The British Association of Teachers of the Deaf MAGAZINE British Association of Teachers of the Deaf November 2000 ISSN 1366-0799
ARTICLES N.IRELAND SURVEY DATA 1998 SUPPORTING PARENTS AND PUPILS ETHICS AND FUNDRAISING
NEWSNEWS && INFORMATIONINFORMATION AUDIOLOGY REFRESHER 14 COURSES AND MEETINGS ICT NEWSPAGE INTERNATIONAL NEC COMMITTEE WORK REGION NEWS BOOK REVIEWS CALENDAR
£ 4.00 From your editor.... After the bumper ICT issue I dreamt of a quiet slim issue of the Magazine. No pages of annual report this year! Several items came in after the ultimate deadlines and suddenly my time was filled with this issue. Running in parallel I am planning for the Silver Anniversary Magazine due out at the same time as the Conference and AGM in Cardiff in March. There are several contributors writing for that magazine which will look at the world of deaf education over the lifetime of BATOD, a 25 year potted history. It promises to be as exciting as the ICT Magazine, though relevant in slightly different circles!
It is wonderful to receive articles from practising teachers about what they are doing, especially when the work was triggered or builds on articles that have been published in this Magazine. The Birmingham Visiting Teacher Service work really complements the article by Malcom Garner describing the work in Staffordshire(page 22 November 1999). Lynda Holland’s colleagues seem to be dab hands at fund-raising and they are being asked to write for a future issue about how they do it. If you find the muse moving you then send the results to me via e-mail - with pictures in hard copy. If you send a return label/envelope then I will endeavour to return items asap after publication. Please do share your triumphs with us... Contents Articles Ann Hit Squad 4 Magazine editor Peer Support 7 Deaf Studies 7 Web site: www.batod.org.uk Ethics and fund raising 14 Creating a need 15 Our e-mail addresses are easy to remember they all end A digital future? 16 @batod.org.uk So the Magazine will be: Northern Ireland Survey Data January 1998 [email protected] centre pull-out (check your spelling so you don’t fall into the black hole!) Phoning 01964 544243 Regulars BATOD Magazine, Publications & E-mail discussion and communication 3 Audiology Refresher no 14 11 Advertising? Noticeboard 21 ....PLEASE SPEAK International Page: Locked in! 26 This and That 28 (don’t sigh and hang up!) ICT Newspage 13 if no-one makes it to the phone to respond Worth Reading 32 Technology Update 34 LEAVE A MESSAGE
or send a fax Association Business: or even e-mail Minutes of NEC Meeting 17 June 2000 [email protected] behind centre pages Visit our web pages http://www.batod.org.uk Presidential Ramblings 1 What went on at NEC 23 September 2000 2 Committees working for you 22 Need to contact BATOD? News from the regions 30 talk to Subscription rates into 2000 35 I’ve moved... notification form 35 BATOD Hon Sec Paul Simpson e-mail: [email protected] Obituary answerphone / fax 01494 464190 Brian Fraser 1935 -2000 18 Advertising rates 29
Front Cover Calendar 36 Hamish making shortbread. Hamish has a cochlear implant and is supported by the Croydon Hearing Impairment Service. Presidential Ramblings
Reading the September infrastructure for their activities. BATOD has been magazine - the special thinking in this direction for some time. Our ICT edition, I realise business planning has reached the stage of costing once more how much our activities and needs and looking for sources of is being achieved by income in creative ways. We are at a crucial stage BATOD members on of our development and it is essential that we have behalf of our children the necessary infrastructure to support us all and our profession. In professionally, with whatever new demands the these challenging times future brings. Our 25th Anniversary, reflecting on all it was inspiring to read we have achieved so far, seems an opportune of the range of exciting moment to plan a secure future. activities developing in the ICT field and I was nearly persuaded by Fiona There are exciting opportunities too: BATOD Atkins’ contribution to consider a palm top! welcomes working with Elizabeth Andrews during her secondment to the DfEE to look at the issues In fact there are so many issues, political, triggered by UNHS, and also the opportunity to professional and practical, in which we are currently participate in the Early Years Working Party active that whatever I include in these ‘Ramblings’, established by NDCS. These important areas I must apologise now for those I omit. require our professional input and once more link to those twin issues of training and inter-professional There are two major themes which have recurred working. recently in my visits and discussions and which reappeared at the Millennium conference of the On the international front, BATOD members found National Council for Professionals in Audiology, time to attend the International Congress of organised by BSA in Blackpool, when I spoke on Educators of the Deaf in Sydney, combining behalf of BATOD. Whatever profession was professional interests with some pleasure! It was describing its role, the issue of Continuing exciting to see so many delegates from the UK there Professional Development (CPD), linked frequently and the high quality of our presentations. BATOD to Performance Related Pay and Appraisal systems, had not been involved in the planning, but I am and that of collaborative working occurred, delighted to say that, for the Maastricht meeting in frequently linked to the introduction of Universal five years’ time, Peter Annear will be on the scientific Neonatal Hearing Screening (UNHS). BATOD is planning party. Paul Simpson will be attending the active in both areas: our CPD log will soon be ready European group of Teachers of the Deaf (FEAPDA) to pilot to assist us all, and we are involved in the and will have the opportunity to ensure that RNID/NDCS Joint Training Initiative looking at the BATOD’s voice is heard in the European planning needs for training and collaborative working which too. will arise out of UNHS. In addition, our 25th Anniversary Conference in Cardiff in March will be So, ‘Advancing the Profession’ continues nationally an exciting occasion with the title of ‘Breaking down and internationally. It is important that while we are the Barriers’. The plans for this conference are well dealing with the all the major issues, including the in hand and early registration is advised - Cardiff is mandatory qualification and that of pay, we do not an attractive venue, so bring the family and enjoy neglect our professional development on behalf of the facilities too. the children and families with whom we work. We hope to see you in Cardiff and on our BATOD short Once more, at the Blackpool conference, I was courses. struck by how much BATOD achieves on a voluntary basis, providing swift professional responses on a wide range of issues. Other similar organisations rely on paid staff to provide the
©BATOD Magazine November 00 1 What went on at NEC on 23 September 2000 report by Alison Weaver At the September meeting, the NEC had the Paul had attended a meeting of the JMSG at which opportunity to experience first hand the benefits of concerns were expressed about the process using a soundfield system in a difficult listening surrounding the bidding to run the courses for environment. Discussion flowed smoothly, with mandatory qualification. A letter has been sent to fewer interruptions, as members no longer had to the TTA detailing these concerns. David Braybrook strain to hear colleagues at the other end of the will be representing BATOD on the selection panel. table. The system has been donated to BATOD by Paul will discuss BATOD’s key concerns with David PC Werth and should prove highly beneficial in the so that he can present them at the panel meeting. future. Sue will also invite the NDCS to meet again with the TTA and BATOD. Sue Archbold will be speaking at the RNID ‘Hear for All’ Conference in October. At this conference the A meeting is being held in October in Belfast to first 3 publications of the Education Guidelines, discuss the training of Teachers of the Deaf in which have been drawn up in consultation with Northern Ireland. Mr Alan McCandless from the BATOD members, will be launched. Department of Education for Northern Ireland will chair the meeting. Representatives from BATOD Paul Simpson has again been in discussion with the and NDCS Belfast will attend. DfEE concerning the provision of information to schools and services. All LEAs receive ‘Spectrum’, MAP demonstrated a PowerPoint presentation a monthly update of new publications which schools designed to provide a standardised talk to Teachers and services can order. In addition, all DfEE of the Deaf in training at the start of their courses. It publications are sent to the EASEA website. School is planned to extend this to other presentation and LEA staff can register with this service at: topics. www.easea.co.uk to receive a regular e-mail alert when new information of interest to them is on-line. Sue had recently attended a course providers’ Work is also in hand to provide LEA support meeting to discuss the Continuing Professional services with the monthly mailing to schools. Development Log. The course providers are keen to move on and implement the log. In addition to NGfL funding is available to LEAs via the Standards the log, the Royal College of Speech and Language Fund. For 2000-2001 £155 million has been Therapy has published a code of ethics. Members provided to allow LEAs to equip schools in line with sign up to this and also to a commitment to maintain their ICT development plans. This funding is not their professional development. Sue suggested that available to support services. However, an BATOD also adopt a code of ethics, to be drafted by additional £26 million is being provided to support the Professional Development Committee. INSET in SEN. LEA support services are eligible for this funding. The aim is to have the draft document ready for the Paul has also raised concerns with the Conservative next NEC meeting. Course providers and a number party over their proposals to provide funding directly of schools and services will pilot the log from to schools, significantly reducing the role of LEAs. January. Ted Moore will introduce the document to In response, the education spokesperson has the Heads’ Conference in November. reiterated that LEAs will continue to have a role in Concerns re pay and conditions have arisen through identifying SEN and that consideration will be given the implementation of the annual statement of pay to resourcing provision for these pupils. and a DfEE circular on Teachers’ Pay and UKCoD has submitted a petition to the Disability Conditions of Employment. Following the Rights Commission, asking for the official assimilation to the new pay scales, there are recognition of British Sign Language. As a member particular pay issues that need to be resolved of UKCoD, BATOD has been asked to sign the regarding the previously protected salary point, petition and agreed to do so. awarded in 1993, for teachers holding the allowance for the mandatory qualification of the As NEC is investigating the feasibility of establishing Deaf/MSI/Visually Impaired. a paid secretariat to meet increasing demands, Paul has had a meeting with Ann Allen of the British Is the safeguarded sum pensionable? Society of Audiology, to ascertain how they support Is one entitled to retain the safeguarded sum if the their staff and clarify the role of the paid employees. conditions of employment change, eg when there The discussions revealed a number of differences has not been a change of post but a change in between the two organisations but reinforced the working hours? belief that BATOD will require a paid secretariat if it Will the sum be retained after August 2001? is to continue its current role.
2 ©BATOD Magazine November 00 NEC will be following up the issue with the DfEE information contact: www.iced-2day.org and unions. However, it is recommended that Work on the business plan is progressing steadily. individual teachers also approach their LEAs and David Hartley, President Elect, presented a draft unions to clarify their position document for discussion by committees. David’s work on the document has highlighted the progress On behalf of BATOD and RNID, Liz Andrews has that BATOD has made in recent years. The submitted a bid for SEN funding to develop skills to afternoon session enabled the committees to work with children at an early age. Liz has recently address a number of issues David had raised such been seconded for 6 months from the RNID to the as identification of new sources of income, ensuring DfEE. Her remit is to develop provision for the that BATOD remains relevant to members and short under 5s. She will be talking to a number of and long term aims for BATOD. A meeting will be children and their families about their experiences. held shortly to consider the financial situation in She is also keen to meet with schools and services. relation to the proposals. David will produce a new th document incorporating the new ideas. Sue thanked The 19 International Congress on the Education of David for all work that he has done so far. the Deaf was held in Sydney in July. This was a well-organised event and covered many major This was the final NEC meeting for Alun Griffiths, issues, a such as: from Wales. Before closing the meeting Sue s early diagnosis and intervention, particularly thanked Alun for his contribution to the work of the UNHS which is a live issue in many countries. NEC. s Research on methodology and good practice NEC will meet again in Birmingham on 2nd s Quality assurance and monitoring of educational December. outcomes s Cochlear implantation and technical /audiological issues s Deaf culture, politics s Deaf children with complex needs
These events have historically been arranged every 5 years and the next ICED will be held in Maastricht in July 2005. Peter Annear from BATOD will be involved in the planning for this conference. The organisers are keen to maintain the momentum of the last congress and are proposing a virtual conference with papers, symposia, discussion rooms, post boards and e-mail. For further Discussion flowed smoothly at the National Executive Council meeting. Sharing questions and solutions using ICT
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©BATOD Magazine November 00 3 HIT Squad Lynda Holland & Cherry Thomas, Team for Children with Hearing Impairment Birmingham Visiting Teacher Service Background Birmingham LEA serves a diverse and multi-ethnic In an attempt to address issues of hearing-impaired school population of 147,000. Within the LEA there children in mainstream schools feeling isolated and is a continuum of provision for deaf children ranging needing to identify with other hearing-impaired from schools for the deaf (there are 2, primary and children, we decided that we would provide secondary), resource bases and mainstream opportunities for secondary aged pupils to meet up. provision. A trip was arranged to Drayton Manor Park for KS3 and 4 children. This was very successful. The The Visiting Teacher Service is part of this children requested a return visit. Parents and continuum. The Team for Children with Hearing teachers have commented on the positive outcomes Impairment (TCHI), part of this service, is one of of these trips and have particularly noted the four teams of specialist teachers working within the increase in confidence and how many of the children SEN Division. The team consists of 12 fte Teachers have become more accepting of their hearing loss. of the Deaf, 2 SSAs, 1 Deaf Support Worker, 2 Raised self-esteem will inevitably impact on learning Educational Audiologists and three Audiological and this has been witnessed! Technicians. We support over 500 hearing-impaired children in the city, in homes, nurseries, mainstream It was felt that the children needed more frequent schools and special schools. opportunities to meet. We organised a series of termly meetings at our base. Due to the number of Promoting Opportunities children involved and the logistics of transporting The TCHI believes that the self-esteem of children them, a separate group was initiated in the north of with HI may be enhanced by meeting peers, sharing Birmingham. In this area of the city we had a large experiences and ideas. Parents may also be number of secondary children with severe and empowered by extending their links with others. profound hearing losses who were keen to meet up much more frequently. This group met initially each For a number of years we have been running a half term in each other’s schools. They agreed on thriving playgroup which has excellent attendance an agenda of topics to investigate and discuss, and serves as a support group for parents as well as frequency of meetings and a name for their group. a venue for multi-agency assessment. Our base at They were known as the HIT Squad (Hearing- Vauxhall Gardens was refurbished a couple of years Impaired Teenagers). Now an average of 15-18 ago and the playgroup is now held in the Apricot pupils attend each meeting. Several children have Suite which has carpets, a Sound Field Amplification LSAs. They spend the time together discussing system, kitchen facilities, wet play area and a piano!! individual concerns, sharing developed resources, and discussing selected agenda items.
The HIT Squad
4 ©BATOD Magazine November 00 As the HIT Squad most wanted to meet in the information on educational provision, digital hearing evenings, we organised a night at the bowling alley. aids, cochlear implants, FYD, NDCS, the role of the It was successful and we are conscious we need to Educational Psychologist. Our future workshops will repeat an evening event, perhaps to include include RNID, environmental aids, behaviour families? A newsletter was produced to disseminate management, Breakthrough Trust, older students information to the secondary children in their speaking of their experiences, deaf awareness for individual schools. The north Birmingham group families including siblings. We advertise the centre meets up with other children across the city at the with a flier of events, available in English and Urdu. Christmas Party and the annual outing. Some We target some families with an additional letter children are now e-mailing, sending text messages prior to sessions. Our audiences average twenty- and arranging social events in small groups without two for each session. This year we plan to inform all telling us! One pupil created a web site for the HIT the children on our caseloads by mail with an annual Squad and included digital photographs of the programme. Christmas Party on it. Under the FSC initiative, funds were secured and For the past two years the annual trips have been used for printing, postage, taxis for families, new held at a local Outward Bound Centre where the resources to include toys, books, videos, food and activities included team-building and skiing. The interpreters. At one session on cochlear implants children are now familiar with each other and are one of the fathers commented that it was like a asking about future events. United Nations meeting – there was interpreting available in BSL, Portuguese, Greek, Urdu and After the success of this venture teachers wanted to Spanish! offer a similar event for KS2 children. Our initial programmes included the Sea Life Centre, a sports exhibition, McDonalds, but now we are following similar activities to those experienced by children at KS3 and 4. One teacher in the team takes responsibility for these activities. This involves organisation, letters distributed to parents and Headteachers and fund raising. Teachers are very proactive in securing funds from any likely source. One teacher even managed to gain some money from her estate agent whilst buying a flat! A ‘United Nations’playgroup session As a team we felt that we needed to tap into parents We have decided to incorporate all our initiatives as partners but also that we needed to offer them under the FSC heading. We now offer the following something more. We were already running the opportunities: playgroup and have developed parent packs-written Playgroup – weekly 10am – 12.00 noon information to help parents and carers to support KS1 Pancake Party – February their children. We wanted to offer workshops to KS2 Outing – July support more of the families we work with. After a KS3 and KS4 outing – July visit to the Family Centre in Derby we returned full of KS3 and KS4 secondary Group and Christmas enthusiasm! We decided to develop a similar Party venture. A working party was organised and the HIT Squad – termly initiative was one of our Team Development Plans Transition Day – July for the next year. The result is that we now have a Confidence building sessions very successful Family Support Centre (FSC). We Siblings Day – October met with a group of parents and set up a FSC – half termly – day and evening session programme of workshops and speakers based on Parents of children with additional difficulties – their suggestions. The centre operates once each October half term, one evening session followed by a day session with a shared lunch and creche. The Transition Day is for Year six pupils prior to We were successful in applications for three bids attending Secondary School. We ran a half day from the Children in Need, the Millennium Fund and session which includes confidence building and role the Bodenham Trust to help us to develop the play to prepare the children for transfer. Year seven Centre. The sessions to date include: deaf pupils spoke of their experiences and answered awareness, a parent’s perspective, audiology, questions. We funded a trainer from the Training
©BATOD Magazine November 00 5 Enterprise Council (TEC) to further develop s To present sessions for families at the Family confidence building sessions. The trainer worked in Support Centre – on the project to include a close collaboration with teachers to produce a tailor- display, video and digital photographs. made course for the children. We chose a group of fifteen KS3 and 4 pupils. We examined assertive Why we chose this adventure centre is an and aggressive behaviours, appropriate body interesting tale! During an inclusion week held by language and building confidence. This included the LEA, a teacher was presenting an example of role play and discussion. Evaluations showed that good inclusive practice in one of the authority’s pupils found the session helpful and interesting. A secondary schools. One of the audience was a few pupils reported later that they had used some of teacher from the centre. She asked about a Deaf the techniques in school and social situations. We Awareness session for centre staff. In return we intend to offer more sessions, next year, to work with cheekily asked for a free session for some KS2 FYD to develop workshops entitled ‘Working pupils. We took fifteen children who had a brilliant Together’. time. It’s all about taking, as well as promoting opportunities! The Siblings Day is offered to siblings of hearing- impaired children, to explore and discuss issues We have recently organised meetings for all ToDs in relating to their experiences. Parents’ evaluations Birmingham to meet up and share practice. There have been very positive, requesting further sessions. may be opportunities within this forum to develop The group for parents of children with additional our groups to include children from schools for the difficulties has not taken off yet. We have organised deaf and resource bases. two sessions. Although parents are interested we have been unable to recruit a viable number on the Needless to say teachers in the team are very allocated dates. We’ll try again in November. proactive in developing new opportunities. They have experienced the benefits and the positive We have only just received more good news. Two feedback from the children, parents, mainstream of our pupils from the HIT Squad have been and special school teachers, and LSAs. Tim successful in receiving a bid from the NDCS Jack Brighouse said recently that when he first came to Ashley Millennium Fund. Funding is provided so Birmingham he was asked what he wanted to do. that hearing-impaired young people can take three He wanted, he said, to give children pocketfuls of groups of children to a nearby adventure centre. confidence. We hope that’s what we’re doing for Initially five pupils were involved in the bid. The children with hearing impairment here in logistics, time and GCSEs, led us to decide that two Birmingham. of the pupils would develop the bid and complete the paperwork. All five will be involved in the organisation of the activities. Three of the pupils have now left school to attend college, all have asked to be involved, they have even asked when the Christmas Party date is! The initial ideas generated were exciting and innovative but in the busy GCSE and A level years they were too time- consuming. A decision was made to organise the several events. s Take 20 pre-school children and their families to the adventure centre for the day. The 5 older pupils will organise the event and act as positive role models to families. s Take 20 KS1 and KS2 children and a sibling to the venture centre for a weekend. To organise team building exercises and other outdoor activities (including a death slide!). One evening to be allocated to Deaf Awareness activities and role play. Our deaf SSA will manage this. To promote deaf awareness within the families a Youngsters from North Yorkshire enjoy a residential deaf awareness session will be presented when weekend relaxing and making friends the children are collected. s As above with KS3 and KS4 children and a supportive friend.
