The British Association of Teachers of the Deaf
MAGAZINE British Association of Teachers of the Deaf May 1999 ISSN 1366-0799
THE LITERACY HOUR HANDOUTS AND ADVICE SHEETS ISSUES AND CHALLENGES SUPPORT SERVICES UNITS AND RESOURCE BASES TEACHING HIGH FREQUENCY WORDS POETRY USING TELEVISION RESOURCES THE PLACE OF CUED SPEECH ASSESSING BSL
NEWS & INFORMATION
AUDIOLOGY REFRESHER 7 & 8 COMMITTEES WORKING FOR YOU COURSES AND MEETINGS REGION NEWS SELECT EDUCATION QUALIFICATION
CALENDAR
£ 3.00 From your editor.... The decision to make this May issue into a focused issue dealing with the practice of the Literacy hour was relatively easy. Collecting the pieces of information and articles was a challenge. The response from those approached to write specific articles (...for yesterday!) was amazing. I hope that everyone who reads this magazine will appreciate the effort made by the various contributors who have worked so hard on top of their regular commitments. A really big THANK YOU to them. The subject will obviously remain ‘live’ and so further articles and comments are welcome and there will probably be a sequel.
Now - a ‘call for papers’ or questions about SAFETY - both pupil and staff safety, how to ensure it, teach it, resources to be used, create policies, bullying, child protection and anything else about the issue. The September Magazine will consider this topic alongside the other information usually carried. Obviously the sooner your thoughts are received the better - ultimate copy deadline is 30 June 1999. The next most exciting occurrence has been the decision to put our BATOD presence on the World Wide Web on a secure footing. Careful research by our Web Master Matthew Underwood resulted in a comprehensive paper and the decision to take our own ‘domain name’ and to ensure that BATOD e-mail addresses were explicit. So as you read this Magazine you will be unable to find BATOD on the Internet for Learning site. You will have to look for: www.batod.org.uk Our e-mail addresses will be easy to Contents remember as well as they will all have Articles and Reports: the same address after the Introduction The Literacy Hour for deaf pupils 1 ampersand. So the Magazine will be: Special Needs within the Literacy Hour guidelines 2 Issues and Challenges 4 [email protected] Support Services 6 Key questions for teachers 8 Ann Units and Resource Bases 9 Magazine editor Special Schools 10 HMI & Ofsted recommendations about Literacy Hour 10 Literacy Hour for HI pupils in mainstream 11 Phoning 01964 544243 SEN Guidelines (Hearing-Impaired pupils) 12 BATOD Magazine, Publications & Teaching High Frequency Words 13 The place of cued speech 14 Advertising? Hands Up - Signed Words and Pictures 16 Using Television resources for teaching 20 ....PLEASE SPEAK Poetry 23 Poetry in practice 26 (don’t sigh and hang up!) Preschool planning 30 if no-one makes it to the phone to respond Assessing deaf children’s BSL 34 EWAY! 7th letter from Zimbabwe 36 LEAVE A MESSAGE Advising teachers 38
or send a fax Information: or even e-mail ICT Newspage 44 [email protected] Select Education launch 43 Noticeboard 29 Visit our web pages http://www.batod.org.uk Audiology refresher no 7 39 Audiology refresher no 8 41 General queries to News from the regions 48 BATOD Hon.Sec Paul A. Simpson should Letters 47 be e-mailed to: [email protected] Classroom Resource Reviews 41 Implant Teachers’ SIG 29
Association Business: Front Cover What went on at NEC on 27 March 52 John Henson uses his cochlear implant to the full Minutes of NEC Meeting 23 January 1999 centre pages at Northern Counties School for the Deaf to follow NEC Committees working for you 33 in the footsteps of Evelyn Glennie. New Subscription Rates 55
Calendar 56 The Literacy Hour for deaf pupils
The issues for the education of deaf children surrounding the Literacy Hour are wide ranging. Advice, support, teaching techniques, ideas and thoughts are all available, but because many Teachers of the Deaf are isolated, sharing good practice or simply thinking things through may not be easy. In the January BATOD Magazine Jackie Parsons asked for information about what inventive Teachers of the Deaf were doing about the Literacy Hour where they were working.
A big THANK YOU to everyone who responded to the request and to those who have contributed to this Magazine. It is, of course, impossible to deal with every aspect of teaching the Literacy Hour to deaf children in a single magazine. We have tried to cover a range of topics from various points of view. We hope we have provided a useful resource here, but if your particular approach is not represented, or you feel that you have some ideas which could be of benefit to members, please write to The Editor. A second dedicated issue could be produced with further shared information. There are many interesting and useful catalogues from suppliers. One of the latest publications is The 1999 Guide to Literacy Resources produced by the National Literacy Association (NLA) and sponsored by Advantage Learning Systems, NASUWT, Educational Publishers Council and BESA. Charlie Griffiths (NLA) admits to having a few ‘spare’ copies (left over from a mailing to schools) for ToDs who contact her on 01202 484079. If there is demand it may be possible to reprint. The NLA have completed the overview of resources available to support literacy in the classroom, not just books but ICT, multisensory approaches, audio-visual materials etc. Materials included are for classroom use that could be effectively and enjoyably used by teachers and pupils to encourage young people who are struggling with literacy. Search for the copy in a school near you... or try Charlie and tell her BATOD told you to!
BATOD Magazine May 99 1 Meeting special needs within literacy hour Pauline Hughes County Co-ordinator, Surrey Education Services, Sensory Support Service
This leaflet was distributed to all LEA schools in Surrey by the Education Children’s Service prior to the publication of the DfEE SEN guidelines to reinforce general good practice beneficial to most children with SEN.
Central Government is shortly due to release guidelines for addressing special needs during literacy hour. We are aware of the additional responsibility that teachers have in delivering literacy hour and the concerns expressed with regard to meeting all pupils’ needs. Education Children’s Services wish to offer you suggestions and reminders for good practice. 1. The physical environment h Use good overhead lighting to avoid glare and strong shadows: good Give thought and overhead lighting assists lip-reading and attention skills. attention to the h Carpets and curtains help reduce noise levels caused by reverberation, classroom making the classroom more comfortable and less stressful. environment for h Organise your seating and teacher/adult positioning with the needs of all literacy hour pupils in mind. h Ensure that displays within the pupils’ visual field during whole class sessions support the text and are not cluttered or distracting.
2. Classroom management h The literature circulated to you has highlighted the advantages of literacy Remember to use your hour, and suggested strategies to meet pupils’ special needs. We urge good practice. you to continue with the many effective strategies currently used to meet special needs within the class, and to refer to the literature for additional advice and support. h Pilot projects showed the advantages of literacy hour for pupils with Group teaching has special needs. Pupils are exposed to a breadth of texts that could benefits for all otherwise be inaccessible if trying to read independently. New skills lead children. to greater independence in literacy. Pupils get more direct and quality time with the teacher in group teaching than in brief one-to-one sessions, due to the greater level of control with classroom organisation. Placing pupils in a variety of groups over time will ensure optimum learning and social interaction. h In addressing pupils’ needs each pupil should, as far as is appropriate, be Structure and routine involved in class/group teaching sessions. One school in the pilot project focuses learning for reported that despite having 50% of the school on the special needs all pupils. register, pupils felt secure and better able to focus on learning rather than organisational issues. There was an increase in pupils’ self esteem. Less able pupils made greater contributions to the group. Bilingual and Traveller pupils bring a wide variety of cultural, linguistic and educational experiences to learning. h Strategies for developing effective routines are described well in the Plan, teach and publication circulated to schools: “The Literacy Hour- Practical reinforce literacy hour Suggestions for Organised Direct Independent Work”. It stresses the routines. importance of establishing good routines from the beginning. It advises that the content of the literacy hour is suspended for a few weeks while pupils learn what is expected of them within the structure of the hour. In addressing behavioural issues and behavioural management techniques, develop with the pupils clear expectations for appropriate behaviour, such as pupils writing their own class rules for the literacy hour, whereby rewards and consequences are clearly known.
2 BATOD Magazine May 99 h Focus on ‘management and movement’ between activities. For example, Manage movement prompt change-over routines and tidying up; ensure pupils know where to between activities. find supporting materials; stop the class regularly to praise pupils following the expected routines, getting equipment, working independently and completing tasks. Circulate around the class checking on group working and those using the implemented strategies. h Help pupils to develop a sense of timing, pace and sequencing within the Devise signals for hour through visual and/or sound signals and cues. Signs on tables your pupils. indicating whether a group is working with the teacher or independently are useful in indicating to pupils whether or not they can approach a table for help. Use a timer/alarm to indicate when literacy hour is finished. This approach is particularly helpful for pupils with attention, concentration or listening difficulties. h You will need to differentiate carefully for the range of ability levels and Continue to special needs in your class. As well as differentiation of materials with a differentiate for variety of text, consider which learning styles your pupils use; how you individuals, eg variety can structure your language to best effect; how you present and reinforce of text, learning ideas and information. Pupils will learn at different rates and respond to structures and different elements of the structured hour. Where pupils have Individual presentation. Education Plans, develop work at appropriate levels through IEP targets. Provide additional tasks that challenge more able pupils. h Develop self-organised learning and independent working strategies early Teach self-organised on in delivering the literacy hour. Tasks should be structured, appropriate, learning strategies to challenging and linked to the ability level of the group. There should be your pupils. clear task allocation via group task boards that pupils are familiar with and can follow independently. For some pupils, pictorial symbols will be helpful. Pupils need to learn alternative strategies to resolve a difficulty without referring to the teacher such as ‘having a go’, asking a friend, using a dictionary, or continuing with an alternative task. They also need to learn routines to be independent such as procedures for asking for the toilet, where finished work goes, locating equipment and tidying up.
3. Using human resources h Make best use of adults in the classroom. There will be paid workers such Plan and liaise with as support teachers and learning support assistants, and voluntary adult helpers in the workers such as parent helpers and reading volunteers. Whenever classroom. possible, use adult helpers to prepare pupils for the work they will be doing the following week. They will gain more from and contribute more to the actual literacy hour. Planning and liaison is the key, together with ensuring that all adults are clear about their roles and boundaries.
h Everyone in the school is involved in literacy hour in some way. Talk to Network in school. colleagues and share good practice. Ask for ideas if you have a particular problem with some aspect.
h The Educational Psychology Service, Learning Support Service and Consult with LEA Curriculum and Management Consultancy can support you in a variety of agencies. ways. The Surrey Schools and Education Services Directory describes the overall purpose of each service to help you decide which is the most appropriate.
h Let pupils’ parents/carers know in advance what will be covered in literacy Inform parents. hour, so that work can be consolidated at home.
BATOD Magazine May 99 3 The Literacy Hour and Deaf Children: Issues and Challenges Sue Lewis and Margaret Kumsang
Reminder: The literacy hour is one component of an LEA/ Pupils must be able to predict, check, cross check, school’s response to the National Literacy Strategy identify and correct errors, bring past knowledge and and Framework. As part of this response all schools experience to the text. are committed to: F the successful reader switches on ‘all the F making literacy improvement a whole school searchlights’ priority F poor and beginner readers may be over- F an audit of literacy standards, teaching, dependent on a small number of ‘lights’ eg resources and target setting before contextual clues, picture clues, word recognition implementation of the project F the model is meant to be interactive ie tackles F timetabling an hour of literacy per day text from ‘top down’ and sounds/ spellings from F introducing clear monitoring procedures for ‘bottom-up’. planning delivery and progress towards literacy; evaluating success of project THE PROGRAMME OF OBJECTIVES F review and plan expenditure to take account of A set of term teaching activities to focus a teacher’s need for extra texts, big books and other texts. planning. This covers NC requirements for reading and writing from Year R to Year 6 - but not all A reminder of the structure of the hour and the aspects of English. principles of the framework What is missing? Principles of the framework ⌧ close link between reading and writing F one hour of literacy lessons per day throughout, so that child employs burgeoning F literacy given a high profile in all school skills and knowledge in both. Initial statements subjects stress the importance of speaking and listening F high expectations within the strategy and programmes F teacher understanding of how children learn ⌧ range of fiction and non-fiction reading to be F detailed planning of content and teaching focus planned for each term F well established routines, expectations and ⌧ reading to be used to provide structure and classroom manners content for pupils’ writing F organising for independence ⌧ work set out under 3 related headings: F ongoing monitoring of pupil progress and TEXT LEVEL comprehension and composition programme balance SENTENCE LEVEL grammar and punctuation F well organised resources WORD LEVEL phonics, spelling and vocabulary F maximising the direct teaching time to which the child has access THE STRUCTURE OF THE HOUR F teaching provides highly focussed examples of: v To provide a clear focus for reading instruction target strategies and reading behaviours, v Direct teaching of whole class or groups to pupils experience shared reading (large group), maximise opportunities for: guided reading (small group) and opportunities s high quality oral work - discussion, for independent work individually and in groups/ questioning, presentation, reflection pairs etc. s carefully guided reading s structured teaching of phonics and spelling THE MODEL OF READING s shared and independent writing Most schools and LEAs operate on: Successful reading involves learning to use a range 10-15 minutes: whole class work with shared text of strategies including: 10-15 minutes: KS1 whole class word level work KS2 whole class word or sentence knowledge of context level work 25-30 minutes: group work on a range of tasks to enable teacher to work intensively grammatical TEXT graphic with two groups per day (or 1-2 knowledge information KS2), focusing mainly on guided reading 5-10 minutes: whole class plenary session, to phonics word recognition reflect on key points, what has been done, present work etc.
4 BATOD Magazine May 99 PRINCIPLES OF GUIDED READING Negatives The teacher works with a group of pupils who are 1 Children are being excluded as cannot cope able to read similar levels of text with support. with pace of oral part NB that support may be support from each other not 2 Shortage of LSA support simply from the teacher. 3 Lack of time to cover content of eg poem to be The teacher uses a set of copies of a novel text to done as class facilitate independent problem-solving by the group/ 4 Lack of resources pairs/ individuals. 5 Now two distinct groups - those who can integrate and those who cannot The teacher: 6 Logistics of using LSAs m decides on the focus for the lesson 7 Unit teachers have felt isolated with no-one to m chooses a text with some challenge for the group discuss problems with m sets the scene for the children with a clear 8 Liaison summary of the content/ story line 9 Class teachers in mainstream giving up with m explores the text with pupils by: SEN children w discussing the content 10 Difficult to support oral and BSL input at same w making links with personal experience/ time prior learning/ knowledge 11 Level of text often too complex w encouraging predictions 12 HI children ‘switching off’ w rehearsing language if necessary 13 Challenging for class teachers - unprepared m allows pupils to read text independently, assisting 14 Rhyme and monitoring individuals as necessary 15 Less time for individual reading m identifies aspects or features of the text for 16 Phonics further discussion/ practice 17 Pace too fast m suggests a response to the text. 18 Need more recap and additional cues 19 Large text used to introduce a topic, difficulty EXPERIENCES with resources for additional carry on material The delegates at the BATOD 1998 AGM considered 20 Problem supporting across number of year what problems Teachers of the Deaf are groups experiencing, identifying positive and negative 21 Being in all planning groups - problem if all features. happen together Positives 22 Gap at top of KS2 can be wide between pupils 23 Enough time to do it all 1 Children more interested in books 24 One hour does not encompass all literacy for HI 2 Greater interest in words 3 Repetition helps HI child What Teachers of the Deaf must do is consider how 4 Structure and planning in time will help HI these ‘negatives’ can be turned into ‘positives’ children (but a problem currently) 5 Liaison with class teachers Some recommended reading. 6 All children are quiet ‘Supporting Struggling Readers‘ 7 Nice to use text other than reading schemes Diana Bentley and D Reed ISBN 1897638094 8 Visual presentation of phonics has helped UK Reading Association - diagnosis of difficulties and 9 New big books action to overcome the problem 10 Parallel teaching with mainstream ‘Helping Children with Reading and Spelling’ 11 Specific time to spend on language ISBN 0415107334 12 Making suggestions to mainstream teacher for ‘Phonology Procedures’ STASS ISBN 1874534071 whole class 13 Recapping is positive 14 Carpet time / large text - a good model 15 One text helps children get to know text throughout week Teaching for the Deaf earns praise 16 Allows progression 17 Minimum quality time for literacy - ring fenced Deaf children in mainstream schools and 18 Children get better at working to time limits units are making mostly satisfactory progress 19 Where done well reduced noise levels help HI with their reading - thanks in large part to child good quality teaching, according to an Ofsted 20 Class teachers understand difficulties of HI child report. But teachers drew attention to more problems in using conventional reading tests.
TES 22 Jan 99
BATOD Magazine May 99 5 The Literacy Hour and Support Services for Deaf Children Sue Lewis
Most Teachers of the Deaf and support services Specific Roles identify concerns that relate to the following areas: When ToDs support pupils during the literacy hour they will/should take and active part in: Relevance Issues w Medium and short term planning Are the objectives relevant to the deaf child in the w Identifying and targeting individual needs class? w Advising re objectives and adapting materials Are the materials appropriate? and resources w Providing advice and support to class teachers Organisational Issues and Educational Assistants The whole class session - positives, negatives w Delivery of content where appropriate The group/ independent work w Advising parents Inclusion v withdrawal w Monitoring and assessing progress towards Support issues targeted objectives Role of the Teacher of the Deaf Such medium term involvement might involve: Role of learning support assistant w Overviewing planning and identifying when pre Role of parents tutoring may be necessary and when it can be timetabled Resources Issues w Timetabling of teacher and EA support Materials w Overviewing balance of programme/ links to deaf Personnel pupils’ identified priority targets and roles and A Service Response to the Literacy responsibilities for monitoring progress/ delivery etc. Strategy and Hour w Suggesting and/or providing alternative materials 1 Does the Service set literacy targets? ( which might mean several copies of the same 2 Has it carried out an audit of teaching book) approaches, resources and standards? w Ensuring liaison time is allocated 3 Is there a policy document or are there guidelines re the Literacy Hour and the Hearing Short term weekly planning may involve: Impaired Service? w Weekly liaison with all involved re short term 4 Is there a reading and writing policy? planning/ delivery 5 What sort of assessments will be carried out? w Arranging adaptation/ pre tutoring/ previewing 6 Are IEP targets set for literacy? w Familiarisation of child with key activities/ 7 Is progress measured against them? strategies w Identifying strategies for access for that week Draft policy document for an approach w Advising re EA support and training EA if to the Literacy Hour necessary Sue Lewis has considered these issues and from Possible involvement in the Hour itself? the discussions with colleagues has developed a 1 In the first 15 minutes draft policy document for pupils who are supported parallel teaching regularly by specialist Teachers of the Deaf (ie at structured observation least once per fortnight). team teaching The Role of the Specialist Teacher of the Deaf: advisory role to Class Teacher The text for this section will stress the role in 2 In the second 15 minutes individual schools will be negotiated between the as above school, the Class teacher, the ToD, the educational parallel teaching of group (word and assistant. Factors that will be taken into account will sentence level targets) include: review of whole class session w Amount of time allocated to the pupil (individual or small group) w Identified targets following Annual Review and 3 In group and independent work IEP review withdrawal w Diagnostic assessment of pupil’s language and guided reading with group literacy strengths and weaknesses advice re independent reading w Classroom organisation, class composition, activities teacher style individual support within group 4 Plenary session parallel group facilitating deaf child’s contribution
6 BATOD Magazine May 99 Advice and support from the specialist Teacher Possible Organisational Modifications of the Deaf will include: w Reducing the amount of whole class time for w Advice re the appropriateness of class or group more group time (small schools) literacy objectives for the deaf pupil w Increasing the amount of group time ( small w Advice re strategies that will support the deaf schools) child’s inclusion in each component of the w Using additional adults for simultaneous support literacy hour eg practical advice re: or teaching (small schools) Text appropriateness w Setting across a number of classes (small Text modification schools) Visual aids w Individual pupils may work with a younger/ older w Alternative teaching materials and strategies group w Use of the Educational Assistant w Pupils’ current linguistic and literacy needs and Differentiation of Content their implications w Controlled degree of differentiation possible w Diagnostic assessment of pupils’ literacy (SEN) strengths and weaknesses/ current reading and w Some pupils may require different levels of work writing levels and their relationship to pupils’ to rest of peer group (SEN) current linguistic, listening and learning levels w Pace of work may be different (SEN) w Support for identifying IEP targets and assessing w Identify what pupils can do and include earlier progress towards these objectives w Provide extra support resources eg writing Implications frames (EAL) w More time may have to be allocated for liaison w EAL (Deaf) learners may have conceptual and support out of the child’s allocated time understanding of high ability groups w Literacy support packs may need to be compiled, including a ‘tips’ leaflet for pupils visited less The programme must take account of often developmental level (Reception) eg it should ‘enrich language experience’ and have a strong emphasis Overview An overview of LEA responses using workshop and on phonological awareness but in ‘ways that are participant experiences and guidance in Section 4 of relevant to the child’s stage of development’ the framework that has relevance to deaf pupils. (Reception) What is said in section 4 of the Framework? In the sections referring to EAL and Reception How will it help us to ensure the ‘full participation’ of pupils there are a number of statements about deaf children in the Literacy Hour? language and literacy and how young language w Pupils with SEN should normally work with their learners should be supported / specialist staff used peers within the literacy hour. They should only eg be taken out of the hour to work in parallel when w The ability to speak competently and listen with extra support within the literacy hour or outside understanding is vital to the earlier and of this time is not enough continuing development of literacy skills (R) w Parallel sessions should not last for the whole of w Pupils who enter KS2 with little or no English will the literacy hour need particular support and guidance (EAL) w The ground covered should link into the rest of w Additional specialist support staff will ... work with the class the teacher, monitor pupil progress, advise re the w Teachers should plan literacy work for SEN suitability of texts pupils using word, sentence and text level In class and group time EAL (Deaf) pupils will need objectives w Extra time for understanding the meanings of word and grammar How can we deal with our concerns? w Texts appropriate to the needs of the group and For example the mismatch of text, materials and framework - with particular attention to the delivery with deaf pupils’ current levels and needs? language structures w Look at the other guidance in Section 4 - for w Importance of pre tutoring and/or introductions mixed classes, Reception pupils and EAL pupils - that orientate the child towards the text/ activity is the latter in particular has much to say about stressed language and literacy In addition there are comments concerning the need ALL Teachers of the Deaf should be BATOD members for pupils to have: Need an application form? Good models of English Opportunities to discuss in English Look on the web-site Broad range of prompts and guides or telephone BATOD (see inside front cover) Intensive focused teaching in groups And to develop their knowledge of language in a Full membership £40.00 (£35.00 by Direct Debit) shared and familiar context.
