35. Part 3 of the Inquiry’s final report, Whanaketia – Through pain and trauma, from darkness to light, sets out the circumstances that led to children, young people and adults including tāngata Turi Māori entering State and faith-based care during the Inquiry period. Audism, ableism and other discriminatory attitudes created pathways for Deaf children, young people and adults including tāngata Turi Māori entering care.

36. Deaf children were sent to deaf schools at a very young age on a day or boarding basis on the advice of educators, medical and health professionals, and due to lack of support for education and communication at home and at mainstream schools. Audist societal attitudes meant parents of Deaf children were told that an institution was the best place for their children, so they could be taught to adapt to the hearing world.

37. Chapter 2 of the Inquiry's Van Asch College and Kelston School for the Deaf case study, Our Hands Were Tied, provides more detailed information on the circumstances that led Deaf children and young people to be placed there, including:

• the experience of being diagnosed Deaf
• lack of support for children and whānau to communicate at home
• advice from educators, medical and health professionals
• lack of support at mainstream schools
• lack of support to educate children at home
• Deaf children brought to Aotearoa New Zealand from the Pacific Islands.

38. Part 3 of the Inquiry’s final report, Whanaketia – Through pain and trauma, from darkness to light, describes the circumstances that led Deaf people into care, echoing what is set out in Chapter 2 of the Inquiry's case study on Van Asch College and Kelston School for the Deaf, Our Hands Were Tied. Additional detail is included in Part 3 of Whanaketia on the limited pathways into faith-based education for Deaf children and young people.