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last updated Thu 12 May 16

Mission, Vision and Profile

The Combined Board of van Asch Deaf Education Centre and Kelston Deaf Education Centre acknowledges it's legal obligations and it's duty of trust care towards deaf students and their families.
The van Asch Deaf Education Centre Mission states that:
The pupose of van Asch Deaf Education Centre is to provide high quality educational programmes and special related services which meet the needs of deaf and hard of hearing students and their families and communities.

Purpose

The Deaf Education Centres working together with families and the deaf community provide equitable and coordinated deaf education, so that deaf and hard of hearing students:
• Contribute meaningful to their communities
• Are socially well integrated; and
• Are able to determine their future and fulfill their dreams.

Board Vision (for the services)

• Accountable for delivering high quality service equitably across diverse needs;
• Personalised learning delivered by skilled and caring people;
• High expectations for achievement both academically and socially;
• Progressive and forward looking.

The van Asch Vision

To enhance learning outcomes for children who are deaf and hard of hearing.
We will do this by:
• providing specialist teaching and support services
• developing communication skills and language
• providing equitable access to learning
• providing for successful learning

van Asch Values

PRIDE -- acronym

P - Pride in self - school - Aotearoa / New Zealand

R - Respect for - other people - diversity - the environment

I - Integrity - Individual responsibility - Independence

D - Deaf Culture - Deaf Participation in the wider community
- Deaf Achievement

E - Excellence -- Empathy - Equity




General Profile of the Centre, it's Community and it's Special Nature

van Asch Deaf Education Centre, located in Sumner, a suburb of Christchurch and in the Waitahi Iwi, was established in March 1880 as a fully funded Department of Education special school.
Today, it is both a coeducational composite special school and a national resource centre, having responsibility for the support of deaf and hearing-impaired children and students throughout the South Island and lower half of the North Island.

The Annual Resourcing Notice from the Ministry of Education provides funding for the Centre to provide a range of services.
The Centre provides to deaf and hearing-impaired students, parents/caregivers and associated support persons:

• audiological services and technical aids
• printed and electronic educational resources
• professional advice on educational management and programmes including the cultural and language needs of deaf children
• inclusive teaching practices
• resource specialist teachers of the deaf
• Cochlear Implant Habilitation
• Residential Services and programmes
• Early Childhood Education Services

It also provides a range of on-campus programmes, from preschool through secondary, and makes full use of the wide range of resources that are available both in the local district and greater Christchurch area.

An Early Intervention Centre on-campus programme is provided for local families. The E.I.C. has a sessional licence for 17 children and provides group parent and child sessions. Weekly individual parent-child communication sessions are also provided. The Centre follows the Te Whaariki Curriculum with an emphasis on communication development. The E.I.C is also accessed by families from across the region through Preschool Residential Courses that are provided throughout the school year. Up to three families can attend each course.

Habilitation services for children with cochlear implants are provided through a contract with the Southern Hearing Charitable Trust. Habilitationists are based at the Southern Cochlear Implant Programme at St. George's Hospital. They also provide an outreach service to children's home areas.


Satellite classes operate at Hagley Community College, Hillmorton High School and Wharenui Primary School in Christchurch. Core school enrolments come from throughout the region served by the Centre.

Regular liaison with the Ministry of Education District Offices is maintained with regard to property and Advisor on Deaf Children.


The Centre has residential facilities to cater for those students whose overall personal, social and educational needs cannot be met in their home area. The hostel licence allows for up to twenty students to be enrolled. They are also used for assessment of students and in-service and training programmes for parents/caregivers and associated support persons. Regional students use the residential facilities when attending Mainstream Immersion courses. When not required for the Centre's own use, the facilities are used, on a cost recovery basis, for other education in-service programmes.

The Centre has well maintained buildings and grounds. Many of the buildings, particularly in the residential section, have been constructed since 1980 and there has been progressive upgrading of classrooms. There is a well equipped media centre, which also serves the region, a gymnasium, sealed tennis courts, well- appointed playing fields, a hall and associated conference facilities, technicraft, audiological assessment and technical services facilities, preschool through post-secondary instructional areas and special purpose instructional rooms.

The Centre's Regional Specialist Teaching Service provides teacher support to Deaf students in mainstream and unit settings. There are approximately 400 deaf and hearing-impaired students in mainstream settings in the region. From the start of 2012 the ORS teacher components previously with the mainstream schools, are now incorporated into the regional specialist teaching services.

The Centre, provides additional assistance to educational settings and parents via its Specialist Resource Teachers where advice and guidance is needed for mainstreamed deaf and hard of hearing students. The Specialist Resource Teachers provide outreach support in the areas of Literacy, Speech-Language, Visual Communication and Sign Language.

To meet the wide range of responsibilities associated with the on-campus and regional functions of the Centre a total of approximately 120 positions, or their equivalent, are established. Of these, appproximately 75 are classified as teachers and the remainder as ancillary staffing: audiologists, a counsellor, technicians, media centre personnel, teacher aides, residential and domestic staff, ground persons, language assistant.


The full details of the Centre's Charter are set out in the attached PDF document.
Charter.pdf