6 ©BATOD Magazine November 00 Peer Support Deaf Studies Maggie Lightowler, North Yorkshire SPSS Mary Brennan, Senior Lecturer in Deaf Education
Notching up a few years as a peripatetic ‘Hearing In May 1999, the Scottish Sensory Centre (SSC) ran Support Teacher’ in this large, rural county, I've had a one day seminar entitled Deaf Studies in the the pleasure of supporting many mainstream pupils, Curriculum. The aim was to explore the possibilities with a hearing loss, from pre-school to secondary of developing Deaf Studies as a subject within and beyond. The majority have integrated Scottish schools. I have found it rather surprising that while both Deaf Studies and Sign Language successfully and have remained part of their own Studies have now emerged as subject areas at local schools and community. Higher Education and Further Education level, they Recently, we addressed the problem of providing a have a limited role within school curricula. Deaf deaf/hearing-impaired peer group, particularly over Studies can and should have a place within Scottish our large rural area. The teenage angst of self doubt schools, from the beginning of primary, right through and poor self-image, made this age group a priority to the end of secondary. for our first ‘Service’ Residential weekend project. Deaf Studies can: Over twenty pupils were involved from mainstream s provide Deaf children and young people with a secondary schools from all points of the compass. positive sense of individual and group identity; There was an equal gender mix. We were fortunate s enable Deaf pupils to become aware of historical to have two adult deaf volunteers helping with the and social influences on the lives of Deaf people; venture, as well as all members of our Hearing s encourage Deaf pupils to become aware of the Support Service Team. different types of linguistic expression, including signed language and spoken language; Considering the majority of the pupils didn’t know s help young Deaf people to prepare themselves each other, it was gratifying how quickly they relaxed for the realities of post-school life; and made friends. Alex (16 years) commented, “I s help Deaf young people to develop their own didn’t realise there are so many people of my age perspectives on political and policy issues which with hearing aids”. Another conversation overheard - directly affect their lives. Danny asked Lewis, “Do you use your radio aid - is it black or blue?” etc. We began to feel it was Identity worthwhile. There is increasing evidence that at least some Our team enjoyed some peer support too. The young Deaf people have difficulties in coming to opportunity of working together, with a large group of terms with their Deaf identity. At a time when we are pupils, made such a pleasant change from our usual increasingly aware of the value of diversity within peripatetic ‘lone worker’ practice. We organised the our society, we may also find that the individual’s bowling, the food and the trip to Whitby - the kids sense of self is complex. Deaf people often see did the rest, plenty of chat, laughter and new themselves as ‘Deaf’, ie, members of a Deaf friendships formed. Since the trip, letters and e- community with its own language choices and mails are being exchanged and we’ve been asked, culture, yet also as members of a wider community “When’s the next one?” which is made up of hearing and Deaf people. Deaf people may be both ‘Deaf’ and ‘Scottish’ or ‘Deaf’ and ‘Glaswegian’ or ‘Deaf’, ‘Glaswegian’ and ‘Jewish’. Not a BATOD member? Identity is not something which is taught, but which Amongst other things Membership fees help to can be nurtured and respected. Unfortunately it provide this Magazine, so if you are enjoying a seems that some Deaf children have not always quick flip through your colleague's Magazine make sure the Magazine continues - experienced a nurturing of their specifically Deaf identity. While it is not claimed that in itself a Deaf Don't delay - Join BATOD Today Studies programme can solve all the problems, it is suggested that Deaf Studies can contribute positively to the self-worth of the individual.
©BATOD Magazine November 00 7 One key part of any Deaf Studies would be an Deaf Studies and the Curriculum exploration of the role of Deaf people in history and There are different ways in which Deaf Studies the current involvement of Deaf people in many could be included within the school curriculum. The walks of life, including the arts, science, sport and 5-14 Curriculum already allows a considerable politics. We probably all learned at school about the degree of flexibility. Deaf Studies could be range of inventions of Thomas Edison, but how integrated within all of the main curriculum many of us realise that he was Deaf. Then there components. However, there would be an are those Deaf people who have made major advantage in making Deaf Studies a separate contributions to the lives of Deaf people themselves: subject area that could be included explicitly within such as Laurent Clerc and Pierre Desloges. Deaf the curriculum. It would give recognition to the role pupils can learn not only about such famous Deaf of Deaf people throughout history and today. If Deaf people, but they can carry out local projects to Studies is valued, it is much more likely that Deaf discover more about Deaf people’s experiences pupils and Deaf young people will be valued for within their own areas. themselves.
The nature and role of sign languages throughout The Deaf Studies Working Party history can be a major part of Deaf Studies. It is At the end of the one day course in 1999, the indeed such a major area that it may be more participants agreed that a Working Party would be appropriate to treat Sign Language Studies as a set up with the following aims: separate subject area, as it is in some Higher s To enable collaboration between professionals Education and Further Education institutions, here and members of the Deaf community in and abroad. There is also evidence that as Deaf developing Deaf Studies as a subject; people become more knowledgeable about and s To share information about existing Deaf Studies interested in their own sign language, they become projects which are being undertaken within more interested in language generally, including Scottish schools spoken and written language. Throughout the world, s To develop a structured Deaf Studies curriculum there are now a number of sign linguists who are which would fit within the Scottish curriculum Deaf: it would be excellent to see an increasing framework; number of Scottish Deaf people contributing to this s To develop exemplar Deaf Studies units and important area of study. resources.
A further aspect of Deaf Studies would involve At the moment this is an ad hoc group. If you are preparation for the realities of life after school. Such interested and wish to contribute to these preparation would include awareness of the role of developments, please come and join us. BSL/English interpreters; the differing types of Contact is via: access support which they may wish to use; the role Sheila Mackenzie of other personnel such as lip-speakers and note- Resource Library takers and awareness of and skill in using technical Scottish Sensory Centre support. Moray House Institute of Education Paterson's Land, Holyrood Road Deaf young people also need opportunities to Edinburgh EH8 8AQ develop their own perspectives on political and Tel 0131 651 6069 policy issues which directly affect their lives. They e-mail: [email protected] need to be able to examine critically policies and processes which are developed both by Deaf organisations and those outside the ‘Deaf World’ in relation to Deaf people. They need to come to One at a time terms with the positive and negative elements of BATOD has no group membership Deaf history. Rather than feeling themselves lost in Sharing your Magazine with your colleagues a hearing world, we need to enable Deaf young deprives your association of much needed people to create their own place in such a world with funds. It breaches copyright to photocopy confidence. articles without permission from BATOD so PLEASE don’t photocopy articles - suggest buying the Magazine or better still JOINING BATOD
8 ©BATOD Magazine November 00
PC WERTH FILM
10 BATOD Magazine November 00 The British Association of Teachers of the Deaf
AUDIOLOGY REFRESHER No 14 Decibel Scales in Audiology Sue Westhorp
There are a variety of decibel (dB) scales used in many applications of sound intensity measurement. In audiology the three most commonly used scales are: dBSPL (dB Sound Pressure Level) for hearing aid performance dBHL (dB Hearing Level) for pure tone audiograms dBA for sound field assessments It is important to have some understanding of these different scales, to recognise which has been used and be able to make a comparison between different assessments that use these different scales. dBSPL (dB Sound Pressure Level) fig.2 dBSPL is the scale used for hearing aid The graph illustrates performance. Hearing aid test boxes and the sensitivity of the manufacturers’ specification sheets (hearing aid human ear across the range of frequencies performance sheets) give measurements in dBSPL. used in audiology Sound pressure is measured in microPascals. The range of audible sound is from 20 – 200,000,000 microPascals. The dBSPL scale is a logarithmic scale representing these units in a manageable way. fig.3 For each 20 decibel increase the sound pressure Printout of a increases ten times. The recognised threshold of frequency response detectability at 1KHz is 20 microPascals and this is curve for a hearing aid obtained using a the reference 0 in dBSPL. hearing aid test box. fig.1 MicroPascals dBSPL Example
20 0 1 KHz just audible The figures on the left of the scale are in dBSPL as 200 20 Rustle of leaf 2,000 40 Quiet speech indicated at the top of the scale. The figures along 20,000 60 Conversational speech the bottom show the frequency scale. The curve is 200,000 80 A shout 2,000,000 100 Pneumatic drill the frequency response performance for this hearing 20,000,000 120 Aircraft taking off aid with an input of 65dBSPL. The graph shows that 200,000,000 140 Rocket launching with an input of 65dBSPL the output is 76dBSPL @ 500Hz, 92 dBSPL @ 1KHz, 102 dBSPL @ 2KHz etc.
dBHL (dB Hearing Level) fig.4 Audiogram form The pure tone (PT) audiogram form The pure tone audiogram form is used to record the threshold of detectability of a range of selected frequencies. The frequency scale The accepted layout for an audiogram form is shown in figure 4. The frequencies are given at the bottom of the form, starting at a low frequency of 125Hz on the left increasing at octave intervals to high frequency 8000Hz (8KHz) on the right. This band of frequencies has been selected as it covers the range of frequencies found in the sounds of speech.
e-mail: [email protected] web-site: http://www . b a t o d . o r g . u k 21 The Haystacks, High Wycombe, Bucks HP13 6PY Answerphone / fax 01494 464190
©BATOD Magazine November 00 11 The British Association of Teachers of the Deaf
The decibel Hearing Level (dBHL) scale dBA The figures running down the left side of the PT The dBA scale is used for measures of sound field audiogram form (figure 4) represent the decibel assessments. Sound field assessments would scale and run from –10 dBHL at the top to 140 include speech recognition eg Kendal Toy Test, dBHL at the bottom. McCormick Toy Test, Health Visitor Distraction Test, Manchester Junior (MJ) Word Lists, Arthur What is dBHL? Boothroyd Lists (AB) and assessments with a Our hearing is not equally sensitive to each warble tone generator. frequency across the speech frequency range. The When these assessments are carried out the level of human ear is most sensitive to frequencies between the voice or sound presented is measured using a 500 Hz and 4 KHz. sound level meter (SLM) which has a dBA scale. A norm of threshold sensitivity at each frequency The dBA scale reflects the sensitivity of the human has been established and is indicated by 0 dBHL on ear at different frequencies. the form. 0 dBHL therefore represents the threshold of detectability of each frequency for a normally The limit of normal hearing is accepted to be at hearing population, but the zero reference level 30dBA across the frequency range. varies with frequency. When sound field assessments are being made with The results plotted on the audiogram form are a for example a warble tone generator (WTG), the comparison of a subject’s hearing level with the SLM is placed alongside the child’s ear with the accepted norm. microphone facing the source of the sound. When sounds are presented and the child responds the A hearing level of 50 dBHL would indicate that sound level is measured at the child’s ear. This hearing is 50dB below the norm (see fig.5). A figure is not necessarily the dB level indicated on hearing level of –5 dBHL would indicate that hearing the dial of the WTG. is 5dB better than the norm (see fig.5). An approximate comparison of dBHL and dBA can be made by converting one scale to another. Figure 6 gives an example of a suggested conversion table. x x x x x There are differing opinions on the dBA/ dBHL conversion figures. It would be wise to check which your Service has elected to use.
x x x x x It is possible, using such a conversion, to plot a sound field result onto an audiogram form so that both will be in dBHL and compare for example an audiogram and aided listening results. Suggested conversions between the different decibel scales are given in figure 6 and can provide some guidance in making comparisons between measurements.
250 500 1KHz 2KHz 4KHz converting dBA to dBHL ie putting warble tone onto audiogram fig 5 Diagram of audiogram with 50 db flat HL and –5db flat HL -20 -17 -10 -10 -10
converting dBHL to dBSPL ie to compare audiogram with HA performance
+25 +11 +7 +9 +9
fig 6 Diagram of conversion chart
e-mail: [email protected] web-site: http://www . b a t o d . o r g . u k 21 The Haystacks, High Wycombe, Bucks HP13 6PY Answerphone / fax 01494 464190
12 ©BATOD Magazine November 00 ICT NEWSPAGE Jane Frew
Any articles or items of interest, please send to: Jane Frew, 2 Mays Cottages, Clockhouse Lane, North Stifford, Grays, Essex RM16 5UN or tel: 01375 391642 or e-mail: [email protected] Contributions to this page are always gratefully received! There have been many comments about the last Deafchild UK and NOF teacher training edition of the magazine (all of them very positive) as update it had an ICT theme and there were so many Currently, there is a lot of interest in ICT training contributions from BATOD members. Amongst which is being specifically designed for Teachers of these contributions were: the Deaf by Deafchild UK. Initial information is being s how one Service applied for (and received) New sent out and Heads of Services and groups of Opportunities Funding (NOF) for ICT training teachers are being seen in order to discuss the s ways in which schools and services use ICT to training needs of Teachers of the Deaf and develop literacy skills with deaf children explaining what is ‘on offer’. Careful explanation of s information about the Deafchild UK ICT training the implications of NOF funding is also given - these project (see below for a further update) have to be considered before embarking on training s using a speech recognition system with hearing- and include: impaired children s the necessity for ‘an audit of need’ within a s using the internet (children and adults) school, unit or Service s e-mail projects s tight controls set by NOF which have implications s video-conferencing for receiving funding s video sub-titling s expected outcomes of NOF training have got to s developing BSL software be evident at the end of the course plus a whole host of other features such as good s the main thrust of funding is to enable teachers to software to use with deaf children, PowerPoint, use ICT effectively in teaching and learning within Smart Boards and laptops. the classroom. Teachers have to decide when and where to use ICT Sharing such information is essential to our s the training should make teachers aware of the Continuing Professional Development and any benefits of ICT for preparation, planning, articles or photographs will be happily received for administration and record keeping publication in the magazine. Teachers are not expected to be ‘whizzkids’ when they finish training but they will be expected to use Similarly there are BATOD ICT courses arranged for ICT confidently and appropriately with pupils. three locations during the coming months. There have already been requests from two areas Deafchild UK will be developing a flexible approach supported by offers of venues so more courses may to training which fits into what people need in terms soon be advertised. If you have a particular topic or of their setting whether Service or school. Whilst idea that would form the basis of a local ICT training there are many different NOF training providers project that BATOD can organise for you please get looking at different areas, Deafchild UK is a training in touch with us as soon as possible. provider whose background has been rooted in the use of ICT in the education of deaf children. ToD For further details contact Mike North 0118 9260259 A reminder that an e-mail network for Teachers of or [email protected] the Deaf and associated professionals has been set up by BECTa aiming to give ‘a platform to share good practice and seek solutions to the challenge of the profession’. The BECTa flier was with the September Magazine. The mailing list will be successful if YOU visit, join up and enter the discussions.