BATOD Magazine May 99 7 An example: Sentence Level possible activities for a Y5 pupil identified as having: Y5 3 to discuss, proof read and edit their own w strong decoding skills but not reading effectively writing for clarity and correctness for meaning across and within paragraphs Y5 7 from reading to understand how the dialogue w can locate concrete information using DARTS is set out type format Text Level Word level elements Reading comprehension w High frequency words/ meta language Y5 3 to investigate how the characters are w Guidance on working within known vocabulary presented, referring to the text for HF words 21 to identify the features of recounted texts w Advising about appropriateness or not of some such as sports reports, diaries, police reports grammatical forms according to child’s linguistic etc level w Phonics Y4 20 to summarise a sentence or a paragraph by general guidance re working within child’s identifying the most important elements and phonological system initially rewording them in a limited number of words Other examples: w Punctuating an unpunctuated passage Writing w Reading for meaning - DARTS type activities 12 to provide an alternative ending for a known story and discuss how this would change the Word Level reader’s view of the characters and events of Y5 2 to use known spellings as a basis for spelling the original story other words with similar patterns or related 13 To summarise in writing the key ideas from a meanings paragraph or chapter Y5 7 to explain the difference between synonyms, collect, classify and order sets of words to identify shades of meanings Key questions for teachers
? Are specialist staff included in the planning process? ? Do the materials and teacher questions used during whole class teaching encourage the participation of deaf learners? ? Does the delivery of the shared reading and writing use all the strengths and linguistic skills of the adults and children? ? Is the teaching of the shared reading session giving sufficient attention to establishing meaning for all learners? ? Is the word and sentence work related to meaningful activities? ? In the shared word/sentence level session is the teacher promoting high expectations? ? Does the teaching maintain pace with all learners? ? Is the guided reading helping to meet objectives shared by the reading group? ? Are additional members of staff, where available, deployed effectively during the group work to meet the critical learning needs of deaf learners? ? Does the plenary provide sufficient time for pupils to make considered and full contributions? ?
8 BATOD Magazine May 99 The Literacy Hour in Units or Resource Bases Sue Lewis
Units and Resource Bases Danger areas: Word level objectives: Guidelines for SEN apply to pupils in mainstream schools; w targeted phonemes are not within child’s phonology wherever possible pupils should be included in literacy hour w targeted vocabulary is not within child’s understanding/ provision with their peers unless: vocabulary w support within the hour itself/ outside the hour would still w text overloaded with too many unfamiliar words and not enable them to access appropriately meanings w provision is not in-line with Annual Review objectives w high frequency words outside of grammatical reach and provision for language and literacy. Sentence Level: Where parallel teaching takes place this should not usually w grammar too far outside child’s level last for whole of the hour; however the SEN literacy w insufficient discussion/ speaking and listening time to guidelines are written for the general SEN population, not allow meaning to be accessed for the specific and particularly not for contexts in which w meaningfulness of activity specialist teaching support and LSA is readily available. w too many unfamiliar words in text/ activity for child to In such contexts the issues become: focus on sentence level task w how are literacy targets set for unit pupils? Text Level: w who is responsible for planning, delivering and w insufficient setting of scene and task monitoring literacy programmes for deaf pupils? w high levels of unfamiliar vocab/ concepts; w how is literacy practice with deaf pupils and standards w strategies not clearly identified and rooted in child’s attained evaluated? How are pupils’ literacy needs current strengths identified? w insufficient speaking and listening opportunities w how are decisions taken re inclusion/ withdrawal in w assumes grammatical level and discourse level which relation to the Literacy Hour? child does not currently have w what training is given to mainstream staff? What will help? Working together? Practical support: w how do Unit and mainstream staff plan together to meet seating arrangements deaf pupils’ needs? use of technology w what do literacy objectives for deaf pupils look like; are more visual aids success criteria set and is progress evaluated against Delivery support these? pre tutoring w what diagnostic assessment takes place? ‘setting of scene’ w how are support assistants involved in planning? Have plenary sessions they received training re. the literacy hour and deaf appropriate differentiation of questioning children’s needs? reformulation w what resources are available to support inclusion? chairing more time allowed for responses Factors influencing deaf pupils’ access to the literacy hour clear routines and expectations w relevance of identified objectives to current literacy clear role for support understandings w linguistic level w attending and listening level When should the child be withdrawn? w learning strategies This must be individually decided. Parallel teaching within w previous experience the framework or from different levels may provide an w organisation and delivery of the hour - objectives not answer but consideration should be given how literacy is activity driven supported across the curriculum. The techniques used in w support available - during, pre or post the ‘hour’ other SEN and classroom situations should be considered w resources available; use of technology, use of visual and evaluated to identify similar techniques being used. aids The implications of the child's current linguistic and literacy w grouping of pupils; needs of other pupils skills must be familiar to all concerned eg the use of w awareness of deaf child’s targets pronouns - how could this be supported and linked to the w pupil motivation literacy hour? w materials/ text selected
BATOD Magazine May 99 9 Literacy Hour and Special Schools Recommendations from Ofsted Sue Lewis following a survey carried out by HMIs From September 1998 special schools have been required Schools and support services for pupils with hearing to set their own literacy targets and literacy action plans. impairment should review the quality of assessment and recording of the reading skills of hearing-impaired Introducing the Literacy Hour will pose particular challenges pupils whether placed individually or in resourced for special schools. Teachers are expected to use their provision, to ensure that: professional judgement to determine how far to apply the s pupils’ progress is monitored effectively and NLS Framework for teaching while still ensuring that pupils communicated clearly to all relevant receive appropriate individual teaching. Pre literacy skills professionals, parents and pupils; involving language development and communication may s pupils’ strengths and weaknesses in the well be appropriate for some pupils. component skills associated with reading are Teachers in special schools may decide that for their pupils assessed, recorded and used to inform planning; a sustained literacy hour is too long and may choose to s where specific learning difficulties in reading are teach elements of the literacy hour at different times of the suspected in addition to hearing impairment, day. these are investigated thoroughly; s individual education plans set out measurable It is expected that special school teachers will aim towards targets for reading where this is appropriate and the teaching objectives in the NLS Framework for teaching state the teaching strategies to be deployed to wherever they are appropriate. achieve the targets; The school should have a clear strategy for promoting s pupils’ progress is subsequently evaluated literacy in all classes and across the curriculum. The quality against such targets; of planning should be evident from detailed lesson plans, s schools and support services should monitor the which match NC requirements and the NLS for Teaching. effectiveness of their teaching methods, support This may include the involvement of parents and the strategies and learning resources for the indepth consideration of the adequacy of resources. teaching of reading to pupils with impaired hearing. In particular, the range of strategies used in the teaching of reading should be reviewed to ensure that a broad range of skills is systematically taught; s LEAs should monitor and ensure the quality of teaching of reading in secondary schools in which pupils with impaired hearing are placed; s schools and support services should monitor the effectiveness of communication between visiting Teachers of the Deaf and class teachers; s primary schools should plan their implementation of the Literacy Hour to achieve full participation of pupils with impaired hearing in mainstream reading activities; s managers of support services should assess and provide for the in-service training requirements of Teachers of the Deaf for the teaching of reading and the management of the Literacy hour; s schools and managers of support services should review the in-service training needs of learning support assistants working with hearing- impaired pupils with respect to their support of the teaching of reading; s managers of support services and teachers in charge of resource bases should consider the inclusion of an element of training in the teaching of reading in their preparation of class teachers to receive a hearing-impaired pupil; s schools and support service managers should plan and provide to meet the needs of staff for in-service training in the use of information technology to support the development of the teaching of reading. from a Kent Physical & Sensory Services leaflet
10 BATOD Magazine May 99 LITERACY HOUR FOR HEARING-IMPAIRED PUPILS IN MAIN STREAM CLASSES Surrey Sensory Support Service
Many schools have requested advice on strategies to help hearing-impaired children access the literacy hour. Here are some pointers:
Use of Equipment Hearing aids and radio aids should always be checked before the start of the literacy hour. In certain situations conference mics may be used if they prove to be helpful in group sessions. When these are used children must have their books in their hands and remember that they must keep things off and from touching the table, otherwise the mic will not function.
Implications for Learning Support Assistant 2 may be needed to be present at the planning stage 2 needs time, before the literacy hour, to introduce the new vocabulary and story that is to be presented in the initial session 2 needs to reinforce old and new concepts 2 needs to take charge/be with group that hearing-impaired child is in 2 hearing-impaired child will still need to read regularly with an adult
High Frequency Words (eg is, on, it, is, a, as, and etc.) High frequency words may not be in the child’s developing speech and language. It is important that these are not over emphasised as it may result in deviant writing.
Writing in sentences Hearing-impaired children will write as they speak ( like very young children). They will use the nouns in the correct order eg Mummy [and] John [went to the] park [and played on the] swings. It is important to accept this form and not to insist on complete sentences otherwise this may result in deviant writing and cause many problems.
Phonics HI children will need much reinforcement and practice of listening. They may not hear the sounds in the same way as other children. Group Work 2 it is important that hearing-impaired children are not always put with the less able children 2 the noise level of the room should be kept to minimum, eg door closed, no noise from clearing up etc. 2 the group with the hearing-impaired child may need to move to a quiet area 2 other children’s questions and comments are relayed again by teacher. (This also applies to whole group sessions) Positioning It is important that the hearing-impaired pupil is seated where s/he can always see the teacher’s face when s/he is reading from a big book/class material. When in groups, the hearing-impaired child should be seated so that he/she can see all members of the group.
Use of overhead projector [OHP] Please be aware of the noise generated by these machines, as it masks speech for the hearing- impaired child. Classes with hearing-impaired children should have the quietest OHP available in school. It is possible to buy silent ones. The OHP should be turned off when the teacher is speaking and the children do not need to see the text. This leaflet was prepared and produced for Surrey Education Services, Sensory Support Team
BATOD Magazine May 99 11 SEN GUIDELINES FOR THE LITERACY HOUR Hearing-Impaired Pupils Key Points F be aware of appropriate strategies for individual hearing-impaired pupils in your class F ask the Advisory Teacher of the Hearing-Impaired [ATOHI] for support in deciding on appropriate strategies F check pupils’ hearing aids and radio aids before Literacy Hour starts F seat hearing-impaired pupils where they can see your face when reading from the Big Book and in group work F ensure good overhead lighting to assist lip-reading F manage noise levels, especially during group work, to allow HI pupils to hear as clearly as possible F repeat and reflect other pupils’ questions and responses to ensure HI pupils have heard them F allow sufficient time for HI pupils to respond F liaise and plan with the ATOHI for ‘high-need’ HI pupils
Hearing impairment varies in type and degree, and the impact on any individual. Glue ear w this is the most common cause of hearing difficulty in young children w pupils with glue ear will benefit from preferential seating, good lighting and noise management w in some instances, their speech and language development and listening skills may be affected, which will involve teachers in further differentiation Unilateral (one sided) hearing loss w children with unilateral hearing loss should be seated in shared text work with their ‘better’ ear towards the teacher w in group work, seat them with the ‘better’ ear towards the majority around the table w keep noise levels low to help them listen and locate more effectively w providing the hearing in the ‘better’ ear is within normal limits, unilateral hearing loss does not usually affect speech and language development significantly Hearing aid users w pupils with hearing aid/s usually have permanent hearing loss in both ears w the degree of deafness ranges from moderate to profound w hearing aids are only effective at a short distance [less than 2m] from the speaker, and in relatively quiet conditions w these factors make good seating, lighting and noise management crucial w the hearing aids must be in good working order at all times w hearing aid users may have delayed development in speech, language and listening skills
Radio aid users w many hearing aids users, especially pupils with severe or profound deafness, use radio aids in conjunction with their hearing aids w whilst the radio aid allows HI pupils to hear the teacher more effectively, it does not help them to hear other pupils or adults not wearing the transmitter w radio aids [and other equipment such as conference mics] must be checked at the beginning of each Hour w in addition to other strategies, relaying and reflecting the contributions of others is essential for these pupils w this group is more likely to need the teacher or learning support assistant to prepare for and reinforce new concepts and vocabulary w even with radio aids, some severely and profoundly deaf pupils may have difficulty with phonics, high frequency words and sentence work w these pupils are likely to be considered ‘high need’ and to have Statements w it is important to liaise with the Advisory Teacher of the Hearing-Impaired and LSA For further information, contact your assigned ATOHI This leaflet was prepared and produced for Surrey Education Services, Sensory Support Team 12 BATOD Magazine May 99 Teaching High Frequency Words Wendy Mears Deputy Head /Language Co-ordinator Royal Cross Primary School for Deaf Children, Preston
Central to our approach is ensuring that pupils both age. In our teaching objective supplement we have expect and experience reading to be a meaningful and therefore replaced objectives relating to List 1 with enjoyable activity. Given the reality that our pupils are words from our reading scheme. learning English at the same time as learning to read, our approach to the implementation of the Framework We have developed a scheme based on the Cliff Moon for Literacy was therefore led by our decision to Independent Reading Scheme, which encompasses a adhere only to those aspects which we judged would range of reading schemes and real books. To assess meet the specific needs of our pupils. our pupils’ progress we have produced Vocabulary Profiles (Target Vocabulary) and Comprehension For the majority of pupils entering our school, our Assessments for each level. (Further details available primary concern has to be establishing effective by request.) communication (through whatever means) and then facilitating the acquisition of a first language. Our reading scheme encompasses all the words from OUR APPROACH TO THE TEACHING OF READING List 1 so by the time pupils are working on stage 8 they We therefore begin by using picture books (Stage 0 of can recognise and understand all the words. For our reading scheme) to develop pupil’s language, example, we target 80 words within Stage 1 and these understanding of stories and extend their live include the following words from List 1. vocabulary 1. Pupils are introduced to text through their and away big can cat own writing and the support given encourages them to dad dog go he I write down what they sign or say. Their attempts are in it like look me not automatically corrected to reflect ‘correct’ English. Instead, only those aspects of the pupils’ writing which mum my no on play are assessed as being within the child’s linguistic said see went yes you repertoire are corrected2. ball bed boy help home This developmental approach enables pupils to house little made man new develop reading skills whilst ensuring that the saw school tree want what grammatical structures used are within their where understanding. This philosophy is central to our approach in teaching the high frequency words in List We target the development of both British Sign 1. In practice this means that although we target the Language and Sign Supported English with our pupils high frequency words we have modified the pace and and teaching draws upon strategies commonly used sequence from that presented within the framework for within second language teaching. Many of the high teaching the National Literacy Strategy. frequency words in List 1 involve grammatical features that hearing children would not develop until stages III OUR MODIFIED FRAMEWORK to IV of the LARSP framework. Once our pupils’ Whilst many of our pupils are achieving levels 3-4 in English is equivalent to this level, Signed English is maths and science by year 6, our implementation of used to introduce and reinforce those grammatical the Literacy Hour is routed in the premise that a features that are only accessible through lip reading realistic yet challenging target for most of our pupils in and use of residual hearing within SSE. This includes English is level 2-3. features such as tense, pronouns and prepositions. Pupils therefore follow objectives relevant to their However, whilst Signed English is a useful tool, in that developmental level of English rather than their it enables us to discuss individual words/phrases used chronological age. This means all KS1 pupils follow within a text, we do not encourage pupils to use it for the teaching objectives for Reception (and perhaps reading as we want to emphasise the overall meaning Year 1 Term 1) and objectives for Year 1 to Year 4 are of the text rather than focussing on individual words. allocated across the KS2 classes with our top class Once pupils can recognise and understand many of the following aspects from Years 2-4. words from List 1, they are encouraged to modify the context of signs to reflect the meaning of the text by We have also produced a supplement to the published using one sign for a phrase or several words rather framework which outlines other necessary than signing word for word. modifications such as the range of texts, sequence of grammatical structures taught and emphasis given to 1We use the term 'Live Communication' to refer to finger-spelling and other visual approaches within Word speech, SSE or BSL Level Work. 2(The developmental framework for English [LARSP] Crystal et al (1976) is used to determine the sequence WHAT DO WE TEACH WHEN? and stage that specific grammatical features of English We expect pupils to be reading and understanding the would be introduced.) words from List 1 once they are working at Level 2 for reading and writing regardless of their chronological
BATOD Magazine May 99 13 An outline of the place for Cued Speech in the National Literacy Strategy and the Literacy Hour June Dixon-Millar Cued Speech and the National Literacy Strategy system must be learnable by a very young deaf share a main aim. That aim is to raise the standard child through the process of consistent exposure in of literacy of all children. Research by Wandel1, and the home (and elsewhere); (d) it must be learnable the reading attainment of deaf children, has shown by hearing parents of average ability who are willing that profoundly deaf children with whom Cued to make a reasonable effort to help their child; and Speech is used can achieve reading scores (e) it must be useable at normal speaking rates. equivalent to those of hearing children of the same Many deaf children with severe or profound hearing age and become fully literate. Some of these impairment who have hearing parents have limited children attain a reading age higher than their communication with the family in the early years. chronological age. Cornett realised that this results in delayed personal Dr R Orin Cornett, Professor Emeritus of Audiology and social development, and the delayed at Gallaudet University, was motivated to create development of verbal language. Many deaf Cued Speech in 1965-66 because his earlier work in children fail to acquire an accurate mental model of the United States Office of Education had enabled the spoken language, including its sounds, its words, him to observe the education of deaf children and phrases and its grammar. He realised that without deaf students. He was concerned to find that very such a model stored in the brain a child cannot use few deaf children were good readers and that very speech effectively to speak to others, can few read for pleasure. Dr Cornett devised Cued speechread very little, and has little chance of Speech because of his conviction that if deaf people becoming a good reader. There was a lack of a could read there was nothing that they could not find convenient and easy-to-learn method of out for themselves. communication for use in the home, the classroom and elsewhere for instruction, for clearing up Cornett realised that if deaf children were to become confusion, for constant reminders of correct good readers that they would need to be able to pronunciation and above all for the personal and internalise spoken language and develop an inner enjoyable interaction with other people. He wished knowledge of phonics and morpho-vocabulary and totally and profoundly deaf children to ‘pick up’ syntax prior to learning to read which would be a language in essentially the same way as hearing basic foundation for learning to read. children do without formal tuition. He sought a means of making every element of Cued Speech was devised in 1965-66. Since then spoken language clearly visible to deaf people. research and usage have shown that all the None of the previous devisors of phonetic methods difficulties encountered by profoundly deaf children had considered the possibility of supplementing the can be overcome when Cued Speech is used. information available from the lips. Cornett realised Cued Speech is therefore a language tool that that a system could in that way represent syllables serves the purpose of the National Literary Strategy as combinations of smaller units (phonemes, i.e. which is to raise the standard of literacy of all pupils. individual speech sounds) thus requiring fewer Cued Speech can be used alongside sign language individual components. His system is defined as to develop bilingualism, and to provide information follows: on phonics for profoundly deaf children that would Cued Speech is a simple sound-based system otherwise be inaccessible to them. (language tool) which uses eight handshapes in four Cued Speech has been found to be helpful not only different positions (cues) in combination with the to deaf children but also to deaf children with a natural mouth movements of speech, to make all the second handicap such as the deaf-blind (C M Read sounds of the English language look different and et al 2)and also with SEN hearing children who have clearly understandable to hearing-impaired people of communication and learning difficulties such as all ages. auditory verbal agnosia, aphasia, cerebral palsy, Cornett drew up the following requirements to dyspraxia, Landeau-Kleffner syndrome and ensure the effectiveness of Cued Speech: (a) it had problems relating to position in space. Research by 3 to be clear, making all the essential details of the E A Clarke demonstrates that Cued Speech assists spoken language visibly evident; (b) it had to be oral them in many of the ways that it was designed to so that there is consistent use of and dependence help deaf children, namely that it gives them a on the information visible on the mouth; any greater understanding of speech sounds and the information added to what is available from seeing complexity of the written word. It enables them to the mouth must be compatible (in timing, learn phonic spelling, the pronunciation of new significance etc.) with what is being said; (c) the vocabulary in all areas of the curriculum, and to discriminate between similar sounds in words.
