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From your editor CONTENTS The topic of Life Skills embraces Focus on life skills nearly everything we do as Just who are you then? ...... 2 Teachers of the Deaf. Thus the A matter of Life and Deaf ...... 4 articles in this edition of the Sharing experiences ...... 7 Magazine discuss, among other P4C at work ...... 8 areas, the development of thinking Starting early ...... 10 and independence skills, Life skills begin at home ...... 11 preparation for leaving school and the role of parents in Essential skills ...... 12 The path to independence ...... 14 preparing deaf children and young people for life. Get your thinking caps on! ...... 16 Preparing for college life ...... 17 More concentrated examination of a range of aspects of Edward’s journey ...... 18 those life skills needed to support transition between Working at life skills ...... 19 various stages of school life and beyond will be Moving on ...... 21 considered at the forthcoming annual conference in A mainstream perspective ...... 23 Leeds and in the next edition. General features As ever, we greatly appreciate your feedback on anything Choosing not to speak ...... 25 you read in this Magazine. A publication which appears First hearing moments with a cochlear implant ...... 27 Lectures online ...... 28 only five times a year can never achieve the dynamic Making a difference ...... 29 exchange of views through readers’ letters which is Deafax research ...... 32 possible in a daily or even weekly one. However, readers’ comments can still be fascinating and informative. Please Regulars do not hesitate to drop me a line or an email if you would In the driving seat ...... 1 like to contribute to the Magazine in this way. ICT News ...... 44 Audiology review ...... 47 Future issues of the Magazine will focus on: Review ...... 48 May 2007 Transition This and that ...... 50 September 2007 Keeping children safe Abbreviations and acronyms ...... 53 Calendar – meetings and training ...... 56 November 2007 Deaf children with English as an additional language Association business A report from the BATOD Consultant ...... 34 In 2008 themes will include: Representing you – Wiley and Son ...... 35 Cochlear implants Representing you – QCA ...... 37 Every Deaf Child Matters Can you afford to retire? ...... 38 Post-16 issues Light footprints…big impression ...... 39 The Disabled Teacher Taskforce ...... 40 Calling all modifiers ...... 40 Representing you – Tripartite meeting ...... 41 Memories of George ...... 43 Magazine editor BATOD was there representing you ...... 46 Change of address notification form ...... 55 Subscription rates 2006/07 ...... 55 Officers of Nations and Regions ...... 56 Phone me on 01494 464190 or email [email protected] Visit our web pages www.batod.org.uk Articles should be emailed to [email protected]

Cover Picture Need to contact BATOD about ‘Philosophy for Children’ helps these three girls other matters? put the world to rights (see article on page 8). Talk to National Secretary Paul Simpson email: [email protected] answerphone/fax 01494 464190 BATOD_1.qxp 15/2/07 08:22 Page 1

In the driving seat Alison Weaver announces a review of roles and responsibilities within the Association

As BATOD’s work has expanded over the years, a range of roles has evolved to enable those with the appropriate skills and experience both within and outside the NEC to meet the needs of the Association and its members. On becoming President in March 2006, I recognised the need to plan ahead and consider how roles such as those of Magazine Editor, Treasurer and Consultant would be A constant theme in my articles over the last year has filled in the future. We have already made a number of been the work that BATOD and other organisations changes over the year, revising the Magazine production have been doing to ensure fair and equal access to process and appointing a bookkeeper to support the work examinations for deaf students, whatever their of the Treasurer. However, as we discussed the possible preferred mode of communication. We have reported implications of changes in working practice and personnel on a range of successful challenges to the JCQ and it became clear to us that the time has come to review all QCA. However, one outstanding area of dispute roles and responsibilities. Such a review will enable the remained in particular – that of the use of oral Association to ensure that all roles have a clear purpose, communicators. In January the persistent lobbying that where funding is required the work is affordable paid off as the QCA announced that the use of oral and sustainable and that posts are established and communicators will be reinstated. For further remunerated according to common principles, agreed and information on this see page 37, ‘Reasonable accepted by NEC. This may not lead to significant change adjustments – STOP PRESS’. This announcement in the short term, but in the longer term should enable us will have a significant impact on those studying a to recruit more easily to future vacancies. range of examinations, including GCSEs and A-levels, and will be welcomed by students and teachers A more transparent structure would also support us in across the country. fundraising. While we are applying for charitable status for some aspects of the work of BATOD, we continue There have been further positive developments in our currently to seek opportunities to apply for grants for links with Wiley, the publisher of the BATOD Journal. specific projects. BATOD is again linking with Deafax to It is now possible to view abstracts of forthcoming explore possible future developments of the Blue Skies Journal articles on the BATOD website. This website. Ann Underwood is also investigating possible development should be very beneficial for those grants relating to the development of work with children researching particular areas of deaf education and and young people who have English as an additional may result in a more extensive readership. An language. increase in subscriptions to the Journal would again raise the number and quality of papers submitted. Finally, linked to the review of roles and responsibilities within BATOD, we want to be sure that we are making the The website now includes an international folder. most of the time available to NEC. We appreciate that the This contains a range of articles on overseas issues, members of NEC have many demands on their time and published in the Magazine in recent years. Many that time committed to BATOD must be used most BATOD members have considerable interest in effectively. In the forthcoming NEC meetings we will be overseas development. In liaison with such members, looking at the priorities for the coming year, identifying the BATOD aims to develop an international policy, roles of individual committees and areas of work that identifying what the Association can do to support require cross-committee support. We will include also development overseas in a sustainable and positive representatives from the regions and nations in these way. An article about the implications of international discussions, so that we can continue to work proactively, work appears on page 29. The development of such representing the work of Teachers of the Deaf from all a policy may lead in the future to opportunities for parts of the UK. fundraising, should we gain charitable status (as our subscription income at present doesn’t allow us to carry out such initiatives). Alison

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Just who are you then? Elizabeth Beadle explains how Teenz United is making a difference to young deaf people with cochlear implants

Cochlear implants are now an • have access to a peer group acceptable intervention for • engage in activities which help to build self-esteem profoundly deaf children and • encourage peer group friendships young people, giving them • develop personal communication skills. access to sound in a way hearing aids cannot. It is 2 To provide short residential courses during July and possible for a child who has a August. These are split into the following age groups: Elizabeth cochlear implant to attend the • 11–12 years Beadle local mainstream school and • 13–14 years increasing numbers are doing so. This initiative may • 15–16 years. be better for some individuals than enduring long The overall aims of Teenz United are to: • provide access to a peer group • provide activities which help to build self-esteem • enable the development of personal skills which will enhance the individual’s progress towards independence and adulthood • enhance the individual potential of each participant as they think about their role within the workforce.

As well as enabling the teenagers to meet and interact with each other, the Saturday gatherings provide the opportunity for parents to meet and chat to each other too. While the ‘teenz’ are whisked off to participate in activities such as bridge swinging, bowling, canoeing and even shopping, the parents are encouraged to use the facilities of the Marjorie Sherman hours in taxis being transported out of their home House to make coffee, relax and chat. The Saturday area to a specialist sensory provision. The downside, sessions begin at 10am and end at 4pm when the however, may be the lack of a peer group for the teenagers are collected by their parents. teenager with the cochlear implant, and a concern about who they are and where they fit in with society. Recent research indicates that young people need to be given the opportunity to relate to a peer group. Teenz United is one initiative which is addressing these issues.

Teenz United is based at The Ear Foundation in Nottingham and is run by staff from the Nottingham Cochlear Implant Team. It works with young teenage people from anywhere in the UK who have a cochlear implant.

The group has two main purposes: 1 To provide five Saturdays throughout the year when teenagers can meet to:

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meal, or living as a community where domestic chores need to be shared out among the residents and decisions are taken democratically.

The course is staffed by a multi-professional team consisting of Teachers of the Deaf, speech and language therapists, audiologists and volunteers. There is one overall leader who is a qualified Teacher of the Deaf and a youth leader, and all the other professional staff are experienced in working with profoundly deaf teenagers.

The volunteers are also experienced in working with teenagers and may themselves be deaf young adults with The residential programmes are of three days’ cochlear implants, thus providing positive role models duration during the summer holidays, and all for the younger ‘teenz’. All staff are CRB checked. programmes incorporate the following: • Audiology. Further understanding of the That was the theory of the group, but what do the technology the ‘teenz’ use, looking at the young people think of Teenz United? cochlear implant and its components, the use of accessories to enhance access to sound, ‘It’s good to stay away from home, I want to stay discussion with audiologists and a surgeon and longer.’ discussion between the young people about ‘I can make new friends and we MSN each other.’ their use of the CI. ‘It was my first time away from home. I was scared at • A theme for the course to ensure that activities first but everyone is very nice and I have made some have an interesting focus. For example, in new friends and I like climbing.’ 2006 the topics were: ‘I didn’t know I had that in my head and the doctor – 11–12’s Justice – a visit to the galleries of was cool – he’s quite clever.’ Justice in Nottingham which provided a talking ‘I loved the canoeing; no one fell in.’ point about the justice system in general and some of its history, together with discussion of Elizabeth Beadle is a Teacher of the Deaf with the justice as far as the teenagers saw it affecting Nottingham Cochlear Implant Programme. their lives as ‘disabled’ people. – 13–14’s Theatre Project – group work about the use of the processor, exploring individual feelings and encouraging the development of confidence to explain what the CI is and how the individual uses it, culminating in a theatrical performance to parents at the end of the course. – 15–16’s Your Job – activities based around completing application forms and being able to market individual strengths and deal with weaknesses, culminating in an interview for a Saturday job! • Activities to build self-esteem, provide a physical challenge, build confidence and encourage team work – for example, climbing, bowling, abseiling. • Development of social skills – for example, eating out in a local restaurant where the teenagers have to order, eat and pay for their

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A matter of Life and Deaf An exciting poetry project in London gave young people the chance to have their say about what it is like to be deaf, and the results – and the benefits – are pretty remarkable, says Helena Ballard

‘Life and Deaf’, a speech and On the night of the launch, the students’ photos and language therapy driven poetry project their colourfully illustrated poems, enlarged and mainly for students aged 11–16 at the framed, adorned the exhibition space. Videos of each Deaf Support Centre, Thomas Tallis of them were projected onto walls and arches. School, Greenwich, was led by Helena specialist SLTs Jane Thomas and During two performances (many people had to be Katie Martin. It was designed to turned away!) in the adjoining lecture theatre, the Ballard encourage the students to explore Deaf poet Richard Carter, who had worked with the their Deaf identity, express what it's like to grow up students on signing their poems, performed. He was as a young deaf person and develop communication followed by the students, who signed or spoke their skills, confidence and self-esteem – all essential to own poems live to an audience of 240. good mental health. The five Every Child Matters outcomes were at the core, as was the wish to In all about 400 people, d/Deaf and hearing, strangers, celebrate the beauty and flexibility of language, professionals, family and friends attended the launch. whether BSL, written or spoken English, and even See Hear came to film it and broadcast an item. BSL – in one case – Lithuanian! was in evidence all around. The atmosphere was terrific.

I hope I will be deaf and famous! The students all amazed us by their poise and naturalness during filming for the DVD. The preparations for the launch and performance involved the students in rigorous learning and practice of their poems. Fame does not come easy!

Look at the front! Look at the front! I don’t want to be deaf I want to be hearing, happy, free Back at the chalk face or smart board, we all know what hard work it can be. Life and Deaf, with a brief introduction to each poem on the contents page, gives As the project developed it took on a life of its own a flavour of those oh-so-familiar issues, which parents and from the relatively small beginnings of a school and newcomers to the field may not remember or poetry project we found ourselves producing a book even be aware of. and a DVD and holding an exhibition of the children's fantastic work! The excitement generated throughout One girl said it’s stupid to call was contagious. There was great support from the A deaf person names PCT and from Education, including the Advisory She became my friend and asked Service and staff at Thomas Tallis and other DSPs in What’s it like to be deaf? Greenwich. This student recalls being the only deaf student in a mainstream school. She was lucky there, but some The response to the project has been so amazing that are not. As a peripatetic teacher, who no longer we felt we had to share our experiences and success. normally works with DSP students, I was struck by the We now want this story to run and run, with your help. coherence of the Thomas Tallis group of more than 20 So here is some background. I have used italicised students. Some were oral/aural students I had known extracts from our young poets’ work to illustrate each before in mainstream, similar to others I still see there, section below. most of whom have not met other deaf kids and would never think of signing, nor even think of themselves as I dream a whole town full of Deaf people deaf at all. Something like this dream came true for the student poets at the launch of ‘Life and Deaf’ in October 2006. Deaf people who use signing, lip-reading, BSL, SSE Greenwich University donated a prestigious venue for and spoken English have lots of differences, just like a two-week exhibition. hearing people…

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Others are at an earlier stage in the exploration of their identity: All the Deaf children think ‘why don’t hearing children ever talk to them?’ But hearing students are happy To learn to sign and voice off Then we are so smiley and happy, Just like you.

Two of our students have recently been diagnosed with Usher syndrome and chose to write about this Whatever they are with raw honesty – one in ‘My unaccepted world’, It is natural the other in a piece, illustrated with her own beautifully The students in the project have losses varying from drawn butterfly, which includes: moderate through to profound, and varying The whole of my eyes ushers communication preferences. The whole of my ears deaf and The whole of my mind dreams…….. Deaf are the best! I always dream the light and the shadows mix in This culturally Deaf poet suggested an illustration for the sky. his poem of hearing-aid equipment in the bin! As our designer worked with him on this, another profoundly In their poems, the students themselves, unbidden, Deaf signing student was visibly upset at what she raised all the pertinent issues. I have only scratched saw as shocking treatment of valuable and important the surface. Just two more quotes remain with me: technology. All my life dreaming about going to a space that I wish for Always put on my cochlear implant .... Deep in my mind encouraged Feel relaxed and have good fun and We were keen to promote BSL and positive, inclusive I want to belong half in the deaf world and half in the views of deafness. This profoundly Deaf student hearing world chose her CI as the subject of her poem, her photo I don’t want to half belong in a whole world. and illustration. A spin-off was a generous donation from her CI manufacturer! For parents and families At the launch, we had seen the power of our students’ Fundraising was a constant preoccupation. For a long work. They moved around, happy, relaxed and time we thought our designers would go unpaid and confident among the crowd. Their families were ISAs would have to be cashed in to pay the printers! crying, laughing, hugging, thoughtful, delighted, Eventually, after much time-consuming research and amazed and, above all, proud. We all were. Some form-filling, more sponsors, including the National were involved and engaging with deafness and with Lottery and the Arts Council as well as individuals and us for the first time, or in a positive way in which they organisations, supported the project with money or had never done before. Many had gained new services. insights into their child’s condition. They came to tell us how they felt, how it helped them. They wrote in Am I famous or a freak…..who am I? the comments book, bought multiple copies of the I am deaf book/DVD on top of their complimentary copies and And I am sticking by it! ordered the blown-up versions of their children’s Many students expressed negative or confused poems and photos. They took details of BSL classes, feelings in their poems. There were descriptions of many of which we are able to fund in Greenwich. fears in ‘Unknown Darkness’ and, in ‘Street Signs’, of the shock and typical teenage embarrassment of They later wrote in: people staring at you, of being different. I was startled ‘You should do more events like this. It was so and moved to be in a workshop with the designer as a emotional for us as parents. The whole experience group gathered round an illustrated mock-up of a lifted us and gave us confidence, made us feel good poem one of them had written anonymously: and showed us that we are part of a great community.’ Anger, hatred, fear and pain ‘The poetry book/DVD is fantastic. It was a real Hating our parents so much for forgetting we are deaf confidence boost for our daughter. I am able to share I wanna get out of here this event with other members of our family.’ How can I vanish my feelings? ‘It was wonderful. I felt proud and relieved. You always They identified very much with the poem, of which this worry when you’re a mum. I want to learn to sign now. is a short extract, some seeming relieved to find they I’m going to show my friend the DVD.’ were not alone in experiencing such strong emotions. ‘This was a wonderful evening during which my

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deaf daughter got the opportunity to express herself are in support. We all believe so strongly that this naturally and with pride.’ project has benefited and will continue to benefit our students and their families. So, funding permitting, if Members of the wider Deaf community, colleagues you work with Deaf students in London, we will: from other disciplines and strangers were all deeply • send you or your service a copy of ‘Life and Deaf’ affected. • invite you to become involved and provide training and/or a pack for you, the professionals and your For the students colleagues, to use with ‘your’ d/Deaf students Before the launch, the students were most excited • ask you to involve /dDeaf students in mainstream about the group Pizza Express outing Jane and Katie schools, DSPs and special schools and invite them arranged with the local Deaf club, to ensure they all to write poetry came back in the evening! We have no formal • invite parents and siblings to write poetry about their measures to see how the aims of the project were own experiences met, just a lot of incidental evidence. Students said: • hold a competition and acknowledge and reward all ‘I felt brave, excited, proud and very, very pleased with entrants myself.’ • appoint a judging panel, to include d/Deaf and ‘I will never forget it.’ hearing adults and students, including perhaps ‘That day changed my life and I would love to do this celebrities, such as the Poet Laureate again…My family was really proud of me… I also felt • select poems to appear in a new book/DVD and more confident about my usher.’ invite the authors to Greenwich to a launch party and performance. They wrote prolifically for weeks afterwards and had to be stopped! The students performed in two whole- We are actively fundraising for the project and school assemblies at Thomas Tallis. They were very welcome donations. In the meantime please visit engaged in therapy and very confident around school www.lifeanddeaf.co.uk write to [email protected] in the following weeks. They were all very keen to or contact me at [email protected] or have their poems up on the walls at school. on 020 8319 9738.