To join ToD send an e-mail to: [email protected] (with no subject) and the message: subscribe ToD http://www.batod.org.uk
©BATOD Magazine November 00 Audiology and ICT Committee 13 Ethics and fund raising Mabel Davis, headteacher of Heathlands School asked BATOD to publish her letter commenting on a fund-raising letter from Ovingdean Hall School. This letter and the response of Malcolm Bown, headteacher of Ovingdean Hall School are published here in full. Elswhere in the magazine there is an article describing the research referred to being carried out on the use of digital hearing aids. Audiology and ICT Committee are currently commissioning articles from national figures involved in the introduction of digital hearing aids. These articles will be published in due course to keep members abreast of latest developments. Open Letter to BATOD, the NDCS and the twelve year old girl was allowed to experience ‘severely limited educational and social BDA development’ simply because she was profoundly Re. letter circulated by Ovingdean Hall deaf. To blame the child’s lack of progress on the absence of an appropriate hearing aid is a School, Brighton. staggering over-simplification. If all alternative hearing-aids seem to have failed over all these I refer to the begging letter and pupil profile received years why is so much expected of another? At the from Malcolm Bown at Ovingdean school, Brighton. age of twelve, surely her Statement needs to be It appears to have been sent to me in my personal reviewed with consideration given to her need for capacity by using a mailing list purchased for that sign language? It is a bit late in the day to think that purpose. a new hearing aid is going to make up for all the precious years she has already lost. I am bringing this to the attention of the various organisations involved with deaf children as an As well as being misleading about hearing aids the ethical concern which may require the formulation of image of a deaf child that was projected on the agreed guidelines. It is suggested that the issues general public is ill-conceived and patronising. Poor raised be aired in the journals of each organisation little deaf kid is just waiting for the digital miracle that in order to debate how a certain image of deaf will transform her life and enable her to hear ‘a tap children is being projected in the minds of the dripping and the rustling of leaves’. Charitable general public and for what purpose. It is unhelpful donations would be a ‘fantastic surprise to this brave to circulate misleading information of this kind and girl’, offer her ‘the same chances in life as other some positive action needs to be taken to prevent it people’ and ‘transform not just her education but her from happening again. whole life’. Charlotte has been ‘unable to progress much further at Ovingdean because of her The main aim of this appeal is for funds to purchase extremely limited hearing’ and her whole digital hearing aids but it is questionable that there is employment prospects are now at stake. This is a any need for an appeal on such grounds. The somewhat excessive use of the hyperbole and an current situation ensures that deaf children have insult to the intelligence. their Statemented needs met without having to take recourse to charity. The most appropriate hearing- Needless to say, I have not sent a donation for aids, whether digital or otherwise, should already be Charlotte’s digital aid. Instead, I have sent a copy of provided through the NHS for all children in our this letter together with the suggestion that schools. How then can this be a fundraising issue alternative placement be sought. I would have for Ovingdean Hall? Where is the relevance of her offered an assessment for possible placement at parents’ income to all this? If there is any difficulty Heathlands but for the fact that every place has in acquiring the correct hearing-aid for any child in already been taken up. This seemed a more any school then surely this should be a matter for constructive response to Charlotte’s needs, if indeed BATOD to take up with the support of the voluntary this child exists at all. organisations? Yours sincerely, There is also concern about the way information about hearing-aids is given as if that was the only solution to a problem that is far more complex. No- M.G. Davis one would disagree that it is important to fully utilise Headteacher, Heathlands School residual hearing irrespective of the level of loss, but it is misleading to give the impression that a deaf child’s whole quality of life is dependent on getting the right hearing aid. Such a narrow focus is unhelpful. Questions need to be asked about how a
14 ©BATOD Magazine November 00 Creating a need Malcolm Bown, Headteacher, Ovingdean Hall School
I accept that the language of this appeal letter is Realistically, therefore, we believe it will be 2 or 3 very emotive and so I want to explain why we years before any consensus on children is reached, needed to extend our work on digital aids and why although we would be delighted to be proved wrong. we went into this type of direct fund-raising. If we Even then, older deaf pupils may be low down the had been able to source the supply and fitting of list of priorities. This will be too late for many of our digital aids in another way, we would have done so. pupils.
The technology of digital hearing aids is not new. In early 1999, when we began our work, nobody in However, in the UK the split between this country had done any research into digital aids analogue/digital aid prescription is roughly 97%/3% with profoundly deaf young people. The whereas in the rest of Western Europe and in the development of our research programme is Pacific Rim countries more than 30% of prescribed explained in more detail in a separate article in this aids are digital and in North America more than 20% magazine. Our early trial with 12 pupils showed the of aids are digital. In some Scandinavian countries enormous potential of digital aids for a large number digital aids represent a substantially higher of our pupils. We therefore decided to extend the percentage of the total. I would agree, of course, trial, but could only do so with a big increase in the that ‘the most appropriate hearing aids, whether use of digital aids in the school. We were not in a digital or otherwise, should already be provided position to fund this ourselves, not only because of through the NHS for all children in our schools’ but the cost of the aids but also because of the this is not the case. We have approached more extensive amounts of fitting time and follow-up than 20 of the 56 health authorities with whom we required. deal and only 3 are currently able to supply digital aids for profoundly deaf children, even after we have We found that our normal fund-raising routes, sent them all our comparative results. primarily grant-making trusts, generally did not wish to fund initiatives that they felt should be covered by In July 2000 the National Institute for Clinical statutory funds from the NHS. While we agree with Excellence (NICE) issued guidance stating that, this in principle, we had a dilemma because we “There is insufficient robust scientific evidence to were beginning to see substantial benefits for support the nationwide introduction of digital hearing digitally aided pupils. Also, in our experience very aids at present.” The RNID had previously few trusts were willing to fund initiatives for appealed, unsuccessfully, against this guidance and, individual pupils or the audiological time. Therefore, as part of their appeal, they stated that it was totally we looked at other funding methods, one of which unacceptable and perverse that “the NHS should was direct mail. invest heavily in obsolescent technology” ie analogue aids. This is particularly true for children. I realise that some people will feel it would be better As we understand it there will be only 2 paediatric not to have continued the research if the only option sites in the two-year Modernising Hearing Aid was to use this type of letter, which is a composite Supplies (MHAS) project, with a further 8 sites fitting based on interviews with a large number of pupils both adults and children, though the balance here done by a specialist firm of fund-raisers. I between the two groups is undefined. understand that point of view. A lot of fund-raising, by its nature, tries to create a need through the way NICE is not due to review its national guidelines until in which it portrays its cause. July 2002, and this guidance will inevitably deter many health authorities from prescribing digital aids, However, in the end, we decided to go ahead with particularly while significant price differences the appeal because pupils and parents involved in between analogue and digital aids persist and the early digital aid trial were so positive and excited audiology budgets are limited. about the improved listening experience. We did not feel that other pupils should have to wait two or As far as high power BTE digital aids are more years to have the same opportunity. concerned, the MHAS project has not yet decided the specification and the contract to manufacturers Yours sincerely has not been awarded. Re-tenders are due in late Autumn. In addition we think it is likely, and understandable, that the focus of the MHAS project Malcolm Bown for children will be on under 5s, linking it with the Headteacher, Ovingdean Hall School universal neo-natal hearing screening programme, both projects being co-ordinated by John Bamford.
©BATOD Magazine November 00 15 A digital future? Research into new technology hearing aids Malcolm Bown (Headteacher) Jenny Smith (Audiological Scientist) and Linda Mann (Educational Audiologist)
This article describes research done over the last 18 Six students who were assessed as good hearing months at Ovingdean Hall School, Brighton, into aid users with good language levels, but who were digital hearing aids. It is not intended to be an not achieving their full auditory potential, were academic article, but instead provides background chosen to trial Widex Senso P38 hearing aids. This information and generally accessible data and is a 3 channel DSP aid which has enhanced conclusions. More formal research articles are in dynamic range compression (EDRC) to maximize preparation. Jenny Smith would be happy to intelligibility at all sound levels. This aid discuss any aspect of the school’s work on digital automatically adjusts to changes in the sound aids. environment to ensure speech remains intelligible and a volume control is not necessary, although one Deaf teenagers are notoriously reluctant to accept is available on request. changes to their hearing aid fittings. Our experience over many years is that they prefer the comfort of These students were markedly different from the sound they know, and many are, quite literally, candidates in trials at other centres, who were either ‘hooked’ on low frequencies. Often any attempt to adults with acquired hearing loss or children with extend the listening experience by varying the moderate/severe losses. frequency response or adding compression will be unwelcome because it is unfamiliar and requires a Design of the project significant period of adjustment. The majority of the We knew that it was not practical for us to conduct 120 pupils at Ovingdean come from mainstream an ‘academic’ trial – this would have required a blind placements and we deal with 56 health authorities, cross-over project design where new digital aids so we have no reason to think that our experience is were compared with new analogue aids and pupils atypical. did not know which aid they were getting first. However, the clinical procedures we followed were There is therefore a dilemma - often our deafest rigorous and pupils, parents and staff did not have students are reluctant to persevere with hearing aid any pre-conceived ideas about digital aids. Since settings that objective assessment shows could be then, of course, expectations have risen massively beneficial. Many students will have had their current and so it is no longer possible for us to conduct aids for a long time - roughly 60% of our pupils have blind trials. At the time of writing the design of the hearing aids that were originally issued at least 6 to Modernising Hearing Aids Services (MHAS) project 8 years ago - which is a further reason for their has not been formally published and consequently reluctance to change. We think it is reasonable to we do not know if it will be feasible for this project to suggest that newer technology must be capable of use blind testing. making a substantial difference to their listening experience and to the educational outcomes they In the initial trial our emphasis was firmly on achieve. This is why we were particularly interested evaluating a digital aid fitting using a battery of tests in investigating new technology hearing aids. to determine outcomes. Students in the trial were tested with their current (analogue) aids, fitted with The initial project the digital aids and monitored for 12 weeks and then In 1999 we reviewed all students in Years 8-10 with tested again using the digital aids. a pure tone average loss greater than 95dB(HL) and selected 12 pupils to trial power digital hearing aids. The aids were programmed using the Widex COMPASS protocol, via the NOAH database that we Six students with relatively weak listening and already used in school. The linear P37 fitting language skills and poor aided functioning were protocol is based on the NAL-RP prescription, while chosen to trial the Widex Senso P37 hearing aid, a the non-linear P38 was fitted according to the 2 channel digital signal processing (DSP) device manufacturer’s algorithm. with linear processing. The students were encouraged not to adjust the volume control as the All 12 students received five weekly 15-minute high level compression will automatically reduce sessions of auditory training consisting of: excessively loud sounds to a comfortable level. It s Ling Five Sound detection and discrimination in was felt these students would not have time in a 12- quiet and noise week trial to acclimatise to the soft speech cues s Continuous Discourse Tracking in quiet and noise provided by aids with enhanced dynamic range s Minimal Pair Identification for length of utterance, compression. syllables, vowels and consonants
16 ©BATOD Magazine November 00 Problems! aids for 12 weeks. One of the most dramatic The biggest single problem that we experienced in comments came from a 13 year old girl with a the first trial was, paradoxically, uncontrolled hearing loss greater than 110dB, who reported that feedback associated with the significant increase in she could now talk to her mother on a mobile phone. high frequency gain. The aids had been fitted with new moulds but these did not provide an adequate What next? seal. The whistling could be controlled by the By November, when this article appears, we aim to feedback manager circuitry but then the aids could have over 40 pupils on digital aids, including all not be programmed optimally and the students were pupils currently in Year 10 as they start on their Key not getting the full benefit of the new technology. To Stage 4 exam courses. On present trends only overcome this problem we sent some earmould three of these digital aid users will have been impressions to Denmark who advised us to use high supplied and fitted by health authorities. So far, five quality silicon carved back moulds. We are pleased health authorities have agreed to maintain digital that these have recently become available in the aids by meeting future repair costs. UK. Our work has raised a number of interesting The outcomes questions and so, in the future, we would like to: There is as yet no recognized clinical protocol for s evaluate digital aids with added features such as aid evaluation in the UK whereas, for example, more channels, dual microphones or new rigorous fitting practices are being advocated in compression systems Scandinavia. However, any evaluation for s evaluate digital aids for students with moderate or profoundly deaf people in an oral environment must severe losses and additional special educational focus on speech recognition. We chose to verify our needs fittings using new live voice real ear measurements s evaluate the benefits of frequency compression and validated them with speech perception tests and (transpositional) aids for very deaf students questionnaires. s develop a system of linking aids for use in a The main conclusions from the trial were that the classroom situation P37 and P38 digital aids provided much improved s refine real ear protocols so we can accurately auditory functioning for the deaf students in the trial. measure live voice speech at the ear drum to Specifically, the digital aids fitted to profoundly deaf verify fittings students with differing auditory abilities provided: s develop protocols for measuring real ear s Better aided thresholds saturated responses to help us explore the s Clinically observed benefits problems of over-amplification s Significant increases in student, parent and s develop sensitive speech tests to provide useful teacher satisfaction. quantifiable information about aid benefit In considering these results, it is important to re- Above all, we want to continue increasing the state that they were based on only a 12-week trial. number of pupils wearing digital aids because we Our work since the trial shows that even more believe, and they tell us, that these aids significantly significant benefits occur with a much longer enhance their everyday lives. acclimatisation period, which is not surprising given the evidence that has emerged, for example, from cochlear implant programmes. In addition, access to better quality earmoulds is enabling further significant improvements in amplification at frequencies above 1.5 KHz. The most exciting aspect of the trial was, in fact, the unsolicited comments of pupils and their parents. The pupils were much more aware of environmental sounds. For example, they could hear computers being switched on, birds, washing machines, telephones and their parents calling them from downstairs – perhaps the last benefit wasn’t an unalloyed blessing! They spoke positively about the new aids with their peers and commented immediately on the sounds of their own voices, saying they were clearer and easier to understand. Only one student rejected the aids and this was due Testing at Ovingdean.... to unresolved feedback in the trial. However, even in this case the student persisted with the digital
©BATOD Magazine November 00 17 Brian Fraser 1935 - 2000
A personal and professional reminiscence by Malcolm Garner and Steve Powers
The world of deaf education lost a stalwart member In 1963, Brian was appointed to Warwickshire as and pioneer last July, when Brian Fraser died after a one of the first Heads of Service in the Country. He courageous fight against cancer. Brian will probably established a service in the county which be remembered by most people for his long subsequently formed a model for many others and association with Birmingham University where he worked there for the next 12 years. However, during established the first training course for Teachers of this time he contributed increasingly to teacher the Deaf in the Midlands. Indeed, in the region training programmes at Birmingham University and Brian became something of an institution and it when, in the mid 1970s, the decision was taken to seemed sometimes as though every Teacher of the establish a permanent training course for Teachers Deaf in the Midlands had been trained by him! of the Deaf there, Brian was appointed as the first lecturer. In doing so, the University authorities Although born in England, Brian was brought up in demonstrated considerable confidence in Brian for New Zealand where his family had moved when he at the time the Manchester course was very much was a teenager. He later completed his teacher the ‘gold standard’ and establishing a separate training and his own training as a Teacher of the programme to rival that establishment therefore Deaf in that country, and his first teaching job was at represented a significant challenge. a school for the deaf in Christchurch. Brian, however, showed himself well able to meet Even as a young man, Brian showed a keen interest these demands and proceeded to run the course in outdoor pursuits and Steve Powers recalls that, almost single-handed for several years. Its success “Brian regularly regaled me with tales of trekking or may be judged from the fact that, whilst it initially ‘tramping’ in the remote parts of New Zealand was designed to serve the Midlands region alone, it carrying impossibly heavy loads and getting soaked was not long before it attracted an increasing to the skin. Compared to these tales of ‘derring-do’ number of students from across the country and my own tales of Alpine and Himalayan adventures then even from overseas. The latter development were clearly regarded as the feeble efforts of a was a reflection of Brian’s keen interest in deaf junior!” education worldwide and at various times he gave Perhaps surprisingly, Brian apparently enjoyed help to educators in many countries including, success in coaching the ‘girls marching team’ at the among others, Nigeria, Tanzania, Pakistan, Russia school for the deaf and they won many prizes for and Malta. their skills! It was also whilst at the school that he had the good fortune to meet Sylvia, who was to become his wife, when she was there on teaching placement. They married soon after and decided to move to England together as there was a greater choice of specialist teaching posts available here than in New Zealand.
On arrival they both found work in a small special school for deaf children with multiple problems near Guildford in Surrey. Brian however clearly knew which side his bread was buttered, for he immediately went off to Manchester to do the Audiology course, leaving Sylvia behind to support him!