14 BATOD Magazine May 99 It highlights omitted sounds in the children’s speech made close to the mouth. Cueing is executed by or reading and enables them to count and one (either) hand leaving the other free to hold a discriminate between syllables. There are deaf child, write, or point to written material or source children who also have additional communication speakers. It also enables teachers and classroom and learning difficulties and who therefore can also assistants to teach within the time allocated for benefit from the use of Cued Speech. hearing children. It can be learnt by both deaf and hearing children by setting aside 15 minutes a day Since its inception Cued Speech has become an for one term. Most adults learn the basic skills internationally-used language tool. it has been within 20 hours and acquire fluency within a few adapted into 58 languages or dialects. Cornett months. received the Distinguished Service Award from The American National Council on Communication Advice on learning and implementing Cued Speech, Disorders in 1992. Results of Cued Speech abstracts of the research listed below, and examples research, evidence through usage and the of the literary attainments of deaf children with attainments of profoundly and totally deaf children in whom Cued Speech is used are available from The the following four important areas (among many National Centre for Cued Speech, 29-30 Watling others) were available by the end of 1989: Street, Canterbury, Kent CT1 2UD. Telephone 01227 450 757; fax 01227 784 407. Vocabulary and Language Growth: There is References practical evidence from the performance of the 1 Use of Internal Speech in Reading by Hearing and many young deaf children with whom Cued Speech Hearing-impaired Students in Oral, Total Communication, is used that there is rapid vocabulary and language and Cued Speech Programs: Jean E Wandel: growth and that these children can communicate at Unpublished doctoral dissertation, Teacher’s College, home, at school and elsewhere.4 Columbia University, New York, 1989. Reading: Profoundly deaf children with whom 2 Analytic Study of the Tadoma Method: Improving Cued Speech is used can achieve reading scores Performance Through the Use of Supplementary Tactile equivalent to hearing children of the same age.1 Displays: C M Reed et al: Journal of Speech and Hearing Research, Vol 35, April 1992. Lip-reading: ‘Actually Cued Speech is different from 3 Cued Speech and the Language Impaired: E A Clarke the other systems and results of work with Cued MCST: 1990 Biennial International Convention: A G Bell Speech have shown that it far surpasses any other Association for the Deaf: July 1990 system as an efficient speech-reading aid for 4 The Cued Speech Resource Book: R O Cornett and M E profoundly or totally deaf children.’ Scores were Daisey, 1992. reached of 96.1% for accuracy in lip-reading in this 5 Cued Speech and the Reception of Spoken Language: G research. 5 Nicholls-Musgrove: Unpublished Master’s thesis, McGill Internalising language: Research has shown that University, Montreal, 1979. 6 profoundly deaf children with whom Cued Speech is Role played by Cued Speech in the identification of written words encountered for the first time by deaf used can internalise the spoken language of hearing children: J Alegria et al: Presented at the Annual society. This enables deaf children to use Meeting of the Belgian Psychological Society, Louvain-la- phonological coding to identify unfamiliar words and Neuve, May 1989. can prime the whole process of reading acquisition.6 These research findings and others have testified to the success of Cued Speech and its construction and the effectiveness of its application make Cued Speech a very dependable language tool for use with and by deaf children, their parents, teachers and classroom assistants in the National Literacy Strategy and within the Literacy Hour. Cued Speech enables deaf babies to gain reinforcement when babbling, cooing and uttering their first speech sounds and words. It enables infants to enjoy the noises made by animals and objects such as cars and trains. They can enjoy simple phonic games and songs, acquire a knowledge of vowels, diphthongs and consonants, and enjoy and recognise rhymes, jingles, jokes, puns, nonsense words and extraneous sounds. Cued Speech shows stress, rhythm, intonation and dialect. It clarifies articulatory spelling and alphabetical spelling, morphemes, phonemes, morpho-syntax and word syntax, giving clear information on consonant blends and clusters, all plurals and tense endings, and abstract concepts used in context. Cued Speech enables eye contact to be maintained as all cues are
BATOD Magazine May 99 15 Hands Up! - Signed Words and Pictures BBC Education’s new series of signed support for the National Literacy Hour at Key Stage One Kerena Marchant BBC
At a DfEE training seminar on the Literacy Hour 18 identify examples of good teaching practice to months ago, my suspicions that the Literacy Hour incorporate into our reversions. was not made for Deaf children nor Deaf Children for the Literacy Hour were both confirmed and Signed Words and Pictures retains the texts, the challenged. With a blind colleague I struggled to phonic objectives and some of the teaching participate in activities based on the Literacy Hour strategies of the mainstream programmes but the as we felt more and more excluded from the group programmes also feature differentiated activities activities and we both wished the floor would open based on good classroom practice. up and swallow us! I couldn’t access the phonic The key challenges in re-versioning the mainstream based teaching and the most of the high frequency Words and Pictures were: words were missing in the interpreter’s translation. s the texts used a great deal of rhyme, rhythm and In a nutshell I, an adult Deaf person, was failing to high frequency words with little narrative and do what would be expected of primary aged Deaf because of this were not texts we would children. Memories of my writing in an A Level paper normally select for Deaf children’s output “the car” and “a cars” due my bewilderment over the s the phonics of the programmes, whilst chosen to definite and indefinite article came back to haunt meet Literacy Hour obligations for Key Stage me. I felt that if the Literacy Hour was going to One, were those currently taught to Deaf succeed in raising English standards among hearing children with difficulty at Key Stage Two children then Deaf children should also have the opportunity to benefit from targeted English teaching Because the content of the texts was only age during the Literacy Hour. appropriate for Key Stage One re-versioning these programmes for an older age group was not an I have been committed to bi-lingual education of option. However the programmes have strong Deaf children - initially teaching BSL as a first and visuals - animations and films that make the phonics natural language and then progressing to English. visual and more accessible to our young Deaf During the seminar on the Literacy Hour and audience and teachers felt that their pupils would afterwards I struggled to reconcile how the respond well to these strategies. compulsory delivery of an English Literacy Hour could be done without affecting a Deaf child’s initial Signed Words and Pictures linguistic development in BSL. Was it a case of The alphabet disapplication or differentiation? Should the Literacy Each programme has opening titles which Hour texts be delivered in BSL with no English incorporate Deaf children fingerspelling the alphabet activities based on phonics and high frequency letters with the English letters on screen. The words or could visual phonics and a more targeted presenter then greets the audience and fingerspells delivery of high frequency words actually benefit their names and asks the children watching to spell Deaf children and sharpen our English progression their names back. Fingerspelling names is one of strategies? the best ways to build up the children’s As the Literacy Hour became a reality, BBC fingerspelling skills and their confidence in spelling. Education received a huge number of requests to Teachers using the programmes should encourage provide signed provision to support Teachers of Deaf pupils to spell their names in full to the presenter children delivering the Literacy Hour. After a lot of and not just the initial letters! discussion with professionals working in Deaf Phonics Education we decided to take the approach that The presenter has a large magnetic board with Deaf children should be brought into the mainstream magnetic letters and the phonetic blend of the day is Literacy Hour as much as possible and to re-version put on the board eg ‘oa’. Where the phonics are and differentiate selected programmes from the two easily lipreadable the presenter does clear lip Words And Pictures series that had been made with patterns. Where the phonetics aren’t easy to lipread the Literacy Hour objectives in mind (but not our the presenter makes this point. Deaf audience!) This we felt would give Deaf The fingerspelling of the phonics reinforces the children access to the same texts and word blends blend in the fingerspelling pattern. that their hearing peers were using. To find ideas of how to best differentiate these programmes our Funny animations, film clips and captions are used Education Officer and myself visited schools and to encourage the viewers to look for words with that units and to ensure that our signed Words and phonetic blend - goat, coat, boat. The film clips and Pictures met the needs of our audience and to animations should also help to reinforce a child’s
16 BATOD Magazine May 99 memory of word groups. Remembering how to spell signed system such as SSE or Signed English. English words without having access to audible Each page is first signed in BSL and then we cut to phonetics is a nightmare that Deaf adults never the illustration of the book with the English text. forget! A funny mind picture of a goat with a coat in We did consider signing the text in SSE or Signed a boat can reinforce that these words have a English but there is so much diversity among common spelling and be a valuable memory tool. schools both in their own individual use of these Many of the target words in the mainstream signed systems and in regional signs that we feel programmes were conceptual and not appropriate we are best using BSL which transcends regional for Deaf children whose initial access to language is signs better than SSE or Signed English. There is based on what they see nouns, verbs and finally also a great deal of inconsistency nationwide in more conceptual words. Our examples of the methods for delivering the high frequency words by phonetic blends are all visual, mostly nouns, and fall fingerspelling, signed English or by colour coded within a Key Stage One Deaf child’s sign language approaches and it was impossible to cater for this vocabulary. Because of this our target words diversity. Teachers themselves might want to revisit sometimes differ from those used in the mainstream the text using a sign system such as SSE or Signed programmes. English which their children are familiar with to identify the high frequency words as an English The magnetic board is an excellent communication progression activity. system for teachers and Deaf pupils, as it can break down communication barriers where there are weak The last three programmes in the series are poetry signing and spelling skills. Word blends at the specials that try to tackle poetry and are presented beginning, middle and end of words can be put on by Jean St Claire. These programmes progress from the board and pupils can take turns to add different BSL poetry looking at rhyme and rhythm in BSL and letters to build words from the phonic blends. This in Dorothy Miles’ poetry to rhyme and rhythm in also makes the activity more fun and relaxing for English poetry using The Fish Who Could Wish and pupils who might struggle to write or fingerspell The Owl and the Pussy Cat. words. Picture cards and sign graphics can be put alongside the words that are made. Progression Activities The programmes lend themselves to a diversity of The Magic Pencil progression activities based around the phonics, A popular ingredient of the mainstream Words and animations, texts. Both series of Words and Pictures Pictures is the magic pencil, which writes the target that the signed adaptations are based on - Words phonic blends. In some of the programmes the and Pictures Plus and Words and Pictures- Phonics letters were joined in cursive script and in others a Special have resource packs and teachers notes more basic script. We have used the same magic that can be ordered from Educational Publishing. pencil from the mainstream programmes. The But a word of caution - the activities in the presenter encourages children to copy the magic worksheets are not always accessible for Deaf pencil in different ways, sky writing, using a sandpit children. or by writing. There are no published activities to go with the The Texts signed series but teachers can use the visual The books have been selected due to their approach of the series to devise graded progression appropriateness to deliver the Literacy Hour activities that target the specific needs of Deaf objectives. All texts deliver a huge number of high children such as: frequency words, the target phonics and make good use of English rhyme. Most are available in large Stage 1 activities book versions. w matching target words and pictures/signs graphics We have translated the texts into BSL keeping very w completing spellings of key vocabulary close to the English texts. The BSL translation is w completing phrases using the key vocabulary slightly different than the style of translations used in w making word walls Signed Storytime and Hands Up! The BSL w playing lotto games using target vocabulary translations try not to divert or add to the English w fingerspelling the target words spelling the phonic text, although sometimes the text is turned around in blends as a pattern the BSL delivery to accommodate the BSL syntax. w listening, writing and identifying in text the target Yet the BSL is of a high standard and consistent phonic blends with BSL syntax. Because we have used BSL we have not signed many of the high frequency words Stage 2 Activities such as a, the, this, that, which don’t translate into DART activities that include: BSL. Our aim has been to familiarise children with w making phrases using the words with target the text in their initial language so they can progress phonic blends and high frequency words in to independent reading or signing of the text using a grammatical grids
BATOD Magazine May 99 17 w cutting and pasting target phonetic vocabulary Hands Up! - Signed Words and Pictures and high frequency words in correct places in a text will be broadcast throughout the w filling gaps in a text (cloze activity) with the words Autumn Term in the 9.15-9.30 slot on that have the target phonetic blend and high frequency words Tuesdays. It will be repeated throughout w producing the key vocabulary in written the Spring term on Tuesdays at the sentences same time. w listening to key vocabulary in spoken/sign supported English sentences Programme 1 Who’s in the Shed (phonic blend ed) w performing in role play/drama using pre-practised Programme 2 The Train Ride (phonic blend ai) sentences with target vocabulary Programme 3 The Tiger Child (phonic blend at) Stage 3 Programme 4 Ridiculous (phonic blend op) These activities progress from stages 1 and 2 in Programme 5 Goodnight Owl (phonic blend ee) that the activities develop reading comprehension, Programme 6 Dave and the Tooth Fairy (phonic independent writing and live English. blend oo) Programme 7 This is the Bear and the Scary Night ☺ encourage pupils to read the text for themselves (phonic blend igh) ☺ read other books that use the words with the Programme 8 Poetry Special - BSL Poetry - target phonic blends Morning Afternoon and Evening by ☺ extending pupils vocabulary/scrap book of words Dorothy Miles and poems based on with the same phonic blend by brainstorming, different handshapes picture cards Programme 9 Poetry Special - English poetry The ☺ independent writing based on the animations in Fish Who Could Wish (phonic blend the programmes/picture visuals ish) ☺ structured role play / drama where structured Programme 10 Poetry Special - English poetry The ‘best’ English (lip patterns, signs in English order, Owl and the Pussy Cat (phonic voice if appropriate) blend oa)
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BATOD Magazine May 99 19 Using television resources for teaching Stephen Fawkes BBC Education
Television and video resources are used extensively stimulus for display work just as a narrative can lead by teachers in all sorts of situations and with all to re-telling activity. sorts of pupils. The resources are used for the most part from videotape, when they become much more Real objects which allow the learners to explore flexible in terms of the teacher’s control of time as further what they have seen are invaluable in well as of the resource itself. reinforcing language and concepts. A progression to using symbolic representations (photographs, colour Such resources can conquer space, pictures, line drawings, and eventually words taken illustrating from the programme) can support the development h things which are too far away to be of relevant literacy skills. seen by other means Real, multisensory experiences h microscopic details h The combination of visual background (eg a real h things which occupy or cover an place elsewhere in the world), visual foreground immense area (the body language, facial expression), h things which are hidden in the conventions and appearance of real people on film normal scheme of things with graphics (eg an animation of a process) can support understanding. They can also conquer time, by showing h A programme filmed on location provides a rich h processes, compressed into a manageable scale stimulus for exploration which can then be h interpretations of events which occurred long ago complemented by classroom activities involving h ideas of things yet to happen physical movement, manipulation of real objects or h sequences of events and consequences of symbolic representations, such as flashcards or actions word-cards, reference and research. h The programme clip can then be revisited in order Of course, they can also feed and represent things to support the development of memory skills. beyond the physical world by interpreting h imaginary stories Encouraging contributions h things that feed the spirit h reactions to the places or people seen h things that excite the imagination h recognition of particular visual or even language h things that intrigue, entertain and amuse items h expression of opinions h personal comparisons This could well lead to participative use, in which the group imitates or replicates some of the items As with all sorts of featured in the programme, making their own teaching resources television programmes are there version of a short presentation to video camera, for to be used as and when the teacher thinks example. appropriate. One of their particular qualities is that The power and range of visual images can often they can be used to meet a number of objectives, attract responses to certain topics or situations. The depending on the age and character of a particular response can be at a variety of levels including: teaching group. The principles outlined here apply h observation to classroom use of television resources with all h comparison of images on screen with real objects sorts of audiences, of all ranges of ability. and visuals in class Objectives for viewing: h description of a scene or a process Experiential h offering of anecdotes h developing skills of mental or physical h sequencing concentration or of socialisation h making notes (by a range of means, such as h broadening experience. poster-making, classifying images, organising h supplying an initial context for a topic photographs, creating multimedia, h setting the scene or making video comments) h conveying an idea h further research h consolidating a topic by illustrating it in a new context 4. Interaction h stimulating a new activity For pupils who need an active A graphical feature can often provide an exciting physical experience or frequent
20 BATOD Magazine May 99 checking on their involvement, opportunities exist for the teacher to develop interaction by pausing the tape, rewinding, replaying more slowly or indeed Questions which draw out personal responses can more quickly. then be compared with the account on screen for Pauses are useful for: contrasting points of view, for illustrating diversity or h checking understanding similarity, for challenging prejudice or stereotypes, or h asking for repetition for encouraging negotiation. h encouraging questions or comments What will we do while we are viewing? h re-telling the story of the resource What questions will I ask? Visual montages or paused scenes can provide The matter of interacting with the programmes is material for a version of Kim’s Game, to train the particularly important in order to develop concepts or memory and recycle language used in the encourage response: programme. h pausing h watching in slow motion In order to avoid pupil passivity when viewing the h replaying a clip television and to generate the most purposeful h focusing on different areas of the screen learning activity, it is important (as with any other h commenting on images resource) to consider particular evaluation issues: h personalising the topic h choosing Planning issues: h or even predicting what might happen next Why am I using it? Which bit do I use for this purpose? All engage the viewer in thinking more about the What preparation will the class need? experience and help to make a stronger impact. What interaction will there be? What will we do next? What follow-up will there be? The distinctive nature of the television / video Why am I using it? resource suggests the need for a correspondingly What do I want out of it? distinctive follow-up; the initial engagement and This basic question will determine the sort of activity motivation should feed into an appropriate response, the pupils carry out. linked to the learning outcomes planned by the Some examples: teacher. # If I want them to work on sequencing events I will Because the television belongs to the real outside need to focus their minds on that, and prepare world of which learners have their own personal sketches, photos or work-cards to let them try it experience, the stimulus it provides can be followed out afterwards. up in many ways, according to the personality of the # If I expect them to identify information from the clip class. I may need to pause the tape regularly in order to allow time for mental processing (or note-taking). If Teachers of the Deaf have particular experiences # If I want them to observe performance skills and of using video and television resources with their then apply them, I may need to show the same pupils it would be great to read about them in future clip several times before moving over to a role- editions of this magazine! play situation. # And of course I will try always to be aware of the unexpected response, and try to capitalise on opportunities for other sorts of learning. Which bit do I use for this purpose? A programme resource can offer a very rich, but Some of the issues in this article (and others) densely packed, variety of stimuli, from which I need are explored more fully in a book published to be assertive in selecting the section I think will be recently by David Fulton for teachers of pupils most rewarding, within the time I have available. I with Learning Difficulties. Although the content can plan a variety of activities around one core item will clearly not all be relevant, the Case which may be revisited several times. Studies from schools and planning issues may be of interest: What will we do before viewing the programme USING TELEVISION AND VIDEO clip? TO SUPPORT LEARNING Preparation nearly always involves more than just A Handbook for Teachers in Special and introducing the topic to be investigated, and may Mainstream Schools involve highlighting particular things that the viewers Edited by Stephen Fawkes, Su Hurrell and Nick are to look for in the programme. Peacey with Julie Cogill, Nicola Grove and Frequently it will be helpful to establish the topic in Carol Ouvry relation to a collective or personal experience which ISBN-85346-597-6 February 1999 Price £15.00. the class has previously shared, or to a display set up on a theme in the classroom.
