size alone. There are no interpreters in class, but sometimes there are volunteers.

During the period of early intervention, the family is supported by Teachers of the Deaf, but when children start school the family support ceases. The deaf community offers consultation, mostly from deaf parents.

The current concerns of the association for Teachers of the Deaf are

• early intervention (newborn screening programme, diagnosis, technical support and teaching pre-school children)
• changes in schools for the deaf (reducing numbers because of early intervention and more children attending mainstream schools)
• secure funding for schools for the deaf
• research and evaluation of new techniques in schools for the deaf, for example auditory verbal.

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