For others Helena Ballard is a Teacher of the Deaf working in Thomas Tallis has included ‘Life and Deaf’ in the Greenwich. English curriculum as an example of ‘poetry from other cultures’. The local authority (LA) is being approached about rolling this out across the borough. The book has been cited in the LA as a very good example of ‘securing pupils’ views’. The video was shown on a loop in a public space at our Post 16 Campus, attended by many d/Deaf students. Feedback from the Deaf community has been entirely positive. One seven-year-old mainstream hearing-aid user asked Complete spoken language me to show the book to his class, and his teacher told me she had never seen him look so happy. through vision

One comment was: Contact us for our new leaflet about ‘The poetry was truly amazing and got across the Auditory Neuropathy/Auditory Dys-sychrony Deaf identities of the teenagers performing more securely than a million formal papers would have Prof. Charles Berlin Ph.D, AN/AD specialist, writes: “….we urge families with children who have this done.’ diagnosis to first learn and institute Cued Speech around the child so that language comprehension can Over the weeks and months that have passed, more be assured.” and more positive feedback has continued to come in. People are still asking ‘When is the next one?’ We Learn in 20 hours Professionals £80, parents & carers free have thought carefully about this. And that is where you come in. Cued Speech uses eight handshapes in four positions near the mouth to clarify What now? the lip patterns of normal speech Jane, Katie, Tim and Chloe (our designers) and I are For information and training contact: ‘The Team’. We will recruit an administrator and a Cued Speech Association UK treasurer. We want to take this project forward in Tel (v&t): 01803 83 27 84 email: [email protected] London and in the South East and then hopefully web: www.cuedspeech.co.uk charity number: 279523 repeat this nationwide in the future. Our managers

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Sharing experiences The Deaf Role Model Project was set up to provide support and encouragement for families with deaf children. Valerie Copenhagen has the details

In April 2006 the NDCS was areas, including: how they presented themselves over awarded funding by the Big the weekend, reliability and whether they had the ability Lottery Fund for two years (three to converse in a confident manner. years for Northern Ireland) to set up an innovative Deaf Role Model A good mix of deaf and hard-of-hearing people attended Valerie Project in England (Greater the weekends and they were able to share their Copenhagen Manchester and Oxfordshire), experiences of growing up deaf. For some, the weekend Wales and Northern Ireland. The aim of the project is presented them with a journey of discovery in realising, for deaf adults to visit families with a child aged 11 or when sharing their experiences, that others had similar under (14 or under for Northern Ireland and 7–11 for experiences. Oxfordshire) to share their experiences, answer questions and give informal advice. All the trained deaf role models have been police checked and are ready to commence working with One of the things parents of deaf children worry about families. Once families register their interest in the most is: what will happen when they grow up? At the project with the NDCS Deaf Role Model team they will NDCS we know from our work with families what a be able to choose up to three visits with either the same positive effect it can have if children and parents have or different role models by looking through the profiles. the chance to get to know, and be inspired by, deaf The NDCS will then put families in touch with the role adults. It can help deaf children feel less isolated and models of their choice. help the whole family to have higher expectations of what their deaf child might achieve with the right support Posters and flyers have been produced, and this and encouragement. information is also available in Welsh. If you are a professional and you know of a family who could benefit As part of the project the NDCS was required to consult from this service, or if you are a family and would like to with parents to obtain their views and to inform them benefit from this innovative project then contact Valerie about the project. Focus groups were run in the Copenhagen for more information on 020 7490 8656 summer of 2006 to find out from parents the type of (voice or text) or email [email protected]. questions that they might ask deaf adults and to share experiences and feelings that they had around having a Valerie Copenhagen is the Deaf Role Model Co-ordinator deaf child. One parent summed up their reaction to at NDCS. meeting a deaf adult, ‘Our first encounter with a deaf adult was very reassuring. It gave me hope for the future and made me see that it wasn’t a life sentence. BATOD Association Magazine My aspirations for my child could be fulfilled.’ ADVERTISING RATES circulation 1,900: Teachers of the Deaf and associated profes- sionals, readership estimate 7,000 The information gained from the consultation process Format A4 portrait width x height directly influenced and helped to construct the Black & White: full page ...... £260 170mm x 270mm programme for the training weekends. John Walker half page ...... £150 170 x 125 or 80 x 270mm and Mandy Crump were recruited as trainers and Full Colour: Back Cover ...... £550 170mm x 270mm delivered sessions on a range of topics, including: full page ...... £440 170mm x 270mm listening effectively, communicating, and how to share half page ...... £220 170 x 125 or 80 x 270mm quarter page ...... £110 83mm x125mm experiences effectively. There have been lots of smaller adverts...... £33 - £55 opportunities to practise role play and to ensure that Job Advertisements also appear on our website Entries to the website only...... £200.00 deaf role models are trained in how to deal with difficult (Entry from receipt to deadline date, live email link) situations. Entry on the website and Magazine INSERT ...... £400.00 (if appropriate and concurrent with dates of Magazine publication) Courses The Deaf Role Model Team has been busy interviewing Information and registration forms plus a calendar entry £260.00 plus VAT almost 70 deaf and hard-of-hearing people. To date, 41 people have successfully completed the training Loose Inserts with Magazine mailing Supplied (1900 copies) ...... £200 weekend. Duplicated from master ...... £250 Electronic copy should be supplied wherever possible (eg: eps, high quality pdf, tiff). Confirmation of space requirements should be in writ- Recruitment of deaf role models has been a two-stage ing as far in advance as possible.

process. First, candidates must pass the interview. Please contact the Advertising Manager for further details: Secondly, they must successfully complete the training 41 The Orchard, Leven, Beverley East Yorkshire HU17 5QA weekend based on the criteria drawn up which looked (tel 01964 544243 answerphone and fax) at assessing the individuals in a number of different (email: [email protected])

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P4C at work A project in Northumberland aimed at boosting reasoning and comprehension skills in children is having a really beneficial impact on their social and emotional development too, reports Sue Churchill

With the advent of neonatal consultants, running courses and working directly hearing screening and with children, not just locally but nationally and effective early intervention, internationally. combined with the availability of high-power computer- The greatest influence on the NRAIS project came programmable digital aids from Matthew Lipman, the American who developed and cochlear implants, deaf the P4C approach. In a reaction against rote learning, children have never been in Lipman promoted the development of reasonableness, Sue Churchill such a good position to take thinking and cognition following the Socratic tradition their full place in society. which encourages the exchange of ideas. Lipman Many are now attaining a high degree of competency argued that in order to internalise, we need to in spoken language and literacy and achieving verbalise. He emphasised the importance of academic success at levels commensurate with those questioning or inquiry to the development of reasoning of their hearing peers. There are, however, bright and, in the late 1970s and early 1980s, developed a hearing and deaf children who fail because of low new model of learning based on ‘communities of self-esteem and a lack of emotional stability. inquiry’ in which there is collaboration between teacher and children in order to construct knowledge and For deaf children who are able to attend their local reasoning capabilities. While the teacher/facilitator mainstream school, there is an expectation that structures the session and pulls together ideas, it is inclusion will be truly functional. But while an inclusive the children who set the agenda for the discussions by education is a realistic goal for the majority of such asking questions of interest to them. This demands youngsters, deafness, by its very nature, can give rise that the teacher gives up control over the content, but to social issues. In Northumberland we are going retains control over the process. In moving away from some way to addressing this through ‘Philosophy for trying to give ‘what the teacher is looking for’, P4C Children’ (P4C), a curriculum for 6–16-year-olds. provides balance to our current educational system.

Philosopher Stephen Law, author of The War for Lipman’s ideas were developed further in the UK by Children’s Minds and exponent of ‘character an educational charity known as SAPERE (Society for education’, argues that all children should be Advancing Philosophical Enquiry and Reflection in encouraged to think for themselves in order to develop Education). SAPERE describes the process as: ‘A as fully rounded human beings. In an article by group of people used to thinking together with a view Melissa Benn, in The Guardian on 3 June 2006, to increasing their understanding and appreciation of he is quoted as stating that, the world around them and of each other.’

‘There is good evidence that children can think When pupils find their views are taken seriously, they critically and independently from a young age. A feel more valued. In the secure environment of the recent study from Northumberland shows that children community of inquiry, issues such as bullying, from one year onwards can gain greatly from a little friendship, the family, special needs, and so on, can experience of philosophy. This doesn’t just bring a be addressed in a non-threatening manner. News measurable increase in IQ, it also boosts social skills, items, which otherwise might be accepted uncritically, because children learn about turn-taking, listening to are aired and thinking is promoted about global others carefully and tolerantly. And it’s very good for citizenship issues. increasing their emotional intelligence as well.’ While at the outset, the focus of attention was on the NRAIS benefits of P4C to thinking – research showed Northumberland’s ‘Raising Aspirations in Society’ dramatic improvements in children’s reasoning and (NRAIS) began as a community project in September comprehension – it soon became apparent that the 2000 as the inspiration of Elizabeth Brown, approach was equally beneficial for social and headteacher of a special school in Berwick-upon- emotional development. Tweed. It uses the P4C approach and aims to raise the aspirations of young people in the Berwick area. For deaf children, P4C legitimises taking the child out Initially, two teaching and learning consultants, Mike of class to work (ideally in a small group of hearing Henry and James Nottingham, were appointed, but and deaf children) on skills which are of particular the project rapidly developed into a team of nine benefit to them. Within the ‘community of inquiry’ they

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need to listen and attend to the contributions of others before making a contribution which is contingent on the previous utterance. For this they must be able to follow the thread of a discourse. They have to make themselves understood and quickly learn to use more complex language structures. In the early stages they learn how to turn a statement into a reflective question using a range of question words, and they discover the language of debate: ‘I agree/disagree with … because…’ Vocabulary is extended as they learn about subtleties, ambiguities and dual meanings. The boost to their emotional vocabulary is particularly noticeable, as evidenced by a profoundly deaf nine-year-old’s question, ‘Can you buy hope?’, and his observation that teacher may model good ‘habits of mind’ (reflecting, sadness is a ‘black feeling’. The children also learn enquiring, etc) but should refrain from giving an that it is perfectly acceptable to think differently from opinion – their role is that of ‘facilitator’, that is, he or others. she should guide the group to better ways of thinking together by asking for clarification, reasons The sessions follow certain principles, which even the and conclusions. While it is important that the youngest children can learn. teacher cultivates the social and emotional security that will enable pupils to feel confident and valued Philosophy and so contribute their best to the enquiry, he or she • Listen to each other also needs to challenge the thinking. For example, • Think about what is said if A = B then does B = A? If a child says, ‘Old • Take turns - speak one at a time people have walking sticks’ the teacher may ask, • Respect what other people say ‘Are all people with walking sticks old?’ Being • Share ideas facilitator may involve being a counter-advocate – • Give reasons (I agree/disagree because…) questioning responses to encourage pupils to delve further. We need to check regularly the grounds for It may be necessary to teach what a philosophical beliefs and validity of arguments. Scholarly question is by asking a question to which the children ignorance, along the lines of, ‘I wonder if…’ will don’t know the answer, such as:’ What does Santa do usually encourage a more probing attitude to in summer?’ or ‘Are there such things as ghosts and thinking, or we can provide some cognitive conflict, fairies?’ as in the following exchange: Pupil 1: You should never steal. P4C sessions are carefully constructed and follow a Teacher: What about Robin Hood? clear procedure, as outlined below: Pupil 1: Ah well, it’s OK to steal from the rich • Preparation – something to relax/stimulate the to give to the poor. group, such as short thinking games like Odd Man Pupil 2: I disagree. It’s never OK to take Out/Granny’s Shopping List. anything without asking. • Stimulus – this may be a picture, story, poem, piece Teacher: Not even borrowing from your mum? of drama, news item, etc. • Building final words/plenary – a time for reflection • Thinking time – private reflection on the stimulus. on what has been discussed. Each member of the • Conversation – sharing private reflections in twos group is given the opportunity to air his or her final and threes. thoughts. • Question formulation – small groups plan questions. This is good for discussion. With adolescents, I usually run P4C as a lunchtime • Sharing questions – children are invited to explain club so that my deaf pupils can select a couple of and clarify their questions. hearing friends to bring along. This has the added • Voting/selection of question – a question is selected benefit of promoting thoughtful, caring friendships at a for discussion. time when emotions and friendships can be on a bit of • First words – the children who formulated the a roller-coaster. It offers an opportunity to reflect upon chosen question are invited to share their initial the actions of others and to try to understand why thoughts, ideas and opinions about it; others may some people behave as they do. like to respond. • Building – it is important that all participants are In Northumberland we are observing benefits beyond given the opportunity to express their opinions, the P4C session because the skills permeate every feelings, and views about the question. The aspect of teaching and learning. There is, for

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example, an emphasis on asking open and genuine You can obtain further information from SAPERE – questions, which encourage more considered www.sapere.net and NRAIS – www.nrais.org/ responses. Our pupils are becoming more reflective and are increasingly aware of the importance of seeing Sue Churchill works for the Northumberland Service issues from a range of viewpoints. If they express for Hearing-Impaired Children. disagreement with a comment, they know that this must be justified and, most importantly, they learn that for many questions there is no ‘right answer’, just a References range of possible responses. Benn, Melissa (2006) ‘The Politics of Parenting’ The Guardian 3 June, 2006. Perhaps the final word should go to Chanelle who is Lipman, Matthew (1988) Philosophy Goes to School, 12 years old and profoundly deaf, ‘I like coming to Temple University Press, Philadelphia. philosophy because it makes my brain work.’ Lipman, Matthew (1991) Thinking in Education, Cambridge University Press.

Starting early Kristina Green and Jeanne Berlen underline the importance of developing life skills in the early years

The main focus of the Language Support Group realise the importance of ‘free flow’ play. We also (LSG) is to promote the communication and help ensure a high ratio of adults to children to maximise develop the listening and language skills of the opportunity for one-to-one conversation and pre-school deaf children. It is led by a senior communication. We build on language from familiar Teacher of the Deaf and two specialist teaching experiences in well-known routines. At the end of assistants from the Sensory Support Service, the session all the children are encouraged to tidy Coventry. The children are encouraged to develop up independently. The Curriculum Guidance to the their personalities, a positive sense of self-worth, Foundation Stage advocated having routines and and the confidence and competence to enable them rhythm to the day as this helps children to gain to take their places as happy, well-balanced confidence and independence. youngsters in full-time inclusive education. We find snack time one of the most valuable Our starting point is a parent and toddler group, opportunities, providing enormous scope for which runs every alternate Tuesday morning. Here language and development of vocabulary. All the the parents can meet and share information and children participate with great enthusiasm. Each concerns and have access to expert help in an child is given a simple instruction through total informal setting. At the same time it gives us an communication – for example, being asked to fetch ideal opportunity to build relationships with the biscuits, fruit or juice from the kitchen. Frequently families and for the children to get to know us changing the variety of foods on offer ensures that before they come to LSG. This helps to reduce plenty of additional vocabulary is used. When any stress or upset the children may have, everything is on the table the children are asked especially as they arrive with an escort by minibus. what they would like, given a choice of toast or biscuit, jam or spread. Sometimes we omit An Education Guidelines publication produced by something on purpose to encourage the children to the RNID discusses in detail effective early speak up and say that they need a knife or cup, etc. intervention for deaf children, from birth to five years of age and advocates working closely with After snack time we have a listening session, where their families. This suggests that when early the children are encouraged to sit and listen, either identification of a hearing loss is combined with for their name in turn-taking in a game or to a story effective early intervention, there is a better chance from the story sack. We then have a short amount for the children’s communication and language, of time for rhymes and movement before it’s time along with other areas, to develop at a similar rate for coats and our goodbye song. to hearing children’s. We feel that LSG offers opportunities that allow We feel it is important to establish routines – for progression, support the achievement of personal example, taking off coats and putting them in the goals and give the children a more solid foundation correct place, using names and photos for to enter their mainstream setting. guidance, followed by registration, where the children learn to listen for, and recognise, their Kristina Green is an early years and family support written name. The children are then encouraged worker and Jeanne Berlen is an education to make choices from child-centred activities. We assistant. Both work for SSS Coventry.

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Life skills begin at home Barb Hay and Jayne Silvester outline the help provided by The Elizabeth Foundation enabling parents to support their young deaf children

We believe the first steps towards the development of life skills for our very young deaf children begin with friendships are developed among the parents (and the their parents. The Elizabeth Foundation is a voluntary children), which often last for many years. organisation that works directly with deaf babies and pre-school children, their parents, extended families The pre-school nursery, where children can attend up and carers. Our multi-sensory aural approach to four sessions a week, aims to continue to develop encourages the development of attention, speech, attention, audition, receptive and expressive language language and listening skills by using all of the child’s skills through a Foundation Stage curriculum-based senses in fun-filled, child-friendly family centres in framework. We have an ‘open door’ policy in the West Yorkshire and Hampshire. For those families nursery where parents are encouraged to participate who cannot attend one of the regional centres, we and observe their child in the nursery setting. This, offer a National Programme of Home Learning and along with daily written information, enables parents to Support, consisting of ten baby lessons and ten observe strategies and gain information about the pre-school lessons, together with a variety of special language objectives covered during the session in papers on related topics. order that they may reinforce this language at home. At the beginning of each topic, related vocabulary, As we consider parents to be the main educators of song sheets and ideas for activities to do at home their children, our aim is to help them develop the are also provided. skills they need to support their children in their listening and spoken language development. This, Every child, and his or her parents, is given the of course, must include advice and support in the opportunity to participate in regular one-to-one understanding of their child’s hearing loss, as well as sessions with a Teacher of the Deaf, and these take audiological management of their hearing aids and place in our Demonstration Home. They allow us to cochlear implants. discuss language and listening progress and share ideas for future development, as well as to give The Elizabeth Foundation has always promoted early emotional and counselling support when necessary. identification of hearing loss and offers parents the The Demonstration Home is also used as a model support they need around this emotional time. At to demonstrate to parents how to use their normal The Elizabeth Foundation in Hampshire we have a home situation to encourage and maximise natural purpose-built Paediatric Hearing Test Centre where we language and listening opportunities for their infant work closely and in partnership with the local or pre-school child. audiology department to ensure that a member of staff is available to offer support, advice and guidance at Teachers of the Deaf regularly assess with parents the the time of diagnosis and beyond. child’s receptive and expressive language, as well as auditory development. This gives parents further We provide an early intervention service for parents understanding of how their children are developing and babies from birth to eighteen months, toddlers and helps set future goals for the child’s individual from eighteen months to two-and-a-half years, and education plan. pre-school children from two-and-a-half to five years. When parents have overcome the initial shock of Parents are further supported through evening diagnosis they are offered a place in the most and day sessions, which cover topics such as: appropriate setting within the Family Centre. understanding audiograms and hearing loss, listening and language development and experiencing books. Parents attend the baby and toddler group sessions with their children once or twice a week, and the So, as far as life skills are concerned, we believe importance of daily audiological management is that by helping to give parents the knowledge, stressed. Basic strategies and fun-filled ideas and understanding, skills and confidence that they need activities for the development of the all-important to support their young deaf child, their child in turn attention, listening, pre-verbal and early language will develop good self-esteem and confident life skills, skills are demonstrated and discussed. One of the leading to rising levels of independence. most important aspects, we believe, is the support that parents give to each other. It is at this stage in the Barb Hay and Jayne Silvester are Teachers of the baby/toddler nursery that relationships are formed and Deaf at The Elizabeth Foundation, Hampshire.

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Essential skills Catherine Brogan highlights a training course aimed at developing emotional literacy across the whole school, involving both teachers and young people

A while ago I had the wider issue of developing emotionally literate interesting and rather approaches to learning and development across nerve-wracking experience whole schools. of delivering training with a signing interpreter – an We feel passionately that some school environments entirely new experience for make it almost impossible for some children to me. ‘Do you use any succeed and that, every day, children and young vocabulary that is out of the people are effectively excluded from our society and Catherine Brogan “every day”?’ she asked. have their rights to equality of access to education and ‘Well, umm..’ was my very enjoyment taken away. This may be a familiar cry to helpful response. My problem was that the anyone working with people who have any kind of presentation I was delivering was entitled ‘Developing physical impairment. However, progress has definitely Emotionally Literate Schools’ and I would be talking been made for these people, and the displays of about the impact of children’s ‘life scripts’ on their resources for the teaching of deaf children which behaviour and how brain development, emotional I saw at the conference I was attending were development, attachment and self-esteem help to fascinating and encouraging. To what extent do we determine that script. The model that I was using to recognise, though, that many of our children, whatever illustrate this included the interaction between care their physical challenges or attributes, will have and discipline, stimulation and labelling of people delayed social and emotional development? This can throughout their early life and the development of lead to the inability to process information, concentrate their emotional and psychological capabilities as they and behave ‘acceptably’. These children may not then progress to being emotionally literate people. be supported, helped and given extra resources, as they would be for physical impairments, but, too often, they are punished, labelled, excluded and damaged even further.

The training course Our research and beliefs have led to the development of an eight-day training course. The course looks at some of the reasons why people behave as they do and some of the ways in which schools and the adults within them can help to mitigate the emotional damage that children have suffered, as opposed to making it worse. The course has been described variously as ‘the most inspiring course I have attended in over 20 years of teaching’, ‘an excellent course that I had no idea how much of this was ‘every day’ gives you insight into and strategies for dealing with vocabulary for a signer and we didn’t really have those children you know you can help if only you knew time to find out two minutes before the start of the how’, and ‘a course that has the potential to change presentation. We agreed to just take it as it came and the life chances of our young people’. obviously her challenge was greater than mine, so I was happy to go along! An interesting tip that the Each delegate group is different and includes a mix of interpreter gave me was to let the audience look at headteachers, teachers, mentors and learning support and read what was on the slide before I talked about staff. Many delegates have agreed that ‘every person it. Clearly the deaf delegate needed to have the same who works with children should do it!’ chance as others to look at the visual aids and know what was being said and couldn’t do both at once. This course and other key notes, presentations and While it seems obvious, I am not sure that I would workshops that we deliver, lead to us being asked by have thought of it. schools to run bespoke staff days, parents’ workshops and sessions for pupils. So what brought me to be doing this training in the first place? Well, for the past six years my colleagues So what are emotionally literate approaches and and I have been developing and delivering training for why should schools be developing them? In my schools, initially focused on tackling emotional and training I often use an interpretation of Peter social barriers to learning and then looking at the Salovey’s definition of Emotional Intelligence,

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which has five key areas: I am the decisive element in the classroom’? • Knowing one’s emotions (self-awareness) However, does agreeing with it make us fully aware • Managing emotions of what it means to be the person who can be, ‘a tool • Motivating oneself of torture or an instrument of inspiration’; who can • Recognising emotions in others ‘humiliate or humour, hurt or heal’; to be the one • Handling relationships. whose response will ‘escalate or de-escalate a crisis’? (Salovey P and Mayer J D, 1990, ‘Emotional Only by developing our own self-awareness as Intelligence: Imagination, Cognition and Personality’ in teachers can we really understand what it means to Goleman D Emotional Intelligence: Why it can matter be the one who decides whether a child is ‘humanised more than IQ pp 43–44.) or dehumanised.’