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film with proof
22 BATOD Magazine May 99 The National Literacy Hour - Poetry Kerena Marchant BBC
This, this is the voice from silent hands; This, this is the voice not heard, but seen A draw back to the teaching of BSL poetry is the Reaching across the empty space between impossibility of finding examples of BSL poetry - Words, and the action that the mind demands after all there is no video library where signed works When words are not enough; this is the gesture. are stored like English books in a library. I hope that The Gesture - Dorothy Miles 1969. the appendix at the end will help to acquire what meagre resources there are. In all languages poetry expresses the beauty and richness of language. It acts as a stimulant to A DIY Guide to Teaching BSL Poetry…. developing one’s own use of language - from a Give Deaf children a role model primary school child reciting and reading rhymes Deaf children need role models who were Deaf to and children’s poems to older children and adults enthuse them. Most of Britain’s heritage of signed reading poems that range from Shakespeare to poetry was written by Dorothy Miles. Unfortunately modern day poets. Poetry and rhyme are deeply as BSL can never be fully translated into English the rooted in the guidelines for the Literacy Hour, their richness of Dorothy’s BSL poetry is lost to us as she role in developing a child’s language recognised. But never recorded all her poems on video before her can you give a Deaf child an appreciation of poetry? death. However examples and adaptations of The answer is yes. Sign language can present the Dorothy’s work should be accessible to teachers as beauty of English poetry and, more significantly, BSL her poems have been published by the Deaf History has the potential to create signed poem and its own Society and examples of her poems signed in rich heritage of poetry. Hands Up!, Signed Words and Pictures, Moving To In my visits to schools across the country I meet English and See Hear (see appendix). Show professionals who are not confident teaching BSL examples of Dorothy’s poems to the class to inspire and English poetry. This lack of confidence in them and explore why the poems are so clever in delivering poetry has led to much dissent, debate their use of rhyming handshapes, the rhythm of the and sadly, to Deaf children being deprived of both signs and the synchronisation of simultaneous their BSL and English heritage of poetry. Where signs. Put a picture of Dorothy on the classroom professionals are confident in conveying poetry to wall. Deaf pupils it has led to an enhanced use of both Encourage clear signing BSL and English skills. Deaf children need to be aware that signing poetry The best way of developing Deaf children’s is special and they need to perform it using large, understanding of poetry is by initially familiarising clear signs, not garbled floppy signs! them with the concept of poetry by introducing them Get the children to do this by sky writing their names to BSL poetry and then progressing to English in the air. Make them write their names larger and poetry. Poetry does not translate well across larger. languages and BSL and English are no exception. It is a mistake to try and make English poetry rhyme in Next get children to sign handshapes in the air sign by adapting it into BSL handshapes that rhyme making the handshapes larger and larger. (Good and thus distorting the meaning of the English handshapes to use are the aeroplane handshape: poetry. Equally it is impossible to translate BSL BSL dictionary reference Y and the clenched fist poetry into rhyming English poetry without distorting BSL dictionary reference A). the meaning. Use handshapes BSL poetry Pick a handshape and get the children to brainstorm Dispel the myth that there is no time or place for all the signs that use that handshape. You can make teaching BSL poetry in the Literacy Hour! There is! this fun by going round the group and building on The guidelines are clear that poetry and stories from the signs identified like a memory game. different cultures should be introduced as part of the Literacy Hour. BSL culture which is part of a Deaf Now is the time to explain that the class have child’s heritage is no exception. Deaf children are actually created a rhyming poem as all the signs much more able to express themselves in a richness they have thought of have the same handshape and of language and develop their linguistic skills in BSL because of that they rhyme. and this will in turn lead to an increased vocabulary and use of English skills. Whenever possible Deaf Repeat this using several handshapes. children’s poetry should be videoed so they have a record of their achievement in the same way that English work is written. BATOD Magazine May 99 23 Groupwork I am fortunate that when I want to use poetry in Divide the children into groups and give them each programmes I can call on professional artists like a handshape. Ask them to create a narrative using Jean St Claire and Paula Garfield who have the just that handshape. Planes, boat and trains lend artistic performance skills to make a poem special themselves best to handshape narratives! Watch all when they deliver it. And that is what a poem is. the handshape narratives and encourage the Poems are songs that sound good because of the children to: skilled choice of words. They don’t need music ☺ use facial expression to convey excitement, because of the rhyme and rhythm of the words. emotion Poems should be performed as such when they are ☺ use signed rhythm to convey movement (the signed. When we are adapting poems into BSL for speed of the plane, the motion of the train or our TV programmes we consider the following: boat) K identify the words that rhyme as these should Record the children’s contributions and congratulate have clear lip-patterns them. They have just performed their first poem. The K does the poem have a rhythm that we can poems can be translated into English so a written incorporate visually/linguistically into BSL? record is also made of the poem but draw the K which words would be emphasised in an English children’s attention to the fact that the English reading? doesn’t rhyme like the BSL. K is the poem/rhyme funny? K what is the full meaning? Descriptive BSL poetry K does a rhyme make sense in BSL when its Show the children pictures or video clips that will rhyme is lost (Humpty Dumpty and 3 Blind Mice capture their imagination - summer days, rainy days, are still fun without the rhymes in BSL whilst Ba castles, animals, transport. Ba Black Sheep is nothing special) Ask the children to sign a description of the K note where the verses end picture/video. Encourage the children to add a With poems our BSL adaptation is more close to the performance element to their signing of their English than in the case of a narrative story. A good descriptions by: SSE adaptation well-performed used with children K using big signs who can access SSE would be equally effective. L using facial expression ☺ conveying emotion (the heat of summer, love of A well-performed poem is always appreciated and ice cream) inspirational for a young Deaf audience. I have seen K using placement children copy a well-signed English poem or rhyme ☺ using the BSL modifier to show rhythm eg rain in the playground after a lesson. stopping, a train going at different speeds The next step is to give Deaf children an It doesn’t matter if these poems don’t rhyme - some understanding of the English rhymes. English poems English descriptive poems don’t rhyme but create are clever because the English words rhyme and pictures by their use of words. If the children’s sound good if you can hear them but not if you poems do rhyme point this out when you record can’t. But we can still appreciate that in English the them on tape. Show the children that the words do rhyme. handshapes don’t rhyme when translated into Ask the class to go through the poem or the rhyme English words. What these poems should be is a that you have used and identify which words have compelling visual description of the visuals. the same endings and rhyme. Put them on the magnetic board, chalk board or flip chart. What do A DIY guide to English poetry and rhyme the words mean (use visuals, illustrations and Sign language can convey much of the fun and signs). Can the children think of other words that beauty of English rhymes and poetry but it can have the same spelling - you can use props or never convey the full meaning of English poetry. I pictures cards and captions to prompt. have seen some teachers, teaching instructors and classroom assistants try in vain to deliver English Some English poems easily lend themselves to poetry by using handshapes that rhyme in place of activities that reinforce the rhyme and empower the English words and then when they can’t, lose Deaf children to create their own rhymes. The Fish confidence in their ability to deliver English poetry that Could Wish is one. In the poem the fish wishes and rhyme in sign. It is an impossible job to fully for things that rhyme. Put different things that rhyme translate English poetry into BSL and it is best to in the classroom as prompts ( eg a hat and a bat; a acknowledge that - poetry does not translate well tin and a bin) and get the children to identify from from one language to another. I have also seen the objects things that rhyme that the fish could wish English poems and rhymes delivered like a story for. Another poem is The Owl and the Pussy Cat. In without any attention paid to the rhyme and rhythm the poem the owl and the pussy cat took honey and and all the essence of the poetry lost. money with them. What else might they take with
24 BATOD Magazine May 99 them in their boat that rhymes? The children are Appendix now creating their own rhymes and poems in Bright Memory, a collection of poems by Dorothy English which should be recorded on tape perhaps Miles is published by the Deaf History Society BSL or SSE and written down in English so the Publications, 288 Bedfont Lane, Feltham, Middlesex children can see that their English poems rhyme in TW14 9NU. Some of the poems in the book are English but not in BSL. suitable for use with children. Many of Dorothy’s later poems were composed in BSL and their If your class can create simple poems in BSL with English translation falls short of her BSL version. It rhyming handshapes and in English using words is best wherever possible to use signed versions of that rhyme it is an achievement that the Deaf the poems. Community can all be proud of. My aim when I use poetry in programmes for Deaf children is to enable SHAPE, an Arts organisation, can help schools to Dorothy Miles to inspire the Deaf poets of tomorrow organise a signed poetry workshop. to acquire her bi-lingual skills. Few children who are Contact the Deaf Arts Officer at SHAPE not deaf can create poetry in two languages and The Resource Centre, 356 Holloway Road, London Deaf children can make a significant achievement in N7 6PA 0171 700 0100 minicom 0171 700 8144 poetry. BBC Programmes that use Dorothy Miles Poems You hold the world in hand; Signed Words and Pictures BSL Poetry Special and though your voice may speak, never (Morning Afternoon and Evening) (though you might tutor it forever) This programme also uses poems created from can it achieve the hand-wrought eloquence handshapes. of this sign. Who in the world alone can say Hands Up! Programme 9 - Transport (The Train that day is sunlight, night is dark! adapted from Dorothy’s original poem) Oh, remark Hands Up! Programme 10 -The Weather (The the signs for living, for being Seasons) inspired, excited—-how similar they. Moving to English Programme 5 - Dot Miles To A Deaf Child - Dorothy Miles 1976 (Christmas Magic! The Cat) The new series of Signed Words and Pictures uses English poems and rhymes Moving to English Teachers Notes (£3.00) have a brief bibliography of Dorothy Miles and photo. Hands Up! Teachers Notes (£3.00) also have a small section on signed poetry. They can be Head of Hearing-Impaired Resource obtained from BBC Education Publishing FreePost LS2811, PO Box 234, Wetherby, West Yorkshire Required as soon as possible, a suitably qualified LS23 6YY Teacher of the Deaf to head up the HIR. This is an Details of when these programmes will be exciting opportunity to work in a highly praised broadcast/repeated can be obtained from the resource for profoundly deaf children. The children Primary and Secondary Annual Programme Guide follow a total communication approach and integrate for Autumn ’99/2000 obtainable from with their mainstream peers as much as possible. BBC Education Information BBC White City, 201 The main role of the head of the resource is to Wood Lane, London W12 7TS provide first class teaching and learning opportunities Tel 0181 746 1111 for the children and support and promote this in other 0181 752 4767 minicom members of staff. In addition, the head of the [email protected] resource is responsible for its day to day See Hear! sometimes perform Dot’s poems. management and organisation, deploying staff, developing timetables and liaising with mainstream classteachers.
Salary MPS + 2 points and Outer London weighting for candidates with Teacher of the Deaf qualification. Teachers in training will also be considered. Problems with pupils chewing radio-aid leads? For further details, an application form, or to arrange to visit, please contact Headteacher Paint the leads with ‘Stop ‘n Denby Richards, on 01753 Grow’ - anti nail-biting liquid 546376 or write to the school at Common Road, Langley, Slough SL3 8TX.
BATOD Magazine May 99 25 Poetry in practice Janet Hall & Sylvia Evetts Royal School for the Deaf, Derby The National Literacy Strategy has encouraged staff to work with poetry texts in much greater depth than we had previously attempted. The children are able to discuss ideas relating to poems, mood, shape, rhythm, rhyme etc. We have found that the children work enthusiasically and are able to generate lots of ideas. The small units of meaning without the sturcture of the poem enables the children to make contributions to group work which is very positive. the poetry work also helps the children to understand the importance of mood and atmosphere created by text and has enriched their work.
These shape poems were produced by a group of six children (year 3 to year 6) who are following the National Literacy Strategy for year three at RSD Derby. Ola Gray Age 11, Y6 The teacher introduced the idea of shape poems or calligrams by looking at a number of examples taken from anthologies of poetry for children. The poems were presented to the children in both English and BSL. This was followed by modelled writing in which the teacher chose a topic / shape, brainstormed words and ideas linked to the shape then selected appropriately to vreate a poem. Then the children themselves, as a group, selected a topic / shape, thought of words and phrases linked to the shape and discussed how to use these to create the mood and feeling of a poem. The final stage was the childrens’ completely idependent work as produced here.
Rachel Severn Age 9, Y4
26 BATOD Magazine May 99 Oh what a lovely lovely sight
Black is the colour of the night, Ah, what a lovely, lovely night!
If there’s no night There are no stars If there’s no night There is no moon
Black is the colour of the night, Ah, what a lovely, lovely night! Oh what a lovely lovely sight
My skin’s the colour of the night, Oh what a lovely lovely night. Kara Stevens Age 11, Y6 If there’s no black There is no me If there is no deaf There is no me
Black is the colour of the night, Oh what a lovely lovely sight Ah, what a lovely, lovely night! Oh what a lovely lovely sight White is the colour of the day, Janice Silo Ah, what a lovely, lovely day!
If there’s no day There are no sun If there’s no day There is no cloud The pupils in the school are profoundly deaf with BSL as their first language. White is the colour of the day, They have been placed into English groups based Ah, what a lovely, lovely day! on analysis of written work and results in the Oh what a lovely lovely sight Edinburgh reading test. This has enabled us to work with groups of children with similar skills and My skin’s the colour of the day, to place them at an appropriate level within the National Literacy Strategy. Oh what a lovely lovely day. The class text was the poem ‘Oh what a lovely sight’ which was written by the teacher with the If there’s no white aim of presenting positive self images and There is no me creating a mood. The poem was discussed in If there is no deaf BSL by the group and the children were There is no me encouraged to relate it to themselves. The resulting poem was written by a Y3 child independently. My skin is the colour of the day Ah, what a lovely, lovely day! Oh what a lovely lovely sight.
Rowan Warnock
BATOD Magazine May 99 27 Starkey Eagle
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28 BATOD Magazine May 99 MINUTES OF A MEETING OF THE NATIONAL EXECUTIVE COUNCIL OF THE BRITISH ASSOCIATION OF TEACHERS OF THE DEAF, HELD IN LONDON ON 23 January 1999
Present P.Annear (President); S.Archbold (President Elect); P.Simpson Decision: President and Consultant to reclaim the initiative (Secretary); B.McCracken (Treasurer); J.Baxter (Ass.Secretary); by seeking urgent discussions with Professor E.Moore (Consultant); F.Atkins; D.Bond; C.Carnelley; J.Frew; Bamford on the way forward. M.Glasgow; A.Griffiths; H.Griffith; A.Haque; D.Hartley; J.Mcllroy; 3.5 (5.1d) A report by Malcolm Garner on a recent meeting of J.Parsons; C.Paulding; A.Reese; S.Smith; C.Sturt; A.Toner; the Focus Group of the TTA suggests that the TTA may be A.Underwood (Magazine Editor); L.Williams; M.Williams; moving away from using educational descriptors such as C.Wakefield 1deaf’/’visually-impaired’ in favour of a description of the l Apologies for absence M.East; P.Hughes (Publicity Officer); functional characteristics of the child. Advice, following the H.Jones recent consultation process on training for SEN teachers, is to be put to Ministers in March. 1.1 The President opened the meeting by extending a warm welcome to David Bond and Jean Mcllroy. He thanked 3.6 (4.5) retiring member Ann Toner for her long service on NEC on a Decision: Secretary to contact Helga McGilp, Hearing- number of Standing Committees over time; and announced Impaired Teachers Group (HIT), requesting an the retirement from NEC of Howard Jones owing to ill-health opportunity to discuss BATOD’s support for deaf and pressure of work, expressing the hope that he would adults wishing to enter the teaching consider standing for re-election in due course. profession/become QToDs; and to ask what advice HIT would recommend BATOD to give to Decision: i) Officers to clarify the procedure for filling enquirers. vacancies on NEC arising from the retirement of elected members; 3.7 (10cvi) Details about how to obtain information on teaching deaf pupils in mainstream classes have been put on the ii) Secretary to contact Liz Pescud, outlining the BATOD web-page. brief of the Membership, Administration & Publicity Committee and inviting her to be co- 3.8 A report on the Sign Language Seminar, (Deaf opted onto NEC for the remainder of the year if Broadcasting Council (DBC)), has been submitted for she feels she could usefully contribute to the publication in the Association Magazine. work of the Committee. Decision: Jackie Parsons to contact Pat Taylor asking her 2 Minutes of the meeting of 3 October 1998 to continue as the BATOD representative on the The following amendments were made: DBC and clarifying reporting procedures. (3.1)The issue will continue to be pursued and monitored by 3.9 (10biv) Cochlear Implant Centre ToDs have set up a the Officers; Special Interest Group of BATOD and will report in due (10Aib) Annette Jones(DfEE, SEN Division) would welcome course. further opportunities to foster her positive contact with BATOD, building on the liaison with Margaret Eatough over 3.10 (10di) Debate about Regional involvement in a conference the Survey. sub-committee is ongoing. 3 Matters arising from the Minutes of 3 October 1998 3.11 (9bi) (Figures in brackets are for cross-referencing with the Decision: Scotland Region to forward to the Magazine Minutes of 3 Oct.) Editor the prepared explanatory paragraph, together with the submission to the Scottish 3.I (10bi)Discussions are ongoing over the Association’s draft Office on the discussion paper ‘SEN in Scotland’. document on favourable acoustic standards in classrooms, (Copy to the Consultant.) published in the Association Magazine (Nov 98). One comment, giving approval, has been received. 3.12 (5.3a) Officers are to bear in mind a number of issues raised at recent NEC meetings when planning the agenda Decision: President to press Tony Shaw for a quick for the March Officers’ meeting. resolution of the debate in order to progress the publication of recommendations on 4 Correspondence acoustic standards; and to request the Minutes 4.1 A list of incoming and outgoing correspondence was of the meetings of the National Committee of displayed. Professionals in Audiology. 4.2 Barbara Dunne has sent two cards thanking members of 3.2 (3.5) The sending of a copy of a draft article entitled ‘Do Your NEC for their gift of flowers and their good wishes on her Unions Really Represent Your Interests?’ to non-responding retirement from NEC. Unions to the questionnaire on pay & conditions of service for ToDs triggered a number of responses which, however, 4.3 John Edge, NSPCC, has offered to run a workshop on proved to be broadly non-supportive of the Association’s child protection issues. Members of NEC familiar with his stance. sphere of activities recommended Regions to consider exploring his offer further. Decision: i) Consultant to redraft and publish the article once the Association has responded to the 4.4 The Burwood Park Foundation is a recently formed grant- recent DfEE document ‘Teachers - meeting the making charity to promote the education of deaf pupils challenge of change’; using auditory-oral methods. Details on making applications will be published in the Association Magazine, ii) members of NEC to forward views on above March 99. document, and encourage colleagues to do same, in order to help inform the Association’s 5 President’s report response to the DfEE. 5.1a The President outlined the preliminary discussions held by the Officers on the development of a strategic overview of 3.3 (10civ) A Business Plan for funding required for press the Association. As a consequence of its increasing levels releases should be available for the March NEC meeting. of activity BATOD needs to address a range of issues including an audit of its activities and associated costs and 3.4 (10dii) The Advisory committee to the training course effectiveness, together with the means of income (University of Manchester) has expressed disappointment generation in order to pay for, or help offset, a number of about the lack of progress with reference to the validation of costs such as paying the Association Secretary and the training course. Magazine Editor; ICT equipment for the Officers, the high Minutes of NEC Meeting 23 January 1999 1 level of expenses incurred by those travelling to meetings 9A Audiology & Information Communication Technology from afar, a BATOD presence at key meetings with the Committee (A&ICTC) DfEE and other organisations, payment for Sign Language 9A.1a The ICT Forum sub-committee is in process of producing a Interpreters (SLIs) for conferences & representation on booklet on the use of ICT with deaf children; and intends to other bodies. submit articles to the Association Magazine. 5.1b The Association is in the process of setting up a fast- 9A.1bi Links have been made with BECTa (British Educational forming team involving Officers, a member of the Communications and Technology Agency). Outcomes of Professional Development Committee and co-opted Heads the development of the National Grid for Learning (NGL) of Service, to consider issues to do with sponsorship, in line are being monitored. It would appear that, with the with recommendations made by Dominic Tinner, exception of Scotland, where Services and Special Schools Development Officer (RSD Manchester.) The group should are to be funded on the same basis as mainstream be active and in a position to make a preliminary report by schools, there is no such funding mechanism in place in the end of the Spring term. the UK; and the position of funding for Units within a mainstream school is unclear. 5.2 The President Elect led members of NEC through a SWOT analysis in order to inform decisions about the structure and 9A.1bii Preliminary discussions with the DfEE suggest that activities of the Association. She explained that such a money could become available for the purchase of lap-tops review was necessary as a consequence of increasing for peripatetic ToDs. Members of NEC were asked to costs; the frequent necessity to respond quickly to various encourage colleagues to support the Association’s consultations or initiatives; and the need for improved concerns about the NGL at DfEE level. communication and liaison at all levels of the Association. Decision: i) ICT Forum Sub-committee to investigate a A Business Plan for sponsorship is also required. mechanism for training from Deaf@x; 5.3 New computers and associated software have been ii) President to urge the organisers of the Heads of purchased for the Survey Co-ordinator and Magazine Schools & Services Conference to follow up Editor, out of the generous funding offered by the RNID. concerns expressed about the need for The President has written to Elizabeth Andrews to thank the clarification over what funding/training is available RNID and to request further discussions about how the for Services and non-maintained schools and a remainder of the money offered can best be used in mechanism for accessing available funds; accordance with the plans for the development of the Association. Margaret Eatough and Ann Underwood asked iii) Sheila Smith to pass on to Jane Frew the name the President to convey to the RNID their personal of the contact person at the DfEE in order to appreciation of the equipment. inform the content of a letter to Chris Stevens (SEN Division). 5.4 The Green Paper ‘Teachers - Meeting the Challenge for Change’ is available at £8.65 per copy or by downloading it 9A.1c David Bond has had some discussions with Chris Stevens from the Internet. Colleagues were again urged to and asked BATOD to consider the viability of taking contribute to the Association’s response (by 27 Feb.) responsibility for a page on the Internet for a month about literacy issues. RSD Margate is investigating with 6 Secretary’s report publishing groups the production of video books for deaf 6.1 The Educational Consortium for Research (co-ordinated by children. RNID) is guiding the research project being undertaken by DEMAQS on the educational achievements of deaf 9A.1dCharles Clark (MP) has suggested that funding could be children. made available for the use of ICT with pupils with SEN providing the benefit can be demonstrated. 6.2 A letter had been sent in September asking for recommendations from the Regions on the allocation of 9A.2 The call for papers for the Millennium Conference Regional precepts. (Refer also to items 7.2 & 10A) ‘Promoting Multi-disciplinary Working on Behalf of Deaf Children’ and registration details will be available by Spring. 6.3 The Secretary or President should be notified of any items for discussion under AOB by 9.00am on the morning of the 9A.3 The A&ICTC has been invited to join a sub-committee of NEC meeting. the British Standards Institute to examine standardisation work on environmental controls in communication aids for 7 Treasurer’ s report disabled people. In view of the broad-based brief and time 7.1 The Treasurer has outlined the various options for payment commitment it would not be appropriate for the offer to be of membership subscriptions for retired members, to which taken up. he has received 26 prompt replies. 9A.4 Deaf@x have recommended BATOD to apply for TTA 7.2 Regions have received a tranche of the annual precepts funding to provide ICT training for ToDs. based on last year’s percentages. Regional Treasurers had been requested that representatives to NEC be briefed in 9A.5 Use of the BATOD web-page is increasing; this poses order to inform discussions on a mechanism for Regional problems with regard to the management of the site and funding. (Refer also to item 6.2 & 10A.) lack of personnel with the expertise to service it. 7.3 Travel expenses for those delivering an ICT course in 9B Educational Management Committee (EMC) Northern Ireland are to be met out of the £1,000 generously 9B.1 Jackie Parsons attended the launch of the booklet ‘Into offered by the South Region for redistribution. No other Teaching’. (A full report was published in the Association requests for use of the money have been received. Magazine March 1999.) 7.4 National Conference receipts currently show an excess of 9B.2 Members of NEC were encouraged to contribute to the expenditure over income of approximately £500. debate on good practice re the Literacy Hour. Committees organising similar events were reminded that 9B.3 Guidance on the production of Transition Plans has been necessary expenses, including those of the Committee, had produced by the Transition & Post 16 Sub-committee. to be included within the conference/course budget. 