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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 provides information on the book "How to Educate the Deaf and Dumb," by J. Copleston. The book is based on a short exposition of the proposed plan for the establishment of Day-schools for teaching the deaf and dumb to speak by means of articulation and lip reading. The book is related to the controversy now going in England and in New England respecting the proper mode of educating deaf-mute children. It is curious to notice what has led to so wide a difference between the methods of teaching deaf-mutes in England and in the U.S. Articulation, though favored by a few, was ignored and disowned by the directors of the American Asylum, in whose policy all the American schools substantially agreed.

Reports on efforts at the Jubilee school in the south London borough of Lambeth to include deaf children in the life of the school. Description of the state-of-the-art architecture of the school, with its special facilities for accommodating the deaf or hearing-impaired students; Highlights of deaf awareness workshops; Impact of the lack of sound on learning to write; Barriers for deaf people.

The article discusses inspectors with the British Office for Standards of Education (OFSTED), only four of which are trained to evaluate education for deaf children. OFSTED has been criticized by the Royal Institute for Deaf People and the National Deaf Children's Society (NDCS) because of this. Brian Gale of the NDCS comments on the need for more inspectors to be trained to deal with deaf students. INSET: How they fare.

The article reports on the possible closure of a specialist pre-school and family center for deaf children in Bradford, England in July 2009 unless funding is found to save it. According to the Elizabeth Foundation, it can no longer afford the £150,000 annual running costs of the center. The Bradford center depends on contributions from parents and receives no local authority funding.

Reports that the staff and pupils of Morningside School in Hackney of East London, England have been learning the basics of British Sign Language. Hiring of deaf teacher Lesley Reeves by the school in July 2001; Increase in students' awareness through visits from the British Deaf Association; Aim of preparing for the admission of deaf and hearing-impaired children into mainstream classes.

Focuses on the social conditions of deaf children in England's schools. Findings of the report `A Review of Good Practice in Deaf Education,' by the Royal National Institute for Deaf People; Investigation on the experiences of deaf people who left school.

Presents the views of deaf children regarding their education at the Laycock Primary School in Islington, London, England. Attendance of deaf unit and mainstream classes; Treatment from peers; Use of sign language; Provision of free hearing aids.