1. Deaf identity

How a deaf child or young people (DCYP), their family, and their community view their deafness will be individual and may change over time. Having opportunities to meet a range of deaf people who span the spectrum of communication will support understanding of different views, perspectives, and experiences. It is important to start these conversations early but also to recognise when DCYP and their families are ready.
Whilst there is also no one mode of communication that is right for all, regard should be given to the importance of British Sign Language (BSL) related to Deaf culture.
DCYP and their families may need to explore how they will respond to others who enquire about deafness or have different perspectives and reactions. These might include views on social and medical models of deafness, disability as a positive or negative, or how deafness intersects with race, ethnicity, and gender. DCYP have a right to be deaf in their own way and to know what their rights are as a deaf person.
Open discussions about the terminology used to describe deafness are encouraged so that individual DCYP and their families feel the appropriate terms are being used.

1.a Knowledge of Deaf history and culture

1.b Opportunities to meet with other deaf cyp, their families and deaf adults

1.c Understand different perspectives on deafness

For more information on this resource or if you would like to make a suggestion or contribution, please send an email to: [email protected]

Download the Specialist Deaf Curriculum Framework quick overview document via this link.


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Please note: Some of this information has been archived and as such may be out of date or no longer relevant.

Resource | 15.02.2024

1a. Knowledge of Deaf history and culture

Resource | 19.02.2024

1b. Opportunities to meet with other deaf CYP, their families, and deaf adults

Resource | 19.02.2024

1c. Understand different perspectives on deafness