18 ©BATOD Magazine November 00 One of Brian’s biggest achievements was his visit to his yacht for my (then young) son. success in persuading BATOD to transfer their own The mock certificate of sailing competence distance-learning course to the University when it presented to him by Brian proudly adorned his was felt it should be based in a higher education bedroom wall for several years afterwards. Then institution. Bids had been invited from all the when my family attended the very formal degree training centres and so it was a great vindication of conferment ceremony in the Great Hall at Brian’s work that Birmingham was the institution Birmingham University, Brian made a point of chosen. In no time at all student numbers soared noticing my young children in the audience. Much and additional lecturers were appointed to meet the to their delight he actually waved to them whilst in demand. Steve Powers was one of those and the formal gowned (and otherwise dignified!) recalls how he found Brian to be an immensely procession entering the hall. Such kind and warm and supportive colleague, always ready to thoughtful gestures were characteristic of Brian and listen and extremely hard working. The department were what made him a valued friend as well as a continued to go from strength to strength and today professional mentor.” is the largest of its kind in the UK and a fitting We shall always be grateful to have had the memorial to Brian’s initiative and enterprise. opportunity to know Brian and to be regarded as his Malcolm Garner also knew Brian well, meeting him friends. for the first time when he was Deputy Head at Longwill School in Birmingham and Brian visited the He leaves behind many others who like us owe him school to see a Warwickshire pupil. He recalls:- a great debt of personal and professional gratitude “Brian arrived on a motor bike. This was unusual and he will be remembered with affection and even then (but eminently practical) and somehow respect for a long time to come. came to typify Brian’s pragmatic and unstuffy approach to professional and other matters. Later I came to know him and his wife Sylvia well when he was tutor for my doctoral research. He gave me great encouragement throughout that time and was without doubt the best-read person I have ever encountered. He always seemed able to come up with a good quote or suggest a relevant reference just as I was running out of ideas or despairing of ever finding anything appropriate. However it wasn’t all study and when we discovered a mutual interest in sailing some of the tutorials had a distinctly nautical content! I had the great pleasure of joining him on his yacht ‘La Différence’ on several occasions, sailing down the Thames from Erith and even on one occasion across the channel in company with his old friend Geoff Ivimey. Deaf education figured fairly prominently on that voyage as both were enthusiastic for the subject to say the least! My own memories are partly of this but also of the fruit cake provided by Sylvia which tasted all the better for being consumed at sea! Brian also hosted a
©BATOD Magazine November 00 19 Audiological Solutions
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A&M Hearing Ltd, Alexandra House, Newton Road Manor Royal, Crawley, West Sussex RH10 2TU. Tel: (01293) 423700 Fax: (01293) 403080 MINUTES OF A MEETING OF THE NATIONAL EXECUTIVE OF THE BRITISH ASSOCIATION OF TEACHERS OF THE DEAF, held in Birmingham on 17 June 2000
Present 4 Correspondence S.Archbold (President); D.Hartley (President Elect); P.Simpson 4.1 Items of correspondence were displayed for information. (Secretary); B.McCracken (Treasurer); J.Baxter (Ass. Secretary); P.Annear (Past President); E.Moore (Consultant); F.Atkins; 4.2 The promised reply to the Secretary’s letter raising issues D.Bond; C.Carnelley; M.Glasgow; A.Griffiths; J.Hurley; relating to the Regional SEN projects is still awaited. J.McIlroy; M.Nelson; C.Paulding; P.Preston; J.Shaw; S.Smith; 4.3 The DfEE has confirmed in writing the department’s C.Sturt; A.Underwood; C.Wakefield; A.Weaver; L.Williams; support for the Survey and have offered funding of £16,000 M.Williams. for information related to each of the regional projects without demanding any right of access to raw data. Observers: G.Anderson (Chair, BATOD South); O.McManus (Chair, BATOD Northern Ireland); M.Tomlin (BATOD Midland). 4.4 Under the restructuring of the DfEE there are now 4 teams each containing a person with a brief for hearing 1 Apologies for absence: J.Frew; H.Griffith; A.Haque; J.Parsons. impairment. Pat Griffith has agreed to act as a conduit to all 4 teams. 2 Minutes of the meeting of 25 March 2000: amended and 4.5 A Shadow Education Minister has indicated that he will ask approved. questions in the House regarding SEN & Disability Rights in the new Education Bill. 3 Matters arising from the Minutes of the meeting of 25 March 4.6 BATOD has received a cheque for £10,000 from the RNID (Figures in brackets are for cross-referencing with the to support the work of the Survey. The money has been Minutes of 25 March) used to purchase a second computer and to pay for clerical assistance for the Survey Co-ordinator. 3.1 (4.11) There has been no reply to the President’s letter supporting a member’s concerns about the content of a 4.7 BATOD’s request for a place as an appointee to the GTC fund-raising letter distributed by a certain school. has been turned down. The Secretary has since written to the GTC asking for a list of names of those appointed in 3.2 (4.10) The President has discussed with David Gardiner (HMI) concerns about the lack of recognition of the role of order to identify someone who could support BATOD’s Support Services in the DfEE consultation document interests, even though it is unlikely that there will be ‘Professional Development Support for Teaching & Learning’. anyone connected to Specialist Services or non-maintained special schools. 3.3 (4.9) The Secretary and Consultant have sent a response to the DfEE consultation on the SEN & Disability Rights in the 4.8 Despite positive feedback from the RNID about the value Education Bill. of BATOD’s partnership with the organisation there is no mention of the Association in the RNID’s manifesto. Decision: publish a summary of the recommendations of the Decision: President to write to the CE of RNID expressing consultation, with reference to the replacement of Section 316, along with extracts from the BATOD disappointment at not being mentioned as one of response. (Same to be put on web-site.) the RNID’s partners. Jenny Baxter has responded on behalf of BATOD to the 3.4 (8.5) Bev McCracken & the Consultant have responded to 4.9 the TTA specification for the mandatory qualification (MQ). questionnaire from Bucks County Council regarding the The specification is ready for tendering by the Course Register of Children with SEN. Providers (CP). BATOD proposed that all courses must be 5 President’s report tied to an institute of HE, and that prior accreditation of 5.1 The President commented on how useful the meeting had experience should not mean that a student may not be been between the Officers and Chairs of Standing required to take an assessed practical element. Any trainer Committees. satisfying the criteria will have the bid accepted, which gives BATOD concerns that falling student numbers could mean 5.2 (Refer also to item 7.) Discussions about the increasing that applicants are spread thinly and some centres of need for a paid Secretary have been ongoing for some excellence could be threatened. time. BATOD is now in a position to move the issue forward via the production of a business plan which can be 3.5 (4.7) Tina Wakefield is due to attend a meeting at QCA and used to underpin submissions for sponsorship. An initial will have opportunity to discuss issues relating to the signing paper on the current role of the Secretary has been of SATs at KS2; however, she feels pessimistic that the produced and Committees were asked to begin updating continual change of providers means that any short-term their development plans during the meeting time set aside. improvements in practice will not be transmitted. Decision: all development plans to be forwarded to Officers 3.6 (10A) PC Werth have agreed to donate a soundfield system by September for collation by the President for BATOD meetings in return for some form of recognition Elect. when it is used. 5.3 There has been no further communication from the TTA 3.7 (9D.1) BATOD Scotland continue to lobby for the provision of about funding for post-mandatory qualifications. modified papers by SQAfor deaf candidates. It was President to re-open dialogue with Annie Grant (TTA) . suggested that a possible approach could be to ask SQAto Decision: consider a paper modified by a ToD alongside the original. 5.4 Continuing professional development (CPD) continues to 3.8 The address for HMI, Northern Ireland is Mr. P.Manning, be discussed at all levels and is becoming increasingly Inspector for SEN, Dept. of Ed. for Northern Ireland, relevant to the Profession. As a consequence of a visit to Rathgate Ho, Balloo Rd, Bangor, BT19 2 PR. The the RCSLT, BATOD has a clearer view on how to move appointment of another HMI, England, for sensory forward on the issue. Decisions taken by the GTC will need impairment is anticipated. to be considered as BATOD begins developmental work on a professional log to cover all the activities undertaken by a Decision: Officers to consider a joint meeting with HMI. ToD: such a log needs to be manageable and light on bureaucracy. The Association also has to take a decision 3.9 The DfEE seeks to excuse the omission of Specialist Services from the School Standards Grant announced in the about the adoption of a Code of Ethics and Professional Conduct, similar to that of the RCSLT. budget on the grounds that speed was the driving force of the ‘rough justice’of the allocation and that a delay in the Decision: Officers to keep the issue on the agenda; provision of the funding would have been costly in Consultant and David Bond to liaise over the administration for both the DfEE and LEAs. construction of a log.
Minutes of NEC Meeting 17 June 2000 1 5.5i) The implications of Threshold Assessment had been 7 Business Plan discussed at the previous evening’s meeting between the 7.1i) Sponsorship is to be sought to contribute towards the costs Officers and Regional Committee representatives. It would of the Association Magazine and Journal and a paid appear that the majority of eligible ToDs have applied to Secretary. Another printer is urgently needed for the cross the threshold and a mechanism is now in place for Magazine, which is likely to impact on the cost of its non-maintained schools to operate Threshold Assessment production. The employment of a professional fund-raiser, on condition that Performance Management is also paid a % of generated income, was briefly discussed but accepted in due course. not pursued. The notion of affiliating to another organisation in order to become eligible for grants is worthy 5.5ii) The source of future funding for threshold payments is of further consideration once the business plan is unidentified and there could be compulsory redundancies. formulated. Although the DfEE has indicated that there will be an increase in the Rate Support Grant, BATOD will need to 7.1ii) Members of NEC took part in a SWOT analysis to help monitor developments closely, including the effect on Committees focus on current objectives and future aims. differentials in the potential pay of ToDs and their 8 Committee meeting time managers. Committees met to round off their business and to begin 5.6 Performance Management (PM) will not be introduced until working on their development plans. 2001 for Support Services, as the DfEE have not yet 9 Meeting of the UK Council on Deafness (UKCoD) grasped how Services are structured or what could (Meeting attended by Paul Simpson) constitute appropriate Performance Management for ToDs. 9.1i) User groups of UKCoD explored the brief and role of the Services are advised to pilot PM schemes in order to learn Disability Rights Commission (DRC) and had the lessons for its introduction. The delay in the introduction of opportunity to state what they wanted of the Commission. PM is unlikely to affect a ToD’s opportunity to progress up The DRC is a sister group to the Equal Opportunities the scale, as progression is not being implemented until Commission and the Commission for Racial Equality. 2002. Force of argument will be the DRC’s first recourse, 5.7 The President is a member of the joint training initiative on followed by the taking of legal action if necessary. UNHS (RNID, NDCS, BATOD). (Refer to Mins of 22 Jan, 9.1ii) Bert Massie, Chair of the DRC, acknowledged that, in 5.7(i) & (ii).) A training document has been produced, reality, access for disabled people has traditionally meant building significantly on the experience of the UNHS team little more than wheel-chair access, but intends that this at Whipps Cross. Lobbying at DfEE level will continue in should change. By 2004 all buildings must be accessible to order to keep UNHS on the agenda. deaf people where ‘reasonable adjustments ‘ can be made: Decision: i) President to circulate training document to NEC quite how this is to be interpreted is unclear, but it is hoped members, once launched; that legal precedents will help to clarify the situation. ii) further thought to be given as to how to Mr.Massie was advised to find a middle way between circulate the document to BATOD members and confrontation and too light a touch when choosing test Special Interest Groups (SIGS). cases to bring to court. He reminded delegates that there are other channels which could be used to settle disputes 5.8 Steve Powers has been appointed Assistant Journal Editor. without recourse to litigation. Decision: President to offer congratulations and request 9.1iii) Various user groups stated their different perceptions of the Journal Editor to publish an announcement in the potential usefulness of the DRC. The Nat. Ass. For Association Magazine. Deafened People looked to leadership from the DRC 5.9 The President is to address the ‘Ear 2000’conference in regarding acting as a watchdog and funding campaigns. September. They highlighted the often overlooked need for the provision of lip-speakers for the 120,000 deafened people 5.10 The President expressed both formal and personal in Britain whose needs are not met by Sign Language appreciation of the efforts of all concerned in the Interpreters (SLIs). The BDAfelt much more cautious, organisation of Conference 2000. She looked forward to fearing that other groups could become disempowered. the Spring 2001 BATOD conference/AGM in Cardiff. They called on the DRC to involve itself in fighting societal 5.11 The Membership, Administration & Publicity Committee barriers to deaf people who sign, the potential (MAPC) are keen to receive ideas on how to pursue a segregational effects of inclusion of deaf children in recruitment drive. mainstream schools, and the single channelled approach to deafness of the medical profession. Among other 5.12 Committees and Association representatives were demands, the BDAasked for BSL to be recognised as an reminded that that the deadline for reports to reach the official language, an issue on which the DRC has been Secretary is 12 Sept. All reports should be sent on disk or asked to report by the DfEE. e-mailed. 10 Report from the Survey Co-ordinator 5.13 ToDs should be able to access funding for lap-top 10.1 Of the 777 copies of the Survey sent out, 351 have been computers via the New Opportunity Fund (NOF) if 50% of returned. There are particular difficulties in chasing up the their time is spent in schools; or via Standard Fund money many London Authorities which have not responded. An if not. NEC member pointed out that, in turn, these same Decision: Jacqui Hurley to forward details to Secretary for Authorities often only had 1 or relatively few ToDs which dissemination to NEC members. makes finding the time and accessing the information needed to fill in the Survey very difficult. 6 Treasurer’s report 6.1 Membership subscriptions remain the same for the coming 10.2 The new clerical assistant is proving to be invaluable, as is financial year; and the Association’s financial position the new computer purchased with the finance donated by should remain healthy as a consequence of initiatives RNID. regarding the Survey. 10. Many Authorities are returning information which 6.2 Current membership figures stand at 1,684. 38 new contradicts that given in the 1998 Survey when data was members joined during May and June and 14 retired. There supplied by the Medical Research Council (MRC). 4,232 have been 30 requests for application forms, few of which children out of the 17,348 entries from 1998 have been have so far been returned. checked, as have 505/2,658 teachers and 545/1,783 LSAs: up to 200 children are not now identified and each day 6.3 The new business plan should make it clearer to members more children who are monaural, newly diagnosed or have how their subscriptions are used. a mild hearing impairment are added. Because of this, some ToDs had expressed concerns about the accuracy of the data. 2 Minutes of NEC Meeting 17 June 2000 Deaf children and Teachers of the Deaf in Northern Ireland 1998
Raw data from the BATOD Survey January 1998
Further information from the BATOD Survey may be obtained from Margaret Eatough Survey Co-ordinator Reflections Merritts Hill Illogan Redruth TR16 4DF
BATOD Survey Data Contents
Page General Information 1 Children with permanent moderate, severe and profound losses 2 GCSE Results 1997 6 Teachers of the Deaf 7 Support Staff 8 Observations 8
General Information There were 27 establishments (schools for the deaf, services and units1) educating hearing-impaired children. This figure does not include students from FE Departments, FE Services, Resourced FE Colleges, Colleges for the Deaf or FE resourced bases.
The schools, services and units were asked to provide information on children born in 1980 to 1997 inclusive with permanent moderate, severe and profound losses. The census date was 15 January 1998. Any children with mild losses were omitted from this survey.
The British Association of Teachers of the Deaf is not accountable for the accuracy of the information provided by each authority.
1 The term ‘unit’ is used throughout to describe schools variously identified as having separately funded resource bases or units.
Batod Survey data History of Establishments since the 1996 survey
Table 1 Number of establishments educating hearing-impaired children
Type of Establishment 1996 1998 Closed between Opened between 1996 and 1998 1996 and 1998 Schools for the deaf 1 1 Units for the deaf 22 21 Deramore High School Orangefield High School Glengormley Secondary school Services for H-I children 5 5
Totals 28 27 2 1
The following information has been collated on a 100% return and relates to the 15 January 1998. However, one Education and Library Board provided figures that are lower than those expected for the number of children educated in the area.
There are five Services supporting hearing-impaired children: Separate HI Team within an SEN Support Service 1 Separate Sensory Team within an SEN Support Service 1 Separate HI Service 1 Separate Sensory Service 2 The units in each of the five authorities are the responsibility of the host school
List of Establishments Service Belfast Education & Library Board Service For Hearing-Impaired Children Unit Corpus Christi College Unit St Roses High School hearing-impaired Unit Ballygolan Primary hearing-impaired Unit Holy Trinity Boys Primary School School Jordanstown Schools For Children With Auditory And Visual Impairments
Service North Eastern Education & Library Board Educational Audiology Service Unit Ballymoney Primary School Unit Ballymoney High School hearing-impaired Unit Ballee Primary hearing-impaired Unit Ballee Community High School
Service South Eastern Education & Library Board Service For Hearing-Impaired Unit Cregagh Primary School Unit St Colmcilles High School Hearing-Impaired Unit Rathmore Primary hearing-impaired Unit Teconnaught PHU/Holy Family Primary School
Service Southern Education & Library Board Service For Hearing-Impaired Unit Cookstown Primary hearing-impaired Unit St Colmcilles High School Hearing-Impaired Unit Unit Drumgor Primary hearing-impaired Unit Lismore Comprehensive hearing-impaired
Service Western Education & Library Board Service For Hearing-Impaired Unit St Annes Primary hearing-impaired Unit Unit Limavady High School Unit St Conors Primary School Unit St John’s High School Unit Drumachose Primary School Unit Orangefield High School
Batod Survey data 1 Children with permanent moderate, severe and profound losses
Table 2 Total number of children by age, with moderate, severe and profound losses who lived in Northern Ireland 1998
Academic Moderate Severe Profound Total Year Children 1979-1980 4 3 4 11 1980-1981 3 3 9 15 1981-1982 21 2 4 27 27 of the children in table 2 1982-1983 10 10 12 32 1983-1984 18 6 12 36 were educated in schools 1984-1985 19 4 14 37 for the deaf in England. 1985-1986 13 7 9 29 They were all of secondary 1986-1987 19 12 15 46 age. 1987-1988 22 13 7 42 1988-1989 19 11 5 35 1 profoundly deaf pupil 1989-1990 22 5 6 33 (1982-1983) was educated 1990-1991 16 4 2 22 in a school for the deaf in 1991-1992 20 6 6 32 Dublin. 1992-1993 13 3 4 20 1993-1994 19 3 5 27 1994-1995 11 6 5 22 1995-1996 12 4 2 18 1996-1997 4 2 1 7 1997-1998 1 1 Totals 265 104 123 492
Figure 1 Number of children with moderate, severe or profound loss by age
Fewer children have been ascertained in the youngest birth cohorts (1992-1993 and above). This is expected as the younger ones may not yet have been identified as hearing- impaired.
However, the number of children born with a significant hearing impairment has been declining since the late 1980s. The pattern is similar in England.
Table 3 Number of children by age educated in schools for the deaf in England
Academic Total Year Severe Profound Children 1979-1980 1 3 4 1980-1981 5 5 1981-1982 1 2 3 1982-1983 1 2 3 1983-1984 5 5 1984-1985 1 3 4 1985-1986 1 2 3 Totals 5 22 27
All the children in schools for the deaf in England are secondary age.
