Research has revealed “shocking” disparities in support for deaf pupils across England, with 40 out of 150 councils now having no specialist teaching units for deaf children.

The research showed that nearly one in 10 units – 9% – had closed in the last five years, with just 237 now remaining compared with 260 in 2016 when records began.

The figures were revealed through a new interactive map launched by the National Deaf Children’s Society (NDCS).

The charity said specialist units are an important option for parents when deciding where to send their children to school, as they enable deaf children to be educated alongside their peers with additional support in a mainstream school.

Support for deaf children has become a postcode lottery and some people don’t even get a ticket

The support can include one-to-one teaching, help from specialist teachers and help with technology such as hearing aids.

The charity’s map reveals stark disparities in the support that 45,000 deaf pupils can access across England.

In Devon, there is one unit for every 525 deaf children in the area, above the national average of one per 190.

Dorset (843 deaf children) and Staffordshire (763) have no units at all.

The map also highlights several areas with low numbers of Teachers of the Deaf, who visit deaf pupils, families and schools to provide support.

While the national average is one teacher for every 62 deaf pupils, in Hillingdon, London, it is one per 212.

In Derby, there is one specialist teacher for 151 pupils.

The NDCS argues that support for deaf pupils has become a “postcode lottery” and that local authorities and schools are not doing enough to invest in specialist units or make parents aware they are available.

Specialist units can give deaf children in-depth support, help with their technology and the chance to be educated alongside their hearing peers

It is calling on the Department for Education to improve support.

Mike Hobday, director of policy and campaigns at the NDCS, said: “Specialist units can give deaf children in-depth support, help with their technology and the chance to be educated alongside their hearing peers.”

He added: “They also offer a group of deaf friends, which some deaf children don’t find until adulthood.”

Mr Hobday said: “Every time a unit is closed, families in that area have fewer options for the future of their deaf child’s education and this is just one aspect of the shocking disparities that now exist.

“Support for deaf children has become a postcode lottery and some people don’t even get a ticket.

“The Department for Education and local authorities must urgently look into and address this injustice, but until they do, it’s crucial that parents and deaf young people can find out about support in their area.”

All children and young people, including those who are deaf or have a hearing impairment, should receive the support they need to succeed in their education

Mr Hobday said the map would provide parents with “some of that vital information so they can make informed decisions about their deaf child’s future”.

A Department for Education spokesperson said: “All children and young people, including those who are deaf or have a hearing impairment, should receive the support they need to succeed in their education.

“That’s why there is a legal requirement for qualified teachers to hold relevant mandatory qualifications when teaching classes of pupils who have a sensory impairment.

“Initial Teacher Training also equips qualified teachers with the skills to teach and support all pupils, including those with special educational needs.”

Councillor Anntoinette Bramble, chair of the Local Government Association’s Children and Young People Board, said: “This is yet further evidence of the immense pressures and strains councils and schools continue to face supporting children who are deaf and partially deaf as well as other pupils with special educational needs and disabilities (Send).

“While it was good the Government recognised the pressures on Send provision by providing funding in last year’s Spending Review, this underlines the need for the Government to urgently complete its ongoing review of the Send system, and to further support the education of children with special educational needs and disabilities.”