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The article discusses a report by the Education Policy Institute and he National Deaf Children's Society, which found significant attainment gaps for deaf children in England throughout their time in education. It mentions that the report revealed that, on average, deaf children were almost a year and a half of learning behind their classmates without any special needs by their General Certificate of Secondary Educations in 2019.

The article informs on a survey conducted by Great Britain British Association of Teachers of the Deaf, according to which specialist teachers for deaf children are battling stress, workloads and excessive hours. It informs that National Deaf Children's Society is insisting for special educational needs reforms in order to preventing wellbeing of teachers. It mentions views of Susan Daniels, Chief Executive of the National Deaf Children's Society on providing education of deaf children.

The article presents a report on a research published by the Consortium for Research in Deaf Education supported by the National Deaf Children's Society that have revealed a system for supporting England's 45,000 deafchildren. The research indicated a 31 percent increase in the number of deaf children that councils had a legal duty to assess and provide support for these children. Susan Daniels, the Chief Executive of the National Deaf Children's Society talks about the support program.

Focuses on the availability of special school support for deaf children in Europe. Satisfaction of the Scottish Executive to the performance of the local authorities in providing adequate and efficient education for deaf students; Need to improve school facilities; Upgrade of the quality of education.

The article covers discussions regarding the attainment gap and deaf children in Great Britain held during the January 13, 2015 meeting of the British House of Commons. Particular attention is given to comments by member of Parliament Alison Seabeck in which she suggested that the academic achievement of deaf children was a health issue as well as one under the concern of the Department for Education.

The article focuses on the "Communication is the Key" report from Great Britain's Office for Standards in Education (Ofsted) related to the education provisions for deaf children. The report asserts that deafness should not cause any barrier to deaf children's educational attainment, and discusses the findings of a survey, conducted by Ofsted, revealing the role of effective communication and education support services in enhancing the educational achievement of deaf children.

The article focuses on various reports published by governmental departments of Great Britain. The "Independent Reviewer's Report on Higher Education," from the Cabinet Office addresses universities' role in combating social inequality and the report "Children with Special Educational Needs: An Analysis: 2012," from the Department of Education focuses on the educational needs of special children. The Office for Standards in Education's (Ofsted) report is on deaf children's communication needs.

The article discusses the British National Deaf Children's Society (NDCS) and its evaluation of the acoustics of school buildings. NDCS feels that children with special educational needs or limited English proficient students are being hurt by the poor acoustical qualities of classrooms. Through the Building Schools for the Future program it was also found that many schools were failing in this aspect.

The article discusses educational literature received by the journal. Volume 19, issue 3 of the periodical "Curriculum Journal" contains information on teacher education. Volume 31, issue 4 of the periodical "Journal of Research in Reading" presents information on the reading instruction of deaf children. Volume 6, issue 3 of the periodical "Theory and Research in Education" contains an article on the endorsement by the British School Admissions Code for using lotteries for school enrollment.