2 Batod Survey data Table 4 Schools in England attended by children from Northern Ireland School for the Deaf Communication Mode Total Children Mary Hare Grammar School Natural aural 20 St John’s RC School for the Deaf Maternal Reflective 7 Total 27
Table 5 Number of children by age in schools Table 6 Number of children by age in units for for the deaf in Northern Ireland. hearing-impaired children in Northern Ireland Academic Moderate Severe Profound Total Academic Moderate Severe Profound Total Year Children Year Children 1979-1980 1 1 1979-1980 1 1 1980-1981 3 3 1980-1981 1 1 2 1982-1983 3 3 1981-1982 5 1 2 8 1983-1984 1 5 6 1982-1983 4 4 5 13 1984-1985 6 6 1983-1984 6 1 2 9 1985-1986 4 4 1984-1985 5 1 5 11 1986-1987 2 2 1985-1986 3 4 2 9 1987-1988 1 1 1986-1987 1 8 11 20 1988-1989 2 2 1987-1988 1 7 6 14 1989-1990 4 4 1988-1989 5 5 2 12 1990-1991 1 1 1989-1990 3 3 2 8 1991-1992 1 1 1990-1991 3 2 5 1992-1993 1 2 3 1991-1992 4 2 5 11 1993-1994 1 1 1992-1993 5 1 1 7 Totals 1 2 35 38 1993-1994 2 3 5 Totals 48 40 47 135
Communication modes: There is one school for the deaf and blind in Northern 131 used auditory/oral mode Ireland. 4 profoundly deaf children used Total Communication (2 in The communication mode used is Total Communication. primary and 2 in secondary).
Table 7 Number of children by age at pre- Table 8 Number of children by age in other school, in mainstream schools or in FE special schools (not schools for the deaf) in supported by Education Services in Northern Northern Ireland Ireland Academic Moderate Severe Profound Total Academic Moderate Severe Profound Total Year Children Year Children 1979-1980 3 1 4 1979-1980 1 1 1980-1981 1 1 1980-1981 2 2 4 1981-1982 5 5 1981-1982 11 11 1982-1983 1 2 1 4 1982-1983 5 3 8 1983-1984 4 2 6 1983-1984 7 3 10 1984-1985 3 1 4 1984-1985 11 1 12 1985-1986 1 1 1985-1986 9 2 1 12 1986-1987 2 1 1 4 1986-1987 16 3 1 20 1987-1988 6 3 9 1987-1988 15 2 1 18 1988-1989 2 3 5 1988-1989 12 3 1 16 1989-1990 6 2 8 1989-1990 13 13 1990-1991 3 3 1990-1991 10 2 1 13 1991-1992 4 1 5 1991-1992 12 3 15 1992-1993 1 1 2 1992-1993 7 1 8 1993-1994 3 3 1993-1994 14 3 1 18 Totals 45 16 3 64 1994-1995 11 6 5 22 1995-1996 12 4 2 18 1996-1997 4 2 1 7 1997-1998 1 1 Totals 171 41 15 227 Communication modes : All the children in mainstream schools used auditory/oral mode. Three pre-school children used Total Communication, the rest auditory/oral mode.
Batod Survey data 3 Table 9 Communication Mode used in other special schools
Communication Mode Moderate Severe Profound Total Children Communication not identified 1 2 1 4 Auditory/oral 35 5 40 British Sign Language 1 1 Total Communication 9 9 1 19 Totals 45 16 3 64
Figure 2 Number of children with moderate, severe and profound losses in different establishments in 1996 and1998
There are fewer children with moderate, severe and profound losses identified in 1998. However, one authority may not have given correct information as the figures for that authority were lower than expected.
GCSE Results 1997
Table 10 Number of Pupils entered for GCSE in their correct cohort
Type of Comment 5 or more A-G 1 or more A-G 1 or more A-G 1 or more A-G Total establishment Profound Moderate Severe Profound children
School 1 1 Service information not given Service information not given Service information not given Service does not have this information Service information not given Unit information not given Unit 1 1 2 Unit information not given Unit 1 1 2 Unit information not given Unit information not given Unit no pupils in this cohort Unit no pupils in this cohort Unit 1 1 Totals 2 1 2 1 6
In the cohort 1980-1981 (GCSE Cohort for 1997) there were 28 pupils with moderate, severe and profound losses recorded in the 1996 Survey
4 Batod Survey data Teachers of the Deaf There has been a slight reduction of 0.65 of a Teacher of the Deaf working in a school for the deaf, Unit, or peripatetic service for hearing-impaired children since 1996.
Table 11 Number of Teachers of the Deaf (ToDs) in Schools for the deaf, Units and Services 1998.
Post Qualified ToD Total number of FTE teachers in post Head of school for deaf & blind Yes 1 1 Deputy head teacher of school for deaf & blind Yes 1 1 Head of HI Service Yes 2 2 Head of Sensory Impaired Service Yes 3 3 Teacher of the Deaf Yes 51 49.3 Teacher of the Deaf No 4 3.75 Vacant post 1 1 Totals 63 61.05
Unqualified Teachers of the Deaf The percentage of unqualified Teachers of the Deaf is lower in 1998 than in 1996. 6.1% of Teachers of the Deaf working in a school for the deaf, units or a peripatetic service did not have a recognised qualification to teach deaf children in 1998 compared to 13.9% in 1996. Teachers with audiology qualifications Two services have a teacher who has an additional qualification in educational audiology. One was a Head of the Service and the other was not identified as being is post as an Educational Audiologist. Movement of teachers In 1997 one teacher had gained promotion within the school for the deaf, two teachers moved to an equivalent post elsewhere, one moved to mainstream teaching and one left teaching. Hearing-Impaired Teachers of the Deaf None was identified as having a hearing loss. Teachers in training Four teachers did not have a recognised qualification as a Teacher of the Deaf. Two of them were on part time training courses. Two did not intend to qualify; one was retiring at the end of the academic year and the other was working in a Sensory Unit. Figure 3. Number of teachers working in each type of establishments in 1996 and 1998 The staffing level for the deaf children in the school for the deaf and blind can vary from year to year as it is difficult to ascertain the amount of teaching time for the deaf children only.
Batod Survey data 5 Support Staff
Table 12 Number and type of support staff in different establishments
Type of establishment Job title Number of and hearing loss support staff (FTE) School for the deaf and blind Deaf Classroom Assistant 1 Hearing Classroom Assistant 12 Hearing Audiologist 1 Hearing Clerical Assistant 3 Hearing Speech Therapist 3 Hearing Technician 1 Services Hearing Clerical Assistant 1.72 Hearing Technician 1 Units Hearing Classroom Assistant 20.6 Hearing Additional Teacher 1.15
The classroom assistants in the school for the deaf and blind work with both deaf and blind children. It is difficult to separate the time of the support staff given to deaf children.
Observations
Since 1996 there has been a decrease in both the number of children supported and the number of Teachers of the Deaf. However, the decrease in the number of children is greater by 18.2% than the decrease in the number of teachers of 1.05%.
One Education and Library Board provided figures that are lower than those expected for the number of children educated in the area which may account for the large decrease in the number of children since the 1996 survey.
The pattern, which is also emerging throughout the UK, is a decline in the number of children being born with a significant hearing loss since 1989.
6 Batod Survey data 10.4 Most Services have preferred to return information on 11D BATOD Scotland paper rather than use the disk supplied. 11D.1 Mary Brennan (Edinburgh University) attended an open meeting in May to discuss the ToD training course at Moray 10.5 NEC members discussed the possible implications of House. Views were openly aired and well received. The UNHS on initial and post-intervention diagnosis of infants. committee will collate all the information to inform Mary Brennan’s meeting with the University to discuss the format Decision: Secretary to notify the Survey co-ordinator of of the modular course. concerns and suggest the reconvening of the Survey Sub-committee to address the issues. 11D.2 Wendy McCracken is to be the keynote speaker at the October AGM and conference at which there will also be 10.6i) The Survey Co-ordinator supplied a report for the seminars on deafness and additional disabilities. Education Consortium meeting in June. The raw figures for the 1998 Survey have been published in the Association 11E BATOD South Magazine and a copy of the information for Northern 11E.1 At the June meeting retiring committee members Kirsty Ireland has been sent to the British Library, at their request Leonard and Ursula Hulme were thanked for their service and to BATOD Northern Ireland. This information, and that and Brian Whateley was welcomed onto the committee. for Scotland and Wales is available on request. 11E.2 The spring workshop and AGM were very successful: ideas 10.6ii) In view of the enormous task of chasing up non- from the evaluation sheets will be used to inform future respondents to the 2000 Survey and analysing and planning. reporting on results, it will be impossible at the present 11E.3 Owing to changes in the national cycle of meetings the time to fulfil the request of the DfEE for an annual Survey. AGM and conference will in future take place in June, the 11 Reports from the Regions and countries autumn workshop in mid-November and the spring 11A BATOD Midland workshop will alternate with the biennially London-based 11A.1 There is to be a presentation by PC Werth and Wendy national AGM. Brown (Walsall) on soundfield systems at the October 11E.4 The theme for the autumn workshop will be ‘Collecting AGM. Evidence’; and the AGM/conference will focus on inclusion. 11A.2 Janet Guest, who has given years of service as Secretary 11E.5 The next newsletter will contain a section on Tribunals. is to stand down, but will remain on the committee. Long- Amanda Robbie has agreed to take over production of serving Treasurer, Robert Miller, has expressed his future newsletters. willingness to stand for re-election. 11F BATOD South West 11A.3 Although the BATOD web site is an invaluable source of 11F.1 The committee recognises the pressures affecting ToDs, information for ToDs regarding Threshold Assessment, but hopes that more will come to realise the important role Committee members still have anxieties about its conferences have in terms of CPD. introduction and implementation. 11F.2 The Region has enjoyed two conferences, speakers and 11B BATOD Northern Ireland topics as follows: Owen Lang (Bioacoustics), soundfield 11B.1 The SIG on the management of children with cochlear systems in practice; Ian Richardson (QAA, Director of SEN implants has been convened and feels the need to receive Inspections), the new framework and SEN; David Canning an update in this area. The Group is hoping to forge links (City University), the historical perspective and current with the cochlear-implant team. international data; and David Evans (Connevans), further 11B.2 A talk on autism by Mrs.Kate Doherty (SE Ed. & Lib. insights into the use of soundfield systems. Jacqui Hurley Board) is planned for the summer meeting at which reported on the Wiltshire experience of installing soundfield presentations will be made to retiring long-serving systems in 22 classrooms on the same site. (Systems committee members, Ann Ross and Pat Bogue. supplied by Connevans.) 11B.3i) The meeting with the Dept. of Education for Northern 11F.3 The replacement of committee members never ceases to Ireland (DENI) had to be cancelled because NDCS were be problematical. Linda Lang will retain the Chair until John unable to send a representative. BATOD Northern Ireland Shaw can take over. AVice Chair is still sought, plus has given DENI a breakdown of projected numbers of representatives from Elmfield School and the former Avon. ToDs needed and retiring, the shortfall being unlikely to 11F.4 The AGM was not quorate. As a consequence, a postal exceed two. Training needs can be appropriately met by a ballot will be needed for elections to the committee. distance learning course on the mainland. A rescheduled meeting could be a useful platform drawing DENI’s 11G BATOD North attention to funding issues related to training and the need 11G.1 The spring conference had to be cancelled owing to lack of for educational audiologists. It is likely that NDCS will wish support. to discuss the document ‘Quality Standards in Education in 11G.2 There has been no opportunity to meet since the last NEC Northern Ireland’, which has been generally well-received, meeting and so the committee has not been able to despite not featuring a single deaf child being educated in discuss how to use its surplus funds. Northern Ireland. 12 Reports from Standing Committees 11B.3ii) The training course debate has flagged up the need to 12A Audiology & ICT Committee (A&ICTC) establish closer links with DENI and NDCS. 12A.1 Audiological issues monitored by the committee include Decision: BATOD Northern Ireland and Consultant to liaise acoustic standards in classrooms; digital hearing aids; over the production of a module for the distance audiometry in schools; UNHS; and soundfield systems. learning course with particular relevance to deaf 12A.2The series of audiological refresher articles published in the education in Northern Ireland. Association Magazine continue to be well received. 11C BATOD Wales 12A.3 Follow up courses in ICTare scheduled to take place at 11C.1 Starkey Laboratories sponsored the May conference on RSD Derby and Birkdale School. deaf children with additional difficulties. John Shaw and Dr. Peter Hindley both gave informative presentations 12A.4 The Sept. issue of the Association Magazine will have an which prompted much debate. ICT focus and will contain articles on good practice nationally. 11C.2 Stan Cornelius is the new Chair , Marian Williams, Secretary and Sharon Tyler is a newly-elected committee 12A.5 The BECTa/BATOD e-mail forum will be launched in Sept. member. Retiring Chair, Rose Taylor, was thanked for all her hard work.
Minutes of NEC Meeting 17 June 2000 3 12A.6 The policy statement on the taking of aural impressions has in the Association Magazine, e-mailed or made available as been reviewed and was unanimously accepted as still valid. a full pack on CD ROM. Members of NEC were asked for It will be published in the Association Magazine. comments. 12B Educational Management Committee (EMC) 12C.3 The advice sheet ‘The Hearing-impaired Child in Your class’ 12B.1 Responses to the questionnaire on provision for deaf has been published in the Association Magazine. Other students in HE continue to come in, possibly because it is published articles are to be produced as resource sheets. intended to publish results alongside names of non- 12C.4 The Secretary is to collate the two versions of the RNID responding institutions. booklet on ToD training with that of the NDCS. The 12B.2 The Committee is to meet in June to address a full agenda, recruitment of ToD Trainees and Information for including a review of the policy document on methodology representatives to training Courses packs are also under and the preparation of a response to the QCArequest to review; and membership lists identifying paid up members consider issues relating to assessment at KS1,2 & 3. for whom there is no address are being sent to Regions. 12B.3 The GCSE sub-committee is due to meet in June. Agenda 12C.5 It would appear that Threshold Assessment is having a items included a replacement co-ordinator for Jenny Baxter; positive effect on recruitment. special arrangements for speaking tests; a review of special 12C.6 Candidates for election to NEC will need to supply a arrangements for deaf candidates who sign and have photograph to appear on the nomination forms. literacy difficulties; a co-ordinator for AQA; a representative to the Advisory Committee to the Joint Forum; a review of 12C.7 The Committee is working on publicity, information and arrangements in place for listening tests; a training day; and sponsors for the March AGM. the implications of the changes to GNVQ examinations. 12C.8 In view of the President’s misgivings about nominating a 12B.4Report of a meeting of NATED contributor of an outstanding article in the Magazine for the (Meeting attended by Angela Ellis) Eichholz Prize, the Committee would welcome ideas for a 12B.4i) There are major changes to post-16 qualifications, permanent memento. including an upgrading of GNVQ subjects to A level status. 12C.9 The Committee is canvassing views on what members Changes to Entry Level Qualifications and GCSEs will be would like to see published from the Survey. (Refer also to implemented in 2001. All full-time students will be required 10.5) to take the revised Key Skills Qualification. 12D Professional Development Committee (PDC) 12B.4ii) The new AS level will broaden choices for students. 12D.1 Planning for the 2001 conference ‘Breaking Down the Advanced GNVQs will be graded on an A-E scale; a single Barriers’continues, with a view to a list of speakers shortly award GNVQ will have the equivalence of 1 A level and a being ready for publication. Region representatives have part-GNVQ that of an AS level. All qualifications attract been asked to put ‘coaches for members’on their agendas. UCAS points and should lead to a more open and available progression route into HE. 12D.2 Select Education only require an outline programme for INSET for supply teachers and will allow BATOD to 12B.4iii) The following points emerged during the meeting: pilot maintain a list of individuals who could use their own Key Skills papers are available from awarding bodies; it is approved materials for its delivery. The Select, BATOD and not clear whether students studying A level Maths and providers’ logos will appear on the materials. BATOD has English will be exempt from taking Key skills papers in still to negotiate a suitable fee. This should be, a these subjects; the conditions and requirements for special consultancy fee for BATOD and supply cover for the person examination arrangements will be consistent across the responsible for the course delivery. awarding bodies, in line with a code of practice, but each body will issue its own arrangements. 13 Date & place of next meeting: 23 Sept., Birmingham 12B.4iv) The FEFC is to be replaced by the Learning & Skills (Reports to be with the Secretary by 12 Sept.) Council (LSC). NATED has been invited to respond to the funding consultation document. The LSC will continue to 14 AOB use the same definition of learning difficulties and disability 14.1 The BATOD/VIEW joint conference is to take place in as the FEFC, but the new national system should ensure Birmingham on 10 October. consistency of support. Inspection arrangements will 14.2 Corinda Carnelley and Margaret Glasgow are to assist with change under the new system, and entitlement for support the revision of the guidelines on Implant Centre ToD for all courses will be a priority for all 16-19 year olds. practice. 12B.v) The LSC is different from the FEFC in the following ways: Meeting finished at 3.00pm it can fund residential provision for any student if such provision is appropriate; Schedule 2 will be abolished; there is acknowledgement that accredited courses do not always Another year - another election meet the needs of some students (although the funding mechanism for students not on accredited courses is not Need to widen your professional horizons? clear); providers are positively encouraged to seek funding, Want to hear first-hand what is going on? with out of sector providers having full status; and the new funding mechanism will be transparent and equitable, whilst Join BATOD NEC recognising that some providers may have higher costs (eg; transport costs in rural areas). be part of the national team 12B.vi) Issues generated by the new arrangements include: an dealing with issues in: interim funding mechanism for 16-19 year olds in Professional Development independent special schools; the lack of a time limit for funding students; uncertainties about the detail of inspection. Educational Management 12C Membership, Administration & Publicity Committee Audiology and ICT (MAPC) Membership, Admin & Publicity 12C.1 The updated information pack will contain several sections Commitment is (approx) 4 weekends per year plus and should provide a resource for ToDs and a ready ‘homework’for the committee you join, perhaps meetings response to queries. with other organisations. 12C.2 MAPC is reviewing the current booklist which appears It is never too late!!!! unbalanced. They are considering directing enquirers to the Forest Bookshop catalogue. Information sheets which are More details from also being updated could be distributed by post, published Paul Simpson 01494 4641190
4 Minutes of NEC Meeting 17 June 2000 September 2000 Magazine NOTTINGHAM PAEDIATRIC COCHLEAR IMPLANTPROGRAMME ICT focus ADVANCED WORKSHOP additional copy £5.00 inc p&p 29/30/31 MARCH 2001 from: BATOD Magazine, Publishing and Advertising VENUE: UNIVERSITY OF NOTTINGHAM, SUTTON BONINGTON 41 The Orchard CAMPUS, LOUGHBOROUGH, LEICS. Leven, Beverley Our Advanced Workshop gives an opportunity for those involved in East Yorkshire HU17 5QA cochlear implantation to bring themselves up-to-date with the latest trends and techniques, to develop new skills and to have the opportunity to discuss with professionals working in the field and will cover: ¯ Assessment of very young, borderline and complex cases ¯ Trouble-shooting the system ¯ Educational issues and the role of the Teacher of the Deaf in rehabilitation ¯ Language and speech assessment of pre-school and deaf Divide and Conquer children with additional needs ¯ Video analysis techniques ISBN 1 86083 3047 ¯ Quality of life assessment Ann Underwood and Jean Barney There will be plenary and workshop sessions. Numbers will be restricted to allow full participation. Early booking is advised Based on school subject vocabulary lists structured CME Accreditation applied for work-sheets develop reading and spelling skills for KS3 INTERNATONALGUEST SPEAKERS INVITED & KS4 pupils with specific learning difficulties. Cost: Residential Supporting activities are included. £250.00 includes full board at University Hall of Residence (Student rooms). Non Residential First copy £14.95, subsequent copies £ 5.00 £200.00 includes all meals throughout the course.