8 Discussion time in Committees 9B.4 Taking lack of response to requests for advice on whether Committees were briefed to address issues contributing to or not to proceed with the production of guidelines on the strategic overview for the Association described by the educational placement as an indication of the low level of Officers, with written reports to the Secretary for collation support for such, the Committee has no intention at present and discussion with Chairs of Committees at the March of moving the issue forwards. Officers’ meeting. 9B.5 There is an ongoing need for volunteers to review 9 Committee reports educational resources. 2 Minutes of NEC Meeting 23 January 1999 10 Reports from the Regions 9B.6 The Curriculum Issues Sub-committee is becoming 10A Regional precepts increasingly frustrated at having to strive to reinstate good 10A.1 Regions put forward a range of estimates of their running practice whenever there is a change of tender for the costs which vary according to the method of conducting production of SATs and other curricular developments. business and conferences, venue costs and the Response from the membership when asked to contribute geographical spread of a Region. Almost all voiced concern views or assistance is usually very disappointing. about continuing to remain solvent should last year’s percentages apply for the coming year. The National 9B.7 Sue Lewis and Margaret Kumsang would like to set up a Treasurer asked Regional Treasurers to consider the Special Interest Group on National Literacy & Numeracy amounts held on deposit when assessing their present and under the BATOD umbrella, but with the opportunity to tap short-term financial positions. into any designated funding made available by the DfEE. The formation of a working group to establish targets for 10A.2 There was some discussion about the costs of providing development would help to move forward the issue. SLIs for conferences. Currently costs are budgeted for within the conference fee paid by delegates. Decision: i) Secretary to transmit BATOD’s positive response to the suggestion; 10A.3 Regional costs are not necessarily proportionate to the size of the membership; as a consequence a flat percentage ii) EMC to discuss Sue Lewis’ paper on the paid as a precept would not be a fair or equitable way of Literacy Hour and the outline plan for Services to funding the Regions. The National Treasurer reminded the have a Literacy policy; Region representatives that Regions had been asked at the meeting with the Officers (June 98) to put forward iii) Magazine Editor to request permission to put suggestions for a funding mechanism for the Regions; the text of the paper on the web-site. however, no recommendations had been forthcoming. 9B.8i Despite the disappointingly low attendance at the national 10A.4a After discussion, a proposal was put to NEC members training day organised by the GCSE Sub-committee on the that Region representatives ask their Committees to modification of the language of texts and exams the course discuss the following suggestions: was well received. A similar course organised in Doncaster i) each region puts forward a bid based on the projected for February has had to be cancelled, as the Association costs of conducting Regional business for the following finances cannot sustain another poor take-up of places. 12 months, excluding conference costs which should be The sub-committee hopes to offer another training day later met by delegate fees; in the year. ii)SLIs to be centrally funded; iii)any decision to be reviewed annually; 9B8.ii Jenny Baxter has been approached by the Essex Service iv)an alternative method of funding should be put forward for FE Students to run a language modification workshop if a Region finds the above proposal unsatisfactory. for ToDs working in FE. Further details are awaited before The proposal was carried nem con. a decision can be made. Decision: Regions to report decision on above at the 9B.8iii Concerns over the variable standards of modified papers remain and the Sub-committee is at a loss over how to March NEC; Regional precepts for 1998/9 to be deliver ongoing training for ToDs working with the exam paid as follows: North & Midland Regions to receive 10%; Scotland Region, 15%; N.Ireland, Boards. Wales & South West Regions, 20%. The South 9B.8iv The Sub-committee will report items of interest / Region courageously accepted 5%, with the information via the Association Magazine as appropriate. proviso that they could request financial assistance should difficulties arise. 9C Professional Development Committee (PDC) 9C.1 The November Conference had generally been well 10B Wales Region received. 10B.1 The Autumn conference had been well received; two further conferences are being planned. 9C.2 The Committee has been invited by Select Education, a Supply Teacher Agency, to tender a bid for running a 10B.2 Deryck Jones, SEN Manager for Neath Port Talbot has course on deaf awareness for supply teachers. The discussed future aspects in the education of deaf children. Officers are currently discussing the proposed tender. 10B.3 The Committee is hoping to retain the valuable services of 9C.3 Plans for the 1999 AGM/Conference are well underway. John Jones upon his retirement from the SEN Specialised service Unit, Bridgend. John has been a strong, effective 9D Membership, Administration & Publicity Committee (MAPC) voice for the promotion of education for deaf children and 9D.1 There is an ongoing need for photographs for the BATOD has given many years of service to both Regional and display boards. National BATOD. 9.D2 The Survey Sub-committee, comprised of Tom Wrynne, 10B.4 Despite the imminent closure of the ToD training course, Sheila Smith, Sheila Lundberg, Aftab-i-Haque, Elizabeth Swansea University, there is a future for a training course Andrews, Helen Wheatley and Margaret Eatough has taken in Wales, given the firm commitment expressed by LEA up its brief. A detailed report has been submitted for the representatives. A major review of the course is planned, MAPC and Officers to consider. with Caerleon likely to be the new Course Provider. Having been involved in the setting up of the Swansea course, Ted 9D.3 In order to help facilitate communication within the Moore offered his services to the new course if required. Association the MAPC has offered training in use of the web-site and e-mail. 10C South Region 10C.1 Delegates to the Autumn conference approved of the Decision: A ‘breakfast session’ to be offered at the June decision not to provide catering facilities, as a consequence NEC. of which the conference fee could be significantly lowered. 9D.4 The Survey Co-ordinator is being active chasing up non- respondents in Schools and Services in England. The 10C.2 The Audiology workshop in March 99 is to take place at the children’s database currently has 12,279 pupils and 2,025 Connevans site; and Elizabeth Andrews (RNID) is booked ToDs on record. as the key-note speaker for the May AGM /Conference.
Minutes of NEC Meeting 23 January 1999 3 Government’s consultation on the new medical fitness to 10D Midland Region teach circular. 10D.1 The year’s conferences are to focus on issues relating to the Literacy & Numeracy Hours. 11.1iiiCharles Clark (MP) endorsed the comments of the previous 10D.2 National BATOD was asked to consider producing speakers and spoke of Government policy to extend the guidelines on payment for speakers at conferences. scope of the Disability Rights Commission to include education. Views were requested on the Green Paper on Decision: it would be difficult to do so, but any Region the recruitment of disabled teachers. could explore the issue for its own benefit if it so wished. (‘Into Teaching’, which contains an account of the experiences of a severely deaf teacher, can be obtained 10E Northern Ireland Region from Skill, 336 Brixton Rd, London, SW9 7AA; Tel/minicom 10E.1 The October conference with a focus on Audiology had 0171 274 0565) been well received and planning is underway for an ICT workshop in the Spring. 11.2 Informing Better Practice - current research into the achievements of deaf children (RNID/DfEE). 10E.2 Olive McManus is the incoming Chair, Wilma McCreary the Secretary. Appreciation was expressed of the work of 11.2i Of particular value was the attendance of Carol Gray (nee retiring Chair and Secretary, Pat Bogue and Pamela Beatty. Radley), Team Leader for Sensory Impairment, DfEE. She expressed a strong commitment to working with BATOD and 10E.3 The Region is hoping for a speedy resolution of the ongoing other deaf organisations in line with one of the day’s main issues concerning mileage rates for peripatetic ToDs and themes: that the best research outcomes are produced by conditions of service for centrally and school-based staff. collaboration. 10F South West Region 11.2ii Steve Powers and Susan Gregory (University of 10F.1 The Committee is addressing a range of issues including Birmingham) described the recent survey into 300 research recruitment of members, meeting expenses and the reports on the achievements of deaf children. Although there development of a policy on parental attendance at meetings. were no new conclusions to report, a number of key 10F.2iPlanning is underway for the May ‘99 meeting focusing on research issues were raised including a lack of common the Literacy & Numeracy Hours. The November ‘98 terminology to describe approaches and degree of conference was on the topic of neo-natal screening, at deafness; and how to code research information in a which delegates from the medical profession could gain meaningful and comparable fashion. Further research is Continuing Medical Education (CME) points. needed into the ascertainment of deafness in children; appropriateness of assessment methods; pre-school 10F.2ii The PDC requested more information about the provision; inclusion; sign bilingualism and a range of other mechanism for awarding such points. issues. Decision: National Secretary to ask Linda Lang to liaise with Lynne Williams. 11.2iiiDavid Brien and Peter Tymms (DEMAQS) reported on the progress of the Project, Research into the Educational 10F.3 There is concern that the geographical spread of the Region Achievements of Deaf Children (READS). One interesting and low membership figures have a mitigating effect on early finding is the relatively low scores in picture attendance at conferences. recognition and digit identification among children with a 10G Scotland Region mild hearing loss at school entry age. 10G.1 Mary Brennan, the recently appointed Senior Lecturer to the 11.2ivMichelle Thew described the Quality Standards being Moray House training course, has been co-opted onto the developed by the NDCS. NDCS are hopeful that the draft Regional Committee. Paediatric Audiology Standards will soon become accepted 10G.2 The topics of Inspection at the October AGM and Mary and subsequently adopted as part of the Quality Standards Brennan’s talk, in which she advocated the use of BSL to by all professionals working with deaf children. help promote language development in deaf children, both provoked much heated and lively debate. The attendance 11.2v Clare Gallaway spoke about the work of the Deafness & of the National President at the conference was greatly Education Research Group; Linda Watson and Wendy appreciated; he in turn spoke of the warm welcome he had Lynas (Universities of Birmingham & Manchester) described received. the ‘Good Practice Review’ (reported in detail in the Minutes of the ‘98 AGM.) Bob Dyke(HMI) reported the findings of the 10G.3 review of reading with deaf pupils in mainstream schools. Decision: Scotland Region representative to find out if Ann Morris is the BATOD representative to the 11.2viCarol Gray concluded by inviting contact from organisations Consultative Committee at Moray House. in order to inform the DfEE’s promotion of collaborative research, by identifying common research themes, funding 10 North Region conferences, and disseminating good practice in key areas 10H.1 The October AGM and conference had been well received. including effective support for pupils in mainstream schools; A comment from the floor suggested that there had recently the development of appropriate assessments; pre-school been a ToD on the NUT SEN sub-committee who may have intervention; and use of ICT. been a BATOD representative: should that be the case, the Date & time of next meeting: 27 March, Hotel Ibis, London Association was advised to ask if it could nominate a 12 AOB replacement. 12.1 Discussions took place about the recent report of an 10H.3 The Region expressed its appreciation of the services of unconfirmed link between the use of radio aid transmitters Barbara Dunne in standing in during the Chair’s recent and breast cancer. illness. Decision: to issue the following statement: 11 Other reports “Members may have heard reports of links between the use of 11.1 SKILL: National Bureau for Students with disabilities radio-aid transmitters and breast cancer. BATOD has made 11.1i Jackie Parsons had attended the launch of the booklet ‘Into extensive enquiries of the BMA, Cancer Charities etc and no Teaching’ produced to encourage people with disabilities to evidence of such a link has been found. However, individuals who enter the Profession. Anthea Millet (TTA) described a are concerned may choose to wear a satellite microphone so that number of initiatives, including the NDCS taster day for the transmitter is not on the chest. aspiring deaf ToDs; the Teachers’ Advocate Programme; Members with further useful information on this topic are invited to send it to the Magazine Editor.” and the forthcoming booklet giving guidance to schools on equal opportunities issues. The statement is to be put on the web-site, in the Magazine and 11.1ii Nigel de Gruchy (NAS/UWT) spoke highly of the valuable sent to Regional groups of Heads of Schools and Services and to hearing aid manufacturers. and important contribution made by disabled teachers in helping to raise awareness and to counter negative Meeting finished at 3.45 pm. assumptions about disability. He welcomed the 4 Minutes of NEC Meeting 23 January 1999 JOIN A COURSE Notice of forthcoming event Midland Region Conference and AGM BATOD / VIEW University of Birmingham (Teachers Chapter) Saturday 22 May 1999 3rd Annual Conference focus on 8 October 1999 Literacy and Numeracy Birmingham Bob Sawyer Topics to include updates on: If you missed Bob Sawyer’s numeracy fun at the BATOD AGM in November then this is your chance to hear and see him - calculators q Regional co-ordination of sensory provision: not needed! report of a pilot DfEE project contact David Hartley urgently for further details. q Programme of Action: DfEE (see inside back cover) q DfEE “Meeting the Challenges of Change” q Specialist SEN Standards & Teacher Training ATTENTION Course Organisers. Bring your course to the notice of all our readers via this page. An Entry: This facility is available at a cost of £25 for a 10 line National Speakers entry, plus an entry onto the Calendar. Copy must be Exhibition available 5 weeks preceding publication. Space should be reserved as soon as possible, details to: Professional Dialogue Mrs Ann Underwood, Magazine Editor, 41 The Orchard, Leven, Beverley, HU17 5QA fax/phone 01964 544243 Further details available soon. e-mail: [email protected] Job Vacancies advertised in this section also appear on the BATOD Web pages (Teaching Section Situations Vacant http://www.batod.org.uk) ADVANCED NOTICE NOTTINGHAM PAEDIATRIC COCHLEAR IMPLANT PROGRAMME BATOD National Conference COCHLEAR IMPLANTATION IN THE UNDER 2s RESEARCH AND CLINICAL PRACTICE Saturday 20 November 1999 POST GRADUATE CENTRE, CITY HOSPITAL, NOTTINGHAM 29 OCTOBER 1999 10.00 a.m.- 4.00 p.m Manchester Conference Centre To celebrate ten years of paediatric cochlear implantation in UMIST Campus the UK, Nottingham Paediatric Cochlear Implant Programme, together with The Ear Foundation, is organising an academic Deafness and Additional Needs meeting on cochlear implantation in the deaf child under the age of two years. Topics to be covered: The meeting will be small and focussed, with invited speakers only. These include: autism, complications of meningitis, EBD Karen Steel, MRC Institute of Hearing Research gifted, dyslexia, language disorder, English Jon Niparko, USA as an additional language etc J.Eggermont USA EmilyTobey USA Sue Gregory UK Further information will be available in the Quentin Summerfield UK September BATOD Magazine. Adrian Davis, UK Non-BATOD members wishing to receive this £65.00 includes coffee, lunch, tea information please send a ssae to EARLY APPLICATION IS ADVISABLE. For further information l registration form contact: Carol Sturt, Hearing-Impaired Service Maureen Ross Dean’s Primary School, Livingstone Nottingham Paediatric Cochlear Implant Programme West Lothian EH54 8DB. 113 The Ropewalk. Nottingham NGl 6HA Please mark the envelope: Tel: 01159485549 : Fax: 01159485560 e-mail: [email protected] BATOD National Conference
NOTTINGHAM PAEDIATRIC COCHLEAR IMPLANT PROGRAMME ROPEWALK HOUSE, 113 THE ROPEWALK, NOTTINGHAM NGI 6HA INFORMATION DAY STUDY DAY ON: PAEDIATRIC COCHLEAR IMPLANTATION TO BE HELD AT THE POST GRADUATE MEDICAL CENTRE CITY HOSPITAL, NOTTINGHAM ON SATURDAY 6th NOVEMBER 1999 For parents and professionals - the course provides an introduction to assessment, implantation, tuning and rehabilitation of appropriate children. The speakers will include members of the implant programme and there will be an opportunity to meet parents of implanted children. We will also be inviting guest speakers along. Price per ticket: £25.00 - which includes lunch and refreshments For further information/registration form contact: Maureen Ross, Nottingham Paediatric Cochlear Implant Programme, 113 The Ropewalk, Nottingham, NG1 6HA, Tel: 01159485549 : Fax: 01159485560 e-mail: [email protected]
BATOD Magazine May 99 29 Pre-school Early Years Placement: The pre-school hearing-impaired child Anxious Parent s Parents who are putting 100% of their time into stimulating and interacting with their child. They There are clear stages when preparing for an Early may be tired, feeling they have no life of their Years Placement for a hearing impaired child. The own and the child is becoming increasingly process we follow in Oxfordshire is summarised demanding. They need some time when they below:- can feel reassured the child’s needs are still being well met. Early Years Preparation and Placement Isolated Family Stages in the Process s A family that is not getting opportunities to meet other adults or children. This could be due to Initial discussion with the family to identify needs where they live or other personal circumstances. and how these can be met within a placement Having determined that it is the right time to initiate an early years placement for a child the next step is Is there a need for an early placement? to decide with the parents which placement is going (factors to consider) to best meet the child’s needs. To do this visits to alternative placements are usually Issues when making a visit necessary. Sometimes the Teacher of the Deaf may visit prior to accompanying parents on a visit to inform and prepare the placement in advance about Deciding on the best placement the child’s needs. This often eases anxiety and makes for a later more purposeful visit with the INSET parents and child. Issues when making a visit Link Visits, Transition from Home Issues when making a visit can be considered from Setting up the IEP a number of perspectives highlighted below. For the Parent Preparation for placement s logistics of pick up and delivery (Ensuring access and inclusion) s social links and opportunities for themselves and the child s security and happiness of the child Ongoing monitoring, assessment and evaluation s will their child be accepted and understood by the adults and the children? s learning opportunities - can they link up and Why choose Early Pre-school placement? follow-up? There are a number of factors influencing how early s will the adults check and sort out any hearing aid a pre-school placement should take place. These problems? are some of the reasons you might consider when For the Child making a decision about early placement:- s there are possible friendship links that can be Family circumstances created s Mother is working. Day care is required. There s a clearly defined environment and routines to is some concern about the suitability of present relate to arrangements. s an appropriately stimulating environment relating s Cultural or Social circumstances, possibly leading to current pre-school guidelines to limited linguistic input at home. s children are listened to and understood However English as an Additional Language s there is an enjoyment of the children does not necessarily mean there is a need for s there is a clear balance of social inclusion, free early placement, provided the present linguistic choice activities, directed turn taking, group share input, play and interaction is good in the home activities and individualised learning activities language. s rules, routines and discipline relate to all children Child readiness following pre-school good practice An active, physically mature child. s there are clear links between home and school Ready to socialise. so that ideas and experiences are followed up The child is inquisitive and stimulated at home but s there is a positive attitude to understanding and just needs broader linguistic input, play opportunities managing the hearing aids and radio system. and social interaction. For the LEA
30 BATOD Magazine May 99 Particularly:- s notification of child’s likely placement 1 The need to access the language of the nursery s preparation for Statutory Assessment and the other children. s is there a need to supply LSA hours? 2 The management of the acoustics of the nursery s is there a need to arrange acoustic and unnecessary background noise. improvements? 3 The benefits of clear routines and well planned s is it a placement recognised by the LEA and activity sessions. registered? 4 The positive management of staff to provide For the Teacher of the Deaf stimulation, interpretation and guidance. The Pre-school: Emphasise the individual child and family needs s is receptive to having a hearing impaired child Particularly:- s is asking questions and wants the information to 1 Management of the hearing aids and radio make it work system. Clear information, diagrams and ‘hands s is receptive to Inset on’ experience. s is willing to liaise and plan together with the 2 Video of positive examples of how the child Teacher of the Deaf reacts in a range of situations that he will s has key pre-school ethos points in place eg a experience in the pre-school setting. commitment to maximising linguistic interaction 3 Making home school links. Why the family s is aware of the need to manage acoustics chose this particular pre-school setting and how s is keen to share their programme and pre-plan in links can be set up and communication advance maintained. For the Early Years Staff 4 The role of the LSA and key worker. s they are responsive to Inset and are wanting to 5 Discuss making: know how to manage the child and equipment. a preparation before placement book - about s there is a positive attitude to inclusion for other the family, the adults, children with special educational needs children and activities in the placement s the inclusion of other children with special and setting up a home/school book. educational needs will work well with the Much of the Inset happens incidentally during link philosophy of supporting the hearing impaired visits and after placement. It is essential that during child these sessions good practice is modelled by the s contact and liaison with parents is encouraged Teacher of the Deaf both in small groups and s there will be time to liaise and plan with the individually with the Key worker and/or LSA targeted Teacher of the Deaf in particular. s there is enthusiasm to work with the Service and the benefits all round are appreciated Planned joint Inset with other Pre-school groups can s they are enthusiastic to improve acoustics and also be an advantage to share ideas and make changes that they see as benefiting all experiences and to home in on good support s they welcome information and documentation as practice. well as the sharing of skills Individual Education Plans s they welcome sharing their knowledge of cognitive and linguistic development and can see how this benefits the hearing impaired child, developing language in a natural way Don’t be without a copy of s they are aware that the hearing impaired child’s Guidelines for Hearing Assessment needs are important but need to be seen in the of Children with Complex Needs context of all the children and the family’s needs. Devised by the Audiology and Educational Technology Committee to help professionals who Inset supporting a hearing-impaired child in a are involved with hearing assessments of children pre-school placement who for many different reasons, prove difficult to After a decision has been made a positive test. introductory Inset session and a series of link visits to the placement are essential. In an initial Inset These Guidelines cover the preparation for testing session work from the premise that what is good for to establish whether a child who has any the other children is also essential for the hearing combination of multiple physical, sensory, learning impaired-child. or behavioural disability has a significant hearing loss; modifications to regular test procedures, considerations and further reading. The Look at what the nursery has in place and how appendices offer examples of good practice. the skills offered by staff can be utilised to the benefit of the hearing impaired child Order your copy NOW (price £5.00 inc p&p) from BATOD Publications, 41 The Orchard, Leven, Beverley, East Yorkshire HU17 5QA
BATOD Magazine May 99 31 Individual family plans are put in place for the family reinforce the Teacher of the Deaf’s role. of the hearing-impaired child from soon after the Teacher of the Deaf is first involved. The plan helps Target setting will help to focus on the child’s the parents to see that they have specific skills that individual needs. Clearly identified targets help all to will help the child to develop and progress. Also to focus together and therefore support the child’s appreciate that they have a fundamental influence needs from all angles. and are active participants in the decision making By working together small steps can be taken process. toward meeting the targets. There is a purposeful s this helps to highlight the child’s needs focus at all times and if progress is not being made s it will help parents to focus on what they can do it can quickly be identified. s it helps also to identify the support teacher’s role Continuity is important and with shared and that of the other professionals involved responsibilities the task should not appear too s it helps parents to realise: onerous. q that to achieve something takes small Learning Outcomes methodical steps Early Years placements have recognised learning q the need for continuity in both input and outcomes to be worked towards for all the children management attending. There is currently considerable debate q that they have the skills to manage their child about their value and appropriateness. It seems By identifying key points and recording them, it pertinent for the Teacher of the Deaf to also be keeps the focus up front and therefore provides a identifying the outcomes they are seeking for the constant reminder of where they are going and what hearing impaired child in relation to their stage of they have achieved. language development and auditory awareness. When the hearing impaired child starts at an Early These are some of the areas that might be Years Placement it is helpful to put together an IEP considered in determining the additional learning at a joint meeting between the pre-school staff, outcomes for the hearing-impaired child. parents and Teacher of the Deaf. Dr Nicky Eraut and Alison Holmans (Oxfordshire This helps to highlight the child’s needs. It will also Hearing Support Service) gave this informative clearly state roles and responsibilities. presentation to the South region Pre-school Special It will identify the specific skills on offer by pre- Interest Group recently. school staff and identify the part the provision can play in the continuing development of the individual child. This will help pre-school staff to realise the value of their contribution and appreciate the need for team work. It provides an opportunity to reiterate, clarify and
literacy s emergent writing accessing full range of s pre-reading skills development of listening activities available awareness
s linguistic progress self-help skills s development of speech and OUTCOMES FOR THE s carrying bags, radio system, language in a normally HEARING-IMPAIRED CHILD lunchbox developmental way s dressing / undressing / shoes s toilet
growing independence in managing hearing attention loss s movement towards two-channelled s co-operation in listening checks attention control s inserting mould independently s extending attention from 1:1 to small s giving transmitter to adult social interaction group and eventually class activities adult : child child : child
32 BATOD Magazine May 99 PROFESSIONAL DEVELOPMENT
Report from Conference Sub Committee Accommodation is now confirmed as the Manchester Conference centre, UMIST. Planning is proceeding according to plan.
