39. Part 4 of the Inquiry’s final report, Whanaketia – Through pain and trauma, from darkness to light, describes the nature and extent of abuse and neglect suffered by survivors of State and faith-based care.

40. Deaf survivors including tāngata Turi Māori were subjected to psychological and emotional abuse and neglect, physical abuse, sexual abuse, educational neglect, linguistic neglect, neglect of Deaf culture, and racial and cultural neglect.

41. Survivors of Van Asch College and Kelston School for the Deaf endured serious sexual abuse including rape and sexual assault by staff and older children during the Inquiry period. Physical abuse by staff and from their peers occurred regularly, creating an environment of fear in some classrooms and in the hostels. Some were bullied, harassed and verbally abused by staff and peers. Children and young people were punished for using Sign Language, and experienced linguistic neglect as they were not taught Sign Language. The majority of children and young people received an inadequate education, particularly those with other disabilities. Deaf identity was not supported by staff. Tāngata Turi Māori experienced racism and cultural neglect at schools staffed by hearing Pākehā. Pacific children may have similarly experienced racism and discrimination.

42. Chapter 3 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 nature and extent of abuse suffered by Deaf children and young people who were placed there.

43. Part 4 of the Inquiry’s final report, Whanaketia – Through pain and trauma, from darkness to light, describes the nature and extent of abuse and neglect experienced by Deaf people in State and faith-based care. It echoes what is set out in Chapter 3 of the Inquiry's case study on Van Asch College and Kelston School for the Deaf, Our Hands Were Tied. Additional detail in Part 4 of Whanaketia that is not covered by the case study includes:

• Chapter 2 explains that being placed into care caused trauma, disruption to forming attachments, and separated Deaf survivors including tāngata Turi Māori from their whānau, community and society
• Chapter 3 explains how abuse and neglect against Deaf people in care have transgressed te ao Māori worldviews, Pacific values and the Deaf, disability and mental distress framework and principles used by the Inquiry
• Chapter 4 describes abuse and neglect in faith-based schools for Deaf people
• Chapter 5 describes the extent of abuse and neglect as reported by Deaf survivors including tāngata Turi Māori of State and faith-based care settings.