Published by First & Best in Education Ltd CONFERENCE DINNER on Friday evening, 30 March 2001, is Earlstrees Court, Earlstree Road, Corby, Northants NN17 4AX included in the cost for all delegates. 01536 399011 fax 01536 399012 e-mail: [email protected] For further information/registration form for either event contact: Maureen Ross, Nottingham Paediatric Cochlear Implant Programme Ropewalk House 113 The Ropewalk, Nottingham, NG1 6HA Celebrate 25 Years of BATOD Tel: 0115 9485549 : Fax: 0115 9485560 e-mail address: [email protected] Come to Cardiff In spring 2001 Saturday 17 March BATOD Silver Anniversary BATOD Conference & AGM 2001 ' Breaking Down the Barriers' Did you qualify in 1976? professional, linguistic, political Did you have a deaf baby in 1976? BATOD milestones since 1976 Cardiff Bay Hotel 10.30 Registration 17.00 close reminisce.. write a few words (100 - 1000),
Exhibition/ networking send in photographs 25th anniversary luncheon and celebration cake be part of our exciting
Booking form is in November magazine Silver Magazine Edition March 2001 Book early to avoid disappointment!
Conference day delegate rate £50 ATTENTION Course Organisers Conference, Bed and Breakfast Bring your course to the notice of all our readers via this page. £115 if booked by 31/12/2000 An Entry: This facility is available at a cost of £30 for a 10 line entry, Partner B&B for only £10 extra plus an entry onto the Calendar. Copy must be available 5 weeks preceding publication. Space should be reserved as soon as possible, details to: Read the Cardiff leaflet for details of : Mrs Ann Underwood, Magazine Editor, 41 The Orchard, Leven, • weekend packages Be v e r l e y , HU17 5QA fax/phone 01964 544243 • partners programme e-mail: [email protected] to enjoy Cardiff in the spring! Job Vacancies advertised in this section also appear on the BATOD Web pages (Teaching Section Situations Vacant http://www.batod.org.uk)
©BATOD Magazine November 00 21 A&ICT Committee The next round of ICT courses have been advertised and applications are coming in well. The previous courses were well supported and were financially sound.
Educational Management Committee The most recent edition of the Magazine focussed on ICT and covered a wide range of topics. A small The committee met for a working weekend during scale straw poll shows it has been very well the summer and managed to get through a great received. deal of work. The issue of standards for noise levels in school ¥ A summary was produced for the magazine of classrooms and HI resource rooms is raised by the QCA document, ‘Language for Learning in members on a fairly frequent basis. There is Key Stage 3’ research on the effects of noise on learning ¥ We produced a consultation document for QCA outcomes and there are standards for building concerning the review of assessment being materials but there doesn't seem to be any adopted carried out at the moment for Key stages 1,2 standard for the working classroom. A discussion and 3. This is linked to attendance at the QCA document was published in the Magazine a couple SEN Associations Special Interest Group. of years ago but the standards are probably ¥ We contributed to the DfEE consultation on unrealistic for most situations. There are obviously proposals for a new certificate for all learners major funding implications as many (most?) ‘Rewarding Achievement’. All young people classrooms do not have comfortable listening would be able to achieve this certificate after conditions This issue sits alongside that of the the age of 16. It would show qualifications introduction of Sound Field Systems. A&ICT will be gained at school and also through personal and considering at both these matters. community events such as sport, the arts or employment. The introduction of digital hearing aids is obviously ¥ We discussed the draft document on topical. We need to update members on the current ‘Curriculum Guidelines for Pupils Attaining situation regarding the provision of these aids. Significantly below Age-related Expectations’. ¥ Work continues on publicising the provision for The introduction of UNHS will have wide deaf students in establishments of higher ramifications in many areas. We need to prepare an education. article on the current state of play and inform TinaWakefield, Chair, EM members of BATOD's ongoing efforts to ensure that all the issues are raised with the appropriate people Professional Development Committee and that practical and workable systems are put in Conference Sub Committee place to deal with the habilitation of very young Deaf ¥ Planning continues for Cardiff 2001. Some babies. speakers are still to be sorted/ confirmed but it is still hoped we will be ready to produce a flier Issues concerning cochlear implantation have to go in the November magazine. moved forward again recently, ear level processors, ¥ Officers are to be asked to draw up a list of surgical techniques, age of implantation, etc. It is VIPs to be invited to the Celebration Lunch and probably time to bring members up to date again. liaise with MAP. David Hartley Professional CPD Log ¥ Work continues on the development of the log following guidelines from other organisations Membership, Administration and Publicity such as College of SaLTs. Peter Annear continues to work with the Officers Select Education seeking modes of financial support for BATOD. This ‘Select’ were happy with our suggestion of is part of the Business plan that David Hartley is maintaining a list of people who could deliver preparing. training. A letter has been prepared to send to Course Further communication with Select would suggest providers offering BATOD information and a session that we might not be able to simply provide a course provided by the course / BATOD representative so outline but will be required to provide handouts / that all trainee ToDs know about the Association. A OHPS etcetera. We will discuss this at our next PD PowerPoint presentation has been prepared using meeting. the previous ‘presenters’ pack’ and this has been Lynne Williams, Chair, PD approved by NEC. An additional paper back-up will also be available.
22 ©BATOD Magazine November 00 It is hoped to offer ‘training’ to the various presenters Databases so that the delivery to courses is standardised. The number of individuals in the databases will Paul Simpson has been working on a joint booklet increase as newly diagnosed children are added as Training Teachers of the Deaf. Previously this well as children with mild and unilateral losses, new booklet was a joint BATOD RNID presentation and Teachers of the Deaf, and new support staff. now NDCS are sharing the preparation. It is hoped The children’s database includes children or that an amalgamation of the current two versions will students who have left education but were included provide a single joint advice resource. in 1998. The teacher database includes teachers Jacqui Hurley, who have retired or left teaching since 1998. Chair, MAP Table 2 Number of individuals checked from the 2000 Survey 2000 update report (September) Survey The number of questionnaires varies with each Number of individual Number checked % report as some establishments eg units, have closed in each database in year 2000 checked and others opened. Children 21941 12088 55.0% Teachers 2648 1091 41.2% England returns Support Staff 1932 1187 61.4% The returns for England are much better at this time, There are many queries and omissions from both following the census date, non-returners have been children’s and teacher’s sheets. This will also take contacted by both telephone calls and a letter in July some time to check with the establishments. before the schools closed for the summer holidays. Supply Teachers The ascertainment sheet for teachers asked if any Scotland, Northern Ireland and Wales wished to be included on a BATOD Supply Teacher A list of non-returns for Scotland will be discussed at list. This question was included as some heads with the next BATOD Scotland committee meeting. delegated units had enquired about the names of Representatives from N. Ireland and Wales are to supply teachers. A new database has been set up be provided with a similar list to follow up. with 21 teachers on the list at the moment from all Table 1 parts of the country. Percentage returns for each country (at 04.09.00) Margaret Eatough Country Rec’d 2000 Number of % BATOD Survey Co-ordinator Surveys returned England Yes 439 72.4% England No 167 Islands Yes 2 50.0% Islands No 2 N. Ireland Yes 13 44.8% N.Ireland No 16 Scotland Yes 45 62.5% Scotland No 27 Intense discussion at NEC as members consider Wales Yes 35 57.3% BATOD activities. Left to right: John Shaw, Peter Wales No 26 Annear, David Hartley, Fiona Atkins
©BATOD Magazine November 00 23 Report from the GCSE sub-committee, Issues remaining on the agenda include revision of July 2000 the booklet ‘The Language of Examinations; arrangements for speaking tests; recommendations The committee were pleased to welcome two new to ToDs on the teaching of examination language members, Derek Heppenstall and Judith Johnstone. and conventions. Bev McCracken is to relinquish the role of BATOD representative to SEG and will become the BATOD representative to the Advisory Committee to the BATOD Publications Joint Forum on candidates with disabilities. There is a number of work, information and Andrew Burgess (Northern Counties School for the resource sheets that BATOD has produced in the Deaf) has requested that BATOD reviews its past. Several teachers have asked if BATOD recommendations over the signing of responses in would be interested in support materials that they GCSE examinations, in the case of signing deaf have produced. The cost of paper publications is candidates with literacy difficulties, arguing that such often prohibitive for the low print run required. a provision would be in keeping with the spirit of the If these items and perhaps the Magazine were arrangements whereby hearing candidates with a available on CD rom would you be interested? specific language disorder are permitted the use of Please share your views with us. an amanuensis. The committee spent a Contact [email protected] considerable time trying to see how the needs of Tel: 01964 544243 such candidates could be accommodated within the aims and objectives of the examination system, which currently sets out to assess candidates via the medium of English. Mary Grace Wilkins Travelling Scholarship In view of the diverse and strong opinion that ToDs WANTED hold over this issue, the sub-committee does not feel that it would be appropriate to make a BATOD member recommendation on the way forward. As a with ideas for small scale research or study which has direct relevance to hearing-impaired pupils/students in consequence, members who are working with the British Isles. ICT topic would be considere d signing candidates who have severe literacy favourably! difficulties are to be asked to contribute to the up to £ 1,000 research of a working party which is being convened to look into both the philosophical and practical REWARD OFFERED issues around the signing of responses. As it has proved difficult to find a replacement for Mary Grace Wilkins Travelling Scholarship Jenny Baxter as Chair the sub-committee will have a further details from: rotating Chair. BATOD Secretary Mr Paul A Simpson A substantial part of the meeting was a joint meeting 21 The Haystacks tel: 01494 464190 High Wycombe with NATED to consider issues around the HP13 6PY e-mail [email protected] modification of the new GNVQ exams. QCA and the Boards are keen to employ a similar system to that used for the modification of GCSE papers. NATED Don’t be without a copy of does not have the personnel to cope with the large numbers of papers which would require modification Guidelines for Hearing Assessment and whilst there are times when it can be difficult to of Children with Complex Needs find ToDs to modify GCSE questions there are a Devised by the Audiology and Educational Technology Committee to large number of people not called on by the Boards. help professionals who are involved with hearing assessments of Two possible ways forward are still under discussion children who for many different reasons, prove difficult to test. with NATED: These Guidelines cover the preparation for testing to establish • to disband the BATOD list of ToDs used by the whether a child who has any combination of multiple physical, Boards and set up joint BATOD/NATED training sensory, learning or behavioural disability has a significant hearing for ToDs leading to accreditation which would be loss; modifications to regular test procedures, recognised by the Boards Accredited teachers considerations and further reading. could then be used to modify both GCSE and The appendices offer examples of good practice. GNVQ exams. Order your copy NOW(price £5.00 inc p&p) from: • to recommend that QCA directs the exam boards BATOD Publications to employ ToDs with a language modification role 41 The Orchard, Leven, Beverley, East Yorkshire HU17 5QA across the subject range.
24 ©BATOD Magazine November 00 ISDN Ad? Med El
BATOD Magazine November 00 25 Locked in!! YOLANDA T CAPULONG, Special Schools Principal II
PHILIPPINE SCHOOL FOR THE DEAF, and service centre. Services provided include: 2620 F. B. Harrison St., Pasay City, s Running national Deaf Awareness campaigns Tel. No. +831-67-32 Fax. No. + 510-0252 s A Speech and Hearing Clinic (conducting hearing evaluation and training for interested individuals) THE INSTITUTION: s A Guidance and Testing Centre (providing The Philippine School for the Deaf, which started in individual assessments and counselling) 1907 as the School for the Deaf and Blind is the s A Job Placement Centre (serving the alumni of pioneer school for the deaf in the Philippines. It is the school with continuous assistance in seeking the only national school in the archipelago. It is also suitable employment, and which can act as an the biggest school amongst the 15 private schools employment service for employers). and 34 centres for children with hearing impairment The following is the story of what happened to in the Philippines. The Philippine School for the Deaf Rosemarie P Marin, a Computer Teacher at the is a major resource and demonstration centre for School one Friday afternoon. educational services catering to a large proportion of the deaf population in the country. Currently it HOPE IS BLIND houses 750 pupils and students ranging from Pre- Many of the most important lessons in life cannot be elementary to Secondary level. taught. One needs to be ready and alert to Though primarily directed to provide education to its recognise them and catch them as they fly by. I clientele, the institution functions as a major found myself caught in such a lesson one day when resource base. Funds to run such a resource are I found hope in a blind person. modest. It was a rainy Friday afternoon in July 1999. It was PROGRAMMES AND ITS CLIENTS: gone 5 o’clock and the rain continued to pour down heavily on the school roof. Indeed, it poured so Reflecting the nation’s thrust to provide equalisation heavily that some of the deaf pupils could hear the of educational opportunities, the school attends to pounding and reverberating in our classroom roof. the specific needs of students regardless of age and degree of handicap. The curricular offered includes After my last student had left the room, I prepared to the following: leave. I turned the circuit breaker off and went to the s Early Childhood Intervention Programme (2-5 rest room inside our computer block. As I was about years of age), aiming to prepare children for to leave the rest room, I found, to my horror that the formal education, including, where possible, door was clamped shut. No matter how hard I tried mainstreaming the doorknob just would not turn, it would not s Primary and Secondary educational provision for budge…. LOCKED IN??!! Indeed I was! deaf children By now it was getting dark inside and the rain s Literacy for deaf adults and those with additional continued to pound heavily outside. A few metres disabilities away I could still hear the voices of students as they s Vocational Education, especially at high school prepared to leave the main entrance. Their uhhs and level, to prepare students for independent living ahhs were so clear. I pounded and pounded on the and employment door in the faint hope that one of them might hear s Apprenticeship Programme preparing high school me screaming and banging. But how in the world graduates for employment. could they hear me? I tried to kick the door open in Bruce Willis style, but it would not budge. I thought THE FACULTY AND PERSONNEL: of our neighbours, would they pass by? I felt that The school has 93 Teachers of the Deaf and 38 this was unlikely as it was now well gone 5pm. They dynamic non-teaching staff. Together they provide too would have left early to try to beat the rainy an environment that promotes the achievement of afternoon’s traffic mess. I just hoped that our clients including meeting their welfare needs. security guard would come by at some point. THE SCHOOL’S FUNCTIONS AND SERVICES: I knew that the security guard had already been on As the only government run institution for the deaf, his rounds. How could he possibly know that there the school has developed into a functional resource was still one lone soul in the building? He didn’t
26 ©BATOD Magazine November 00 even know about this private rest room in the far who was screaming, why the screams and where corner of the building. the screams came from. Finally, she reached the chicken wire boundary. It was then that I managed At this point rescue over the weekend seemed to to provide her with all the information “Miss .. Miss! me to be an impossible dream. I began to mentally Help me please!!! I am a Teacher of the Deaf from prepare myself for a lonely night, hoping for rescue the Philippine School for the Deaf and I am locked in the next day. “I won’t die anyway”, I thought to the rest room … Please tell our security guard about myself. After all, I had a bucket of water to keep me me…” going. When you consider that people survive in earthquakes buried under rubble after several days The rest is history. even without water and food. Thank God for the Philippine National School for the The only thing that scared me was that there could Blind. Thank God for the Blind girl He sent to rescue be playful spirits wondering around. The air me. But most of all I thank God because this suddenly filled with the beautiful fragrance of happened to me!! Had any of my deaf students flowers. I could only feel a sense of self-pity – “why have been trapped in the same way I could never should this happen to me?”. I had not been bad that have forgiven myself. What could the deaf person day. I didn’t deserve such Karma. have done on their own? How could they have communicated with the blind girl? Suddenly I remembered that the rest room had a small window. Unfortunately, the opening was very A teacher’s responsibility goes beyond the delivery small, and worse still, it had a strong iron grill that of the curriculum. It goes beyond the execution of was securely encased in the cement. “No I won’t get lessons. This special experience taught me that I am out that way either,” I thought sadly to myself. a special teacher working in a special school, teaching and educating special children. Special My mind started to play tricks with me – what if accidents do happen. When they do, we won’t be there was a fire – I would be completely stuck and able to choose the time and the place. They can nobody would know where I was. Oh no, burnt to happen at any time, anywhere and when you least death – what a dreadful prospect!! I prayed “Please expect them. Yes, even on a Friday afternoon or just God don’t let me die in this place”. before the summer break. Feeling quite helpless, lonely and still, I became curious as to what could be outside the window. I clambered over the wash basin and peered through the window pane. That’s when I smelt the sweet Many hands make light work smell of hope. On the other side of the fence, five to six metres As BATOD consists of volunteers working in their own away, I spotted some students from the Philippine time, we are always concerned to ensure that there are School for the Blind. They were our next door other members able to take over key posts in case neighbours. On seeing them I felt a huge sense of circumstances should change. Two particularly relief – they could hear me, even if they could not demanding jobs are Association Magazine Editor and see me. Survey Co-ordinator. Sharing some tasks and learning more about the work will help to ensure the continuation I paused for a moment to build up my strength, then of these BATOD resources. screamed at the top of my voice . “Miss! …. Miss! ….. Miss! ….” Until I almost lost my voice. I needed to shout loudly if I was to be heard. The rain and Find out more about.... thunder did not seem to be in a co-operating mood. ...editing and producing the Magazine I noticed one blind student turn her head to the ...running the BATOD Survey direction of my screams. I waved at her and shouted “Miss .. over here…” I felt so foolish. The blind girl If you are interested in finding out more about these could not see me. Poor, poor me. My deaf students exciting but demanding aspects of our work please contact: were so close, yet could not hear me and this blind Margaret Eatough (Survey) on 01209 219503 student could hear me, but could not see me. Both e-mail [email protected] seemed unable to help me. Still I hoped. or Ann Underwood (Magazine) Having caught the blind girl’s attention, I shouted on 01964 543883 or 07889 268473 even louder. She, wisely sensing that there was e-mail [email protected] something wrong, braved the elements to find out
©BATOD Magazine November 00 27 This and that...