When asked to choose between children leaving Self-awareness, though, is so much more than ‘navel school with these abilities well developed and leaving gazing’ and it is not something that can be taught with the ‘requisite’ academic qualifications, the vast through wonderfully planned and resourced lessons. majority always votes for the former. Of course, there I see the role of the adult in developing self- is much evidence to suggest that if you get the awareness in children as one of facilitator. The first emotional literacy right the academic achievement will step in this facilitation is to model it. How can we follow, but it works much less reliably the other way hope to understand a child’s emotions, behaviour round. How many people know of high-attaining and motivation if we do not develop our own youngsters who have not coped with university or who self-awareness? What happens to your behaviour have gone into the world with good degrees and no when you are stressed, scared or anxious? How ability to function in a job – the so-called ‘fragile much do you respect people who have no apparent learners’? I strongly believe that it is the skills outlined respect for you? by Salovey that schools should be working on, particularly in the early and primary years. For some Through our eight-day course and through our other children it will be these things that should be the key training, we encourage people to develop their focus of their learning throughout their school life. self-awareness and the approaches in their school to engender self-awareness in children and all Why is self-awareness so important? stakeholders by engaging with the following topics: Self-awareness is the foundation of a person’s • Self-esteem emotional literacy and the determining factor in how • Brain development emotionally literate a person is. It is impossible to • Transactional analysis manage your own emotions or those of others if you • The emotional development cycle and attachment are unaware of what those emotions are and have no theory inkling of their origin. Without understanding your own • Solution-focused approaches strengths, capabilities and weaknesses and having an • Strategies to support emotional literacy impression of the contribution that you make to the • School values and values education. world at large, it is unlikely that you will be able to motivate yourself. Finally, without all of these things in Our work is exciting, rewarding and inspiring as we place you will not be able to handle relationships in a encounter so many people who are prepared to work way that is mutually healthy, beneficial and rewarding. tremendously hard to climb the mountains that are put Additionally, self-awareness is vital to successful in front of them. teaching and learning as the only person whose behaviour you can truly control is you. How many I got through the presentation with the interpreter, of us have read and agreed with Dr Haim Ginott’s and regular glances at her and at the deaf delegate writing, ‘I have come to the frightening conclusion, assured me that they were able to make sense of what I was saying. I came away with great admiration I have come to the frightening conclusion, for the skills of the interpreter and I was glad to have I am the decisive element in the classroom. had the opportunity to use the only sign I can It is my personal approach that creates the climate. remember from my studies of BSL, ‘thank you’! It is my daily mood that makes the weather. As a teacher, I posses tremendous power to make a The next eight-day course is running in the summer child’s life miserable or joyous. term in Sutton Coldfield, West Midlands. For further I can be a tool of torture or an instrument of details of this and other training contact Catherine inspiration. Brogan, CSD Ltd, Greenacres, Crossway Green, I can humiliate or humour, hurt or heal. Stourport-on-Severn, Worcestershire DY13 9SH. In all situations it is my response that dictates Tel: 01299 250450. Email: [email protected]. Whether a crisis will be escalated or de-escalated, Website: www.csdonline.co.uk/ A child humanised or de-humanised. Dr Haim Ginott Catherine Brogan is a freelance education consultant and trainer.

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The path to independence At Knightsfield School, staff and pupils are benefiting from a new initiative to encourage children to become independent learners, as Lucy Leith reports

Several years ago, requirements, language and literacy development, and the development of so on? We were convinced, however, that thinking independent learning skills skills were a key aspect to life skills, to becoming an became a key focus in independent person. Our deputy head sourced and teaching and learning within attended a thinking skills course delivered by Model our school. An independent Learning and, after further research, she introduced learning audit carried out thinking skills to the teaching staff. This was based Lucy Leith across all subjects showed on the work of Oliver Caviglioli and Ian Harris. that younger pupils who had received high levels of TA support in primary At about the same time, the Leading in Learning (LiL) schools generally had the greatest difficulty in thinking skills programme was developed as part adapting to secondary school and working of the National Key Stage 3 Strategy to support independently. They had become reliant on adults to whole-school improvement. Its aims met our own prompt, reassure, check their work and give them requirements – namely, to develop thinking skills and permission to work on their own. A number of pupils create independent lifelong learners. The initiative were unwilling to make mistakes and used a range of claims to ‘build independence through interaction, strategies to elicit information from adults rather than intervention, stimulation and collaboration’ (DfES, thinking through problems themselves and learning 2005). It teaches pupils that learning can be improved from their mistakes. Older pupils had learnt to work through applying a range of approaches and independently within subject areas, particularly when strategies. The thinking skills specifically covered preparing coursework for examinations, but they were within this initiative are information processing, not transferring their skills across subjects. Adults in reasoning, enquiry, creative thinking and evaluation. our own environment were observed to be too willing at times to assist a pupil to the extent that they were Pupils are explicitly taught how to use language for influencing the actions of the pupil rather than enabling thinking and reasoning. This promotes the transfer of them to make their own decisions. As one of our skills across subject areas and enables pupils to school goals was to prepare all pupils to become recognise when they need to use particular thinking independent young people capable of making their skills strategies for a specific task. Working in groups own decisions, we decided that we needed to on tasks empowers some children who find writing investigate this further. difficult and gives them a voice. Questions and comments they make demonstrate that they are A working group was set up to carry out this developing skills required later in the workplace. investigation. They defined independent learning Co-operating with a partner or within a group, pupils in the classroom context as the ‘ability to access are developing their listening and attention skills, information and know what to do with that information articulating their thoughts aloud and learning to independently’. The group looked at the skills pupils negotiate with each other. This style of working is needed to become independent learners, investigated multi-sensory. Materials are used alongside the preferred learning styles and looked at the information discussions – activities often require pupils to retrieval skills required across all National Curriculum physically engage, moving cards around, sticking subjects. When we considered the evidence, it itmes in order or sequence, creating a diagram or became apparent that we needed to promote the recording views. A number of the strategies are acquisition of independent learning skills within our dependent on visual representations, and activities are school. therefore readily accessible to hearing-impaired pupils.

Moving toward independent learning How is it delivered in a school setting? Detailed evaluation of this work led staff to suggest The model involves cycles of three lessons, one in that pupils needed specific skills to move to the next each of three different subjects. In the three-lesson stage of independent learning. These skills were cycle, connections are made by focusing on a identified as questioning skills, analytical skills, sorting particular thinking skill through the use of a common skills: the skills of thinking. Having naturally focused so strategy in each of three subjects. There are ten much on developing receptive and expressive skills teaching strategies to select from: through additional language and literacy programmes, • Advance organisers – organisational frameworks to this came as quite a revelation. Where would we find prepare pupils for what they are about to learn. time to support the development of pupils’ thinking • Analogies – devices that help pupils understand skills? How could we cover the National Curriculum an unfamiliar concept or process by comparing

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it with familiar objects or processes. promotes the development of active listening skills in • Audience and purpose – enables pupils to consider a classroom environment. Where lessons can be audience and purpose. taught in a trio pattern, progression for individual • Classifying – pupils justify the criteria for organising pupils can be seen and assessed across the lessons. information and criteria. • Collective memory – pupils work in teams to Evaluating progress recreate a map, picture, diagram, poem or other Pupils have been asked to evaluate their own item with an obvious physical structure. progress in thinking skills, which links in well to • Living graphs and fortune lines – pupils consider Assessment for Learning (AfL). In evaluations in our how one variable relates to another. school, pupils stated that they are learning how to • Mysteries – encourages pupils to deal with work in a group – they learn to listen to other pupils’ ambiguity and make links between seemingly views, have to work with different people, are learning unconnected pieces of information. how to make their own comments, can challenge • Reading images – develops pupils’ visual literacy others and are seeing better links between subjects. to enable them to decode visual information. • Relational diagrams – provides a tool for clarifying The early impact the use of thinking skills strategies understanding or clearing up misunderstandings of has made in our school has been reported by subject-related terms. teachers to include the following: • Summarising – develops pupils’ ability to condense • They cut across subject areas and can be applied and convey meaning. in other contexts. • They support the development of forming A lead lesson is taught in one subject with follow-up questions. lessons in two other subjects. The lessons are taught • The language of thought is externalised into in a relatively short space of time of a week or two in spoken language. order that pupils’ learning is quickly consolidated. Teachers collaborate prior to and throughout the These are all areas that Teachers of the Deaf are cycle, planning and reviewing between the lessons. striving to facilitate for their pupils. The impact on It is therefore teacher-time intensive. teaching and learning in English at the end of the first year was reported to benefit not only pupils’ but also At the heart of the three-lesson cycles is a focus on teachers’ learning: ‘The opportunity to try out new the same thinking skills objective in each lesson. ideas, rethink previous practice in the light of the Each lesson will have different subject-related new initiative, observe colleagues at work and pupils objectives. Thinking skills lessons follow the three- at work in other lessons is a valuable learning part lesson structure with the launch, middle or group experience for staff. Pupils’ interest and enjoyment in work phase and the metacognitive plenary. The these lessons are clear and their evaluations are very launch focuses on helping pupils see the relevance of positive about what they have learnt and need to the task ahead, outlining the learning behaviour target in the future.’ required, getting pupils tuned into the type of thinking through modelling if necessary, and clarifying any The handbook for teachers is a valuable and terms. In the middle phase of the lesson, pupils informative resource (Leading in Learning: developing should be working in groups on the challenging open thinking skills at Key Stage 3, Ref: DfES0035-2005 task that has been set. They are encouraged to think G, www.standards.dfes.gov.uk). Subject-specific aloud and solve the problem set as a group. The guidance is also available for individual subject plenary section of a lesson is an important time to areas, giving examples of lessons in each of the ten reflect on the thinking skills strategy used within the strategies. Other useful resources include: Reaching lesson. Rather than asking pupils about the subject out to all Thinkers, by Oliver Caviglioli and Ian Harris learning objectives, they are encouraged to use the (Model Learning, www.networkpress.co.uk). language of thinking: ‘I think this because…’ ‘Although I thought that, (name) made the point We plan to continue cascading this initiative across that…’ ‘I think this strategy would be helpful all year groups over the next three years as we have because…’ ‘We could use this strategy to …’ This seen both learning and linguistic benefits and it has leads to higher levels of engagement right to the end awakened a new interest and enthusiasm for learning of the lesson as pupils expect that they will have to for teachers and pupils alike. The positive impact use the language of thinking to reflect on their was also recently acknowledged by Ofsted: ‘Pupils learning and where else the particular strategy learn outstandingly well because they are taught to could be used. use all the hearing they have and to develop language and thinking skills in a highly planned Working in trios observing pupils achieving success and structured way.’ (Ofsted, Jan 2007) in other subject areas enables teachers to motivate pupils within their own subject area. Listening to Lucy Leith is the Headteacher of Knightsfield School, each other is a key component to group work and Welwyn Garden City in Hertfordshire.

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Get your thinking caps on! Frank Barnes School has been using a programme designed specifically to develop thinking skills. Emma Kelty has the details Do you know of a deaf child who is not achieving his A naturalistic task A stimulus task or her true potential or perhaps a child who seems to forget information (especially after the holidays), does not seem to think for him or herself, does not seem to link information or concepts, is not achieving his or her potential and/or is not an independent learner?

The chances are that most, if not all, Teachers of the Deaf can identify pupils with elements of one or more of the above, even though it can be hard to admit it at times. Interestingly, many times Teachers times, or mental barriers, as there aren’t any right of the Deaf automatically reflect on the family or wrong answers, just areas that need further situation and home environment or suggest that the investigation, reflection and analysis. Furthermore, pupils have additional needs as the main reasons within this environment there is not a ‘teacher’, but for the above. This, of course, may be partly true, a ‘facilitator of learning’. but surely this puts a higher reliance on ToDs and schools to ensure that thinking skills (the linking Perhaps this may appear to be a bit ‘hippy-like’, but thread of the problems and learning) are explicitly an open mind is an accepting mind, a learning mind taught, monitored and developed across all areas and a secure mind. A mind that is closed and unable of the curriculum, school life and social aspects, to experience, talk through and respect another’s especially when effective thinking is a lifelong view is a very insecure mind and one that will not requirement and needed skill. The staff at Frank learn. Each day is a learning experience and Barnes School have recognised this and have put therefore pupils need to have a specific mindset and a whole-school focus on teaching thinking skills experience an optimum learning environment – explicitly and across the curriculum. Even after 14 conditions that need to be fully supported by the years of focusing on this area, however, I haven’t facilitator/Teacher of the Deaf. Adhering to the found a magic wand or potion that transforms Somerset Thinking Skills Course will support the thinking overnight (although I would welcome any development of these conditions but also provide suggestions). So what is the solution? pupils and Teachers of the Deaf with the language to explicitly train, develop and categorise thinking skills. Well, I won’t bore you with research, quotes, learning theories and anecdotal evidence, but I The way forward would like to introduce you to the Somerset Thinking If you would like to find out more about the Skills Programme by Nigel Blagg, Marj Ballinger, Somerset Thinking Skills books and modules then and Richard Gardner (1988) and put it forward as a go to www.etresources.co.uk/ partial solution and anchor on which to hang other curricular subjects, social and home experiences. For the last eight years I have repeatedly aired the need for explicit teaching, tracking and developing The Somerset Thinking Skills Course consists of thinking skills as part of the learning continuum seven modules and a handbook. The first book across the years and therefore expect and hope that covers the foundations of thinking, with subsequent this will become a reality very soon. Fortunately we books developing specific areas. Although it was are beginning to see a move towards the view that designed for secondary pupils, I have repeatedly pupils and staff need explicit thinking skills training and easily adapted it for primary pupils from rather than trying only to develop thinking skills Reception upwards. The course uses visual implicitly across the curriculum. Frank Barnes stimulus – artificial and naturalistic pictures – to School for deaf children is at the forefront of this, develop thinking skills explicitly without the need of and staff are being trained to develop their expertise subject knowledge (that can be a barrier) to develop so that very soon they will be open to training others thinking skills freely. on how to develop thinking skills with deaf pupils. If you would like to be informed of training events, The course adopts and adheres to a psychology send your details to [email protected] philosophy that does not see a child needing to be or contact me at [email protected]. filled, but a child with rights who seeks and has ownership of his or her learning. On the course, Emma Kelty is a ToD and Assistant Headteacher at pupils do not have physical barriers such as tables Frank Barnes School and is Chair of the Educational in front of them during introduction and discussion Issues Committee.

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Preparing for college life Elizabeth Mackinder describes how the transition of young people from school to her local FE college is managed and how the support team aims to equip them with the necessary life skills I work in a local further education college as part of taking place where students have stated on the the support team for students with a hearing loss. application form that they have a hearing loss. When Students needing our support fall into two groups – the student attends, wherever possible a teaching full-time students aged 16–19 and part-time students member of the team will also do so. During the aged 19 plus. The college works with the local interview we will discuss likely support needs, authority in supporting the transition of the young including methods of assessment for the course and learners from school into college. In practice, a link potential reasonable adjustments needed. At this person (usually me) is invited to attend all annual stage students may be offered a place on the course reviews of statements of needs from Year 9 to Year either unconditionally or subject to GCSE results. 11, providing an opportunity to meet the potential student, his or her family and start the process of Finally, when September arrives and the students considering the options available to that individual come into college we try to make sure that they are when they complete Year 11. met with a face they know already. After a couple of weeks of the full timetable Teachers of the Deaf In addition to the annual reviews I invite the same discuss formally the course requirements and support young people to visit college for an afternoon towards needs. Prior to this time, support will be put in to the end of the summer term. They come without their classes as a matter of course for the young people. parents or school staff (although this arrangement may At this meeting we will make sure that the have to change in future). This gives an opportunity requirements for the course and what it actually for the individuals to ask their own questions, which means for them are discussed and clarified. Again, may or may not be the same ones as the adults would the message is given that they are responsible for ask. I am invariably asked about bullying, school their own workloads and for the content of their one- uniforms and whether they have to use radio aids! to-one sessions – they lead the support agenda.

The visit gives the young people an opportunity to During this whole process, and continuing once term experience our ways of communicating to a group of begins, college staff are constantly encouraging the them. Those who use sign language experience students to take up responsibility for themselves, to fluent BSL interpretation, which may be a new get involved in mainstream college life and to consider experience for them; those who are oral may not be how their behaviour will translate into the (hearing) accustomed to seeing people sign and may have world of work. Depending on the course they take, questions to ask around this issue. It also gives the students may experience a work placement, giving staff an opportunity to observe the interaction and them a valuable insight into working life. communication of the young people themselves. As students near the end of their full-time study with On this visit it is important for me to put the message us, we talk more about moving on and about finding across to the young people about the shift in jobs. Students are encouraged to use the college expectations when they come to college. I emphasise support network for guidance and careers support that they are responsible for their learning, their throughout their time at college. However, we also homework, their support needs, etc. College staff do arrange for the local deaf advisory service and an not chase them up (although of course we do, but we RNID employment advisor to come and talk to the need them to feel more responsible and more in students about the support they can give on gaining control). I also explain how our support works for work, benefits, support in work, etc. We will, wherever them when they arrive at college in September. appropriate, facilitate meetings between individual students and the specialist support, accompanying In this local authority most of the older children are them if that’s what they want during the first meetings, expected to use public transport to get to and from following up and ensuring that they take any school by themselves. The afternoon the young necessary action required. people spend at college gives them the opportunity to try out the travel arrangements for themselves – Each student receives an individual response but a practice run home from college. I hope this gives an insight into how we move our students on into adulthood. Once a young person applies to come to college they will complete an application form and be called Elizabeth Mackinder works at Sheffield College and is in for interview in due course. Our support team is a member of the Educational Issues Committee of the automatically informed of any interviews that are BATOD NEC.

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Edward’s journey Louise Lindsay reports on one young man’s progress in gaining independent life skills

especially when out in a crowd • domestic tasks such as shopping, cooking and cleaning • extending literacy skills • using technology and equipment to aid communication and record information • giving a presentation …and the list goes on.

We looked up bus timetables and maps of Leicester on the Internet in order to find the best routes and plan our itinerary. The preparation and planning to give Edward maximum independence were important. We prepared a keyring on a long plastic spiral which was attached to Edward’s belt, With training and support, many teenage pupils are and on the keyring were key statements for able to achieve much greater independence than Edward to show to the various people he would they and their families ever imagined. need to communicate with – for example, ‘Return to Leicester’ for the bus driver. Edward has cerebral palsy (CP) and a profound hearing loss. He is able walk short distances During the trips Edward learnt to set up and use unaided and loves playing football. He is unable his camera to record his experiences. He learnt to hear the full spectrum of sounds and he also has the appropriate software program to edit and make very limited expressive speech. Edward enjoys a project and movie. Each clip section from the signing and from an early age he and his family project had an introduction and subtitles in English. enthusiastically learnt BSL. They used BSL to Edward signed what to say and typed it in. His communicate as his first language. Edward’s reading and comprehension levels are not at an signing has a tendency to be jerky and imprecise independent level and he needed support in due to his CP, but he is usually able to make changing his writing from the BSL to the English himself understood. He listens very well, grammatical structures. especially to non-signers, and he has loads of patience and good humour and enjoys sharing At school Edward was also able to present the information. Edward has a laptop and a video footage of each outing to the rest of his ‘17+’ class camera provided by DCCAP (Deaf Children’s and, with the support of Christian, answered Communication Aids Project). questions about his trip.

