Teachers follow a natural language acquisition approach by prioritising auditory learning and incorporating listening and spoken language strategies and techniques.
Our approach at The Carel du Toit Centre begins with early identification of hearing loss and the fitting of suitable hearing technology such as hearing aids or cochlear implants. We firmly believe that children who are deaf or have a hearing impairment can develop strong speech and language skills, enabling them to thrive socially, intellectually, and emotionally in a hearing-centric society when they join our program early on. As evidence of our success, many of our students transition to mainstream schools to continue their education with confidence and competence.
The Carel du Toit Centre for Hearing Impaired Children has a rich history that began with Prof Carel du Toit, a dedicated Ear, Nose and Throat surgeon who recognised the importance of early intervention for deaf children to acquire spoken language. Inspired by his encounter with Prof Edith Whetnall in the UK in 1963, who shared this belief, Prof du Toit established the Carel du Toit Centre as a beacon of hope for children with hearing impairments.
In 1971, the Centre’s first intervention program was launched at a Medical Research Council building, marking the beginning of its transformative journey. Supported by a team of passionate professionals and pioneers like Matthys Visser, the first child at CHAT Centre. The Centre quickly grew, offering innovative education programs rooted in the successful methods pioneered by the Central Institute for the Deaf in the USA.
The collaboration between the Centre and Tygerberg Hospital has been instrumental in providing comprehensive care for the students, encompassing audiology, speech therapy, and various other essential services. Over the years, the Centre’s partnership with the Western Cape Education Department has further strengthened, ensuring the provision of quality teaching positions and financial support.
Recognising the need for sustained financial backing, the establishment of the CDT Trust Fund in 1984 under the patronage of Mr Gene Louw has been pivotal in securing resources and funding for the Centre’s operations. The continuous growth and demand for services led to expansions in 1990, with additional classrooms and facilities created to accommodate a wider range of age groups. The Foundation Phase at Carel du Toit Centre was established to provide learners who require additional support in language acquisition with the opportunity to thrive and progress to Grade 3. In 2006, Yolanda Stassen, a former teacher at the Centre, initiated the first grades class.
Today, the Carel du Toit Centre stands as a testament to the vision and dedication of its founders and supporters, offering a nurturing environment where children with hearing impairments can thrive and develop essential language skills through specialised educational programs and unwavering support from a dedicated team of professionals.
Jenni Bester and Barbara Kellet, dedicated members of our early intervention CHAT Centre team, achieved a significant milestone in 2021 by passing their AG Bell exam. They are the first speech and language therapists in South Africa to attain certification as Listening and Spoken Language (LSL) certified Audio Verbal Therapists (AVTs).
Our international partnership with First Voice, the leading advocate for member organisations offering early intervention services for children with hearing impairments, opens doors to invaluable networking opportunities and facilitates the exchange of clinical expertise and advocacy initiatives. Together, we are committed to empowering the lives of children with hearing impairments and advancing the field of early intervention services.
To teach children who are deaf to speak so that they can function optimally in a hearing world.
We BELIEVE that a child who is hearing impaired has the same capacity to acquire functional spoken language as children who can hear.
The child who is HEARING IMPAIRED must be exposed to day-long listening through the use of APPROPRIATE HEARING TECHNOLOGIES e.g. Hearing Aids, Cochlear Implants etc.
A NORMAL HEARING ENVIROMENT is created – the same as for hearing children – where the child who is hearing impaired learns language through NATURAL EXPERIENCES AND INTERACTION.
The intensive language learning environment leads the child to LINGUISTIC COMPETENCE. This must extend into the school years and become a way of life.
