Abstract:
The enrollment rate in Japanese schools for the Deaf is declining in line with a global trend of students with disabilities being mainstreamed into regular schools and curriculums. As a result, it is becoming increasingly common for Deaf and Hard-of-Hearing students in Japan to be educated alongside hearing peers. Previous studies have emphasized the critical role Schools for the Deaf play in renegotiating identity and self-belonging for Deaf youth. Additionally, political organizations such as the Japanese Federation of the Deaf (JFD) are expressing concerns for the future of young Deaf students attending mainstream schools. While there is evidence attributing the decline in Deaf schools to technological advancements in the medical field, particularly in cochlear implants, voices from the Japanese Deaf community suggest dissatisfaction with current Deaf education practices may also contribute. By drawing from official records of the Ministry of Education, Culture, Sports, Science and Technology (MEXT), statements by organizations of Tōjisha (Japanese word for “Stakeholders,” in this case, d/Deaf people and their families), and previous research on perspectives from the Japanese Deaf community, this study investigates possible factors contributing to the declining number of students enrolling in Schools or the Deaf and its trend. Lastly, this research introduces the bilingual-bicultural curriculum introduced by Meisei Gakuen in 2008 as a promising model for revitalizing and sustaining public and private Schools for the Deaf.