Using funding from the Department for Education Standing back to allow Edward to communicate for and Skills for ‘developing independent travel’ I was himself was always more stressful for Christian and able work with Edward and his communication me than for Edward. He was constantly smiling support worker, Christian, to organise three and fearless, while we stood back fretting – would separate excursions. First, we went on a day trip Edward drop the change given to him by the bus to Leicester to see places of interest to Edward. driver, the shopkeeper, the stallholder? Would Secondly came a shopping trip to buy ingredients he lose his card in the cash machine? Would for a cookery session, and lastly, we visited the someone steal the wallet he too trustingly left on home of a school governor. He has a large the table of the restaurant? But he didn’t drop aquarium and garden pond full of Japanese Koi fish. or lose anything. He made all his journeys with greater independence and carried out all his own Edward was able to move forward with his purchases, including flowers for his mother. independent travel skills. He gained practical skills Setting up his tripod and video camera in the in planning trips, studying bus timetables and using middle of Leicester marketplace, Edward missed public transport. In addition he also learnt more the asides by stallholders. No, he wasn’t filming about: for the BBC. However, he couldn’t have enjoyed • managing personal finances himself more, even if he had been. • benefits, travel concessions, etc • security issues – learning who to trust, how Louise Lindsay works for the Sensory Support to keep safe and keep possessions safe, Service, Leicestershire

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Working at life skills Kirsty Crombie-Smith outlines some of the resources produced by Deafax to help deaf young people make responsible life choices

• One in ten adults struggles to pay their credit card. The second money module currently being developed • 80% of 16–24-year-olds are financially illiterate. by Deafax is aimed at young people and adults. It • STDs and STIs have increased by 60%. looks at financial literacy or ‘Money Matters’. This • One in five 11–16-year-olds drink alcohol at least specialist module unravels complicated areas such as once a week. budgeting, benefits, different loans and bank accounts. Through BSL, speech, images and text it explains key The statistics accounting and finance issues, such as how to open say it all; debt, an account, finding a bank and how to budget. Once drugs, alcohol completed, a training package will be created around and sexual it to provide a quality, hands-on workshop. The health are just workshop will then become part of our extensive list some of the of training packages available to schools, colleges areas that and youth groups. The module will also be available young people via our website or on CD/DVD for a small fee. have to deal with, and the results seem to show that some of them Life skills are normally taught during school PSHE are struggling. Everyday life skills like budgeting and classes and cover a diverse range of topics. Alcohol, personal health seem to be areas of increasing binge drinking and drug awareness are areas of concern for young people. Young people need to increasing concern for parents and teachers. The have the skills and understanding to deal with harmful effect on the body and the increased risks to personal finance – they need to be made aware of the the personal safety of the drinker or user need to be issues surrounding drinking, drugs and sexual health carefully and clearly explained to help students make to enable them to make an informed decision about informed choices. their own lifestyle and how best to protect themselves. Sexual health has also often been a difficult subject At Deafax we continually strive to keep up to date with but the rise in sexually transmitted infections and the current issues and provide deaf-friendly resources teenage pregnancy means it has been drawn to the and workshops that can help educate young people in Government’s attention. Deafax recently featured on a fun and safe environment. the See Hear programme as it is the only deaf charity targeting this area. The Deafax youth team provides Two of our most recent software modules look at the workshops for 11–25-year-olds across the country. area of financial literacy. The first module is part of The team explains everything clearly in BSL, with our new numeracy module aimed at Key Stages 1 interactive games and 2. It follows the currency section of the National and hands-on Curriculum and explains the topics using plain English, demonstrations to lots of visual images and animations and has handy really get the interactive games including a variety of shops at the message across. end of each section to help cement the knowledge. One teacher from Elmfield School in The module can be used Bristol said of the by teachers and parents workshop: ‘It was life skills orientated and useful for to support a child’s aspects of their lives in the future. You’re very flexible learning or by pupils and adaptable and this is an important skill. There working through by was a good use of humour, which helped the kids themselves. Each year relax but reinforced the point.’ group level is indicated by a different colour border Currently 25 schools and 160 young people have so that a child can start on any level and a teacher benefited from our workshops covering the topics of can see at a glance what level they are on. sexual health, drugs and alcohol. If your school would also like to benefit from our workshops contact our Comments from the Surrey test group of Teachers of Deaf Youth Manager Graham Hocking by email at the Deaf include: ‘I thought the software was very user [email protected]. friendly – both for the child and teacher. Teachers will not have to sift through a long manual to use it, but Kirsty Crombie-Smith is Director of Programmes can just load and use, which is great.’ at Deafax.

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Developing a Listening Ear Organiser: An International Conference on Mary Hare the current understandings, future Training Services challenges and achievements in in conjunction with children who are deaf ‘Now We’re Talking’

Tuesday 10th July 2007 Venue: th th Arlington Arts Centre Satellite events 9 & 11 July 2007 Mary Hare Newbury, Berkshire www.arlingtonarts.co.uk

Speakers: Dr Morag Clark MBE Dr Elizabeth Cole Professor Margaret Brown

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uring and young of deaf children the future people additional packages available for satellite events, accommodation & conference dinner Sec

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Moving On Robert Parkinson highlights the new NDCS course for school leavers

Leaving school is an exciting time for young deaf arrangements, how to keep a record of money spent people. They may be looking for employment or trying and earned and what information is provided on a pay to secure a place at college. They may also be slip. It also covers what students need to know if they thinking about living independently away from home are looking to move away from home, for example, for the first time. These options do, however, present Council Tax, rent, mortgages, insurance, paying utility a range of new challenges, such as finding a place to bills and house-sharing. live, managing personal finances, applying for jobs and knowing how to access the right kind of support. Financial support – this unit aims to help students It is therefore incredibly important that young deaf understand the range of benefits available to them to people have the opportunity to develop the necessary assist with independent living and/or their disability. skills and knowledge to make their transition from It covers the eligibility criteria for claiming benefits, school to young adult life a success. along with information about how much can be claimed. It also addresses the process of making a About Moving On claim and how young people can appeal if they have With funding support from the DfES, the NDCS has been unsuccessful in their application. recently developed a brand new course for deaf school leavers, entitled Moving On. The course is Aids to communication and independent living – this intended to equip young deaf people with the unit enables students to develop a good understanding knowledge and skills they need to make effective of the different forms of technology currently available. choices about their future education and employment It provides an opportunity for them to explore the and to enable them to live independent lives. various aids to human communication and focuses on how they can go about obtaining the technology and The course has been developed through consultation equipment they will need in the future. with education professionals and also with other agencies involved in assisting young people once they Relationships, sex, drugs and personal safety – this have left the supportive environment of full-time unit aims to create an awareness of the physical, legal education. It has been designed to be delivered in and moral issues around sex and drugs and how to schools and colleges and the NDCS has produced a cope with feelings for and relationships with other Teachers’ Resource Pack to enable tutors to deliver people. It also seeks to generate an understanding the course successfully to their students. of personal health issues, such as health checks, personal hygiene and healthy eating. Importantly, it The course focuses on a number of key areas, which also covers the changes that take place when moving for delivery purposes have been broken down into from child to adult services, including responsibility for different units. These are: booking appointments and interpreters. • Personal finance, including obtaining and running a home. Information, support and advocacy – this unit is • Financial support. designed to prepare students for their rights and • Aids to communication and independent living. entitlements as young people and adults. It covers • Relationships, sex, drugs and personal safety. young people’s personal responsibilities as citizens – • Information, support and advocacy. for example, the importance of observing motoring • Choices – college and employment. laws, paying bills and settling accounts. It also seeks to make students aware of the Disability Discrimination Although schools and colleges do cover aspects of Act and arrangements employers and public this programme already in different curriculum areas authorities have to make to accommodate the needs and through the input of the Connexions service, our of disabled people. consultation work showed a demand to put all of the different elements together into one package, which Choices – college and employment – this final unit schools and colleges can use with their students. informs students about their future options for education and employment. It enables them to find Course content out about their academic ability and potential and Personal finance – this unit is designed to help provides an opportunity for them to consider a range students live more independent lives. It covers of employment options in a structured way. It also managing personal finances, including banking highlights where students can get help and support to

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make effective decisions about work and/or further course. The NDCS will then be looking to adapt the education. Lastly, it seeks to ensure that students are course materials to take account of the lessons that aware of their rights and responsibilities at college or have emerged from the pilot before making the course in work. available more widely to schools, colleges and services later in the year. We are also working with Course delivery pilot organisations to establish whether or not the The Moving On course can be delivered in a number course should be accredited, giving students a more of different ways and is intended to be flexible. It may formal recognition of the knowledge and skills they be delivered as a whole, taking approximately four have gained. days to complete, or as discrete topic areas on a timetabled basis. Each unit is expected to last half a The following organisations are taking part in the pilot day, except the ‘Choices – college and employment’ of the Moving On course: City College Coventry; The module which is in two parts and should be College High School, Birmingham; Elmfield School, undertaken over a full day. Many of the sessions Bristol; Heathlands School for Deaf Children, St benefit from being delivered in an ICT suite or where Albans; Middlesbrough Hearing-Impaired Service; students can easily access the Internet, particularly as Norwich Hearing-Impaired Service; Royal School for some of the resources highlighted are online games or the Deaf, Derby; Sheffield Hearing-Impaired Service; websites for further reading. Shenley Court Specialist Arts College & Sixth Form Centre, Birmingham; Warwick Hearing-Impaired Course format Service; Wodensborough City Technology College; The six units are in lesson-plan format with an outline Woodlands School, Derby. of the subject matter to be covered, along with suggestions for activities and discussions. A list of For further information about the Moving On course resources required for the delivery of each unit is please contact Robert Parkinson, National Deaf provided in the Teachers’ Resource Pack. Tutors are Children's Society, York House, 37a Great Charles expected to obtain some of the handouts in the Street, Birmingham B3 3JY. Tel: 0121 234 9834. Fax: resources list themselves, such as bank statements, 0121 233 9575. Email: wage slips and paying-in slips. Other handouts, [email protected]. including unit summary sheets for students, are provided. Students are also given a Moving On folder Robert Parkinson is Deputy Director UK Services, so that they can keep any worksheets, handouts and NDCS. summary sheets for future reference.

Assessments There are assessments for students to undertake at the end of each unit. It is recommended that these are undertaken just before starting delivery of the following unit. In this way, tutors are able to see how much students have remembered and they will have an opportunity to revisit the information given in the previous session.

The pilot The NDCS is keen to ensure that the Moving On course is as effective as possible. We are therefore in the process of piloting the course with a number of schools, colleges and services across England, and 12 organisations are involved in the pilot. They are currently utilising the course materials in lessons with their students and are also providing the NDCS with evaluative comments on the course materials and content. Students are also providing their own evaluations and we will ensure that their views are fed into the future development of the programme.

The pilot ends in March 2007 when all pilot organisations will be meeting to critically review the

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A mainstream perspective As a mainstream teacher, Kathleen Sedgley has to think carefully about making her teaching accessible for all her students

I teach health and social care and have a student in try to ensure we use ICT regularly in lessons as this the class who is deaf. I use a range of approaches enables Stacey to gain independence in learning. to try to provide an inclusive learning environment for this student. While teaching I try to speak slowly and clearly. I will also clarify new vocabulary by writing it on Prior to the start of term I read the briefing notes the board and checking for all the students’ provided by the college’s special educational needs understanding. I ensure I have eye contact with co-ordinator. I followed the advice given when Stacey and that I face her so that she can lip-read. implementing my seating plan and have ensured While the class are on task I visit each learner and that my student, Stacey, has a clear view of me in make sure that they are working well – once again order to lip-read, and the whiteboard to ensure key I can check Stacey’s understanding without singling notes can be written up. I have also placed Stacey her out. with members of her peer group with whom she is comfortable, and they are able to provide her with As time moves on I am going to increase my use of additional support in activities and tasks. the overhead projector and PowerPoint to minimise the time I have to turn my back on the learners. I ensure that I brief her learning support workers This will maximise opportunities for increased about the work we are doing and provide them with lip-reading. written support notes. I am pleased with the progress Stacey is making in It is vital that I plan ahead and consider what my subject and will continue to adapt my style to learning styles will meet the needs of all my her needs. students. I try to minimise the use of videos, as these are not practical for deaf students, and try to Kathleen Sedgley is a mainstream teacher. increase the use of group work. If I do have to use videos I make sure that someone transcribes the video or that Stacey has the opportunity to review it again at a later date with learning support. Working with a deaf child? I also try to keep Stacey’s trust by talking to her Need professional backup? sensitively about whether she would like to observe the video, and I try not to make her stand out from Learning Support Assistant the peer group. Teaching Assistant Communication Support Worker Communicator Health and social care as a subject provides a lot of Nursery Nurse learning opportunities for students to work together Special Support Assistant and develop life skills. When they work as a Intervenor small group they are developing teamwork and communication skills. When they share ideas with you are welcome as an the class they are developing their communication ASSOCIATE MEMBER and presentation skills. The subject matter of health Special Membership fee £21.00 annually and social care enables Stacey to learn about

human development and how to promote good joining is easy... health. We debate current topics and moral membership forms can be downloaded dilemmas in class. The students have to consider from the BATOD website these individually and then share their ideas in pairs and then with the whole class. www.batod.org.uk and follow These experiences are opening up a whole new the Association/BATOD membership world for Stacey – being deaf she has limited benefits include opportunities to gather information from everyday five Magazines per year media such as television, general conversation and regional meetings for training and networking the radio. She therefore has had a very ‘black and white’ view of the world and as a class we are helping her explore the grey area. The subject is helping her build up her general knowledge. I also

©BATOD Magazine March 07 23 BATOD_24 15/2/07 09:47 Page 1 Sore throat? PROTECT YOUR VOICE...

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Choosing not to speak Paul Simpson highlights some of the issues raised by ToDs about deaf children with selective mutism

An enquiry was put on the ToD electronic forum hearing. When she returned to the UK I attended recently asking about deaf children with selective the diagnostic assessment (she was the second mutism. It led to some very interesting deaf child in the family so I knew her mum) and contributions. she behaved extremely oddly. She wouldn't even respond to the vibro-tactile stimulus, and the tester The first is from a teacher from the United (very experienced, skilled and highly qualified) States: ‘This year I have a student who has a even toyed with the idea that she had severe moderate, bilateral hearing loss and selective learning difficulties. Intuitively I knew that she mutism. She transitioned to our Kindergarten hadn't and we placed her in a resourced school. program after three years in a Birth to Five Early Gradually she started to respond, but two factors Intervention Program for Children with Hearing have become apparent – first, she is extremely Loss. Her speech is quite good when she is anxious (to the point of still, by Year 5, being willing to use it. When she first transitioned she incapable of coming into the resourced room in the actually was rather talkative – her parents and I morning unless encouraged, and she joined us in were surprised! She is the only child in that class the nursery!) and secondly, she has a significant with a hearing loss. She comes over to my class language impairment (extremely weak auditory every day at the end of the day to wait for the bus memory) over and above any delay due to her that takes all the deaf kids home. She does seem hearing loss. A cochlear implant has lessened a bit more relaxed with only deaf children at that her anxiety to a certain extent in the longer term – time of the day. she's had it seven years now – but, despite intense and daily auditory memory work, she ‘We set up a Phonak FM system for the teacher to struggles to deal with a speaking world and use. This little girl was doing pretty well until a remains very fragile. We have developed ways week ago when she stopped talking. She will sign of working with her that are giving her some when directed to do so and will answer “yes” and confidence and self-esteem and she is fortunate “no” when told to answer, although she still seems to have older and younger deaf siblings. happy. We cannot put our finger on any occurrence that might have caused the mutism to ‘The fact remains, however, that the trigger for reappear. Until now, her therapy was going along change was the arrival of a girl who was the same very similar lines to the other students’.’ age but who had exactly the opposite difficulties (no visual recall). They became inseparable for A British ToD writes: ‘I have a child on my four years until the other girl moved on, but they caseload this year who is very talkative at home – had worked some magic on each other along the even “noisy” the neighbours say – but is extremely way. The first girl will now initiate conversation quiet at school. She will speak, but minimally. and answer questions within known boundaries She also appears to have some sort of learning and with familiar people, has made the transition difficulty. We have realised that she is also very to high school (highly structured support for that) anxious. The view now seems to be that her and is a total whiz with ICT, but she will always be anxiety is interfering with her ability to learn, and delicate and vulnerable. One thing is for sure – with her ability to speak at school. The speech she's not SLD! and language therapist is involved in assessment and the educational psychologist is doing some ‘The other case is an EAL boy who failed to thrive work with her, but she is also being referred to as a toddler (due to health problems, not neglect) clinical psychology. It's early days but we feel we and needed to sleep a huge amount. He is also may now be on the “right track”.’ profoundly deaf but his family decided not to have an implant. He just didn't speak and appeared not A head of service adds: ‘We've had two cases of to be developing listening skills but again was what might be called selective mutism, although clearly not unintelligent. When we raised the we never really thought of it that way. One was an silence issue with his parents they replied that EAL child who had normal hearing at birth, went none of their children (hearing) had spoken in abroad and over the next two years lost her school until Year 2! (These children are high

©BATOD Magazine March 07 25 – ) and click .batod.org.uk BATOD Magazine March 07 BATOD © www at the bottom of the page on out on your behalf as a ToD. out on your behalf as a Not a BATOD member? Not a BATOD If you value this provision then join Don't delay - join BATOD today Don't delay - join BATOD ToD email forum ToD Membership fees help to provide this a girl (whom he admired the most and who was a girl (whom he admired behind a screen for a one of his best friends) with responsibility for puppet stage, each puppets and making up managing two glove to Other pupils had preceded them the play. The spoken of a verbal “play”. provide a model was loud and clear – language which resulted the teacher of the mainstream so much so that the room, class next door came rushing into child had fascinated and curious, asking which had never been speaking as it was a voice he had been heard before, and the two classes working together for nearly ten months! with the this was in 1976 – in New Zealand) in another to child in one room and the teacher related counsel the child and to discuss issues of a social to sex and health education as part built in skills training programme. Confidence to ask these sessions encouraged the child with, questions via the mini-com to start and then leading to face-to-face discussion involvement in a small group. Magazine and support the work carried BATOD and ensure the work continues. BATOD on the right. quietly, without fuss or acclamation, gives out fuss or acclamation, without quietly, or could be points to the others (this rewards whatever). team rewards or group or the building on interventions, ‘Other successful above, included: • with Placing a boy (non-verbal communicating) • Using a mini-communicator (old technology – have been ‘Obviously the above can be and other extrapolated to other settings, and techniques incorporated.’ If you are interested in joining this electronic forum which is open to all those interested in deaf Association education and related issues, go to the section of our website ( achievers, now doing science at university.) The at university.) now doing science achievers, quiet and respectful, shy, are very family members the family confines. do nothing outside and they the family too. a lot of illness in There is with this boy was digital hearing ‘The breakthrough He'd always loved music, and aids and music. just changed his life. However, digital hearing aids disorder over and above he too has a language delay due to deafness, and he anything to do with easily reduced to tears. is anxious and extremely entry to high school I had to go Not long after his provision to deal with a panic to the resourced which had continued attack and hyperventilation (that had not been the day after an incident and reflected victimisation but totally innocent play a bright pupil this boy's vulnerability). He is also problem- whose inherent ability shows in practical As with the girl above, we have solving situations. self-esteem developed strategies to increase his and the and confidence, but he remains fragile He situation is often balanced on a knife-edge. matching with has benefited most from the chance has significant another boy who is intelligent but They help and complement language impairment. days fun, each other and it makes their school difficult. when they could potentially be really high levels of ‘Both these youngsters have very developed a high very skilled support and we have the needs of school resourced provision to meet impairment.’ deaf pupils with additional language David Bond (experienced psychologist, headteacher) of the Deaf and former Teacher sums up: ‘This issue has provided an interesting array of responses. ‘Causes/contributory factors are usually compound, so treatment approaches often have to be exploratory and include a range of positive, reinforcing small steps, with a real minimum of (and preferably no) corrective and controlling communication. idea of linking a child who is selectively mute ‘The or non-communicating with a friend with whom they can communicate privately is often very as can be seen from the cases effective, gentle enlargement of the group discussed. Very – to include others chosen by the first two – may assist but this has to be managed very cautiously. Add to this some engineered opportunities for the child who is non-communicating or selective in communication to be recognised for his or her successes, and also to be the person who, 26 BATOD_25,26.qxp 15/2/07 08:34 Page 2 Page 08:34 15/2/07 BATOD_25,26.qxp BATOD_27,28.qxp 15/2/07 08:35 Page 1

First hearing moments with a cochlear implant In this excerpt from a blog, one boy explains what it was like when his cochlear implant was ‘switched on’ At 2.15pm, the thoroughly professional audiologist with a ‘cheeky grin’, Jenny Rogers, then adjusted my ‘Cs’ and ‘Ts’ in the computer connected to the external cochlear implant fitted behind my ear. It took a lot of time to fit the external part of the implant to my head because the magnet was weak and my hair thick. It was a scary moment when Dr Osborne, my surgeon, was called in to fit it.