Millennium Conference This is now a standing item on PD’s agendas. Information from the last meeting will be fed back to PD at the NEC meeting. Deaf Awareness bid A bid for providing a Deaf Awareness course for Select Teacher Supply Agency has been sent. No AUDIOLOGY AND INFORMATION response has yet been received but Paul A Simpson COMMUNICATION TECHNOLOGY attended a recent launch on behalf of BATOD. The meeting is reported in the May Magazine. The work of the Special Interest Group (SIG) for ICT has continued. Jane Frew provides a regular Government responses update on information on the ICT Newspage in the PD continues to respond to Government Documents Magazine. as appropriate. Ted is currently collating responses on ‘ Teachers - Meeting the Challenge of Change’. Millennium Conference This will be confirmed as the official BATOD ‘Communication 2000’. response and forwarded to the correct authority Organisation is well in before the due date. hand. Conference Nottingham is undertaking Course validation the administration including hotel bookings, deposits Ted and Peter hope to meet with John Bamford re and invoices. Chairs and Speakers have been validation of courses by BATOD shortly. approached and a programme and registration documents will be available shortly. Sponsorship There needs to be a mechanism for ensuring that Audiology Update Courses BATOD nationally and regionally are approaching The Wales AGM in May will have an audiology sponsors in the same way. It needs to be known theme. Proposed topics include Cochlear Implants who has made the approach, and for what purpose. and FM systems. PD are requesting the NEC considers the management of this, perhaps as part of the Fast Audiology Update Course in Nottingham in Forming Team. September/October. Likely topics to include: Insert Earphones and Neonatal Screening. Diana Fielding Lynne Williams organising. Chair Classroom Acoustics Standards EDUCATIONAL MANAGEMENT There is continuing discussion with Tony Shaw to try Literacy Hour to reach agreement on suitable wording before At a meeting between Jackie Parsons, Ann issuing the document as BATOD guidelines. Underwood, Stephen Fawkes and Kerena Marchant Audiometry in Schools (BBC) the May Magazine was planned, focusing on Alan McGuffough is preparing an initial paper for the Literacy Hour. The basis will be Sue Lewis’ discussion. materials, items sent following the request in the January magazine and articles from suggested British Standards Institute (BSI) colleagues who may be able to contribute short There is a BSI subcommittee to look at new articles on different aspects of the Hour. standardisation work on environmental controls in communication aids for disabled people. Peter Jackie Parsons has delivered workshops at a Annear is already on this subcommittee and so will conference organised by members of the represent our interests. Communication Forum entitled “Making the Literacy Hour work for children with communication difficulties. A disappointingly small number of ToDs David Hartley attended. It is not clear whether this is because we Chair are a low incidence special need or because the mailing was inappropriately targeted.
Jackie Parsons Chair BATOD Magazine May 99 33 Assessing deaf children’s BSL development: more questions than answers? Ros Herman City University
What kind of assessment is needed? In the current climate where BSL is increasingly Many different kinds of assessment are needed to being used in deaf education, it is imperative that gain a full picture of a child’s sign language deaf children’s language development in sign is development. The type of assessment is carefully monitored. Over the past two and a half determined in part by the purpose of the years, our research team based at City University, assessment. Assessment which is linked to the London, has been working on producing curriculum is important in telling us if a child’s standardised assessments of BSL development for communication skills meet the different levels of this purpose. This article presents the questions requirement. However, to know whether sign that we have had to address in developing our language is developing along normal lines, we also measures and some of the answers. need assessments that are standardised and norm- referenced. Whose role is it to develop and carry out assessments of sign language? There are hundreds of assessments of different There is no doubt that assessment of any language aspects of spoken English: assessments of syntax, must involve native users of that language. The vocabulary, articulation, use of language, narrative native language user has insights into his or her skills etc. We need a similar variety of assessments language that are simply not available to non-native of BSL. Assessments are needed which look at a users. Hearing professionals who have watched range of language forms and functions and can videos of children’s sign language alongside deaf identify the level of proficiency in sign language colleagues will know only too well how much they acquisition. This type of assessment is important if miss compared with the fluent sign language user. we are to have realistic expectations of what deaf In addition, we know that very young deaf children children should achieve. (Is the child in our class change their signing depending on who they are with the best signing skills actually above the norm signing to, so native signers must be involved if we for his or her age, or is it only in comparison with are to get representative samples of children’s BSL, less able children that s/he appears so?) rather than SSE. Such an assessment can also identify children who When it comes to developing assessment materials are at risk for poor language development. Many and procedures, native deaf signers have an equally deaf children in hearing families learn BSL relatively significant role to play. Knowledge of sign linguistics late and under less than ideal conditions, compared and language acquisition in sign is vital and many with children in deaf signing families. As late deaf professionals have studied these areas. learners, children from hearing families may However, few deaf people have had training in the therefore be deemed to be at risk of not developing principles of assessment and so may be new to all aspects of BSL fully and need to be carefully issues such as reliability and validity, the need to monitored. standardise assessments and interpretation of We also need assessments that probe specific assessment results. A collaborative approach to aspects of language and inform us about a potential assessment can capitalise on skills which individuals problem area in more detail. At the start of our from different backgrounds possess. The resultant project, no norm-referenced, standardised measures should be appropriate to the language assessments of BSL (or indeed any other sign being assessed, appealing to the children with language) existed. Our first step has been to whom it will be used, easy to carry out, and design measures that sample a range of language psychometrically robust. behaviours in order to measure general proficiency At City, we have been able to combine the in BSL. We are sharing our assessment tools with expertise of three individuals: myself, a speech and European colleagues and hope to combine our language therapist with knowledge of sign language approach with the more specific probe tests being development and language assessment in deaf developed elsewhere. children; Sallie Holmes, a deaf researcher, with Which aspects of BSL should we assess? training in sign linguistics and considerable There are numerous aspects of a language that one experience teaching BSL and working with deaf could, in principle, assess. As mentioned above, children; and Bencie Woll, a sign linguist, with selection depends to some extent on the purpose of expertise in sign language acquisition and deaf assessment. Moreover, certain aspects lend studies. Our aims were to develop assessment themselves more to assessment than others do. materials and methods that were valid, reliable and Research has documented ages and stages of user-friendly. development for certain linguistic features of sign
34 BATOD Magazine May 99 languages in children from deaf families (see Woll those morphological aspects known to differentiate 1998 for a useful summary of BSL development). early versus late learners. The 40 test items This was a useful starting point in deciding what to assess: negation, size and shape specifiers, include in our assessment package. A different handling classifiers, number/ distribution, agreement strand of research has begun to identify aspects of verbs, spatial verb morphology, noun/verb sign language, which differentiate early versus late distinction. The test takes approximately 20 minutes learners. (‘Early learners’ are those individuals who to administer. Test instructions are presented on have benefited from consistent exposure to sign video and and the test has been fully standardised. language from infancy or very early childhood; ‘late learners’ are those who have been exposed to sign Story recall test language beyond the ideal age, i.e. during or after Children watch a 3 minute clip of story on video and late childhood.) As age at acquisition is such a key retell it to a native sign language user. They are factor, we felt it important to include features of sign credited on the information they recall and features language which have been found to be sensitive to it. of BSL grammar they use: handling classifiers, agreement verbs, spatial verbs, sign modification, In a recent survey (Herman 1998a), schools which role shift, question forms. We are completing data were assessing BSL development reported greater analysis on this test and the results appear emphasis on expressive BSL than receptive skills. promising. This is interesting when we consider the difficulties firstly of observing or eliciting representative and Production test repeatable samples of BSL and secondly in Children are asked to produce many of the features recording and analysing such samples. Assessing included in the receptive test through a picture receptive skills, where greater control lies in the description task that takes approximately 10 minutes hands of the assessor, is in comparison much more to complete. We are working at present to improve straightforward, although regional variation in sign the scoring system on this test. vocabulary presents its own problems. Since Conclusion discrepancies can arise between receptive and Assessing BSL development is vital in order to credit productive skills, both areas should ideally be deaf children’s BSL abilities and identify those addressed. children who need additional support. However, Which children should be included in assessments cannot be dreamed up overnight. A standardising the test? combination of knowledge and skills is essential to Children in deaf families where BSL is used develop develop valid and effective assessments. Methods sign language at an early age and under the most must be carefully piloted and standardised using ideal conditions. We felt it important to develop our large numbers of children. The City project has test using such children. However, standardising a produced the first standardised, norm-referenced test involves testing large numbers of children, and assessments of any sign language. The first the population of children in deaf families is small. standardisation has included children learning BSL Although tests are typically needed for deaf children under ideal conditions. There is a need to carry out from hearing families, standardising assessments on a second standardisation on deaf children who are this group is problematic because their language not in such ideal circumstances. However, no single ability varies so widely (Kyle 1990). In order to assessment tool can meet all assessment needs increase numbers but limit variability, we extended and further developments in this field are to be our standardisation sample to include children from encouraged. two further groups: children from hearing families References with older deaf siblings and children from hearing Herman, R. (1998a) The need for an assessment of families on established bilingual programmes. deaf children’s signing skills. Deafness and Current research indicates that where consistent Education, 3-8. exposure to sign language is provided via fluent Kyle, J.G. (1990) BSL development: final report. language models before the age of 5 years, native- Centre for Deaf Studies, University of Bristol: UK like acquisition of signing skills may still be Woll, B. (1998) In Gregory, S. & Powers, S.: achieved. Issues in Deaf Education, David Fulton. The City BSL assessment package Note: we are planning to publish the receptive test We have produced three tests looking at selected later this year. It will be distributed via Forest Books aspects of BSL development. Following a pilot and publicised in this Magazine. study, we have carried out these tests on 135 children aged 3-12 years acquiring BSL as a first Ros Herman language under ideal or near ideal conditions. Department of Language & Communication Science Receptive test City University, Northampton Square This is an assessment of syntactic and London EC1V 0HB morphological development in BSL and includes e-mail: [email protected]
BATOD Magazine May 99 35 Eway!
Seventh Newsletter from Emerald Hill School for the Deaf, Zimbabwe from Kathy Owston
Mrs Mahechi is also known as ‘Amai Kudzai’. ‘Amai’ financial burden of a child with a disability. Free speech means mother, ‘Kudzai’ is her first born daughter. By therapy advice. Free batteries. And still the stress on tradition in Zimbabwe both parents take the name of the parents of a newly diagnosed deaf child is great! their first born child soon after the birth.(When we first came here two years ago I was confused when my Despite all her problems, Amai Kudzai is a fighter. She husband, whose name is Steve, was referred to as managed to get the diagnosis of deafness ‘Baba Dave’, I thought that people had misheard his from the hospital, and joined a small parents group to name, but as my first child is called ‘David’, I soon give her support. When Blessing was born, she was not understood.) When Kudzai was born, her parents were so shocked to find that she too was profoundly deaf. very happy. There was a big party and the new baby However despite the earlyish diagnosis of hearing loss, and mother were welcomed into the husband’s family. neither girl received a hearing aid until starting school at About ten months later, everything started to go wrong. Emerald Hill when they were six years old. Amai Kudzai just couldn’t find the money for hearing aids. Now Kudzai had been a placid baby. She had slept through she is still estranged from her family, but she has the night from an early age, even when there was a lot managed to train as a social worker, and is trying to of noise and laughter in the single room house where work with the families of deaf children here, to try to they lived. The Mahechis thought themselves lucky to help alleviate the pain felt by mothers like herself, and have such an ‘easy’ baby. Nothing seemed to frighten try to help educate people into understanding the plight her. However, as she got older, she started to crawl, of the deaf. She has a big task! she took no notice at all of her father when he shouted “Eway!!” to warn her of something potentially dangerous Given the great lack of support to hearing-impaired in front of her, she carried on regardless, seemingly children, I have been surprised to see some ignoring her father’s command completely. She started quite fascinating young people recently. I am still trying to walk early, but her understanding and her obedience to compile a comprehensive file of audiograms for all left much to be desired. Then the temper tantrums the 250 pupils in Emerald Hill school, reviewing class began, and the strange noises she made! Her mother by class, and looking at hearing aid provision. Last started to wonder if something could be wrong. month I came across Tinashe, who is 11 years old and has beautiful speech. At first I thought, here comes Amai Kudzai made the long bus journey back to her another child like Tendai, who I have written about rural area with her daughter, to gain the advice of her before, who shouldn’t really have been in a school for family. At first they were sympathetic, suggesting that the deaf. However, Tinashe proved to be profoundly the child should see their spiritual healer. Traditional deaf. He had become deaf 4 years ago, through medicines were tried, ‘muti’ was put on the child and meningitis. Although the hearing aid he was wearing everyone stood by to see the effect. If anything, Kudzai was barely touching his hearing loss, and he had became worse! She tried to bite her grandmother and received no speech therapy support, and he has been started banging her head on the floor with frustration. at Emerald Hill, a school with a strong reliance on sign She didn’t talk, but made strange guttural noises. Her language, yet he had retained an almost perfect family started to become afraid of her. That was it! Her auditory memory! mother must be a witch! From one month to the next, Mrs Mahechi was cast from being the loved and Then there is Tafadzwa. She has just joined our respected wife and mother she was, to become an secondary department, although she too is only outcast, thrown out of her extended family, rejected by 11 years old. Most of the children in Zimbabwe start her husband, accused of witchcraft and left to fend for secondary school at the age of 12 or 13, starting school herself.....and worse, she also knew she was pregnant later, sometimes missing a year due to lack of funds for again with a second child. school fees, and deaf pupils often take two to three years to pass grades. So Tafadzwa has found herself So what could she do? In Zimbabwe there is no welfare in a class with pupils as old as sixteen! She became state to support her. And her crime? To have a child deaf in 1996, again through meningitis. Her only who is profoundly deaf. Now on her own, Amai Kudzai response to sound was at .25kHz at 90dB! Yet she has had to go and find work, leaving her difficult child in the excellent speech and an amazing command of hands of someone else in the daytime, less willing to try language. In fact she skipped Grade 6 completely in her to help and communicate with her than her mother. junior school, a year after becoming deaf. She reads Kudzai became even more frightened and confused fluently, but needs a lot of help with lipreading. How she than before, but what were her mother’s options? has managed to do so well with so little professional Contrast this with the support system we have in help is astounding. She writes: Britain! A friendly visit from your health visitor, asking all “I was born at midnight on the night of June 30th the relevant questions...we hope! A visit to the 1987. I am the first born in a family of two. My audiology clinic, then referral to a consultant, a hobbies are reading and watching television. My diagnosis, plus support. Visits from a peripatetic ambitions are to go to university and become a teacher, counselling and support. The free provision of teacher. My one wish is to hear again...... ” hearing aids. Attendance allowance to help bear the
36 BATOD Magazine May 99 And there is Godfrey. Godfrey was brought to see me by two young English women who are at present working in their ‘gap year’ for an organisation called ‘Project Trust’. We have two volunteers from Project Trust with us at Emerald Hill for the year, Katie and Jo, but these two women are colleagues of theirs, working in a rural children's home miles out in the countryside. The orphans from the children's home attend a rural school, where they came across Godfrey. Godfrey too became deaf, probably through meningitis. He has responses at 115dB in both ears at 500Hz only, and yet is coping fully integrated in a normal secondary classroom, with 50 pupils in the class! He has never had a hearing aid, has never had the help of a specialised teacher, yet has been deaf for three years, retaining a lovely voice quality and is an excellent lipreader! How these young individuals have managed defies belief to me! In the UK, we swing into action with high powered hearing aids, cochlear implants, intensive speech therapy, support from Teachers of the Deaf, radio hearing aid links, and yet the victims of meningitis still tend to lose their quality of speech and struggle to keep up in an ordinary school. Could it be that all the help from professionals could actually be hampering VSO Advert their normal development? A minefield I am sure!
