Chapter 5 — Interviews

Deaf and special schools

Nine deaf and special schools were named by complainants in the interview process. The Investigation Committee interviewed 81 individuals in relation to these schools. Three of these schools were the subject of a report by the Investigation Committee.

Of the 81 complainants heard in the deaf and special schools, the vast majority complained of some form of physical abuse. Physical abuse seemed to permeate every aspect of their daily lives in these schools. Almost all the complainants described beatings, which were often severe and capricious.

Physical abuse was described as being used as a method of control and many complainants felt they were hit for no reason most of the time. Others described how they were unaware of the offence they had committed and did not understand why they were struck. A number of complainants described incidents for which they were punished including: not eating quickly, signing, poor performance in class, bed-wetting, refusal to eat food and failure to comply with the regimented toilet regime. Complainants referred to numerous implements being used during incidents of physical abuse. The most commonly cited was a leather strap, along with bamboo canes, keys, blackboard dusters, a bicycle pump, electrical flex and wooden spoons.

During the interview process, many incidents of extreme violence were described. Some complainants talked about specific individuals being particularly violent and recalled incidents where they were punched and kicked in the face and abdomen. Others recalled having their hair pulled and being beaten on the bare buttocks. The children in the deaf schools described being slapped around the ears, which was particularly painful because they had hearing aids.

In relation to education, individuals reported being fearful in the classroom. They described being physically punished for bad handwriting, writing with their left hand, poor speech and use of signing.

Complaints described being beaten if they made an accusation of sexual abuse against a religious, lay staff or fellow student. They stated that on many occasions they were unjustly accused of inappropriate sexual behaviour, for which they were severely beaten.

Peer abuse was also described as a regular occurrence in some schools. A number of complainants described how they were beaten by other boys in the schools and how the religious and lay staff was unaware or indifferent to it.

Although it appears from the interview process that sexual abuse was not as widespread as physical abuse, the majority of interviewees recounted some form of sexual abuse. These included sexual abuse by lay staff, members of the religious and their peers. Descriptions of these incidents include fondling, groping, attempted rape, oral rape and inappropriate discussions of a sexual nature.

A large number of the interviewees noted being touched inappropriately whilst in various locations in the schools. A number of interviewees recalled the abuse occurring in the dormitories, showers and classrooms. In relation to the dormitories, a number of complainants recalled incidents of being fondled in their beds. Other noted that the abuse occurred when they were ill and had been sent to the infirmary. Numerous complainants described being fondled in the showers and others noted being watched while showering. Another form of sexual abuse that witnesses recalled was inappropriate conversations. Such conversations were graphic in nature and left the complainants feeling uncomfortable.

A small number of complainants described how visitors to the school, in particular other religious persons, abused them. This abuse was largely described as fondling.

Complaints involving lay staff were also recalled. A number of complainants stated that they had been sexually abused by night-watchmen. A number of complaints also talked about peer abuse in this context. They described such abuse as being rampant, with the older boys often sexually abusing the younger ones.

The biggest complaint with regard to the deaf and special schools was the poor level of education received. That said, opinions differed and some individuals felt institutions offered them great educational opportunities they would otherwise have been denied.

The overriding feeling from the interviews, however, was that these institutions had let them down in terms of their education and many felt lasting effects on their adult lives.

There were a number of issues unique to the deaf schools. A lot of these complainants took issue with the prevalence of ‘oralism’ as the method of teaching. Most of the children were taught in this way but a large number of the complainants described how they struggled to get to grips with this method of teaching and fell behind in their education as a result. ‘Signing’ was forbidden and children could be physically punished if they were caught ‘signing’. The strapping of hands was another method used to prevent children from ‘signing’.

The deaf and dumb children were allowed to use ‘signing’. However, as they were in the minority they felt stigmatised by this. Further to this, the partially deaf students were segregated from the profoundly deaf students and a number of these complainants described being looked upon as stupid and felt that the other children were favoured.