After doing that…the moment had come to switch on the implant. I felt a tsunami of feeling engulfing me as Jenny slowly clicked the ‘on’ button on the computer. The next thing I knew was that I jumped with great shock and screamed at Jenny to switch it off! I felt as if an electric shock had 31 October, 22.20pm. As the rays of the sun hit passed through me and was still flowing in my me today I was hit by the fact that I was having body. the ‘switch on’ today. Like the surgery before, I tried not to think too much about the event every Again Jenny tried, this time lowering the settings cochlear implant user talks about with anticipation. so that I would be more comfortable. The next switch-on moment was still a shock, but bearable. ‘A shock.’ ‘You will never be the same again, I couldn’t hear anything at all, not even any mate.’ ‘You will feel like a Dalek during the switch garbled, distorted voices as hoped. Instead all on.’ Those bits of the conversations I had with I heard was flaming bleeps! Every time Jenny cochlear users and professionals kept swirling in spoke, I heard beeps which were varying in size my mind like the dead leaves outside my garden and tone. When Jenny stopped speaking, I heard in the cold autumn morning as I struggled to eat nothing. It was very strange! breakfast. In the afternoon, as my mum, sis and I drove to the hospital, I kept my mind preoccupied When questioned, Jenny then explained that I was by reading the biography about the wondrous actually hearing her voice but my brain wasn’t JK Rowling, which induced a calming effect on making any sense of it as it had never heard a my nerves. voice or sounds at all. She also added that it would take some time for the brain to get used to it. The swirling leaves from the trees lining the hospital became enraged within each passing She then tried another level of settings (too moment and formed into a whirlpool. Upon technical to explain) and carried out the same entering the audiology department and undergoing process as before. This time it was unbearable the regular 30-minute wait for the audiologist to and I actually jolted with shock. call out my name, I finally entered the switch-on room. I still heard beeps all the time, not voices or sounds, which got me frustrated as I wanted to The plain white walls were splattered with hear something. But then, as you all know, information on cochlear implants, but the success impatience is one of my worst characteristics. stories did nothing to calm me and stop me from going into a state of utter panic. I was then taken for a walk around the hospital and I expected to hear some sounds and Elaine Beaven, the comic speech therapist, then noises…but no, just annoying beeps again! conducted a video diary of my speech and reading performance before the switch on so that I would I was so agitated that Elaine had to pacify me by notice the difference after the implant was saying that I was actually doing much better than switched on and be able to track my progress any other cochlear implanted patients before as over the next couple of years. I was already comfortable and had got used to

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the high settings programmed. Oh! Also, I heard cupboard lots of times just to hear the creaking little bits of sounds after two hours! Yay! But again and again, much to the annoyance of my my joy was short-lived as I couldn’t hear those mother. But oh, it felt so wonderful. sounds again. The second hearing moment is probably the one As my appointment drew towards the end I felt I will cherish forever. As I was taking a fork from mentally exhausted, as if I had been on a three- the fork/spoon/knife stand I heard a clear ‘jingle hour physical workout. I noticed that I was awfully jingle’ sound. I asked my mum whether she had quiet on the way home, trying to make sense of turned the radio on and I was astonished when the beeps I kept hearing which were actually she told me that the ‘jingle’ sound was coming voices! On reaching home I played all my from the forks and spoons clashing with each favourite songs and noticed a slight difference! other in the stand! It was so musical and I could actually hear the piano and violin notes pleasing! I have never heard that sound before (Note: I used my hearing aid as well) that I had and I banged the spoons and forks again and never heard before, hence my spirits went up. again just to hear the amazing jingle once more.

Using CI only I can’t wait for tomorrow’s appointment and am I was so pleased I heard two sounds today with excited about what tomorrow will bring! my CI. One was the cupboard creaking when I was searching for noodles! I jumped with shock I’m very tired now and am going to bed to indulge as the creaking was different, and because I was myself with the amazing biography of JK Rowling. so happy I carried on opening and closing the I love Harry Potter! Harry Potter books rock!

Lectures online Lectures at The Ear Foundation are now available live and online, as Brian Archbold reports

For a number of years, The Ear Foundation has Recordings of the lectures can be found on The Ear been holding Twilight Lectures at its premises in Foundation’s website – see www.earfoundation.org.uk Nottingham. Many internationally renowned speakers and then click on ‘Courses’ followed by ‘Twilight have given lectures, but the audience has mainly been Lectures’. Between 500 and 600 people are now professionals based in the East Midlands. logging on to this website in the week following each lecture, as you can listen to the recording of the A recent innovation has meant that the lectures are lecture in your own time, which is a great help to now available to a much wider audience. Through those in countries in different time zones. Listeners Phonak iLearn, The Ear Foundation’s Twilight Lectures to the last lecture were from as far afield as Australia, are now being webcast ‘live’, so many more people are Hong Kong, Middle East, USA, Canada, Bermuda able to log into the lectures from all over the world, and many different European countries ranging from from their homes or places of work. After the lecture Estonia to Greece and Serbia. The Ear Foundation’s has finished, there is time for questions and, if you are website will list any forthcoming lectures, but if you online, you can ask a question using your computer, would like to be notified when each one is arranged, which will then be relayed to the speaker. just email [email protected] and I will put you on the list! See also BATOD’s website, where The first person to have his Twilight Lectures you can access information about the lectures via the webcasted was Geoff Plant, who was visiting The Ear Calendar. Foundation from Boston, USA. Following on from that lecture was the home team of Prof Gerry O’Donoghue Further more information contact Brian Archbold and Sue Archbold, after which there were Prof David FCIB AFA MCMI, The Ear Foundation, Marjorie Luterman (USA), Prof Mark E Lutman (UK) and Prof Sherman House, 83 Sherwin Road, Lenton, Kristina English (USA). The Ear Foundation has Nottingham NG7 2FB. Tel: 0115 942 1985. Fax: also linked with the Nottingham Cochlear Implant 0115 942 9054. Email: [email protected]. Programme by webcasting Prof Quentin Summerfield from the University of York, who was keynote speaker Brian Archbold is Chief Executive of The Ear at the implant programme’s conference in January. Foundation.

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Making a difference Ann Underwood, David Bond and Paul Simpson include some of the discussion, advice and recommendations which have been shared with members and others who send enquiries to BATOD about helping deaf children who live in income-poor countries

From time to time BATOD members enquire about • Residential accommodation quality varies how they can contribute something to the lives of substantially. At worst, some is in houses which deaf children in the developing world. Wanting to do should be demolished owing to major structural something is laudable, but careful consideration and dangerous defects. There may be no windows needs to be given to the way good intentions are or electricity, and bedrooms and living areas may delivered. be dark, dank, fetid and mosquito ridden. Cooking may be on external open fires, and all water This article highlights a number of issues which have supplied from nearby streams or unprotected arisen through experiences in income-poor countries, shallow wells. Children may have to sleep on and through enquiries, advice and reports. Some of concrete floors without mattresses or sleeping the issues raised may not be comfortable, but they mats, sharing blankets and spreading infestations should be addressed so that damage created by and disease. Diet may be limited, with little protein inappropriate action arising through good intentions, and high starch. There may be an absence of might be reduced, avoided or managed better. constructive activities and involvement in the training routines of daily living, no games and poor This article is not intended to impose barriers. It communication. All of these issues have featured should be used and should develop as guidance to in some provision visited within the last five years. enable and welcome constructive, sustainable and • Some deaf children do not access education effective support in its many forms. Comments and because they cannot manage the mainstream articles about experiences from members will be curriculum and are rejected by the schools. They most welcome. may live too far away from the school (for the deaf) and cannot afford the travel or the charges We are developing an international section on our for residential accommodation or for books or website and any experiences which you would like to meals (which are not always provided free with share should be sent to: [email protected]. education). This also applies to resource centres and unit classes. Here is some key information setting the context for • Children often have to stay in their school deaf children and young adults who live in some of residence as their homes are a journey of a day or the world’s income-poor countries: more away. Day and residential pupils may travel by walking (some for two or three days at least!), Some of the challenges bicycle or, for those who can afford it, by • Provision is incredibly varied: some deaf children overcrowded, worn-out minibus, often with no may be successfully included in mainstream seatbelts or safety systems, driven at reckless classes of 80 up to 200 – succeeding, despite a speeds along some fairly difficult roads. lack of resources. • In some cases, teachers have not been educated • A high percentage of deaf children and young beyond basic primary education and are often people will not get an opportunity to receive an working to improve their own knowledge and skills education; many others will be identified as (in environments where opportunity to access and ‘mentally handicapped’ or ‘uneducable’. This may benefit from CPD may be non-existent) while occur even in those countries where there are teaching their pupils and living on very low wages some schools or other provision for deaf children. of about £15–30 per month! • In some cases there are no blackboards, no electricity and therefore no lights. Sometimes Other challenges and impediments there is no classroom other than the shelter found • People who want to 'go out there' to 'do something under a tree – although much rarer than in the for them’ – often in a single short-term visit! past, this still happens. The walls may be Working with is essential, as is supporting undecorated bricks or blocks; windows may be sustenance and maintenance of development – ventilated breezeblocks, or just gaps in the walls, inclusive of staff and parent capacity development. the floor concrete and the ceiling just corrugated More harm can be done by disrupting an iron roofing! inadequate system which is ‘working’, and then

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leaving it without support and maintenance, than provide? Or would it be counterproductive? Are by leaving it to continue until sustained and long- there policies and practices within the country which term support for development and change can be might respond negatively to the type of intervention established. which you are interested in? How is this addressed? • A wish to supply technologies where there is no infrastructure to support their sustenance, Other questions to consider maintenance or development. Also, attempts to • Are you able to be committed to, or interested in, provide new technologies and resources too long-term support? If not, are there other ways of quickly and in quantities or amounts which are making sure that your support is used effectively? beyond the capacity of those implementing and • Will your contribution enable sustained managing them to utilise, sustain and maintain the development of provision, or is it just a ‘one off’ new approaches, materials/resources. effort? What happens after you no longer • Encouragement to rely on high income countries contribute? How can you make sure that your as ‘the’ models or places to visit or to study in to one-off contribution can be effective? get an 'education’, which are mostly inappropriate • Who is benefiting from your intervention? You? for the social system, economy, curriculum, infra- The beneficiaries? Or someone collecting ‘on structure, technology and conditions in which the behalf of…’? professional will live and work. Such an 'education' • Will your contribution be compatible with the social often leads the professional to develop a sense of setting, economy and structure for provision in the inadequacy and isolation – an inability to work chosen country? Will it interfere with the without the equipment with and for which they responsibilities of the state or other authorities who have been trained. This problem is often solved may be sustaining provision (albeit with low level by the professional seeking employment and a life funding) already but who will withdraw their away from his or her own country – when they contribution if others are seen to be providing the should be an active contributor to development support? How do you address this? of the provision in their own country. • How cost-effective and support-effective is your intervention? Could you improve this? The So there are questions we must ask journey may cost more than the actual donation, • How can we support professionals and parents in but the long-term value of your support may income-poor countries to develop and take full outweigh this. Who pays for the journey? ownership of provision, and of the decisions made • Is there the technology to support, maintain and in development? sustain your contribution? Is there a way of • How can we support capacity building and training addressing this, or would it be more practical to developments in the local area, by and for the identify and address current issues and research indigenous people – so that they can continue possible alternatives? developments, training etc, and build on them? • Can you find another way of supporting, which • How can help be given? would offer more cost-effective, long-term and sustainable development of provision? Things to consider before getting involved • Who will manage the aid you provide? If you How can you make your intervention or support more make a visit, who will make the arrangements and or most effective? Probably one of the first questions look after you? Will you be taking them away from we should ask is: what is the provision which is crucial work? What happens after you have gone? already available within this income-poor country? Who will benefit? There is often an education system which has catered • What other individuals, groups or organisations are successfully for some deaf learners. Can this be built providing support? How do you avoid duplication on? Usually there is a deaf population. They will of support? What would you be supporting? usually have their own sign language which may need Could you make your contribution more effective support to be recognised and developed, but which by joining forces with some of the others who are should not be dismissed by trying to import another working in your chosen area? sign language or sign system. Such importations may • Would your contribution be more effective and lead to confusion, demeaning the native population of sustainable if you were to donate and raise funds deaf people and devaluing their own native language for an existing registered, reliable charity? Or if and their own sign language. Are there medical and you worked with an existing group on targeted educational systems within the country which make projects, which might involve fundraising and any sort of provision to support deaf people? Could possibly focused visits to support specific projects? your contribution add to the support which they What skills can you offer?

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Deafax research Ken Carter reports on a pilot project to investigate the use of ICT by deaf students in higher education This pilot project was sponsored and commissioned by the Joint Information Systems Committee (JISC)/TechDis of the Higher Education Academy From the evidence so far, there seems to be a need (HEA). The main researchers were: for ICT awareness and hands-on training prior to the • Ken Carter, a parent of a deaf daughter, a former commencement of a degree course for deaf students. teacher/lecturer in deaf education, founder of From the larger study which is being planned, this Deafax and now Deafax Director of Research should emerge as a necessary requirement so that • Professor Harold Silver, formerly Principal of ‘human’ and ‘technology’ support can be evaluated for Bulmershe College of Higher Education (now the benefit of individualised needs. Institute of Education, University of Reading) and the author of Higher Education and Opinion-Making The outcomes of this small study are summarised as in 20th Century England. follows: 1 It is important to understand that before 1984 there were a severe lack of support tutors and other staff, limited training opportunities for support workers and no clear funding for deaf students with learning difficulties in the majority of universities and polytechnics. From 1984 onwards, the situation began to improve, with many HE institutions adopting ‘statements of intent’ or policy statements specifically relating to students with disabilities, including those who were deaf. The Further and Higher Education Act 1992 was an important landmark in that HEFCE had a duty to ‘have regard for the needs of students with learning difficulties and/or disabilities’. It was the Aim of the project Tomlinson Report of 1996 which introduced the To investigate the experiences of a small sample of philosophy of ‘inclusive learning’. At the heart of deaf graduates in their use of ICT in learning and inclusive learning is the concept of a match between communication and their subsequent careers, what an individual needs in order to learn and the enabling them to comment on higher education learning environment provided. and Disabled Students Allowances. 2 While this project has selected deaf people who Results and outcomes have graduated over the past five years (2000–05), it The researchers managed to obtain through their might be of some educational and historical questionnaires, focus groups, personalised significance to select in a larger study those deaf statements and case studies, a comprehensive people who have graduated since the Tomlinson picture of what ICT resources were used and support Report (1996–2006). However, with ICT as the focus given. It seems that the Disabled Students Allowance with regard to learning, teaching, communication, has enabled most of the pilot group to select support careers and the relationship between them, it could which would help them to be more successful and be argued that it may be more productive to keep to inclusive students. The overall impression is that those deaf people who have graduated within the last ‘human’ support, in the form of interpreting, note- five years, especially as the ‘pilot project’ has shown taking, extra face-to-face tutorials and so on, was an imbalance between ‘human’ and ‘technology’ used more than ‘technology’ support in its many support. forms. There is still an imbalance, probably due to lack of what is available with existing technologies. 3 As Deafax has been in the forefront of developing As technology, such as Internet video conferencing, programmes focused on ICT, deaf children, young Internet accessibility, voice recognition and software people and adults since 1985, this study in 2006 packages, is changing so rapidly, the small group was seems highly relevant in terms of how deaf people not introduced to much of it at university. Also, what have, or have not, embraced varying forms of ICT to the universities offered in terms of ICT was generally enhance their education at the higher levels. what would be offered to hearing students, such as access to the Internet, emailing to tutors, some ICT 4 It was not particularly easy to locate deaf modules for the creation of databases, report writing graduates through the universities. There were, and English correction.

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however, a lot of good intentions but the results were 10 The statements revealed some very ‘positive’ disappointing. With the larger study there will be a information about the importance of Disabled Students need to develop a strategy which ensures that the Allowances to both the students and tutors; equal researchers reach as many deaf graduates as they access to education; correcting English by email; can, with far more resources at their disposal. It consultation concerning ICT over the duration of the would be helpful to establish a small advisory group degree course; use of intranet; equal access to tutors’ for this and other purposes. notes; and the recognition of one’s IT skills by family and peer group. 5 In the pilot project their educational progress was overlooked before they became an undergraduate. 11 The case study participants revealed that while ICT It is important to address this ‘transition’ from school, was extremely important to their success at the time of college or employment to HE in the larger study and their studies, they valued the human interaction support. how ICT might have been used to facilitate easier access.

6 The areas concerning the extent to which their HE prepared them for employment was not pursued sufficiently. Their ‘deafness’ seems to be the major contributory factor in their career path. Most of the group work in some capacity with ‘Deaf’-linked organisations which value their particular skills, whether it is graphic and visual design, ICT or youth and education work. It will be illuminating to see whether this trend is reflected in a larger sample of deaf graduates.

7 The universities represented in the group were mainly from the ‘old polytechnics’ which seemed to offer more than the older and more established 12 If ‘at the heart of inclusive learning is the concept of universities. The reasons for this should be pursued. a match between what an individual needs in order to Also, why do deaf people ‘select’ particular universities learn and the learning environment provided’, then the – is it because of the academic subject and the pilot participants have had very positive outcomes reputation of the department and/or is it that other deaf during their degree courses at their respective people are studying there and the university itself is universities. ‘deaf friendly’? Evidence from the USA suggests that there are certain universities which deaf people like to Future considrations go to which have a significant number of other deaf It was always the intention of Deafax to undertake a students. Examples are California State University, major study concerned with deaf graduates once a pilot Northridge, Rochester Institute of Technology (NTID), study was completed. It was also the intention to focus Michigan State University and the Gallaudet University, on how ICT was used by individual deaf students and Washington DC. what the institutions of higher learning would provide to meet their needs. An important start has been 8 While deaf people have the same range of made with the support of JISC/TechDis, which is part intelligence as hearing people, it is a known fact of the HEA. that they generally struggle with language and communication and are therefore delayed The small amount of data collected has helped the linguistically. The group recognised this ‘barrier to researchers to ask a lot more questions about the value literacy’ and therefore were anxious to have all the of a larger study. It is now seen as essential for national support, whether ‘human’ or ‘technology’, to fulfil their policy-making, funding bodies and organisations relating academic potential. Learning for prelingually deaf to the education and employment of deaf people to people will always be something of a struggle until know far more about the key factors involved in solutions can be found at birth to minimise this ensuring successful outcomes. severe disability. It is envisaged that Deafax and JISC/TechDis (HEA) will 9 The choice of academic subjects for the pilot group initiate a series of seminars so that we can ‘include’ deaf revealed a bias towards more visual and vocationally and hearing individuals and representatives from deaf focused degrees. This may be the trend in the larger organisations, UKCOD, BATOD, NATED, schools, study. However, the researchers, in previous contacts colleges and universities, the DfES, the Learning and with deaf graduates, have recorded a wide selection Skills Council, Becta, the trade unions and the CBI. of degrees in, for example, English, computer For more information visit www.deafax.org or email science, history, archaeology, geography, physics. [email protected].

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A report from the BATOD Consultant Ted Moore spends his time dealing with a range of individual and general issues, including policy and response writing and providing colleagues with informal advice relating to their own circumstances. Here is a recent report made to the National Executive Council to update members on his activity.

1 At the last NEC it was • lack of qualified TAs or well-trained TAs (lack of suggested we try to opportunities to train) arrange meetings with • PPA time (or lack of). unions who represent teachers in Wales, 5 NDCS – ToD crisis meeting. There was a Northern Ireland and presentation by Eirlys Lamb (Welsh Assembly) on Scotland. Alison work in Wales where funding has been given for a Weaver, Paul Simpson ToD course – linked with Oxford Brookes at Mary and I had a conference Hare and University of Wales, Newport. This means Ted Moore call with UCAC – from that 12 ToDs per year for the next two years will be Wales – which was very able to undertake training. The NDCS has stated useful. The Union seems supportive of our stance that without data on attainments, achievements, regarding ‘unattached teachers’ and delegation. value added, etc, there is no point in going to the I have also had a telephone conversation with Sue DfES. There are practical difficulties in extracting McCrum from Northern Ireland and sent her our the information, such as different levels of support, briefing document which we provide for the teaching degrees of hearing loss, additional SEN, mode of unions. There is likely to be more to come from communication, etc, but BATOD is determined to there. I now need to talk to the Scottish reps about gather as much information as possible. whether we should have talks with the Scottish Can BATOD do anything further? Some unions. suggestions: • Discuss attainment, etc, at Steering Group, NEC 2 Paul has also made contact with Unison Committees? See this as part of what we want (regarding TAs) and a meeting has been arranged. from the survey. • Tackle DfES ourselves regarding audit of service 3 I have written a Model Pay Policy for ‘unattached provision? teachers’ which we are hoping to discuss with NAHT • There is a Quality Standards publication from in the not too distant future. Wales which is useful. This document can be obtained from: Pupil Support Div 1, Welsh 4 I have been involved in a number of individual Assembly Government, Cathays Park, Cardiff ‘cases’ regarding pay around the country. Main CF10 3NQ. Should we be trying to push for one problems have included: in England? • delegation • TLRs and Workforce remodelling, including TLR1 6 Notes from recent course providers meeting and what is meant by ‘a significant number of • Consider defining the roles of ToDs and TAs. people’ for whom a teacher is responsible • CPD is an issue for ToDs as well as TAs. Can • eventual reduction in salaries as a result of these courses be provided? changes • BATOD survey difficulties – lack of returns; how to • inclusion agendas and vague inclusion policies obtain accurate information about outcomes for • the ‘unit’ becomes a department within a deaf children. A meeting has been arranged to department (for example, learning/inclusion discuss these issues. support department) • Discussion on how trainee ToDs are evaluated • diminution of status of Teachers of the Deaf during teaching practice. It was decided to try to • use (or misuse) of delegated money and lack of have a consistent approach across the country as accountability currently checklists differ from one course to • lack of administrative support another. Need for quality assurance across • the vicious circle of poor pay for a huge job, no courses linked to the Ofsted framework. applicants when post becomes vacant – • There is therefore going to be a day’s course in appointment of unqualified staff March 2007 in Manchester which a small number • lack of clear communication policies (for example, of TP supervisors will be invited to attend. A what does TC mean?) pre-meeting is to be held at the end of January in • no clear assessments which determine Leeds to prepare an agenda. The final intention communication approach and at what age is to arrive at what constitutes outstanding/good/ decisions are made satisfactory teaching.