We have been trying to highlight the lack of a unified service for the hearing-impaired at a national level. Nancy, our hearing impaired earmould technician, Mrs Mahechi, and myself have all been on the radio three times in the past few weeks and we had a slot on the evening news bulletin this evening. It was good to see the issues taken seriously by the media at least. Let’s hope that the message will get through to those in the relevant Ministries one day also.
I wrote before about Caroline, whose parents had used the newspaper to appeal for help with a hearing aid for their ‘deaf boy’. When they came to see me, we were able to fit Caroline with a bodyworn aid for use at home, and put her in touch with the preschool group which meets every month at the school. Her mother came back to see me last week. Caroline is doing well with her aid. She asks to wear it every day and is starting to vocalise a lot more. However her mother had another reason to come to see me: she was searching for a job. When I met them in November, her husband was supportive and in work and she was a nursery assistant in a preschool, having gained certificates in child development and care. Since then her husband has been off sick from work long term and she has had to stay at home many days to nurse him....resulting in her losing her job too. In the North we tend to think of the problem of AIDS just in terms of death and dying. Here we see it as its whole. The devastating effect the virus has on the economic survival of the entire family is just as terrible. There was little I could say to help Caroline’s mother, other than good luck in the search for a job, but with over 50% of the adult population being unemployed in this country, she needs all the luck she can get.
PO Box A990, Avondale Post Office, Harare, Zimbabwe. e-mail: [email protected]
BATOD Magazine May 99 37 Advising teachers
Hearing-impaired pupils attending mainstream 2 Rhyme may present a challenge in some classes or a unit may have different needs in instances, especially for severely and profoundly meeting the requirements of the Literacy Hour. deaf pupils. Encourage pupils to learn to Kent Physical and Sensory Service have identified distinguish sounds in ‘running speech’ rather than the following points in their advice to teachers in isolation. Invented words and vocabulary are leaflet. not very helpful to a child with a limited 2 The pace is too fast. Many hearing impaired vocabulary. Emphasise visual links. children will need a differentiated slower pace. 2 Cue-in the pupil to changes in activity, perhaps 2 Phonic approach used is not suitable for some with a ‘magic finger’ or other cue-sign. hearing-impaired pupils - when phonics are taught 2 Make sure that discussions are ‘chaired’ so that a different approach can be used: the hearing-impaired pupil can identify the speaker s more emphasis on the written pattern and follow the speech. s the order of sounds being introduced may be altered to start with more easily lipread patterns or low frequency sounds. 2 Natural Oral/Aural approach - if too rigid a structure is used there will not be enough space to reflect on the hearing-impaired child’s own language. However texts can be selected to include the child’s current level of language (making own books / nursery rhymes). 2 For Unit pupils there needs to be flexibility in grouping perhaps using reverse integration with hearing pupils at a similar or not too advanced language level. 2 Background preparation on vocabulary to be covered will help the hearing impaired child follow the Literacy Hour work in their normal mainstream placement. 2 Focusing on grammatical errors is not appropriate for children whom are still developing emergent language. Unit and class teachers should be encouraged not to over emphasise such activities.
above: Northern Counties School for the Deaf enact the Easter story with Stephen Bell playing Christ.
left: Simonside County JMI Literacy Hour South Tyneside Hearing Impaired Service
38 BATOD Magazine May 99 The British Association of Teachers of the Deaf AUDIOLOGY REFRESHER No 7 PERFORMANCE TEST Margaret Glasgow
The Performance Test was another which was first described by the Ewings. It is a test which is demonstrated and is therefore extremely useful for children who have complex language needs or those for whom English is a second language, as verbal instructions are not essential.
Purpose of the Test Criteria The test is a behavioural test and is carried The test can only be carried out by a child out when the child is between two and a who is developmentally able to wait in order half and three and a half years to carry out a simple play task on developmentally. It is used in community command. The tester needs good child clinics and is a good way of conditioning handling skills. before using other diagnostic tests eg pure tone audiometry. It is not used so much in Procedure diagnostic clinics as if the child is able to do The child sits at a small table in an the performance test, s/he can generally do appropriate size chair, with the parent/carer more informative tests. sitting close by. The child should be sitting comfortably with his/her feet touching the Rationale floor. The child may sit on parent/carer’s The purpose of the test is to establish the lap if s/he is shy or withdrawn. child’s ability to respond to both low and w A selection of small toys are available high frequency stimuli at minimal levels ie for the child to use eg ‘men in a boat’, 35 dBA. The word “go” is used as a low peg board, stacking cups, ball on sticks, frequency stimulus and “ss” as a high box of wooden bricks. frequency stimulus. The test is designed to be of interest to a child at this developmental stage.
e-mail: [email protected] web-site: http:/www.batod.org.uk 41 The Orchard, Leven, Beverley, East Yorkshire HU17 5QA Answerphone / fax 01964 544243 BATOD Magazine May 99 39 The British Association of Teachers of the Deaf Audiology Refresher no 7 PERFORMANCE TEST
w The child is conditioned to respond to a Pass criteria stimulus by putting a man in the boat , A child passes the test ONLY if s/he ball on a stick, drop a brick in a box etc. responds to two out of three stimuli at both On the word “go” at a conversational “go” and “ss” at a minimal level of 35 dBA voice level the child’s hand is guided for without any visual clues. It is recommended example to put a man in the boat. to use a sound level meter to monitor voice Sometimes it is a good idea to play the level. game with the parent/carer first. w When the child can respond reliably on Warble tone generators may be used his/her own, the tester uses a small instead of “go” and “ss”. However, a young screen in front of his/her nose and or very shy child is often more responsive to mouth to eliminate visual clues and the voice. When a child responds readily to presents the stimulus at a the warble tones it is usually an indicator conversational level. that s/he is ready to do a pure tone w The voice is quickly lowered to a audiogram. minimal level ie 35dBA and “o” is used instead of “Go” as the glottal stop ‘g’ References (for all behavioural tests) has a broad frequency band. Screening Hearing Impairment in Young Children, w The time gap between stimuli must be Barry McCormick. Croom Helm ISBN 0-7099-4643-0 varied. Audiology in Education, McCracken and Laoide- w Success must be rewarded. Kemp Whurr Publishers ISBN 1-86156-017-6 w Repeat the above points using a Paediatric Audiology 0-5 years second edition, Barry different game and the high frequency McCormick. Whurr Publishers ISBN 1-897635-25-7 stimulus “ss”. Care must be taken to keep the “ss” unforced and precise otherwise it may encompass other frequencies and invalidate the test. w The test should be delivered either in the front, one metre from both ears or one metre from the left ear and then one metre from the right ear.
e-mail: [email protected] web-site: http:/www.batod.org.uk 41 The Orchard, Leven, Beverley, East Yorkshire HU17 5QA Answerphone / fax 01964 544243 40 BATOD Magazine May 99 The British Association of Teachers of the Deaf
AUDIOLOGY REFRESHER No 8 SPEECH DISCRIMINATION FOR THE ‘UNDER FIVE’S’ Margaret Glasgow
Several speech discrimination tests have been devised to use with toddlers from two to three years old. The Kendall Toy Test (1954) and the McCormick Toy Test (1977) tend to be the most widely used for this age group.
Purpose of the Test The test should be one of a battery of tests The child may sit on a lap if s/he is shy or to assess hearing function. A by-product of withdrawn. the speech test is that it often helps the w The toys are produced one at a time by parent/carer to realise that there may be a the tester who is seated in front of the hearing loss present. Specifically, it tests child, and the child is asked to name discrimination of simple English vocabulary. them. This is not a requirement of the test but can give valuable information Rationale about the quality of speech sounds. If The test identifies the child’s ability to point the child does not name the toy the correctly to a toy when its name is spoken parent/carer is asked if the toy is at a minimal voice level of 40 dBA. Lip- known. reading is denied the child by covering the w Only pairs of toys well known to the mouth or ensuring the child is not looking child are used in the test. when the words are spoken. The toys used w The child is conditioned to point to the in each test are deemed to be familiar to toys when asked “Where is the...” or most English speaking two year olds. “Show me the...”. Occasionally a child will only respond to “Give me the....”. Criteria The tester has to be careful to replace The test is carried out when a child can the toy in its original place. identify a number of the toys used in the w When the child can respond reliably at test and wait for long enough to listen and a conversational level, the tester uses a carry out a simple pointing or giving activity. small screen to cover his/her nose and This test can be effectively used with older mouth to eliminate visual clues and children with more complex needs and with repeats the request at a conversational young children who have indistinct speech. voice. The tester needs good child handling skills. w The voice is quickly lowered to a level where the child can correctly identify Procedure four out of five of the toys requested. The child sits at a small table in an appropriate size chair, with the parent/carer The voice level is measured by a sound level meter at the child’s ear. Sometimes it sitting close by. The child should be sitting is possible to get more information by comfortably with his/her feet touching the testing a metre to the side of each ear (as floor. for the distraction test).
e-mail: [email protected] web-site: http:/www.batod.org.uk 41 The Orchard, Leven, Beverley, East Yorkshire HU17 5QA Answerphone / fax 01964 544243 BATOD Magazine May 99 41 The British Association of Teachers of the Deaf
Audiology Refresher no 8 SPEECH DISCRIMINATION FOR THE ‘UNDER FIVE’S’
Kendall Toy Test The test items are grouped according to vowel sounds: house cow spoon shoe fish brick duck cup gate plate
The distractors are: mouse, book, string, glove, plane
This test can not be bought as a boxed set. It has to be collected by the tester.
The McCormick Toy Test The toys are paired items of monosyllables with the maximum degree of acoustic similarity within the constraints of the child’s limited vocabulary. cup duck spoon shoe man lamb plate plane horse fork key tree house cow
A boxed set of these toys can be References (for all behavioural tests) purchased from: Screening Hearing Impairment in Young Children, Prof. B McCormick, Children’s Hearing Barry McCormick. Croom Helm ISBN 0-7099-4643-0 Audiology in Education, McCracken and Laoide-Kemp Assessment Centre, Ropewalk House, Whurr Publishers ISBN 1-86156-017-6 113 The Ropewalk, Nottingham NE1 6HA Paediatric Audiology 0-5 years second edition, Barry McCormick Whurr Publishers ISBN 1-897635-25-7
e-mail: [email protected] web-site: http:/www.batod.org.uk 41 The Orchard, Leven, Beverley, East Yorkshire HU17 5QA Answerphone / fax 01964 544243 42 BATOD Magazine May 99 Launch of Select Education qualification in London (IoE) on Thursday 18th February 1999 Paul A Simpson, February 1999
Thursday,18th February saw the launch, at the educational needs in special schools; practical Institute of Education in London, of a qualification for placement in a special setting (observation and teachers requiring a better understanding of special reflection but not teaching); refining practice as a needs. This followed a pilot scheme run jointly by specialist teacher and current issues in special the University of the West of England and ‘Select education. He illustrated that the course could also Education’, the principal UK provider of supply be taken at Diploma (120 credits) and even Masters teachers. The Green Paper of 1997, ‘Meeting (300 credits) levels. Special Educational Needs’, which highlighted a need for teachers to develop their skills and Ann Tennant, Business Development Manager of knowledge in working with children with special Select, then put some more flesh on the individual educational needs, in the light of increased inclusion modules including the assessment arrangements. was one motivating factor in its development. She drew attention, too, to the strong partnerships Another key element of the Green Paper, mentioned which have developed with schools during the at the launch, was the need to develop equity of Bristol pilot. Keith Bovair then welcomed the provision. This includes ensuring that children being qualification in his capacity as President of NASEN. taught by supply teachers have teachers who have As a Head Teacher of a large special school himself, appropriate knowledge and skills. he applauded anything which would extend the knowledge and understanding in the field of SEN. It was made clear during the presentation - including Finally Angela Walsh, Lead Professional Officer of through a specific reference to associations like the Teacher Training Agency offered words of BATOD and the RNIB, both present at the launch, encouragement and support for the development of that this was in no way an attempt to supersede or the qualification linking it with the development of in any way interfere with the mandatory standards which are currently the subject of qualifications. Indeed hearing impairment is only consultation. touched on in the course leading to the qualification. Although clearly envisaged at the moment for supply Initially, the main target group is supply teachers teachers entering special schools (and not working in special schools and units mainly with particularly schools for the deaf or visually impaired) children with various degrees of learning difficulty the contact which Select Education has had with and those with behavioural difficulties. BATOD indicates that they are intending to expand it to supply teachers working in mainstream schools The launch consisted of a variety of short and working with children with a variety of special presentations preceded by the room being plunged needs. Thus, it is an important development and into darkness for a slide show accompanied by vital that BATOD is aware of developments and able classical music describing the two organisations to exert appropriate influence as necessary. involved. There was a brief introduction by the Managing Director of Select Education, Bob Wicks in which he, apparently inadvertently, used the phrase “our supply will meet the demand” (!). This was followed by the Associate Dean of the University, Lynne Walker, who highlighted the role Not a BATOD member? of the University in the initial pilot scheme in the Bristol area and the mission to disseminate the Enjoying a quick flip knowledge and experience gained through this to a through your colleague's Magazine? much wider, national, group of teachers through the Shame on you.... development of this qualification. This was followed by John Davies, the Director of Studies, who If described the various modules and accreditation it's worth reading... procedures. He pointed out that at the end of the 1980s much specialist training for teachers going to it's worth joining the special sector disappeared and this lack had been keenly felt. In addition, supply teachers Don't delay - Join BATOD Today working in specialist settings were at an even greater disadvantage because of their frequent lack of experience in the field. The Certificate course comprises at least three modules (60 credits) - chosen from these four: an introduction to special
BATOD Magazine May 99 43 ICT NEWSPAGE Jane Frew
Welcome once again to the ICT newspage which is desperately trying to keep you up-to-date with what’s happening (or not, as the case may be) in the world of ICT and deaf children. This month’s page contains reports on the 5th ICT update course in Northern Ireland and the ICT and the Education of Deaf Children meeting at the DfEE as well as other items which may be of interest. All contributions to this page are very gratefully received by: Jane Frew, 19C Thomas Court, Haydon Road, Dagenham, Essex RM8 2PA. Tel: 0181 599 4820 e-mail: [email protected]
Northern Ireland ICT update course PRESS RELEASES PRESS RELEASES PRESS Many thanks to Olive McManus, Margaret Nelson and everyone in the Northern Ireland region who Galaxy Kids helped to organise this course which was held on An interactive, home learning library has recently Saturday 27th February at Jordanstown School for been launched on the internet described as a the Hearing and Visually Impaired, Belfast. ‘complete learning package for children aged three to seven’. Children can play with Galaxy Kids The overall aim of the course was, once again, to give interactive material live on the Internet and also an overview of some of the ways that ICT is being download a ‘living book’ and activity sheets to keep. used with deaf children as well as providing The programme has been designed to meet the opportunities for networking and sharing ideas. The needs of the UK market in line with educational star acts of the day (apart from Olive and Margaret’s initiatives such as the Literacy Hour and hospitality and catering and Pat Bogue’s wonderful school/parent partnerships. Produced by Sunshine desserts) were Mike North and Sue Stevens from Multimedia (UK), it is part of The Wendy Pye Group RSD Derby. Mike discussed many aspects of ICT (writer of the Sunshine reading scheme). The that he uses with deaf pupils including the digital complete programme costs around £2 per week. A camera. As a result, sales of these cameras are free tour is available on www.galaxykids.co.uk. If going to climb! They are brilliant. (Can we have an anyone is using it, please get in touch. article please, Mike?) Sue discussed the work her pupils are doing using ICT to develop literacy Simon the Virtual Signer including the FaxBuddies project and making books Simon the Signer is a virtual human who reads the and brochures. There were also workshops subtitles and translates them to add the option of throughout the day with Hilary Smith from the Antrim instantaneous signing during TV programmes. The ICT support service demonstrating the potential of product of a collaboration between the University of Clicker3 for deaf children (see below for more East Anglia, Norwich company Televirtual and the details). Despite a few technical hitches (!!) and the Independent Television Commission, Simon has fact that there was not as much hands on experience won a technical innovation award for Research and as with previous courses due to the logistics of Development. There is still a long way to go - he can transport, it was an enjoyable day which was felt to be work in SSE but not yet BSL - but the project useful and informative. designers are committed to working with the deaf The National Grid for Learning (NGfL) and Deaf community to improve Simon. Children - watch this space.... BATOD recently wrote to BECTa regarding the lack of Clicker3 mechanisms for schools and services for deaf A word processing package which combines words children accessing the NGfL. A copy was sent to the and pictures, this has definite potential for deaf DfEE. The issues raised along with the notes from children but does require some training in using it. the DfEE meeting are to be used as the basis for an There are ‘Clicker’ centres around the country which agenda at a meeting between DfEE and NGfL can help. colleagues. For a catalogue and more details, contact: Crick Software, 1 The Avenue, Spinney Hill, Northampton, NN3 6BA Tel: 01604 671691. www.cricksoft.com
Audiology and ICT Committee 44 BATOD Magazine May 99 ICT AND THE EDUCATION OF DEAF CHILDREN
Notes from the meeting held with the DfEE in London on 3 Feb 1999 Carol Gray, Team Leader of the Special Educational Needs Division of the DfEE chaired the meeting and explained that Charles Clarke was keen to explore the area of ICT and deaf children following the recent Deafchild:UK meeting (see March Magazine). SURFING THE NET Therefore the aim of this was to bring deaf organisations together for a co-ordinated approach. BATOD will be moving its web site to There were representatives from Deaf@x, BATOD, BDA, DELTA, LASER, NATED, NDCS and RNID. www.batod.org.uk Each representative gave a brief overview of work related to ICT within their organisation and raised If you have been letting your fingers do the walking various issues related to ICT and deaf children. on the Internet and come across some useful web There were many excellent points raised (if you would sites we would like to hear from you. like more details please contact me on the above The DfEE have a huge site at number). Those raised by BATOD were: www.standards.dfee.gov.uk 7 Training - courses are far and few between. and the section .... /literacy/activity provides a Organised in spare time and held on Saturdays valuable resource of planning sheets and ideas for because BATOD reps are full-time working ToD’s. the Literacy hour. 7 National Grid for Learning 8 non-maintained schools will receive no The National Literacy Association can be found at funding www.argonet.co.uk/users/nlaprojects 8 teachers in Bases will receive training via host school but how will they be able to access Recommend a site to us, let us know about your specialist training? site by e-mailing the address to Jane Frew 8 peris to receive training under a special needs [email protected] ‘umbrella’ - how will they access specialist training? 7 Lack of research quantifying benefits of ICT for deaf children. 7 There are many technophobic teachers and we have all got to be ICT literate by 2002. 7 Excellent practice needs to be shown to other areas.
DfEE Action points resulting from the meeting 7 to develop a National Strategy on ICT for deaf visit http://www.connevans.com children for helpful audiological advice 7 to consider how to take forward ICT provision for deaf children and support services 7 to consider mechanisms to enable support services, ToDs and organisations to share information and good practice 7 to consider what guidance might be produced for schools and support services on good practice in the use of ICT 7 to consider what training teachers, including support teachers, might need to enable them to effectively support deaf children in their use of ICT
Simon - the Virtual Signer
Audiology and ICT Committee BATOD Magazine May 99 45 Phonak Microlink disk with proof
46 BATOD Magazine May 99 In the mail box....
Oral Dyspraxia and Deaf Children I have been working as a Teacher of the Deaf for eight years and during that time have taught three children who we have suspected to have speech articulation problems beyond those that could be accounted for by their lack of hearing. Through collaborative working with a speech therapist, two of these children have been assessed using elements of the Nuffield Dyspraxia assessment. Both children were found to have some level of oral dyspraxia and one also has dysarthria.
I am beginning to do some research that may lead to some sort of protocol for assessment. Identifying such children allows an intervention programme to be created that is appropriate to their needs. I may be able to extend the research to identifying whether there is a higher incidence of oral dyspraxia amongst certain groups of deaf children ie looking for a link between cause of deafness and oral dyspraxia.