Can you contribute to BATOD’s Knightsfield responses to consultation documents? Those of you who remember or have heard of Tewin Water School can file the name in the annals of your Recently BATOD was sent the consultation memories for the school has now been renamed document on the revised Code of Practice. We are Knightsfield. aware that many members will also have received this document and made their own comments. Paul A Simpson??? Although the deadline for the Code of Practice Some of you may notice the disappearance of Paul consultation has now passed BATOD would A Simpson... and wonder why our Hon Secretary appreciate sight of your comments if you responded has reverted to just plain ’Paul Simpson’. to the document. Well his ‘alter-ego’ Paul Simpson (ex RADAR and Receiving members’ comments before the deadline NDCS) has left the field of deafness and is no on any other consultation document which is issued longer the Education Officer at NDCS - a duplication by the DfEE, TTA or any other body would ensure of names that led to the appearance of the ‘A’. that BATOD responses could be as inclusive as Paul Simpson (NDCS variety) is now training to be a possible. Both e-mail and fax copies would be teacher. We wish him well with his studies. welcome. Paul Simpson Unilateral hearing loss / right ear Honorary Secretary dominance Is anyone aware of research or contacts regarding those with a unilateral loss in the right ear which Lost, stolen or strayed? may affect language processing? Granted there are some people whose magazine Please contact fails to arrive (administrative challenges???) but the Peter Annear most irritating thing is when the Magazine ‘returns to Hearing Support Service sender’ when it has left RSD Manchester with a The Holway Centre perfectly good address label on it! Keats Road So if you know these people, or indeed if you are Taunton TA1 2JB one of those listed here and you are peering at a tel 01823 334475 colleague’s magazine because yours has not arrived e-mail [email protected] consider this... perhaps you haven’t told us you have Language for Learning in KS3 moved! QCA Publications £4 To order Tel 01787 884444 Member Last heard of in.... Ms S.E Barnaby (Kent) This document has been produced by QCA to assist Ms S Brierton (Cambridge) schools in the development of policies for language Ms L.E Champney (Kingsbury, London) and literacy across the curriculum at KS3. Ms K Considine (Brighton) Mrs R.M Dryden (Edinburgh) It builds on the advice concerning language and Mrs L.M Evans (Surrey) learning contained in the National Literacy Strategy Ms C.M Hackett (Yeovil) documents. It draws together and expands Ms J.C Holdsworth (Hemel Hempstead) expectations and objectives about language and Miss C.M Maguire (Brighton) learning from the current KS3 Schemes of Work for Ms S.T Mascall (Lostwithiel) most NC subject areas. It provides numerous Mr T.C Peacock (Branston) examples of how specific aspects of language may Ms J Turner (Taunton) be incorporated into the study of different subject Ms E.M Williams (Rotherham) areas. Mrs D.A Wylie (Kintbury) It is unfortunate that in common with many other Please contact Bev McCracken as soon as possible. such documents, little mention is made of children (See page 35) with SEN or those for whom English is an additional language. EM Committee
28 ©BATOD Magazine November 00 ‘Now We’re Talking – DEAF CHILDREN CAN’ is a joint initiative by the Ewing Foundation and Deaf Education through Listening and Talking, The Forest Bookshop DELTA. It is drawing attention to the achievements of the Natural For a huge selection of books, videos Aural Approach to the education of and CD-ROM's on deaf children and is now well established into its second year of Deafness, Deaf Education and activities. Deaf Issues
Send now for our free information packed 64-page colour catalogue D E A F CH ILDR EN CAN The Forest Bookshop, 8 St John Street, Coleford, The initiative currently has a programme of planned Gloucestershire GL16 8AR attendance at major conferences and exhibitions throughout the UK which cover the sectors of Telephone 01594 833858 (voice/minicom) Education, Health and other related organisations. Fax 01594 833446 Videophone 01594 810637 The success of the initiative can be measured by the large volume of literature distributed and the level of interest shown by professionals, parents / families and general members of the public. It never www.ForestBooks.com surprises the initiative co-ordinators, Lindsay Wood and Wendy Adderley, to hear comments, particularly from parents, such as, “I’ve never heard of you before, where can I get more help?” and “Why couldn’t I have been put in touch with you when my child was diagnosed as profoundly deaf because we ADVERTISING RATES wanted him/her to be encouraged to talk?.” ASSOCIATION MAGAZINE Format A4, Portrait If you require further information on the campaign or circulation 1,800: readership estimate 2,500 Teachers of the Deaf & associated professionals would like the campaign to be present at a Black & White: width x height conference or information day please contact: Full page £200 170mm x 270mm Lindsay Wood, Exhibitions Co-ordinator, Tel: 01202 Half Page £120 170mm x 125mm or 842261, or write to DELTA, PO Box 20, Haverhill, 80mm x 270mm Quarter Page £ 80 83mm x125mm Suffolk, CB9 7BD, tel/fax : 01440 783 689, e-mail : Join a Course £ 30 [email protected] Courses & Job Ad v e r tisements also appearon ourwe b s i t e Entries to the Web Site only £100.00 (Entry from receipt to deadline date) Full Colour: Magazine Back Cover £500 Full Page £400 MAGIC! Half Page £200 (Museums and Galleries in the Capital) Loose Inserts with Magazine mailing Supplied (1800 copies) £150 We are a group of museums and galleries who are Duplicated from master £200 getting together to publicise what we offer for Bromides, Colour Separations and Chromalins or electronic copy deaf/hard-of-hearing visitors. should be supplied wherever possible according to published copy dates. Confirmation of space requirements should be in writing as For more information please contact Caroline Cox far in advance as possible. at the Royal Academy of Arts Please contact the Advertising Manager for further details.: Tel: 020 7300 5872, Fax: 020 7300 5781 41 The Orchard, Leven, Beverley, East Yorkshire HU17 5QA (01964 544243 answerphone and fax) e-mail: [email protected] (e-mail: [email protected])
©BATOD Magazine November 00 29 NEWS FROM THE REGIONS
Anniversary of BATOD with a day out for members on the County Hall, Worcester London Eye early next year and I am sure there will be provided an excellent some champagne involved too. venue for the Midland Region Conference on 10 The Autumn Newsletter is under production, with a new features section – this edition topic is Tribunals. It should June. The general themes be reaching the membership by the end of the month. of child protection and social Cindy Paulding inclusion of deaf children South region representative attracted 50-60 delegates from across the region. For the morning session, Anne McDowall of the NDCS discussed a range of child protection issues for teachers working in On Wednesday 21June 2000. schools and services. The afternoon session focused on BATOD N.Ireland held a very social issues. Sylvia McKenna from Oxfordshire successful summer meeting in considered the development of social communication Stranmillis College, Belfast. Mrs skills. To end the day Malcolm Garner and Lynda Holland Kate Doherty, South-Eastern described some of the work that Staffordshire and Education and Library Board, Birmingham support services have been doing to address gave an informal talk on Autism the needs of deaf children in mainstream schools, in terms in Children. of enabling them to meet with deaf peers. Her talk was entertaining and Evaluations of the day proved very positive. A significant informative and greatly appreciated by her audience. The number of delegates expressed an interest in hearing talk was followed by a wine and cheese supper during more about several of the issues raised and related which Anne Ross and Pat Bogue were presented with topics. gifts to mark their retirement as Teachers of the Deaf. Plans are now in hand for the AGM in October. The focus Anne had a long and illustrious career teaching deaf of the evening will be a presentation on Soundfield children. She was Head of the Educational Audiology Systems by Wendi Brown, Head of Service in Walsall and Service in the North-Eastern Education and Library Board Stuart Bowen from PC Werth. We hope to elect a new and is a Past President of BATOD N. Ireland. Anne also secretary at this meeting. ran DELTA N.Ireland for many years.
At the next committee meeting we will be considering our Pat actually retired in June 1999 but has been helping her conference timetable. Traditionally, we have had a day colleagues in the Southern Education and Library Board conference in May, followed by a twilight AGM and presentation in October. It has been proposed that from for the past year. She has worked tirelessly in the interests next year we have a twilight meeting in the Summer term, of deaf children and has been a dedicated member of with the AGM being part of a full day conference in BATOD. serving as Chairperson and N. Ireland October. representative at the NEC. Alison Weaver Our AGM will be held on 7 October in the Post-Graduate Chair, Midland region Centre, Craigavon Hospital. The South Region Committee met on 6 September, at a temporary Jean McIlroy new venue as our search for a new NI representative regular meeting place in Central London continues.
The arrangements for our Autumn We are still here in the south Workshop were confirmed for the west - but it feels like were 11 November at Mary Hare Grammar School. It will be hanging by a thread! The entitled ‘Collecting the Evidence’ and will comprise a average attendance over the choice of workshops looking at using assessment past 4 meetings is 22; 11 non- materials to record and report on the progress and members have attended over achievements of hearing-impaired children from different the period. perspectives. Topics have included:
The preparations are also under way for the AGM and • neonatal screening Conference on 23 June 2001, at Hamilton Lodge on the • literacy and numeracy hours topic of Inclusion. • soundfield amplification • developments in school assessment and SEN (Ofsted) The South Region will also be celebrating the 25th
30 ©BATOD Magazine November 00 Our next meeting on November 11 features a general view The committee has only met once of dyspraxia, (in preparation for an in-depth day on since the last NEC meeting. Most of dyspraxia and deaf children in May 2001), and Ted Moore that meeting was taken up with will speak about current issues including performance organising the AGM and Conference management. We held a telephone conference committee due to take place in October. Under meeting on Wednesday 19 July with 9 members ‘on line’. the title of ‘Deafness and Additional Issues covered included: Difficulties’, we have speakers on • constitution update - yes - discuss September 30 Autism, Language Difficulties, • ? weekday regional meetings (ie contact days). We Behaviour Problems and SPIN, which could try this for the 2001-2002 programme is a video-based scheme to enhance • joint BATOD/SW Regional training incentive meetings: positive communication between child and parent/ suggested topics - inclusion, threshold assessment, guardian/ carer. role of special school, professional development • problems on retention of trained LSAs David Hartley will represent BATOD at the conference. It • questionnaire to members about interests and wishes. was agreed that we would invite other professionals in We need to know how to raise enthusiasm, morale (?), Scotland to this years conference. Letters will be sent to personal responsibility with regard to CPD and to know what folk could possibly want other than retirement. the Special Interest Groups representing Speech & This will be redrafted after the next committee meeting Language Therapists, Educational Psychologists and in September and probably circulated via the Community Paediatricians. magazine. NDCS Scotland is to hold a Technology Day in With regard to officers, John Shaw (thankfully) has September, similar to the National NDCS Technology Day volunteered to be Chair for the next 2 years, but so far we held annually in June. Various committee members will be have not had any nominations for Vice Chair. We also attending, but there would not be a BATOD stall. If this is need representatives from Avon, Devon and Elmfield to be an annual event, then BATOD Scotland will School. We shall send voting slips and nomination slips endeavour to attend. It was also agreed that BATOD out with the programme during September. Fiona, our Scotland was not in a position to give NDCS a copy of our secretary, has been out of action since July and Linda membership list, which had been asked for. Lang has been carrying all the responsibility. It is hoped that the position is changed shortly. There has been some concern raised by the setting up of Linda Lang an independent service for advice and help to parents of Chair SW region deaf children. After some discussion, it was agreed to invite the manager of this service to attend our next The last BATOD Wales committee committee meeting, where we would be able to discuss meeting was held on 27 June 2000. how this new service can work along side the education Discussions covered many issues and audiology services that already exist. including the BATOD Conference to be held in Cardiff next March. It was We were informed that the Scottish Executive is to decided to advertise the Conference establish a Scottish Special Education Forum. amongst our membership by means Although representatives of the GTC and UI organisations of a flier to accompany our have been invited to take part but there is no deaf newsletter. It was agreed that representation. BATOD Scotland is to write to the Scottish BATOD Wales would sponsor the Anniversary Cake. Executive to point out this omission, explaining BATOD's role in the Education of the Deaf. The secretary will also Ms Sylvia Lindoe who is the Inspector on ESTYN with write to Mary Mulligan MSP who has an education remit responsibility for the Deaf is to be invited to a forthcoming in the Scottish Parliament. Committee Meeting so that pertinent issues can be discussed. A letter has been sent to the National Fiona Atkins Assembly requesting information on Regionalisation. Scotland representative
The next BATOD Wales meeting is to be held at Cwrt Sart We NEED a 100% Survey return Comprehensive School. Neath in October when Deaf@x PLEASE return your will be giving a presentation. completed SURVEY 2000 Concern has been expressed about the mandatory to ensure that our data is accurate. qualification. Are there cases in England of teachers being BATOD Survey Information provides detailed information put onto short courses on deaf issues and then being about numbers of deaf children, placements, provisions, staffing and achievements. The DfEE are now using our used as TODs (rather than qualified ToDs)? Members of figures to inform their staff about HI pupils and ToDs. NEC will follow this question on a networking basis. Please contact Margaret Eatough if your survey is still Readers of the Magazine are asked to send pertinent outstanding. details to Paul Simpson, BATOD Hon Secretary. Reflections, Merritts Hill, Illogan Marian Williams Redruth TR16 4DF 01209 219503 Wales representative e-mail: [email protected]
©BATOD Magazine November 00 31 Title: Learning is Fun Author: Publisher: BBC Education ISSN: No. pages: 47 Price: £1.95 (monthly) £23.40 for 12 issues (UK) Reviewer Jane Bishop, Diane Russell, SENTASS, Newcastle-upon-Tyne Title: Northern Lights Author: Anne Colledge ‘Learning is Fun’ is a children’s educational Publisher: Piper’s Ash Limited magazine published monthly by BBC Education. No. Pages: 64 It contains a whole range of educational materials in ISBN: 1-902628-75-6 the form of stories and games, all of which are Price: £4.00 or 6 for £14 post paid in UK. linked to the National Curriculum. Issue 43 covered Reviewer Jane Bishop, Diane Russell, SENTASS, curricular areas including literacy, numeracy, art, Newcastle-upon-Tyne technology, music, RE, history, PSHE and PE. This is a collection of short stories about the There is also a pull-out section for parents giving adventures of two children Matthew and Poppy and help and advice on how to use the material. is based in the north-east of England. The two The material is extremely well presented and children have recently moved here from London and appealing, with excellent photographs and seem to become involved in a number of incidents illustrations and is fun to use. Instructions are clear and adventures. Of particular interest to BATOD and easy to follow. readers is the fact that Matthew, the younger of the two children is deaf. This is however, only incidental Although aimed at Key Stage 1 it is probably more to the stories, most of which are based around accessible for the majority of deaf children who are places of local interest and involve wildlife. at the lower end of Key Stage 2. KS1 deaf children would however enjoy the magazine with adult input It is certainly good to have a deaf child as a central and peripatectic teachers may like to recommend it character in stories where deafness is not the main to parents to try some of the activities with their child focus, as, although Matthew’s hearing seems to be at home. mentioned in most of the stories it happens in a matter of fact way; We have often bought this magazine for the book eg ‘After a few minutes they got used to the dark corner in our resource base. Pupils pick it up and but it made it impossible for Matthew to lip-read.’ enjoy reading and doing the games and activities. It The blurb at the back of the book says that the is extremely useful for reluctant KS2 readers and for author, Anne Colledge, something interesting and enjoyable for pupils to “spent many years teaching deaf children and relax with over a wet playtime or during those spare visited deaf babies in their homes ..” few minutes waiting for the bus or taxi to arrive! She likes to write stories for her grandchildren about things they have done together. ☺☺☺☺☺ Quality ☺☺☺☺☺ Value for money The north-east connection is certainly useful for our ☺☺☺☺m Educational usefulness situation, as many of the places mentioned are well known and the children can identify with the setting. ☺☺☺☺☺ Overall The stories themselves, whilst being written about exciting adventures do tend to be rather uninspiring and probably wouldn’t hold a child’s interest for long. Just read a useful and relevant book? The lack of illustrations does make the book an Found or invented an activity to enhance your unlikely choice for most primary aged children and teaching? it’s use in the literacy hour would probably be Need some advice or limited. suggestions for a new However, for raising general awareness of deafness approach? the book would be a useful addition to any mainstream Key Stage 2 class library. Share it with your ☺☺☺mm Quality BATOD colleagues ☺☺☺mm Value for money ‘on the back of an envelope’ ☺☺mmm Educational usefulness ☺☺☺mm Overall Send it to the Magazine editor