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• There was discussion about research and the qualification for peripatetic teachers. Criteria in difficulties in gathering valid statistical information. Scotland are in draft form and out to consultation • Current research being carried out by the course and include a minimum level of BSL Level 3. There tutors includes: is a five-year period allowed to gain qualification, – longitudinal outcomes of NHSP. Suggested and the course lasts three years and provides 120 other areas for perhaps PhD students: unilaterals, credits. It has not yet been agreed whether testing and screening, working with children with candidates will have to undertake and pass TP. MSI There was a lot of admiration for Eirlys Lamb in her – science concepts and sign achievement in gaining funding for training ToDs in – high-quality outcomes: criteria for teaching and Wales from the Assembly. learning Current numbers of ToDs in training – cochlear implants (Year 1; Year 2): – follow up to early literacy projects – Birmingham (43; 32) cross-modality Leeds (15; 17) – follow up on research into strategies for reading Hertfordshire (6; 18) as children get older Manchester (8; 5) – tracking how student ToDs change over the Oxford Brookes (17; 6) period of the course. How opinions can Wales (12) change over time Total year (101; 78) – higher achieving deaf pupils. Looking at transitions of deaf people over time and across 7 There is concern over accessibility to NPQH ability ranges. courses and whether the courses are relevant to Scotland now has the requirement to have a service heads. Representing you – Wiley and Son Paul Simpson reports on a meeting between BATOD and representatives of the Journal’s publisher, Wiley and Son, held in Birmingham on 11 November

1 Present: Gary Anderson, Bev McCracken, Ted 6 Lucy Kemp at Wiley is responsible for securing Moore, Paul Simpson, Carole Torrance, Ann advertising for the Journal. Underwood, Alison Weaver (BATOD); Tracey Curtis, Holly Myers (Wiley). Apologies: Linda Watson 7 The Wiley representatives distributed a comprehensive and detailed marketing report. 2 Notes of previous meeting: There has been a significant increase in online • It was felt that the great majority of BATOD usage. The number of occasions on which access members are not yet not ready for the online was denied indicates possible future membership. version of the Journal, although we need to alert Wiley will send a list of the most popular articles to them to its existence. We could write about this Linda. The report also included a list of places and determine the amount of interest there may be. where the Journal is advertised, a sample CD and • We welcomed Wiley’s silver sponsorship of information about conferences attended. Some of BATOD’s March AGM and conference next year. the articles now appear on the website before they Holly will check the VAT status. appear in print, which should encourage more submissions. Leaflets and catalogues are to be 3 The BATOD address will be changed and specific sent to teachers in training. named officers will be removed from the contract. It was agreed to retain the statement about free 8 Linda had submitted her Editor’s report in which exhibition space for Wiley in case it were needed in she described a healthy 50% rejection rate for future years. articles submitted. The meeting welcomed her positive comments. Margaret Brown, the Australian 4 Subscriptions were discussed. A maximum of Editor, and Linda have both visited the Chichester 50p per issue will be charged for postage. The cost offices. of the Journal for 2008 will be £15 including postage. The Treasurer welcomed this. 9 Tracey explained about online tracking of submitted articles, which will soon be available for 5 It was agreed that BATOD would not send an the Journal and should be very helpful for the Editor. electronic database of members to Wiley, retaining the system of sending batches of labels when 10 AOB Tracey is to make contact with the needed. If members elect to take the online version Australian Association and discuss the possibilities they will, of course, be giving their email address of either a joint meeting or two separate annual and other details in order for this to be possible. meetings next year.

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Fédération Européenne des Associations de Professeurs de Déficients Auditifs The European Federation of Associations of Teachers of the Deaf Europäische Föderation von Hörgeschädigtenpädagogenverbänden

20th Congress

Johann-Peter-Schäfer-Schule, Friedberg, Germany

19th - 21st October 2007

Cochlear Implantation: changing deaf education?

The main aim of a FEAPDA congress is to give participants from different European countries the opportunity to share their knowledge and their daily concerns on a given topic. Keynote lectures and country presentations are designed to act as a stimulus to further discussion.

Detailed information (keynote speakers, other contributors, accommodation) as well as how to book a place at the congress is available: email: [email protected].

Social Programme Friday evening Official drinks provided by the local authority Saturday evening Dinner in a restaurant Sunday Visit to Frankfurt

English is the official language of the Congress. Simultaneous interpretation will be in German and in French. Each national organisation is responsible for its own sign language interpretation where necessary.

Further details in the next Magazine but add it to your diary NOW. Sponsorship from BATOD may be available for this conference.

Friedberg in der Wetterau is a town near Frankfurt am Main (about 30 km north of Frankfurt) and has about 29,000 inhabitants. BATOD_37.qxp 15/2/07 08:38 Page 1

Representing you – QCA Paul Simpson reports to NEC on the meeting on 29 November 2006 at the QCA about the implications of the extension of the DDA to cover general qualifications from September 2007

Context Reasonable adjustments – STOP PRESS QCA is under pressure because of its response to During the past few years we have charted many the extension of the DDA to examinations. The discussions with the JCQ and QCA about changes to meeting was called principally to discuss certificate access arrangements to examinations for deaf students. indications and oral communicators. There were The discussions were sharpened by the forthcoming 50 invitees, representing 34 organisations. Those extension of the DDA to cover general qualifications representing deaf students made by far the majority such as GCSEs, City and Guilds, and A-levels. Two of the contributions. issues caused particular concern – certificate indications and oral communicators. We are delighted to say that Summary of the main points of the meeting the QCA supports BATOD’s position as is clear from the The QCA apologised a number of times for the following press release which appeared on its website in effects some of its decisions had had; in particular, early January 2007: the removal of the certificate indications, their reinstatement and the threat to remove them again. Certificate indications for general qualifications Although they are still currently in place, this applies The regulatory authorities are working with government only until the summer 2007. The meeting was departments, awarding bodies, organisations assured that nothing will be changed until there is representing disabled people and legal advisors to a resolution to the wider issue of, for example, determine the future of certificate indications from appropriate competence standards and assessment September 2007, when the Disability Discrimination Act criteria. This was welcome news, although it is not will apply to general qualifications. Certificate clear how it will happen. indications and exemptions are currently used when candidates with certain disabilities are exempted from The issue of oral communicators was less clear-cut part of the assessment requirements. – a promised review had not occurred (it was expected to report at the end of November) and by QCA and its fellow regulatory authorities in Northern now (29 November) only the problems had been Ireland (CCEA) and Wales (DELLS) are absolutely highlighted. The meeting responded angrily to this committed to ensuring that all candidates can have their and the QCA apologised and undertook to meet achievements recognised. urgently to resolve the matter. The uncertainty therefore remains for many deaf students and their Oral communicators teachers and families. The NDCS was outraged Changes in the JCQ’s regulations in 2004/5 mean that and intends to pursue other ways of raising the the use of oral communicators is no longer allowed, issue as the QCA’s response was deemed totally although the use of British Sign Language (BSL) has unsatisfactory. The issue was clouded by the fact been strengthened. However, as a result, BSL users that Ken Boston, Chief Executive of the QCA, had have greater support available to them than children said to Susan Daniels that he saw no reason why with hearing impairments who do not use BSL. There oral communicators should not be seen as a have been many requests to reinstate the use of oral reasonable adjustment – a view shared by the DRC communicators in examinations. and its legal counsel. The QCA official, however, does not accept this legal view. The awarding The regulatory authorities are in discussion with the bodies were clearly opposed to the extension of the awarding bodies on this matter. We have recently certificate indications and the reintroduction of oral reviewed the issue and believe that necessary steps communicators. should be taken to reintroduce the facility, for those that require it, of having a communicator for children with Recommendations and action points for BATOD hearing impairments in examinations. The regulatory • Work in conjunction with the NDCS and other authorities would like to see this take effect as soon as bodies to raise the profile of the issue of oral possible. communicators. • Press for a proper review of competence The regulatory authorities wish to agree an standards so that barriers for deaf students are appropriate definition, together with the necessary removed and certificate indications not needed. quality assurance arrangements, to allow this to happen. We hope to have a clear way forward in the near future and will be communicating this to all relevant organisations.

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Can you afford to retire? Ted Moore provides the answers to some of your potential questions on retirement

In the last Magazine I presented some general And the lump sum? thoughts about retirement and promised to provide £37,041 x 120/80ths (40 x 3/80ths) = £55,561.50 some more practical information. But I haven’t worked that long! When can I claim a pension? Well, based on the same calculations: At 60, but you can work (at least for the time being) 30 years’ 20 years’ 10 years’ until 65. You can also go on until 70, if all parties service service service are in agreement! The retirement age will go up Annual to 65 in 2013. pension: £13,890.37 £9,260.25 £4,630.13

What are the maximum number of Per years that I can do that are month: £1,157.53 £771.69 £385.84 ‘pensionable’? 45 years. Per week: £267.12 £178.08 £89.04 When can I apply? You can get a form from your local authority and you So, having worked that one out, are you going to will need to apply four months before your planned have sufficient money to finance your life of leisure retirement date. Generally you will need to consider and luxury? If not, shouldn’t you be putting money the date in relationship to your birthday and/or the into other savings accounts now? date you commenced teaching. One final word of advice, especially for those who How much will I get? have done a lot of part-time work or changed jobs Your salary is calculated on the basis of 1/80th of the several times: keep a record of your employment average salary for all the years of reckonable and the superannuation and national insurance service. contributions you have made.

What does average salary mean? More next time! But if you have any questions or It means the best 365 days’ salary in the last 1,095 comments to make please let me know via the days (three years!) of service. BATOD Secretary or contact your teacher union. Alternatively, you can get information from: Capita What does reckonable service mean? Teachers’ Pensions, Mowden Hall, Staindrop Road, This relates to full-time work. So, if you are on a Darlington, Co Durham DL3 9EE. Tel: 0845 6066 0.5 part-time contract you will have to work for two 166. Text Phone: 0845 6099 899. Website: years to get one year of reckonable service. www.teacherspensions.co.uk/

So, come on, how much will I get? Ted Moore is the BATOD Consultant. Well, a lump sum is calculated on the basis of 3/80ths of the average salary. Reviewers wanted Never mind the waffle, give me an example! Looking for new materials? Run out of cash in the budget? Example (based on September 2006 salary figures): £ If you are willing to give some time to reviewing UPS 3 = 33,444 materials and writing a report - in the context of SEN 2 = 3,597 your work with deaf children - maybe you Total = 37,041 should consider becoming one of the team of reviewers for the BATOD Magazine. So you’ve worked for 40 years (well done!) You are given a format/structure to report on items and usually the publisher/supplier allows you to keep the materials. 40 £37,041 x /80ths = £18,520.50 (annual pension) BATOD members get to read your comments when the review is published. This then equates to £18,520.50 ÷ 12 = £1,543.33 per month (or for the numerically challenged: Contact the Reviews editor - Corinda Carnelley £356.16 per week). email: [email protected]

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Light footprints….big impression Peter Annear reports on the latest council meeting of FEAPDA

FEAPDA brings the additional challenge of including a broader and together associations more complex (not necessarily deaf) population, and of Teachers of the Deaf ToDs working in an advisory capacity where the from all over Europe. priority to support deaf young people in inclusive and The aim of FEAPDA is local mainstream settings requires the development to share good practice of new skills, networks and competencies. principally through organising a biennial As the BATOD representative I am keen to reflect to Peter Annear congress hosted by the Federation particular concerns, interests, one of the member comments or suggestions from members which have countries. It also has a broader or European dimension. You can contact an increasingly active website (set up two years ago me by email ([email protected]). I am by a deaf student – www.feapda.org) and this, along pleased to be able to represent BATOD in this way with regular informal exchanges between member and am grateful for the support and encouragement countries, means that the interests of deaf children given by the steering group, my managers in and young people in Europe have never been better Somerset and individual members of BATOD. identified and promoted. The present FEAPDA contingent knows how to work Presently BATOD is one of the principal member hard (which we did) and to play hard. The ability of countries, having the largest association Teachers of the Deaf to enjoy themselves knows no membership. Paul Simpson (National Secretary) boundaries. We are grateful to the Luxembourg is President of FEAPDA, and the FEAPDA representatives (Nadine and Claudine) for making all Webmaster, Jason Monger, also comes from the domestic arrangements, providing the sleeping Britain. I am the BATOD representative to FEAPDA. arrangements in the national school for the deaf and making us feel so welcome. Eating in a Luxemburg Paul and I travelled to Luxembourg by train to try Youth Hostel was an interesting experience! to lighten our carbon footprints. The trains ran smoothly and efficiently and if you are considering Peter Annear is BATOD representative to FEAPDA. traveling around Europe and have mild pangs of conscience about plane travel, I can recommend this as a viable and mostly pleasant alternative. Advance notice On this occasion the FEAPDA Committee (officers) met with the Council (country representatives) in BATOD Wales Conference Luxembourg. In addition to standing items for Assessment discussion, the main aim of the meeting was to 2 July 2007 ensure smooth planning for the 2007 Congress in at the Vale Hotel Friedberg, Germany, on 19–21 October (see the advertisement on page 36). The topic for the Vale of Glamorgan Congress will be ‘Cochlear Implantation: changing deaf education?’ This topic continues to exercise ToDs philosophically, socially and educationally. Arrangements are well in hand, with an international faculty of keynote speakers almost fully confirmed – put the date in your diary now! Midland Region Twilight

Some of the most useful standing items on the Meeting agenda are the presentations from the member Developing Deaf Education Overseas – countries on the state of deaf education in their own country. Many of these associations are younger teaching in Bangladesh and Sierra Leone than BATOD and not surprisingly there were (cochlear, chillies and cockroaches) common themes running through these reports. 23 May 2007 The most common concern was that of the role of Venue to be decided ToDs in a challenging and changing educational environment. Of concern to all was the potential polarisation of ToDs working in special schools, with

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The Disabled Teacher Taskforce What is being done to enable disabled people to enter the teaching profession? Paul Simpson explains

Under its remit as the professional body for teacher’s ability to communicate in English, BATOD teaching, with a statutory role in registering and does not agree with this and we are pleased to regulating the profession and providing advice to note that this is no longer seen as a requirement. the Government and others in relevant education BATOD, however, does not agree with some matters, the GTC for England hosts the Disabled colleagues who maintain that minimum standards Teacher Taskforce to: of literacy in English should be removed. It is not, • raise awareness of the current policies and in our view, in the interests of the next generation practices that cause difficulties for disabled of deaf pupils to be taught by teachers with an students to access teacher training and enter insufficient knowledge of English – irrespective the teaching profession of whether it is spoken or not. • encourage national organisations to act on removing barriers and promoting opportunities The BATOD survey has for some time contained a for disabled people entering the teaching question asking teachers if they wish to state their profession, either unilaterally or through hearing status. From this we know that at least collaborative projects 100 members state that they have some degree of • develop a programme of action which guides hearing loss. We are sure there are more than this national partners to make progress leading to and, prompted by a couple of deaf members, we fewer barriers and more opportunities for people decided to look into the possibility of providing with disabilities entering the profession. more support to deaf Teachers of the Deaf. Having raised the issue through the Magazine, The Taskforce, of which I am a member, has now regional groups and the ToD electronic forum, we had a number of meetings to advance these points have established a small email contact group for and a deaf Teacher of the Deaf, Derek Rodger of deaf Teachers of the Deaf. In addition to this, we Oak Lodge School, addressed one meeting. See have built into our next national conference, to be Hear also contacted the group and this led to a held in Leeds, the opportunity for deaf Teachers whole item on the programme about the barriers of the Deaf to meet each other. and difficulties faced by deaf Teachers of the Deaf. The key issues raised in the programme were the If you would like more information about this or historical need for deaf teachers to demonstrate the have any suggestions or comments, please contact ability to speak clearly. As this has no bearing on a me at [email protected].

Calling all modifiers Jenny Baxter has a message for BATOD modifiers The exam boards have been using BATOD- to modify a paper specifically for deaf candidates, accredited modifiers for a number of years and for a I would be grateful if you would let me know, range of exams. We are keen that everyone on the indicating whether you were able to accept the work list of modifiers gets the opportunity to be involved or not. We are hoping to be able to put forward to in modification, so we are attempting to build a OCR names of accredited modifiers who are most profile of which modifiers are being called on by likely to be able to make themselves available for each exam board. the coming exam series. I can be contacted on [email protected] or on OCR has reported having difficulty in finding BATOD [email protected]. modifiers to attend QPEC (question paper evaluation committee) meetings or modification at I suspect that there are modifiers who have not yet source meetings. I know which modifiers are used been asked to undertake any modification. If so, regularly by AQA and Edexcel, but neither Jane please let me know and I will try to put work your Couper, the BATOD co-ordinator for OCR, nor I way. know which people have been called on by OCR. Jenny Baxter has recently retired from the NEC after If you have received a request from OCR in the last many years’ responsibility for all aspects of access couple of years, either to attend a QPEC meeting or to examinations for deaf students.

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Representing you – Tripartite meeting Paul Simpson reports on the latest Tripartite meeting on 22 November 2006

Present: Kathleen Grehan (RNID), Paul Simpson Examinations (BATOD, Note-taker) Lorna Williams (NDCS, Chair), Paul explained that certificate indications were to be restored for at least another year but there was no Apologies: Ted Moore (BATOD) movement yet in relation to oral communicators. A meeting at the QCA to discuss this and future Matters arising from the notes of last meeting not consideration of competences and their accessibility is elsewhere on the agenda to take place at the end of the month. The Associated • Ted and Paul met Nick Gibb, Conservative Board has offered to provide alternative tests for Music spokesperson on schools. He felt that local GCSE if commissioned to do so. The concern is that authorities (LAs) were not necessary and that some interpretations of the DDA seem to be leading to individual schools could provide what was needed for more rather than less discrimination. children with special needs; however, he listened carefully and agreed that for low incidence SEN this News from the organisations would be problematic. RNID • The NDCS has still received no reply to Anne-Marie • Kathleen will be leaving her job on 22 December. Hall’s letter about Extended Schools and support for She is working on the Early Years’ guidelines which deaf children. are nearing completion. Sue Lewis has guided their • Paul reported that the situation in relation to writing. They are soon to be with the design team. lip-reading classes has much improved as a result • The RNID is working with Oxford University on two of concerted lobbying. projects involving literacy and numeracy. NDCS Data collection • Lorna described recent changes at the NDCS. BATOD is writing to the Secretary of State for • She has been running courses for LSAs working with Education about extending the PLASC figures to make deaf children. There will be another one in Northern the results more useful. The BATOD survey has had Ireland in March. Work is continuing on the Deaf a return of only 50% this year which means that the Friendly School project. New packs are being results, although providing some useful information, produced for hearing-impaired services. There is a are not as robust as we need them to be. The NDCS training pack for mainstream staff which will be is very interested in supporting the next phase of the piloted in some services. It includes lesson plans for BATOD survey and negotiations will take place soon. deaf awareness activities within the curriculum, for The RNID is awaiting the appointment of a new Head example, in PSHE and science lessons. of Education who could contribute in the future. • There will be one more event in the Fathers’ project. A booklet will be available at the end of November. Research • There is also joint activity with the charity Drugscope Paul spoke about ERCDO and the hope that a about drug awareness. Lorna will be carrying out database of research will be placed on the BATOD some focused activity with groups of deaf young website and also the opportunity for people to make people. suggestions for future research. DCAL is carrying out BATOD a range of research projects, including looking at the • The key issues at the moment were the move link between lip-reading and literacy skills. towards setting up a charitable arm to allow fundraising to take place for some of the Training of ToDs association’s activities. The ‘crisis’ group has ceased to meet until more robust • The annual conference in March will be on the statistics showing the impact of ToDs become subject of transition and will take place in Leeds. available. It is hoped that the various bodies will • Changes in the Magazine were discussed – Paul meet to discuss how to proceed. It was suggested Simpson is the new editor. that it might be useful to analyse the responses to • As mentioned above the future of the survey is of advertisements placed on the BATOD website and in great importance to the Association and it is hoped to the TES, as happened previously. We welcomed the convene a group to look at refining it and making it decision to fund ToD training in Wales for the next more accessible for those filling it in. three years, hoping that the DfES would follow the • BATOD will continue to work for improvements in example. This followed an audit of the whole country reasonable adjustments for deaf students in exams. showing the need for ToDs. This underlines the need for robust statistics. Next meeting: 15 March at 11am, NDCS.