32 ©BATOD Magazine November 00 Title: Tell me why Title: Nursery World Author: Author: Publisher: BBC Education Publisher: TSL Education Ltd. No. Pages: 27 No. Pages: 35 ISSN: ISSN: www.phonak.co.Price: £1.50 (monthly) £18 for 12 issues (UK) Price: £1.20 (weekly) Reviewer Jane Bishop, Diane Russell, SENTASS, Reviewers Jane Bishop, SENTASS, Newcastle- Newcastle-upon-Tyne upon-Tyne
Tell me why is an offshoot to the magazine Learning Nursery World is a weekly magazine specifically for is Fun and similarly is a child’s educational those people involved with the care and/or magazine published monthly by BBC Education. education of nursery and early years aged children. It is an informative publication full of regular features Launched in September 1999, Tell me Why is and special reports with updates of current initiatives specifically targeted at the 3 – 5 year olds. and implications for those people who are likely to It contains a whole range of materials in the form of be affected by their implementation. stories, games and activities covering the six areas of learning of the curriculum followed in nurseries, Articles cover a wide range of issues from child pre school and reception classes. behaviour to working parents, child development to health issues. It is an extremely attractive publication full of clear, bright illustrations and photographs that would There are ideas for activities to try with young appeal to young children. children and a review of materials available. There is a large section of appointments mainly for The activities suggested in Issue 7 however, would private nurseries and child care within the home. prove difficult for deaf children of the targeted age All this together with the usual letters page and diary group. Eg. Following rhyme trails, rhyming words information make Nursery World good value for and describing sounds. money for those specifically involved with this age It could prove a useful resource for adults to share group. An interesting magazine for a casual with children but at £1.50 for 27 pages, we didn’t purchase but quite expensive on a weekly basis. feel it provided the same value for money as its sister publication. ☺☺☺☺☺ Quality ☺☺☺☺m Quality ☺☺☺mmValue for money ☺☺☺mm Value for money ☺☺☺☺m Educational usefulness ☺☺☺☺m Educational usefulness ☺☺☺☺m Overall ☺☺☺☺m Overall
Title: Grasps one to pick out the gaps in the children's auditory Author: R. Parsloe & J Morrell skills. Publisher: Stass Publications No. of pages: 103 We liked the pictures and the font used for the text ISBN: 1 87453419 5 items. It took a while to ‘think through’ the score Price: £66.00 plus £2.00p&p sheet but perhaps it was me having a bad day! The Reviewer K Bott & S Tucker. information on the test construction and the step by step administration was good. The test material was too much for the reception child we tried it with. It workedget well with the older If used regularly one could become skilled and infants and juniors, as it was simple to stateonline whether speedy in the administration and the test would give the sounds were the same or different. a starting point for auditory work. It would be valuable forwith the newly qualified phonak ToD or for peripatetic We had to use the material in short sessions and staff who have shorter lengths of time with a child. requests for repetition were many. However approached as a game and not a test. All were Of course the negative point is the cost but this happy to take part. We had to spend a good length would be balanced out by its usefulness especially if of time in the vocabulary section as words like ‘pit’ one had a large case load of children to work with. were unknown and ‘lace’ in the context of the picture was confusing. ☺☺☺☺m Quality ☺☺☺mm Value for money Only one profoundly Deaf child found part B just too ☺☺☺mm Educational usefulness much to cope with but others concentrated welt with varying degrees of success. The material enabled ☺☺☺mm Overall
©BATOD Magazine November 00 33 TECHNOLOGY UPDATE - Soundfield FM Systems Richard Vaughan Technology Development Officer National Deaf Children’s Society
Over the last few years, Soundfield FM systems (they were particularly useful before the compatibility have really begun to arouse interest in the UK, and problems of implant processors and radio aids had equipment has been installed in many schools. been addressed) and they have been have been Soundfield systems should not be confused with seen to be beneficial for children with a unilateral radio aids, although they are designed to address hearing loss or attention difficulties. similar issues. It is a relatively straightforward Much is also made of the benefits to the teacher of technology designed to improve listening conditions using a soundfield system. As well as helping them for children in the classroom. to avoid straining their voice, it is claimed that the How does it work? use of soundfield can improve discipline and A soundfield system comprises a microphone, worn concentration in the class. by the teacher, which is connected to an amplifier. Are soundfield sytems and radio aids This is usually done via an FM radio transmitter to compatible? avoid the need for wires and allow the teacher Yes, children who use personal radio aids can freedom of movement around the room. Speakers continue to use them in a classroom where a are fitted around the classroom, often on the walls soundfield system is fitted. However, care will be or in the ceiling. needed to ensure that both devices are set up The soundfield system amplifies the sound of the correctly to function alongside each other. The teacher’s voice. The emphasis, however, is not on precise way of doing this will vary with different producing a very loud sound. Soundfield is not like products. Teachers also need to be very clear about a public address system. The aim is to produce a the appropriate ways to use the technology. clear and uniform sound throughout the classroom. Will soundfield solve all the problems in a The teacher’s voice is amplified just enough to classroom with poor acoustics? improve the signal to noise ratio; in other words to As mentioned above, soundfield is just one option make it easier to hear in comparison to unwanted for schools to consider, and should be used in background sounds. A soundfield system that is set conjunction with more traditional approaches. If it is up correctly may not be immediately noticeable; practical to improve the acoustics with, for example, certainly the teacher should not detect a significant the addition of carpets, curtains or acoustic tiles, this effect when they are speaking. should be the first step. The soundfield amplifier may have tone controls that How much will it cost? allow it to be set to match appropriately the acoustic The cost of purchasing and installing a soundfield qualities of the room. Portable, desktop soundfield system can vary considerably, but on average the systems are also available that can be taken from basic equipment needed for one room will cost room to room to benefit small groups of children. approximately £800 exc. VAT. Who can it benefit? Where can I find out more? There can be some confusion as to which children There are currently three suppliers of soundfield can most benefit from soundfield. Logically, products in the UK: improving the acoustic conditions in a classroom is BioAcoustics Ltd, 26 Guildford Street, Luton LU1 2NR. Tel: potentially beneficial to all children. However, 01582 431000, Fax: 01582 488227, soundfield is just one method of doing this. For E-mail: [email protected] children with a moderate to profound hearing loss, a Connevans Ltd, 54 Albert Road North, Reigate, Surrey, RH2 9YR. personal FM radio aid is likely to be a better Tel: 01737 243134 (v&t), Fax: 01737 223475, E-mail: [email protected] solution. The group most often cited as being likely P C Werth Ltd, Audiology House, 45 Nightingale Lane, London to benefit from soundfield are children with a mild SW12 8SP. Tel: 020 8772 2700, Fax: 020 8772 2701, hearing loss, who may otherwise have been given E-mail: [email protected] no additional support at school. There is a large A number of useful articles and books have been number of children who could fit into this category, published on the subject, including: including those who have a temporary hearing loss Crandall,Carl C., et al. Sound Field Amplification: Theory & caused, for example, by glue ear. (Around one Practical Applications (San Diego: Singular Publishing Group, million children under the age of eight experience 1995). temporary deafness every year through glue ear.) Personal soundfield systems can be seen as an alternative to radio aids for children who do not or National Deaf Children's Society 15 Dufferin Street, London EC1Y 8UR cannot wear hearing aids. For some time they have Information & Helpline: (020) 7250 0123, been provided for children with cochlear implants E-mail: [email protected]
34 ©BATOD Magazine November 00 Membership subscription rates 2000
due 1 August 2000 Annual Quarterly Cheque Direct Debit Direct Debit Full members in employment £ 35.00 £ 9.25 £ 40.00 Full members taking a career break £ 17.50 £ 4.75 £ 20.00 Associate members in employment £ 35.00 £ 9.25 £ 40.00 Associate members, unwaged £ 17.50 £ 4.75 £ 20.00 (in training as Teachers of the Deaf) Retired members £ 22.00 £ 6.00 £ 25.00
For those Retired members who no longer wish to receive the Journal there is a concession to pay a reduced subscription. This concession also applies to Associate members who are employed as Learning Support Assistants or in similar roles who do not wish to receive the Journal.
The NEC has decided that Retired Members who reach the age of 80 should be given free membership of the Association. This is largely due to representations made by Mr Rudolf Crossley. Any members who reach this milestone are invited to contact the Treasurer who will then make the necessary arrangements. Full and Associate members who are entitled to a reduced subscription should notify the National Treasurer of the circumstances by 30 June for the following year’s membership to enable the necessary paperwork to be completed. Anyone with a change in circumstances (eg changing to retired status) should inform the National Treasurer as soon as they are able. Cheque payers will be sent a reminder about payment in June. Direct Debits will be altered automatically for payments in August and beyond. 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. 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 BATOD National Treasurer Mr Bev McCracken Tel / Fax 0161 439 4586 200 Bramhall Lane South e-mail: [email protected] Bramhall, Stockport SK7 3AA
All members are reminded that the National Treasurer MUST be notified of any change to your address to ensure that your Magazines and Journals reach you. Name changed to:
Address changed to:
Post code Post code: Telephone: e-mail:
BATOD Magazine November 00 35 Meetings to know about Calendar
Date Organisation Meeting Topic Venue
Nov 11 BATOD South West Focus on Dyslexia or Dyspraxia Somerset 11 BATOD South Collecting the Evidence Winchester 11 NPCIP Cochlear Implant Information Day Nottingham 17 BATOD NEC Officers Association business planning Birmingham 22-24 HSSDC Annual Conference Hull 23-24 Cochlear Europe Listening to Learn Manchester 25 Centre for Deaf Studies Deafness and Development Bristol 25 NATED Networking Derby 28 The Ear Foundation Developing Early Listening Skills Nottingham 28 The Ear Foundation Advanced Video Analysis Skills Workshop Nottingham
Dec 1-3 The Ear Foundation Residential Family Education Workshop Centre Parcs 2 BATOD NEC Association business Birmingham
2001 Jan 10-13 BETT The Educational Technology Show Olympia 26 BACDA Beyond Neonatal Hearing Screening Brunel Gallery, London
Feb 2 HOS/SHI SE SE Region meeting Chertsey, Surrey 3 SEAG Educational Audiologist Group AGM TBA
March BATOD NEC Officers Association business planning Birmingham 17 BATOD NEC Breaking down barriers & AGM 25 th Anniversary NEC Weekend Meeting Cardiff 24 EMAP The Education Show NEC, Birmingham
29-31 NPCIP Advanced Workshop Sutton Bonnington
April 28 BATOD North Neonatal Screening York
May BATOD NEC Officers & Committee Chairs Birmingham TBA BATOD Scotland Spring conference Donaldson’s College
June 15/16 BATOD NEC NEC + Regions TBA 22/23 NDCS Technology Exhibition & Conference TBA 23 BATOD South AGM & Conference TBA 29 HOS/SHI SE SE Region Meeting Chertsey, Surrey
Sept 14/15 BATOD NEC Officers Association business planning Birmingham Sept 29 BATOD NEC Association business TBA
Nov BATOD NEC Officers Association business planning Birmingham
Dec BATOD NEC Association business TBA
Items noted on this Calendar may have been advertised within the Magazine or the information reported by telephone. BATOD is not necessarily the organising body. Please contact the Organising body (column 2) for details of the conference, NOT the Editor of this Magazine.
DISCLAIMER The Editors and the Association do not necessarily endorse items or the contents of advertisements published in the Magazine and cannot accept responsibility for any inaccuracies.
Please note that items from this Magazine may not be reproduced without the consent of BATOD. Photocopying items breaches copyright.
36 © BATOD Magazine November 00 Region Chairpersons, Secretaries, Treasurers Magazine Distribution
Midland Northern Ireland Chairperson: Ms Alison Weaver Chairperson: Mrs Olive McManus SensorySupport Service 22 Cregagh Park Sandfield Centre, Sandfield Road Belfast BT6 9LF Lenton, Nottingham Secretary: Mrs Wilma McCreary NG7 1QH 96 Henderson Avenue Secretary: Mrs Janet Guest Belfast BT15 5FP The Glebe Centre, Glebe Street Treasurer: Mrs Paula McCaughey Wellington, Telford TF1 1JP 23 Manse Park Treasurer: Mr Robert Miller Belfast BT8 8RX 13 Derby Close The Meadows Scotland Broughton Astley Chairperson: Ms Carole Sturt Leics LE9 6BE West Lothian Hearing-Impaired Service Deans Primary School, Deans North Chairperson: Ms Tina Wakefield Livingston E54 8DB Melrose House, 46 Steade Road Secretary: Ms Margaret Highet Nether Edge 26 Sinclair Drive, LARGS Sheffield S7 1DU Ayrshire KA30 9BL Secretary: Mr Chris Payton Treasurer: Mrs Ann Dykes 19 Lawnswood Park Road 4 Grieve Court, Silverwood Swinton Bothwell, Glasgow Manchester M27 5NJ Treasurer: Aftab-i-Haque Wales 67 Belgrave Road Chairperson: Mr Stan Cornelius Oldham OL8 1LU 20 Cae Du Road Ogmore Vale South Bridgend CF32 7DR Chairperson: Mr Gary Anderson Secretary: Mrs Marian Williams Specialist Teacher Advisory Service (HI) 7 Main Road Hampshire County Council (Inclusion Branch) Bryncoch, Neath SA10 7PD Havant Local Education Office Treasurer: Mrs Norma Moses River Way 28 Pen Y Groes, Groesfaen Hampshire PO9 2EL Pont Y Clun, Mid Glamorgan Secretary: Mrs Angie Reese CF7 8PA 9 Wychwood Close Canons Park, Edgware, Articles, information, contributions and advertisements for the Middx HA8 6TE Association Magazine should be sent to: Treasurer: Ms Viv Ogg Mrs Ann Underwood Mary Hare Grammar School BATOD Magazine Editor Arlington Manor, Snelsmore Common 41 The Orchard Newbury RG14 3BQ Leven, Beverley South West East Yorkshire Chairperson: Mrs Linda Lang HU17 5QA 5 Tamar View, Launceston e-mail [email protected] Cornwall PL15 9EX Secretary: Mrs Fiona Elsworth Submissions to the Journal Sunspot, Liston Down ‘Deafness and Education International’ should be sent to: Cornwall PL16 0DB Dr Clare Gallaway Treasurer: Miss Harriet Nott CAEDSP, School of Education ‘Ygorow Dew’, 75 Stannary Road University of Manchester Stenalees, St Austell M13 9PL Cornwall PL25 8SW e-mail [email protected]
BATOD Magazine distribution from: Royal Schools for the Deaf, Stanley Road, Cheadle Hulme, Cheshire SK8 6 RQ Association Magazine ISSN 1366-0799 Published by The British Association of Teachers of the Deaf 41 The Orchard Leven Beverley HU17 5QA Printed by White Horse Press, 1 Hambridge Lane, Newbury, Berkshire RG14 5TU “Thank goodness Starkey thought of us when designing their Digital BTE”
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Starkey Laboratories Ltd. , William F Austin House Bramhall Technology Park, Pepper Road Hazel Grove, Stockport SK7 5BX Freephone 0500 26213 Title: Easy Way Guide to Signing : Pocket Title: Sign Language Link Signing Book Author: Cath Smith Author: Alan Thompson Jnr Publisher: CO-SIGN BOOKS UK Publisher: Thornaby Young Deaf Enterprises No. Pages: 144 No. Pages: 114 ISBN: 0-946252-33-5 ISBN: 1-902628-75-6 Price: £5.99 Price: £2.50 Reviewer: K. Bott. Bentley West Hearing Impaired Reviewer: K. Bott. Bentley West Hearing Impaired Unit. Unit.
This handy sized book was designed as a ‘Phrase This book is of a similar size to Easy Way to Book’ to enable hearing and deaf people to Signing, but contains a lfar fewer signs as there are communicate more easily. The author compares it to only 3 to a page. Again, simple line drawings are the sort of phrase book you might take on holiday, used but several English words are linked to each but this book might be used to communicate in sign, showing the range of meanings that can shops or at the doctors when a Deaf person wants accompany a sign. The context of the sign is also to communicate with a hearing person who has no mentioned. Where regional variations exist, the book knowledge of sign language. does make reference to this.
The author suggests that it may also be used as a The signs are arranged in alphabetical order. dictionary for a Deaf person to help with spellings or In this book, more information is given about the finding English vocabulary. direction, orientation and movement needed to make the sign. Detail is also included about non-manual The book is certainly a convenient size to be carried features, describing some of the facial and bodily around easily. Because of it’s compact size, the expressions required. range of vocabulary included is limited, but does cover the basics. There is an alphabetical index at This book is geared towards a ‘beginner’ signer who the back of the book, but the main body of the book wants to further develop their knowledge of signs, or is divided into everyday situations such as work, to revise those they have already been shown. food and drink, sports, etc. The book also has a list of resources and recommended reading as well as a list of useful The signs are shown as simple line drawings, with addresses for readers who want to find out more 16 signs to a page. Arrows are used to show about the Deaf world. direction. There is limited additional information on non manual features, as the drawings do show As with any sign language dictionary, this is no cheeks, eyebrows and mouth shape, but these are alternative to attending a course teaching sign at a very basic level. language, or having direct communication with the deaf community, but is a useful book for anyone who As with any sign dictionary, the signs may not be the is starting to learn sign language. Although this book ones you are familiar with, but this is a universal does not contain as much information as Cath problem. The dictionary only gives one sign for each Smith’s ‘Communication Link’, it’s handy size makes word, so does not allow for regional variations. it easier to carry around. A deaf colleague agreed that it is a useful book to make it easier for Deaf people to communicate with There also the potential for this book to be used in non-signers. the same way suggested by ‘Easy Way Guide to Signing,’ as a phrase book to facilitate communication between Deaf and hearing people. ☺☺mmm Quality
☺☺☺☺m Value for money ☺☺☺☺m Quality ☺☺☺mm Educational usefulness ☺☺☺mm Value for money ☺☺☺☺m Overall ☺☺☺mm Educational usefulness ☺☺☺mm Overall
16 BATOD Magazine November 00