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Memories of George George Hugh Dalziel, 26 September 1924 –14 December 2006

One retired headteacher, who as a class teacher Anyone who met George, even cursorily, would had worked under George Dalziel in the 1960s, said attest to his instant warmth and friendliness and to on hearing of his death, ‘George was so supportive; his overt altruistic interest. Those who had the he always saw the good and certainly brought out privilege of working closely with him savoured his the best in us.’ These comments will now be consistent loyalty to, and ever-ready support for, his echoed by so many teachers with whom George staff, but, overwhelmingly also, his passionate had contact during his fruitful career. concern for the welfare and progress of his pupils. He was endowed with a robust single-mindedness. After serving during the second half of the war in the Once an aim had crystallised, he pursued that RAF, he dipped a tentative toe into the educational objective with relentless courage and doggedness, waters at a primary school in Weaverham, Cheshire. regardless of obstacles or opposition. He evinced This proved the springboard for his qualifying scant respect for petty bureaucracy. Yet, underlying subsequently at the University of Manchester as a all these qualities was wholesomeness, frankness Teacher of the Deaf and for his first teaching post tempered by gentle humour, integrity and palpable at Thomasson Memorial School, Bolton. sincerity. Ample testimony to all of this has been evidenced already in the spontaneous expressions In 1952 he was to break new ground as the first field of gratitude and sadness emanating from so many worker for The Ewing Foundation, a still-flourishing of his past pupils, some of whom are grandparents charity dedicated to helping teachers and parents in their sixties. develop oral language in hearing-impaired children, with heavy emphasis placed on the use of residual He is survived by his wife and two daughters, one hearing. George’s task was to tote around schools of whom is a Teacher of the Deaf. for the deaf a portable ‘Warren’ group hearing aid, donated for the purpose by the American partially Alan Huntington formerly worked as a senior hearing singer, Johnny Rae. Using this equipment, research associate with The Ewing Foundation. teachers could witness, perhaps for the first time, the beneficial impact on their children of exposure to good quality, high-intensity listening. New Frontiers in Burwood Park School, established in 1955 as the first secondary technical school for severely and Deafblindness profoundly deaf boys, saw George appointed Deputy The Royal Society of Medicine Head. Four years later he was to take on his first headship, at Hartley House School for the Deaf in Friday 15 June 2007 Plymouth. The purpose of this symposium is to provide a forum for the During the whole of his tenure in these two schools exchange of ideas among clinicians and scientists to advance the understanding of conditions causing combined vision and he showed intense commitment to pushing to its hearing loss. The meeting is intended for non-specialists and limits the use of residual hearing, with whatever aids will be structured to provide an up-to-date summary of the were available and starting, in the pre-transistor era, most significant recent developments in this field. Organised by the Department of Audiology, Sahlgrenska University with the notoriously cumbersome dual-battery, valve Hospital Gothenburg Sweden and the Department of Otolaryngology, hearing aids. (Though children, even in the1950s, Queen’s Medical Centre, University Hospital NHS Trust, Nottingham were in possession of two ears, only the very in collaboration with The Ear Foundation, Nottingham. stoutest could cope with wearing two of these The day is intended for all professionals whose work may bring them in contact, even occasionally, with deafblind children or adults. formidable instruments!) Invited International Faculty includes: Robin Ali (UK), Sten Andreasson (Sweden), Tony Best (UK), Maria Bitner-Glindzicz (UK), Berth Danermark (Sweden), Elizabeth Hodges (UK), William Kimberling (USA), On taking over at Plymouth, one of his first acts was Riitta Lahtinen (Finland), Wendy McCracken (UK), Steven Morris (UK), to equip each classroom with a group hearing aid, Claes Möller (Sweden), Gerard M O'Donoghue (UK), Russ Palmer (UK) and Sofia Stamataki (USA). which, because of shortage of funds, had initially to be ‘homemade’. George succeeded in ‘manufacturing’ these from war-surplus headsets! Registration Fee: £125 (Acoustic feedback was the eternal enemy!) His To register visit teaching career ended with a spell of 17 years at www.earfoundation.org.uk Education Programme at The Ear Foundation

the helm of Thorn Park, Bradford, after which he +44 (0)115 942 7800 Registered Charity No: 1068077 retired to Norfolk.

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ICT News

Welcome to this edition of ICT News. If you would like to contribute anything to these pages, please contact Sharon Pointeer at [email protected]

BETT 2007 This year's BETT exhibition seemed to lack some Sherston appears to have diversified its product of the excitement and buzz of previous years. range and now has more hardware and Whether this was because shortly after I arrived peripherals in its catalogue. For introducing I was called by my school which had just received control programming to younger learners the Ofsted telephone call I'm not sure, but this programmable robots cannot be bettered and year it was dominated by current government the Bee-Bot, a cute bumble bee, aimed at the initiatives and so there was an emphasis on under-7s, moves in 15cm steps at a time and learning platforms, virtual learning environments turns 90 degrees. For Key Stage 2 pupils the and interactive whiteboard materials. One supplier Pro-Bot has an attractive car design which can be proudly told me that his previously paper-based programmed independently using the key pad on material would now ‘run’ on interactive whiteboards, the top or using the Pro-Bot software. It also has as the files are available on CD as pdf files. Not a a pen mechanism for drawing routes and a light lot of interactivity there then! sensor and bumper sensor. Both control toys are affordably priced and can also be purchased from The Special Needs Village seemed rather small other suppliers. Sherston's range of software is compared to previous years, with a number of continually expanding, and on a life skills theme, familiar old faces missing, possibly because many Type with Tizzy is a highly interactive program smaller software houses have either disappeared designed to help children develop keyboard or are unable to afford the prices of the stands. familiarity and competence, currently still a key I purchased some interesting, ergonomically skill for interacting with ICT: www2.sherston.com/ designed Easyriter pencils from IdeaSun and a plastic Wordwiza which is designed to help My most exciting find was a company which children phonically decode words. The pencils makes lockers with virtually indestructible wood- have already been tried with one pupil who has effect doors. I thoroughly dislike metal locker difficulty with holding and using writing tools and doors which can be scratched, chipped, dented it does look as if they are going to be helpful to and bent by accident very easily and I am looking her: www.ideasun.com/ forward to replacing our lockers as soon as possible: www.helmsman.co.uk/ As usual I called in at the Kudlian, Logotron and Sherston stands, three long-established software Other companies represented at BETT which may houses whose products are of high quality and be worth checking out include: sensibly priced. Software The Kudlian suite of programs is now available for • www.advisory-unit.org.uk – concept keyboards Macs, as well as for PCs. The suite includes and associated resources. data-handling programs, a painting program, logo, • www.jvsoft.co.uk – picture-based software to a word processor and the very good Banner create topic pages and story books with and for program, for producing headings and banners for young children. noticeboards. It is an excellent piece of software • www.clicsoft.co.uk – support packs for MyWorld and I would hate to have to produce a wall and Textease. display without it! Kudlian also had a range of • www.cricksoft.com – award-winning Clicker video/animation and presentation software on software and the new Clicker Paint. display: www.kudlian.net/ • www.semerc.com – large range of software and hardware for SEN pupils, including Think Logotron was demonstrating its range of Widgit About! to encourage the development of memory, software, including Let's Sign and Write BSL attention, listening and specific literacy skills. graphics. It has a mind-mapping tool called • www.softease.com – Textease Studio CT – Thinking with Pictures, which, if my reading of the ultimate integrated classroom tools, IdeasMap, catalogue is correct, can be used with the BSL Timeline and Easiteach. graphics files. Logotron also has a comprehensive • www.spark-space.com – idea-mapping software range of software for Foundation to Key Stage 3/4: for PC, Mac and Linux. www.logo.com/

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Assessment caught my eye was Freemind, a mind-mapping tool. • www.bsquaredsen.co.uk – SEN workbooks and I have not, as yet, had a chance to try it out, but workbooks on CD, including thinking skills and noticed that it is available for PC, Mac and Linux. As a range of PSHE topics; also assessment there is nothing specifically related to deaf people, software with small steps breakdown from Ability Net has told us that it would be very P levels to level 5. interested to receive recommendations for free solutions in this area. You can send your ideas DVDs directly to Ability Net or to us at BATOD for • www.childseyemedia.com – DVDs with forwarding: www.abilitynet.org.uk/ (Type ‘software’ accompanying resources for early years about into the search box.) festivals and people who help us, all featuring young children. Words to the songs are Shoecake Games is a small independent game provided. I did not manage to ask whether the development company based in Liverpool. Originally DVDs have subtitles, but still worth checking out. an Amiga game developer, it now produces puzzle- type games for PC, Mac and pocket PC. All the games can be tried before purchase and each game costs £11.25. Two games which particularly caught my eye are WordOMatic and DaisyWords which, as their names suggest, require the user to make words in order to gain points. All the other games will aid the development of logical thinking skills.

Good Morning Children is the brain child of two teachers with over 50 years’ experience between them. They produce short, easy-to-manage yet mentally stimulating activities for children that can be used as early morning work during registration (or during those odd moments you need to fill, before the next lesson or home-time). Some of the resources may even be useful as lesson starters. Many of the resources have been designed to develop thinking skills by using observation, questioning, reasoning, making links and capitalising on what pupils already know. Paid members have access to a comprehensive range of early morning activities which are updated every week and, to

• www.earlyvision.co.uk – DVDs with accompanying resources for early years about real-life places designed to stimulate role play by providing appropriate role models rather than those more commonly seen in the media. • www.186media.com – the WriteKit Creative Writing Masterclass on DVD. This is aimed at Key Stage 3 but may be appropriate to older learners with writing difficulties. I noted that the complete shooting scripts are included as part of the package and the website indicates that subtitles are also used.

Resources and websites worth a visit Ability Net has launched a new website which has a number of new sections, including one giving details of freeware/shareware software suitable for people with special educational needs. A quick look through the list shows that at present, visual impairment has the highest representation, but there are programs for those with literacy difficulties as well. One free program which

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make planning easier, they are available a week Get Safe Online – this is a website to in advance. The activities are suitable for recommend to parents and other staff as it will downloading and printing or displaying using a help them to protect themselves and their children data projector. There is a 30-day free trial against Internet threats. The site is sponsored by available, but individuals can sign up for £12 the Government and leading businesses working per year or schools at £8 per classroom: together to provide a free, public service. It www.goodmorningchildren.com/ contains a good deal of advice regarding Internet safety, as well as links to other sites which Othello – you may have played Reversi or promote the same: www.getsafeonline.org/ Othello as a board game. This simple game is quick to learn and requires logical thinking in Thinking Together – teaching children to use order to develop strategies for winning. This language to reason together is the function of this online version can be played against the programme of projects designed to address the computer or by two human players. Why not try three important topical education concerns: it out, but be warned – it is highly addictive! raising children's achievement through developing www.lemurcomputing.co.uk/Othello/ their thinking skills, making the most of computers and developing and supporting good citizenship. ICT glossary website – this is a glossary of There are descriptions of a number of projects as ICT terms in British Sign Language (BSL). The well as links to books and other resources which British Computer Society allowed its book of will help with the teaching of thinking skills: terms to be used as a basis for the text. The www.thinkingtogether.org.uk/ project involved asking those tutors working with learners how to sign complex and new terms. This would be a very useful resource for Sharon Pointeer is Deputy Headteacher of anyone teaching ICT to sign language users: Knightsfield School, Welwyn Garden City in www.slcresources4ict.net/ Hertfordshire. BATOD was there representing you... Between the NEC meetings, members of BATOD attend various meetings that are of particular interest to Teachers of the Deaf. This list is not exhaustive as some reports have not yet been received or meetings reported on. Your representatives at the meetings listed include: Gary Anderson, Corinda Carnelley, Ted Moore, Paul Simpson, Lys Thomson.

date external participants purpose of meeting venue December 2006 13 SENSE Issues of mutual interest Conference call 21 SERSEN; tribunal members Guideline development for tribunals DfES, London

January 2007 10 University of Birmingham ToD course Consultative committee Birmingham 12 Becta Seminar on change to structure London 25 US academics training ToDs Video conference re e-learning Video conference

February 1 Department of Health National Audiology Plan London 2 SERSEN; tribunal members Guideline development for tribunals DfES, London 7 NDCS Impact of ToDs Conference call 12 ERCDO Research in deaf education London

March 8 Fedn of Leaders in Special Education Steering Meeting London 15 UKCOD Board Meeting London 15 NDCS, RNID Tripartite Meeting London 24 FEAPDA Committee Meeting Friedburg, Germany

Please inform the Secretary, Paul Simpson, if you know of any meetings where you feel representation on behalf of Teachers of the Deaf would be of benefit. Although there is no guarantee that BATOD would be able to attend every meeting, situations could be monitored and the interests of ToDs represented.

A comprehensive list of meetings that BATOD has attended recently, is now published on the BATOD website along with the Calendar which is found at the back of the Magazine. Follow ‘Calendar’ and ‘Coming Events’ then ‘Representing you’.

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Audiology review Ken Higgins puts Connevans FMG 750 Accessories Tester through its paces

Connevans Ltd is marketing an accessories tester when connected to a cochlear implant processor to allow the user to check the validity of a range of or hearing aid than it is when connected to the equipment supplied by the company. The device accessories tester. Socket B can also be used can also be used to check certain items from other to check body-worn fm systems up to the point suppliers. where the Euro plug of the direct input lead would normally plug into the shoe. This is The tester is a black, handheld device with achieved by plugging in each arm of the direct headphones, soft touch volume control and on/off input lead in turn then following normal fm switch. The case exhibits a range of labelled checking procedures. sockets to enable various accessories to be connected. It is powered by two AA batteries and Summary is supplied with a material, looped carry case. This is a useful, simple and easy-to-use tool to have in your armoury, not only for those using To use the tester, wear the headphones, switch Connevans equipment, but for users of other types on and turn the volume to a low level. Socket A of fm systems, including ear level devices. It is for the testing of Genie aerials and lapel could save support staff time, and help remove microphones. Plugging an aerial in should allow or confirm doubts that they may have about the you to hear a tone generated from within the tester validity of certain accessories. It is worth bearing and if, after adjusting the volume control, you in mind that if just a few suspect leads or cannot hear this, then the aerial is faulty. The microphones are found to be working OK and as tone that you hear should be continuous and free a result are not replaced, the outlay cost of the of crackle and intermittency. Handling the aerial accessories tester will very quickly be recouped. should not interfere with the tone. Pay particular attention to both the plug end and the tip end of Cost: £111.18 for one. Available from Connevans the aerial, as this is where most problems are Ltd, 54 Albert Road, North Reigate, Surrey RH2 likely to occur. To test Genie conference 9YR. Tel: 01737 247571. microphones or Genie lapel microphone heads, complete with their extension leads, plug them into Ken Higgins is The Ewing Foundation Technician socket A and you should hear your own voice for the Midlands. He can be contacted at 13 Castle through the headphones. Twist and stroke the Street, Worcester WR1 3AD or on 07866 920401. lead to check that it is crackle free.

Socket C allows you to check CRM220 lapel Mary Grace Wilkins Travelling Scholarship microphones in the same manner. It is possible that sockets A and C could also be used to check microphones from other suppliers but you would need to experiment as to which. Socket B is a standard three pin Euro socket designed to accept hearing aid direct input leads or ear level fm receivers. Want to carry out Primarily designed to test Connevans own WDI small scale (wireless direct input) ear level receivers, socket B classroom research ? could equally be used to test Phonak, Oticon, BATOD members with ideas for small-scale Widex, Lexis and Scola ear level devices. Plug research or study which has direct relevance to deaf pupils/students in the British Isles are invited the ear level device into socket B and switch on to apply to the MGWTS. both it, and its transmitter, to hear sounds coming Visit the BATOD website for more information through the complete system (with WDI you will www.batod.org.uk need to encircle the ear level module with the WDI funding available up to £ 1,000 neckloop). This will allow you to carry out the further details from: checks usually associated with complete fm BATOD Secretary systems but without the hearing aid and audio Mr Paul A Simpson 175 Dashwood Avenue shoes. There is one important point of caution to High Wycombe HP12 3DB email [email protected] be noted if checking the system for the clean tel: 01494 464190 operating range between transmitter and receiver Mary Grace Wilkins Travelling Scholarship in that the clean operating range may be less

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Review

captions or arrows; maps; diagrams; charts; quizzes; fact files; question and answer. Every page was colourfully presented and within the Title Trailblazers books 6–7-year reading age band. My pupils could read Author David Orme the text with 85–95% accuracy, having reading Published 2006 ages of 6–7-year-olds on the Neale Analysis of Publisher Ransom Publishing Reading Ability (NARA). ISBN UFOs – 184167 423 0; Comets – 184167 424 9; Mummies –184167 The stories were within the reading age, but I did 427 3; Dinosaurs –184167 426 5; not find them very exciting, amusing or believable Football –184167 425 7; Formula – however, my pupils did not seem to mind. One – I184167 428 1 I found the speech bubbles very helpful as they Price £4.99 each gave pupils an opportunity to reread part of the Reviewer Sue Watters, Peripatetic Teacher of text using expression and different voices for the the Deaf, Northamptonshire characters.

I was impressed by There are two workbooks available for these the visual format of books at a cost of £11.99 each, and two sets of these six new books interactive software at £49.99 each. If you are in in the Trailblazers a school or service base where there are lots of series. They are reluctant readers it may well be worth investing designed to appeal in these. to reluctant readers, particularly boys, Classroom evaluation aged 8–14 years with I used the books during one-to-one sessions with a reading age of 6–7 my deaf pupils. Both pupils liked the format of the years. I used them books. The 14-year-old began with Formula One. successfully with a We read parts of the non-fiction text and he 14-year-old boy who wanted to find out more, so we searched the is really struggling Internet to find answers to his questions. When with his reading and a nine-year-old who needs to we had read Comets he actually asked to read develop fluency and comprehension. Both pupils Mummies next. This was a breakthrough, as he enjoyed the books and I was able to adapt the rarely asks to read a book, and then it’s usually follow-up work to suit their differing needs. quite grudgingly. My nine-year-old found the subjects interesting, Content evaluation especially Dinosaurs Each book contains a non-fiction section, followed and UFOs. by a fiction story based on a topic. The story has a simple text written on the left-hand page and a When I am teaching ‘speech bubble’ version for those just starting to reading I often give read on the right-hand page. my pupils cloze procedure to The cover of each book is attractive and written encourage them to clearly and simply enough for the less able reader read for meaning and to be able to discuss the title, author, blurb and then self-mark using publisher. Page 3 is the Contents, and I was able the actual text. I also to get my pupils to use this to find out which page time them reading information would be on. The non-fiction text was 100 words to presented in a variety of ways: photographs with encourage greater

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speed and accuracy. reading age of 6–7 years to read. They have I did this on the fiction a strong visual impact and are clearly written. texts and found they However, the topics do not fit neatly into the National were at the correct Curriculum and in the case of Football and Formula level. One, the illustrations and facts will become dated quite quickly. At the end of each book there is a ‘word check’. ☺☺☺☺☺ Quality I did not use this, as I ☺☺☺☺☺ Value for money was only intending to ☺☺☺☺ Educational usefulness spend part of two or ☺☺☺☺☺ Overall three sessions on each book and the topics covered were not being taught in any of our curriculum work. However, if the class had been studying Egyptians, the word check for Mummies would have provided a good vocabulary base. These books will be extremely useful, when teaching 8–14-year-old boys with a www.batod.org.uk

Contact: Dr Diana Burman Deafness: Issues in Department of Education Language, Literacy 15 Norham Gardens Oxford and Numeracy OX2 6PY

Tel: 01865 284 893 Wednesday 27th June 2007 Fax: 01865 274 027 Email: St Hugh’s College Diana.burman @edstud.ox.ac.uk Oxford

Free OX2 6LE conference www.edstud.ox.ac.uk/research/childlearning/

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This and that… Email news to [email protected]

Hospital in Cambridge and St Thomas’, London Usher, Cochlear Implants cochlear implant programmes, and by interpreters, and You cochlear implant clinicians, Teachers of the Deaf and The new booklet, Usher, Cochlear Implants and You, representatives from Sense. After lunch, there were was launched at the Marriott Hotel on 7 October 2006 short talks by Deb Wilson, from the Nottingham by the Usher and Cochlear Implant Partnership. This Paediatric Cochlear Implant Programme; by Louisa is a very special first – prior to this, there was no Booth, on behalf of Advanced Bionics and by Liz material specifically written for people with Usher Duncan, head of the National Acquired Deafblindness syndrome who are interested in cochlear implants. Team at Sense. The lunch and launch was followed by a walk over Westminster Bridge and a boat trip It is tough for anyone to accept that their sight is to Greenwich, which gave Russ a chance to deteriorating. For a profoundly deaf child who relies demonstrate the change in his voice and music on vision to communicate through sign, the prospect before and after cochlear implantation, and for can seem unbearable. Some families react by not the other participants to chat and sign. telling their child of the diagnosis and its implications. Some teenagers react by not telling their families and Copies of the booklet may be obtained from Usher friends of their visual difficulties. For everyone the Services, Sense (Tel: 0845 127 0060; email: problems are compounded because the condition is [email protected]), from the Nottingham rare and because it is complex – there is more than Cochlear Implant Programme (Tel: 0115 948 5549; one type of Usher. email: [email protected]) and from Advanced Bionics UK (Tel: 01223 847888; The booklet launched by the Usher and Cochlear email: [email protected]). Implant Partnership takes the first step in tackling these issues. It explains key facts about the three types of Usher, and about Retinitis Pigmentosa, New toolkit for schools clearly and succinctly, and goes on to explain what The National Deaf Children's Society (NDCS) has a cochlear implant is and what having one involves. developed a new acoustic toolkit for teachers to It also introduces Claire, David, Russ and Jane, all ensure that no child needlessly misses out or falls of whom have Usher and use a cochlear implant. behind at school. The NDCS is urging local By using positive and yet realistic role models, the authorities across the UK to take up the toolkit. booklet may be of great benefit to those recently diagnosed with Usher. The toolkit will improve the education for children who, though not deaf, find it difficult to distinguish The eight-page booklet was written by members of speech in noisy school environments, as well as the the Usher and Cochlear Implant Partnership, which 35,000 deaf children in the UK – 80% of deaf children consists of Sense and the Nottingham Cochlear attend mainstream schools, and the teaching and Implant Programme, with the support of Advanced learning environment available to them has a Bionics. All the parties concerned have been aware significant impact on their ability to access education. of the need for material for this special group for some years now, and preparatory work for the booklet Helping to address the practical issues around began two years ago, with the first meeting for acoustics and classroom listening conditions, the teenagers with deaf-blindness and cochlear implants. toolkit will enable all mainstream schools to identify When the booklet was launched it was evident that a areas of concern, record basic measurements and significant milestone had been achieved but, also, undertake straightforward, practical actions to improve that much more remains to be done. listening conditions across the whole school environment. It will ensure that deaf children are fully The launch was attended by cochlear implant users able to access learning along with their hearing peers. with Usher from the Royal National Throat Nose and This new project has been made possible with Ear (RNTNE) Hospital, London, Addenbrooke’s funding from the Esme Fairbairn Foundation.

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AVT training comes to Fire safety the UK A set of three leaflets has been developed by the Cochlear Europe has unveiled its first professional London Fire Brigade aimed at deaf people and giving training programme in auditory verbal studies – a advice on Bedtime Routine, Escape Route Plans and family-focused approach which aims to help hearing- Smoke Alarms. The leaflets use clear illustrations and impaired children use their hearing and listening to have been piloted among the deaf community who develop and enjoy spoken language. found them very user friendly. They also offer for the London area a free home fire and deaf smoke alarm The programme, delivered by the team from the check. Minicom: 020 7587 4227; fax: 020 7587 4222; Learning to Listen Foundation in Toronto, Canada, email: [email protected]. will run from January to December 2007 at Cochlear's offices in Weybridge. Teachers of the Deaf and speech and language therapists have been Signs online recruited from across the UK. They will attend six The Quality Improvement Agency BSL/English ICT three-day seminar blocks over the coming year and dictionary is now online. It contains approximately will have assignments and email-mentoring from the 1,500 signs covering subjects such as data Foundation in Toronto. representation, hardware, Internet, managing data, programming, security, software and systems design. The lead speaker will be Warren Estabrooks, Director It can be seen at: www.qiaresources4ict.net/ of the Foundation and a global consultant on auditory verbal therapy (AVT), who has written a number of The signs featured were collected by Judith Mole of books on the therapy. Direct Learn Services from a large group of deaf computer and BSL specialists in individual and Access to AVT is currently quite limited in the UK. group discussions and examined in expert panels. Cochlear's substantial investment in this training will The dictionary has been designed primarily to support allow professionals to offer a broader range of deaf students, interpreters and CSWs, although it is options to children with cochlear implants and also of use to BSL tutors and families. The website, hearing aids. designed and developed by a web design multimedia company, is freely available to the education sector All the trainees are committed to passing on their and the public. skills and knowledge. At the end of the training they will work towards educating other professionals and Each BSL clip can be downloaded and used in this may include taking on trainees of their own. teaching and learning materials, for mini-dictionaries, prep materials, etc. If you want more information, please email [email protected]. For more A glossary of terms BSL sites see: www.engineeringsigns.ac.uk/ The South East Regional Partnership (SERSEN), www.sciencesigns.ac.uk/ www.artsigns.ac.uk/ working with local authority support services specialist schools, Primary Care Trusts, Community Health colleagues and the NDCS, has produced a News from TeacherNet comprehensive glossary of terms related to sensory The new guidance materials explain how the impairment. The glossary: Disability Equality Duty (DED) can be implemented • explains core concepts and definitions which are by schools. The DED does not bring in new rights for commonly confused or misunderstood disabled people, but it does require schools to take a • illustrates and explains the overlap between words more proactive approach to promoting disability used by different agencies to explain similar things equality and eliminating discrimination. • provides a starting point for considering the appropriate use of terminology and how it might be possible to reduce the use of jargon and Ofsted success! acronyms. Congratulations to Knightsfield School in Welwyn Garden City and Longwill School in Birmingham on The glossary is available in pdf form as a whole their recent Ofsted gradings as ‘Outstanding’. If you document or in specialist sections on the SERSEN have any similar news to share please let me know website: www.sersen.uk.net/ ([email protected]).

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A-levels Advanced levels MSI Multi-Sensory Impaired AfL Assessment for Learning NAES National Association of EBD Schools AGM Annual General Meeting NAHT National Association of Head Teachers AOB Any Other Business NAL National Acoustic Laboratories AQA Assessment and Qualifications Alliance NARA Neale Analysis of Reading Ability AVT Auditory Verbal Therapy NASS National Association of Independent Schools and BATOD British Association of Teachers of the Deaf Non-Maintained Special Schools BBC British Broadcasting Corporation NATED National Association for Tertiary Education for Becta British Educational Communications and Technology Deaf people Agency NCSL National College for School Leadership BETT British Education and Training Technology (Exhibition) NDCS National Deaf Children’s Society BSL British Sign Language NEC National Executive Council or National Exhibition Centre CAMISHA Computer Aided Manufacturing of Individual Shells for NHSP Newborn Hearing Screening Programme Hearing Aids NPQH National Professional Qualification for Headship CBI Confederation of British Industry NRAIS Northumberland’s ‘Raising Aspirations in Society’ CCEA Council for the Curriculum, Examinations & Assessment NTID National Technical Institute for the Deaf CD Compact Disk OCR Awarding Body (Oxford, Cambridge, RSA) CI Cochlear Implant Ofsted Office for Standards in Education CP Cerebral Palsy P scales Indicators of achievement of children working towards CPD Continuing Professional Development level one CRB Criminal Records Bureau P4C Philosophy for Children CSD Creative Strategic Development PC Personal Computer CSW Communication Support Worker PCT Primary Care Trust DC District of Columbia (Washington) pdf portable document format DCAL Deafness, Cognition and Language PLASC Pupil Level Annual School Census DCCAP Deaf Children’s Communication Aids Project (or Provision) PhD Doctor of Philosophy DDA Disability Discrimination Act PPA Planning, Preparation and Assessment DED Disability Equality Duty PSHE Personal, Social and Health Education DELLS Department for Education, Lifelong Learning and Skills QCA Qualifications and Curriculum Authority (Wales) QPEC Question Paper Evaluation Committee DfES Department for Education and Skills RAF Royal Air Force DRC Disability Rights Commission RNID Royal National Institute for Deaf People DSL Desired Sensation Levels RNTNE Royal National Throat Nose and Ear Hospital, London DSP Designated Special Provision SAPERE Society for Advancing Philosophical Enquiry and DVD Digital Versatile Disc Reflection in Education EAL English as an Additional Language SEN Special Educational Needs EBD Emotional and Behavioural Difficulties SENSE Organisation for children and adults who are deafblind or ENT Ear, Nose and Throat have associated disabilities ERCDO Education Research Consortium of Deaf Organisations SERSEN South East Regional Partnership for SEN FE Further Education SLD Severe Learning Difficulties FEAPDA Federation Européenne d’Associations de Professeurs de SLT Speech and Language Therapist Déficients Auditifs (European Federation of Associations SSE Sign Supported English of Teachers of the Deaf) SSS Specialist Support Service FLSE Federation of Leaders in Special Education STD Sexually Transmitted Disease fm Frequency Modulation (radio) STI Sexually Transmitted Infection GCSE General Certificate of Secondary Education TA Teaching Assistant GTC(E) General Teaching Council (for England) TBA To be announced HE Higher Education TC Total Communication HEA Higher Education Agency TechDis Technology and Disability HEFCE Higher Education Funding Council for England TLR Teaching and Learning Responsibility HQ Headquarters ToD Teacher of the Deaf ICT Information Communication Technology TP Teaching Practice or Placement IQ Intelligent Quotient TSL Times Supplements Ltd ISA Individual Savings Account UCAC Undeb Cenedlaethol Athrawon Cymru (Welsh Union ISBN International Standard Book Numbering of Teachers) IT Information Technology UK United Kingdom JCQ Joint Council for Qualifications UKCOD United Kingdom Council on Deafness JISC Joint Information Systems Committee USA United States of America LA Local Authority VAT Value Added Tax LiL Leading in Learning WDI Wireless Direct Input LSA Learning Support Assistant If you have found an acronym in the Magazine that isn’t explained in LSG Language Support Group this list, then use www.acronymfinder.com to help you to work it out. Abbreviations and Acronyms used in this Magazine Abbreviations and

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Membership subscription rates 2006 - 2007 due 1 August Annual Quarterly Cheque Direct Debit Direct Debit Full members in employment £ 58.50 £ 15.50 £ 63.50 Associate members in employment £ 58.50 £ 15.50 £ 63.50 Full members taking a career break £ 29.25 £ 7.75 £ 31.75 Associate members - unwaged £ 29.25 £ 7.75 £ 31.75 Retired members £ 29.25 £ 7.75 £ 31.75 Special members £ 21.00

Members are reminded that membership of the Association is only open to individuals. There is no category for Service or School membership. We are aware that some members have their subscription paid for them and that some have their mailing to their work address, but please remember, only the named individual is the member and no other person at that address can claim any benefits of membership. This subscription can be claimed against income tax. You do not normally need a receipt for this; just put it on your income tax form. A list of previous subscription details can be found on the BATOD website. Follow: The Association, BATOD membership, back-subscriptions information. Full membership is open to those teachers who have successfully completed training as a Teacher of the Deaf. As a Full member you will receive the Association Journal 'Deafness & Education International' four times a year and the Association Magazine, five times a year. You will have a discounted admission to any BATOD run event and you will be entitled to vote at any meetings called. Associate membership is open to anyone else who is interested in the education of deaf pupils: teachers, speech & language therapists, those in training as a Teacher of the Deaf, parents, social workers, etc. Associate members have the same privileges as full members except they have no voting rights. Special membership is open to those working with deaf pupils in a support position, LSAs, CSWs, TAs, etc. As a Special member you will receive the Association Magazine five times a year and be entitled to members' rates at events, but you will have no voting rights. Members may seek Retired status on retiring from paid employment. If members return to work it is at their discretion to inform the Membership Secretary of their changed circumstances. For those retired members who no longer wish to receive the Journal there is a concession to pay a reduced subscription. Please contact the Membership Secretary. Current Full and Associate members who are entitled to a reduced subscription should notify the Membership Secretary of their circumstances by 30 June for the following year's membership, to enable the necessary paperwork to be completed. Members with a change in circumstance or personal details should inform the Membership Secretary as soon as possible. Our financial year runs from August to July. Cheque payers will be sent a reminder about payment in June. Direct debits will be altered automatically for payments in August and beyond. Only the named individual is the member and no other person at that address can claim any benefits of membership. Any enquiries should be made to: email: [email protected] BATOD Membership Secretary 112 Deas Avenue, Dingwall, Ross-shire IV15 9RJ All members are reminded that the Membership Secretary MUST be notified of any change of address to ensure that labels are changed and Magazines and Journals reach the new address.

Name changed to: Address changed to:

Post code Post code: Telephone: Membership number Email:

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Meetings and training Calendar

Date Organisation Meeting topic Venue

March 20 The Ear Foundation Speech Acoustics: what is the deaf child hearing The Ear Foundation, Nottingham 21 The Ear Foundation STEPS: from hearing to talking The Ear Foundation, Nottingham 21 Department of Educational Maths Workshop for Teachers of KS1 deaf children, Oxford OX2 6PY Studies, Oxford University 'Early Intervention in Mathematics for Deaf Children' 22–24 EMAP Education Education Show NEC Birmingham

April 17 Divisional Oticon Research Dead regions and their clinical relevance Mansfield Cooper, University of Seminar Series Manchester 18 The Ear Foundation Story Time: story telling for under 5s The Ear Foundation, Nottingham 20 The Ear Foundation EURO-CIU Conference: Cochlear implantation – National College for School long term issues – access and management Leadership, Nottingham 24 The Ear Foundation ACE: The Assessment of Comprehension and Expression The Ear Foundation, Nottingham ot necessarily the organising body. ot necessarily the organising body. 24 Divisional Oticon Research The effects of reverberation on speech Mansfield Cooper, University of Seminar Series understanding in noise Manchester 27 DCAL Deaf Students' Day London 27–28 TSL Education Ltd Special Needs North G-Mex Centre, Manchester 27–28 TSL Education Ltd Early Years & Primary Teaching Manchester G-Mex Centre, Manchester 29 April–2 May British Society of Audiology 26th European Tinnitus Course – The Management of Tinnitus Moller Centre, University of Cambridge 30 The Ear Foundation Introduction to working with children with cochlear implants The Ear Foundation, Nottingham for LSAs

May 1 Divisional Oticon Research Vestibular assessment in children Mansfield Cooper, University of Seminar Series Manchester 1 The Ear Foundation Behaviour management: under 11s The Ear Foundation, Nottingham 2 The Ear Foundation Deaf professionals and cochlear implants The Ear Foundation, Nottingham 4 BATOD NEC Steering Group Association Business Paragon Hotel, Birmingham 8 Divisional Oticon Research Foreign accent syndrome – why is it foreign? Mansfield Cooper, University of Seminar Series Manchester 9 The Ear Foundation PASS (day two): Profile of Actual Speech Skills The Ear Foundation, Nottingham 10 The Ear Foundation Working with teenagers with cochlear implants The Ear Foundation, Nottingham 15 The Ear Foundation Working with children with cochlear implants in sign The Ear Foundation, Nottingham bilingual settings: introduction 16 The Ear Foundation Working with children with cochlear implants in sign The Ear Foundation, Nottingham bilingual settings: update 16 Doncaster College and Open Day Leger Way, Doncaster School for the Deaf 17 Paediatric Audiology Addressing neglected aspects of paediatric audiology Sheffield Hilton Interest Group 23 BATOD Midland Twilight meeting TBA 24–25 TSL Education Ltd Wales Education 2007 Cardiff International Arena

June 5 The Ear Foundation NEAP: Overview of Nottingham Early Assessment Package The Ear Foundation, Nottingham 6 The Ear Foundation Small Talk The Ear Foundation, Nottingham 7 The Ear Foundation Story Time: a gateway to literacy The Ear Foundation, Nottingham 9 The Ear Foundation Pre-implant information day The Ear Foundation, Nottingham 9 NDCS NDCS Family Fun Day and exhibition Sandown Park 12–13 The Ear Foundation The Reynell Developmental Language Scales (RDLS) v3 The Ear Foundation, Nottingham 15 The Ear Foundation New Frontiers in Deaf-Blindness The Royal Society of Medicine, London 16 BATOD NEC Association Business Paragon Hotel, Birmingham 19–20 The Ear Foundation TAIT Video Analysis The Ear Foundation, Nottingham

Please contact the organising body (column 2) for details of conferences, NOT Editor this Magazine. 20 BATOD Midland Committee meeting School of Education, Birmingham 21–22 The Ear Foundation SNAP Dragons: Story and Narratives Assessment Procedure The Ear Foundation, Nottingham 23 Oak Lodge School Emotions – a curriculum for secondary schools Oak Lodge School

Please note the following dates for July which were incorrectly given in the previous issue: 24–27 DELTA Summer School (Preschool and Primary) Lancaster 27–31 DELTA Summer School (Preschool) Winchester

The Calendar on the BATOD website is edited as soon as we know about meetings. Items noted on this Calendar may have been advertised within the Magazine or the information reported by telephone. BATOD is n Items noted on this Calendar may have been advertised within the Magazine or information reported by telephone. BATOD Additional information about courses and registration forms may also be linked to the calendar entries.

56 © BATOD Magazine March 07 BATOD_IBC.qxp 15/2/07 09:11 Page 1

Officers of Nations and Regions BATOD contacts and Magazine Distribution

Northern Ireland Chairperson: Mary Gordon, 16 The Manor, Black’s Road, Belfast BT10 0PL Secretary: Margaret Hanna, 19 Traherne Gardens, Lisburn, Co. Antrim BT27 5QW Treasurer: Paula McCaughey, 23 Tullynacree Road, Crossgar BT30 9AH Scotland Chairperson: Aileen Watson, 14 Gullion Park, East Kilbride, Glasgow G74 4FE Secretary: Fiona Mackenzie, 112 Deas Avenue, Dingwall, Ross-shire IV15 9RJ Treasurer: Ann Dykes, 4 Grieve Croft, Silverwood, Bothwell, Glasgow G71 8LU Wales Chairperson: Terina Blaiklock, The Threshing Barn, Boughrood, Brecon LD3 0YG Secretary: Marian Williams, ‘Ty’r Grofften’, 19 Pen y Graig, Alltwen, Pontardwe SA8 3BS Treasurer: Rhian Gibbins, Rhianfa, 24c Forest Hill, Aberdulais, Neath SA10 8HD Midland Chairperson: Pauline Wells, 9 Plantagenet Way, Ashby de la Zouch, Leicestershire, LE65 1LE Secretary: Ursula Walker, 207 Bentley’s Lane, Walsall WS2 8SP Treasurer: Robert Miller, 13 Derby Close, The Meadows, Broughton Astley, Leics LE9 6BE North Chairperson: post vacant Secretary: post vacant Treasurer: post vacant South Chairperson: Emma Kelty, Frank Barnes School, Harley Road, Swiss Cottage NW3 3BN Secretary: Mary Ensor, 9 Landrock Road, Crouch End, London, N8 9HP Treasurer Cindy Paulding, Primary Hearing Centre, Kingsley Primary School, Chapman Road, Croydon CR0 3NX South West Chairperson: post vacant Secretary: post vacant Treasurer: post vacant

Articles, information and contributions for the Submissions to the Journal Association Magazine should be sent to: ‘Deafness and Education International’ should be BATOD Secretary sent to: Mr Paul Simpson Dr Linda Watson 175 Dashwood Avenue School of Education High Wycombe University of Birmingham Buckinghamshire Birmingham B15 2TT HP12 3DB tel/fax 01494 464190 email [email protected] email [email protected]

...as should Association information and general queries.

Advertisements for the Association Magazine DISCLAIMER should be sent to: The Editors and the Association do not necessarily Mr Arnold Underwood endorse items or the contents of advertisements BATOD Publishing and published in the Magazine and cannot accept Advertising 41 The Orchard responsibility for any inaccuracies. Leven, Beverley Please note that items from this Magazine may not East Yorkshire be reproduced without the consent of BATOD and HU17 5QA the source must be acknowledged. tel/fax 01964 544243 Photocopying items may breach copyright. email [email protected]

BATOD Magazine distribution from: Royal Schools for the Deaf, Stanley Road, Cheadle Hulme, Cheshire SK8 6RQ Association Magazine ISSN 1366-0799 Published by The British Association of Teachers of the Deaf, 41 The Orchard, Leven, Beverley HU17 5QA Printed by The Nuffield Press Ltd, 21 Nuffield Way, Ashville Trading Estate, Abingdon, Oxon OX14 1RL BATOD_OBC 15/2/07 09:54 Page 1

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