If you have experience of working with and/or assessing deaf children who have oral dyspraxia; or have suspected this in any of the children you have worked with I would be interested to hear from you. Any comments, experiences, ideas or information would be most welcome. I have, as yet, found nothing in the literature on deafness and dyspraxia. Sian Evans, 5 Heath Street, Riverside, Cardiff CF1 8LE
BATOD Magazine May 99 47 NEWS FROM THE REGIONS
The region held the Spring meeting at Cwrt Sart Comprehensive School, Neath in February. Sue Lewis addressed the meeting on the subject of language assessment. The meeting was well supported and Sue’s detailed, knowledgeable and enthusiastic overview of language assessment was well received by all present. Our committee has met three times since the last The venue for the Wales AGM and Conference this NEC meeting. Much of the discussion has been year is to be the Afan Lido Function Suite at the centred on organisation of the Spring Meeting. This Aquadrome in Port Talbot on Saturday 8 May. The will take place at Donaldson’s College on Saturday 8 day is designated as an audiological update day with May. The topic will be child protection and its various workshops on offer to delegates. implication for Teachers of the Deaf. The speakers Discussions are continuing satisfactorily between will be Sue Hamilton (Edinburgh City Education LEAs, BATOD and Caerleon regarding the qualifying Department) and Mrs Marie Currie, a Headteacher course for Teachers of the Deaf. John Jones has and Tutor in Child Protection. We hope by the end been approached with regard to taking over part of of the meeting to have our first draft of the Code of the course. John is very interested in this proposal practice for Teachers of the Deaf. and is in discussion with the University. Other topics that have been discussed include Marian Williams BATOD representation on various committees, Carole MacGregor is now the BATOD representative to the Scottish Association of the Deaf. following the On Saturday 27 February, BATOD retirement of Fiona Addison. Carol Clark will (N. Ireland) held an ICT up-date represent BATOD on the review group on cochlear course in Jordanstown Schools for implantation services in Scotland. There were Hearing and Visually Impaired concerns raised regarding this appointment as Carol Children. Our speakers provided a is an Educational Audiologist and therefore there is very lively and enlightening no active ToD in Scotland on this committee. programme. Although representation has been made for another member to join the group this has been turned down Jane Frew ( A&ICT) gave an overview of current ICT at present. developments. Mike North, Vice Principal and IT co- ordinator of the Royal School for the Deaf, Derby Some discussion took place about the and Sue Stevens, also from the Royal School implementation of Neo-Natal Screening and its demonstrated the latest hardware and software to implications for ToDs and Services. It was agreed help children develop their language and literacy that it should be brought up at the next meeting of skills. Hilary Smith (NEELB IT Support Service) gave Heads of Services. Carole Sturt will report back to an overview of Crick software and its uses in the committee on this. classroom. Another topic of concern was the demise of the Workshops after lunch provided more detailed Senior Teacher post (in Scotland there is no extra information on the benefits of ICT for hearing- payment for additional qualifications and Senior impaired children. Teacher posts were seen as a vital part of the career structure in deaf education). Many Senior Teacher This was a most successful day! We would like to appointments were personal, so when these thank Stephen Clarke, Principal of Jordanstown teachers left their authorities these posts were lost. Schools for the use of the school premises. We Teachers of the Deaf now have to compete with all hope our speakers enjoyed their short stay in other learning support agencies for a very limited Northern Ireland. number of posts. This is due for renewal at this The next meeting will be in June. time, but will not be dealt with until after 6 May.
Jean McIlroy Carole Sturt 48 BATOD Magazine May 99 The Spring Workshop ‘Spring The region is pleased that the 5% of subscriptions into Audiology’ was held on 6 that it received in the last BATOD financial year is to March 6 at the Connevans be increased to 10% in the current year. Funding factory in Reigate, Surrey. The for the 1999/0 financial year was discussed. The day consisted of six workshops suggestion that each region submit a bid for the attended by all delegates taken coming year’s income from central funds, to cover by invited speakers and the cost of running the region for the year was members of the South region received favourably in principle. The Treasurer committee. The day has once again proved very agreed that conference running costs should not popular with 7 of the 30 places taken within three form part of the bid. Concern was expressed about days of the flyer going out. the variations between the current financial balances of each of the regions. The Midland region is Our Annual General Meeting will be held on 8 May pleased that interpreters fees at conferences will be at Heathlands School in St. Albans on the topic of paid centrally. the Literacy Hour. The morning keynote speaker will be Liz Andrews, and the afternoon will be made up The BATOD Midland Pre-school account is to be of short presentations from a variety of settings: a subsumed into the BATOD Midland account. service, an oral school, a signing unit and a signing school setting, all discussing their response to the The 1999 Midland conference will be at Birmingham National Literacy Strategy. University on 22 May 1999. The theme will be Numeracy and Literacy. Bob Sawyer will be the We continue to produce our newsletter, the latest keynote speaker. edition was sent out in January and was very well received. The Midland region is reconsidering the future of a Midland page in the BATOD Magazine, or a Midland Sheila Smith has very kindly agreed to be the South newsletter. Region Representative on the Conference Sub- Committee and the South Region Committee would Regional representation on a national conference like to express our profound thanks to her for sub-committee was agreed in principle. Will NEC volunteering for this task. consider that the region which is the host region for a particular AGM and conference provides The South Region Committee welcomed the funds representatives for a sub-committee to organise that now paying for Sign Language Interpreters for conference? The regional representatives will then courses. The Committee discussed the proposal be able to provide local knowledge, to support the from NEC concerning the allocation of funds and core group from NEC. When the AGM and request a formula set down by NEC on the conference is next held in the Midland region, the preparation of the proposed costs. region will provide a minimum of three people for the sub-committee. If the AGM and conference The Committee would like clarification from the NEC continues to be held in London in alternate years, as to whether the National Treasurer will be claiming could members from other regions be part of the back VAT on the appropriate regional expenses. sub-committee, along with members from the South The Committee also requests guidance on offering region? Learning Support Assistants reduced conference fees and would like the possibility of reduced Will NEC consider that each region submits with its membership for this group. annual bid to the treasurer, a copy of the previous year’s accounts? Should the new financial Cindy Paulding arrangement start off with all regions `on a level playing field` as far as their budgets are concerned? There are still a number of Will there be guidelines to limit the amount of money authorities in the Midland region that may be held in regional accounts? who do not send a representative Will each region have an adequate working to the BATOD region meetings. balance? Colleagues in these authorities will continue to be encouraged to A member has expressed a concern that there attend. should be a way for members to express personal concerns which affect the profession, their school or Representatives from each authority were urged to service, when this does not necessarily follow the respond to the following documents - Meeting the `official line`. Can or should BATOD take up these challenge of change; Meeting Special Educational issues? Needs - A Programme for Action; Special Educational Needs Consultation Document on the Helen Griffith Proposed Revision of the Code of Practice.
BATOD Magazine May 99 49 A meeting of the South The committee also discussed the written West committee took contributions to the BATOD Magazine as this has place on 23 January at caused some anxiety recently. In future all meetings Royal School for the will be reported upon and those reports will be Deaf, Exeter. Despite forwarded to the Magazine for inclusion, so South the beautiful sunshine west members should be able to keep up-to-date that began the day by with what is going on in their region. the time all members had arrived it was once again The next regional event is on 22 May. It will be held raining. Although RSD is well above the flood level at RSD, Topsham Road, Exeter. The title for the day lunch had been booked at a canal-side pub! is ‘Are there enough hours in the day? The meeting began with discussion concerning area Two guest speakers will talk about Literacy and representatives. Due to reorganisation there is now Numeracy plus some input from other delegates a rep for Plymouth but not one for Devon. There are with personal experience and there will be also vacancies for Torbay, Avon and Elmfield representatives from various publishers who will School. As Dorset is being reorganised a display materials for delegates to see. representative may be needed from there too! Under ‘Any Other Business’ John Shaw brought the The minutes of the previous were duly signed. A attention of the Committee to a one day conference major ‘matter arising’ for discussion was how to to be held in April at the West of England School for persuade more members to attend regional children with little or no sight. The conference title is meetings. It was felt that really interesting and ‘From Green to White and into the Millennium’. informative conferences are provided but generally A tremendous range of speakers will consider attendance is disappointing. It was felt that perhaps aspects of regional provision for low incidence this is just something that should be accepted Special Educational Needs. despite every effort put into providing speakers of national calibre, interesting foci and superb lunches Future dates for Committee meetings are to be at a very reasonable cost to both members and non- confirmed. members. ADVERTISING RATES Implant Centre Teachers of the Deaf ASSOCIATION MAGAZINE Format A4, Portrait Teachers of the Deaf from all cochlear implant circulation 1,800: readership estimate 2,500 programmes in Britain and Southern Ireland get Teachers of the Deaf & associated professionals together for meetings twice a year. The group has been meeting for a number of years, with different Black & White: width x height Implant Centres hosting each meeting. Full page £200 170mm x 270mm Half Page £120 170 x 125 or 80 x 270 The meetings are always well attended. They Quarter Page £ 80 83mmx125mm provides fora for individuals and newly appointed Join a Course £ 30 teachers to discuss and share problems, ideas, Courses & Job Advertisements also appear on our website concerns, experiences and achievements, which we all find extremely useful. The group recently Full Colour: Magazine became a Special Interest Group of BATOD. Back Cover £500 Full Page £400 In January at the meeting in Bridgend lively Half Page £200 discussions took place on various topics including Loose Inserts with Magazine mailing managing FM systems and the performance of Supplied (1800 copies) £150 children using these with their cochlear implants in Duplicated from master £200 schools, funding issues, development of databases, the NDCS / BCIG Quality Standards document, the Bromides, Colour Separations and Chromalins or Nottingham / Birmingham course for Teachers of the electronic copy should be supplied wherever possible Deaf working with children with cochlear implants. according to published copy dates. Confirmation of space requirements should be in writing In past meetings guest speakers have addressed as far in advance as possible. the group and it is hoped that more speakers will be invited to present papers in the future. Please contact the Advertising Manager for further details: 41 The Orchard The next meeting will be our first 2-day venture Leven, Beverley when we meet at Southampton in July. There will East Yorkshire HU17 5QA be discussion about assessments and an exchange (01964 544243 answerphone and fax) of ideas in workshops. (e-mail: [email protected]) Lucy Phillips 50 BATOD Magazine May 99 BE 56 D DANAVOX BE 56 D Amplius 155 PP AGC I Amplius 155 PP AGC I Partners in Hearing Care Now available from NHS Supplies
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BATOD Magazine May 99 51 What went on at NEC on 27 March 1999 Several new members were welcomed at The response to the latest Green Paper on the start of the meeting. Jacqui Hurley teachers’ pay and conditions has been joins MAP from the South West region, written and forwarded to the DfEE. A copy Margaret Nelson from N. Ireland. Hilary of the lengthy response is available on the Ambrose substituted for Aftab-I-Haque and BATOD Website. Performance related pay Fiona Addison represented Scotland as is not felt to be appropriate for Teachers of both Scots representatives were attending the Deaf. Its length precludes publication in courses. the Magazine but copies could be made available on request to BATOD Hon As the Officers consider how to continue to Secretary Paul A. Simpson. progress the work of BATOD deliberations have resulted in a bid being submitted to Following consideration of the pattern of BECTa to enable the Officers to use ICT in meetings of the NEC at the last Council a fast response to the challenges of meeting members’ views were taken into managing BATOD business. This is the account. It has been decided to alter the first stage of a two tiered bid to equip date of the AGM of the year 2000 and BATOD National Executive Council and subsequent years to March each year. The enable Council members to work for the President, Peter Annear explained to those membership more effectively. present the thinking behind the changes. The Calendar at the back of the Magazine One of the most important aspects of reflects these changes. Regional BATOD’s work is the survey, which is an representatives were asked to discuss the almost full time job at present carried out plans with regional members, to determine entirely voluntarily. Elizabeth Andrews has the implications for their own region. set up a meeting with an RNID colleague to examine the financial aspects of the Survey Comments on the revision of the Code of both to enable paid administrative support Practice have been collated by Paul A. and to ensure that the costs of managing Simpson and the complete BATOD the Survey do not impinge too much on the response has been sent to the DfEE. This Association budget. The DfEE has will appear in the Magazine and on the expressed interest in the survey which it Website. feels is a valuable part of the work of The costs of Interpreters for regional BATOD producing previously inaccessible meetings was considered. The proposal data about deaf education. reported in the March Magazine had not Continuing Medical Education (CME) points been accepted formally as this was part of in relation to courses were discussed. the discussion of the region precept being Members of the medical profession collect awarded following bids. Following these points towards proof of their feedback and a subsequent vote by NEC continuing professional development, a from 1 August 1999 the region precept will professional requirement. It has been be paid as a result of individual bids and suggested that such a system could be put Sign Language Interpreters at conferences in place to ‘accredit’ BATOD courses and will be funded centrally. conferences, also including the CME points. Recent correspondence from two members NEC was saddened to hear that Michelle who are over 80 years of age demonstrated Thew is to move from her post at NDCS. that there is still continuing interest from She will be missed by many people who them in the Association. NEC welcomed worked with her in many areas of the the enthusiasm and interest of the education of deaf children. We wish her correspondents and considered that since well in her new post as Chief Executive of retired members are offered the opportunity the Anti-Vivisection Society. British Association of Teachers of the Deaf 52 BATOD Magazine May 99 of receiving the Journal at additional cost The concern of a member about the this would be an additional burden to those mechanism for airing opinion and on low pensions. It was agreed that retired supporting members’ views that were not membership of BATOD should be free to necessarily following the ‘official line’ was those reaching their 80th Birthday. discussed at length. It was generally accepted that there are sportive There is an annual meeting of the Heads of mechanisms, not necessarily directly via Schools and Services for Deaf Children and the Magazine, although sometimes it may a request from that meeting asked to be be felt to be beneficial to publish. The considered as a special interest group of Editor has received several contentious BATOD was put forward. After some letters and occasionally articles which fall discussion it was agreed that this would be into this category. As there are possibilities acceptable. that publication could lead to libel actions, Ted Moore and Tina Wakefield attended a the Editor does seek to substantiate and conference organised by the DfEE verify contributions via any route which is discussing issues surrounding the Action relevant, not necessarily via the author of Plan which emerged from the recent SEN the original text. Items are referred to the Green Paper. A brief account of the Officers for consideration. conference was reported. Tina felt that she had been able to make several points about The meeting covered a considerable the needs of deaf children and raised the amount of business and much appears as level of awareness of fellow delegates and reports within the Magazine (committees the DfEE staff present. working for you, reports from the regions and appropriate articles). The next NEC GCSE subcommittee report an increased meeting will include a meeting with regional profile with queries relating to policy issues treasurers and it will take place on Friday from outside organisations. and Saturday 18/19 June. Members Following discussions about the HIT wishing to bring items to the attention of the (Hearing Impaired Teachers) group, (now meeting should contact Paul A. Simpson as managed through the NDCS) the soon as possible. Professional Development committee proposed to extended the BATOD Mary Grace Wilkins Travelling Scholarship reference to include deaf teachers in mainstream. It is proposed to write an article considering how BATOD could WANTED support these teachers. Although this BATOD member could appear in the Magazine it would probably be of more use on the Web-site. with ideas for small scale research or study which has direct relevance to hearing-impaired Conference organisation and support for pupils/students in the British Isles. the organising committee was raised by the up to £ 1,000 Midland region representative. It was confirmed that wherever the National REWARD OFFERED Conference is planned the local services and region committee will be asked to help further details from: BATOD Secretary, Mr Paul A. Simpson with the organisation. This was very 41 The Orchard, Leven, Beverley HU17 5QA successful in the North where the South Tyneside Service helped with much of the Mary Grace Wilkins Travelling Scholarship organisation for the Language of Deaf Learners conference. The help was very much appreciated.
British Association of Teachers of the Deaf BATOD Magazine May 99 53 The Language of Examinations published jointly by Survey 1998 Survey 1998 Survey BATOD & NATED YOUR SURVEY RETURN IS STILL NEEDED ... offers guidelines on the modification of Returns to date: Northern Ireland 100% examination language. The booklet is Scotland 82% accepted by most examining bodies who England 71% have agreed to establish procedures for Wales 60% special arrangements for hearing-impaired Get your facts right... plan for the future students taking examinations. Misplaced the questionnaire? Contact: Margaret Eatough, BATOD Survey Co-ordinator £5.00 to non-members, £2.50 to members £2.50 per copy if 10 or more copies are ordered All returns now go directly to Margaret BATOD Publications tel 01209 219503 for a replacement copy 41 The Orchard, LEVEN, Beverley East Yorkshire HU17 5QA Survey 1998 Survey 1998 Survey
SAFETY Items about teaching safety - personal safety bullying teacher safety in class and on the road policies, plans and tips examples of children’s work DEADLINE 30th June for September Magazine Contact the Editor now
NEEDED WANTED NEEDED WANTED Short articles about ICT and deaf children
Are you using ICT with deaf children? What form of ICT are you using? PLEASE write a short(ish) case study outlining what you do and how you do it.
Contributions sought for ‘ICT and deaf children’
A booklet to be published as soon as is humanly possible ie 1999 / 2000. photographs, articles, work examples
For more details contact: Jane Frew on 0181 599 4820. BATOD ICT sub-committee WANTED NEEDED WANTED NEEDED
54 BATOD Magazine May 99 NewNew membershipmembership subscriptionsubscription ratesrates
At the Annual General Meeting held in London in November 1998 new subscription rates to take effect for the 1999 / 2000 membership year were agreed as follows:
Annual Quarterly due 1 August
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.
All Retired members should have received a letter from the National Treasurer outlining the subscription options. Most of these have been returned already. If yours is outstanding, please return it as soon as possible.
Full and Associate members who are entitled to a reduced subscription should notify the National Treasurer of the circumstances by 30 June 1999 at the latest 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.
Any enquiries should be made to the 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.
BATOD Magazine May 99 55 Meetings to know about Date Organisation Meeting Topic Venue
May 7 Janice Silo Training & Quals for deaf role models RSD Derby 8 BATOD South Getting the best from the Literacy Hour Heathlands School 8 BATOD Wales Audiological Update & AGM Port Talbot 22 BATOD South West AGM RSD Exeter 22 BATOD Midland Teachers of the Deaf - making a difference Univ. Birmingham
June 18/19 BATOD NEC Regional & Association business Birmingham 18/19 NDCS 11th Technology Exhibition Wolverhampton 17-19 British Dyslexia Assoc. Multilingualism and Dyslexia Univ Manchester 25 SE region Heads of Service Regional Updates Chertsey 25 BAEA National Conference Birmingham
September 25 BATOD South West Committee Meeting RSD Exeter
October 2 BATOD NEC Association business London 8 BATOD / VIEW Joint Annual Conference Birmingham 28 NPCIP Under 2s research & clinical practice Nottingham
November 6 BATOD South West Regional Meeting Plymouth 6 NPCIP Paediatric Cochlear Implantation Nottingham 20 BATOD AGM and Conference Additional Needs UMIST Manchester 24 - 26 HSSDC National Conference Hull
2000 January 22 BATOD NEC Association business London 29 BATOD South West Committee business RSD Exeter March25/26 BATOD NEC+ AGM Association business London April 6-9 BATOD/BAPO Communication 2000 Nottingham May 13 BATOD South West AGM TBA 19 BATOD NEC Officers & Committee Chairs TBA June 16 BATOD NEC Officers & region representatives TBA 17 BATOD NEC Association business TBA July ICED International Congress Sydney Australia Sept 9 BATOD Officers Association business planning TBA 23 BATOD NEC Association business TBA Nov 17 BATOD Officers Association business planning TBA Dec 2 BATOD NEC Association business TBA
Add your own Calendar dates here:
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.
British Association of Teachers of the Deaf 56 BATOD Magazine May 99 Region Chairpersons, Secretaries, Treasurers Magazine Distribution Northern Ireland Midland region Chairperson: Mrs Olive McManus Chairperson: Mr David Hartley 22 Cregagh Park 83 Christ Church Lane Belfast BT6 9LF Lichfield, Staffordshire Secretary: Mrs Wilma McCreary WS13 8AN 41 Knightsbridge Park Secretary: Mrs Janet Guest Belfast BT9 5EH ESHIC Owen House Radbrook Centre, Radbrook Treasurer: Ms Ann Toner Shrewsbury SY3 9BL 5 West Avenue Treasurer: Mr Robert Miller Portstewart 13 Derby Close Co. Londonderry BT55 7NB The Meadows Broughton Astley Scotland Leics. LE9 6BE Chairperson: Ms Sylvia Gordon North region Earnock High School Chairperson: Mrs Tina Wakefield Wellhall Road Melrose House, 46 Steade Road Hamilton ML3 9UE Nether Edge Secretary: Ms Margaret Highet Sheffield S7 1DU 26 Sinclair Drive, LARGS Secretary: Mr Chris Payton Ayrshire KA30 9BL 19 Lawnswood Park Road Treasurer: Mrs Marion Stewart Swinton 45 Airthy Avenue Manchester M27 5NJ Glasgow G14 9LY Treasurer: Aftab-i-Haque 67 Belgrave Road Wales Oldham OL8 1LU Chairperson: Ms Rose Taylor Ysgwydd Gwyn Uchaf Farm South region Deri, Bargoed Chairperson: Mrs Corinda Carnelley Caerphilly CF81 9NT Hearing-Impaired Peripatetic Service Secretary: Mrs J.Evans Selhurst High School For Boys Milford House, Ithon Road The Crescent Llanddrindod Wells, Powys LD1 6AS Croydon CR0 2HN Treasurer: Mrs Norma Moses Secretary: Mrs Lynne Williams 28 Pen Y Gros, Groesfaen Physical & Sensory Services Pont Y Clun, Mid Glamorgan Mid Kent Area Education & Libraries Office CF7 8PA Bishops Terrace Articles, information, contributions and advertisements Bishops Way for the Association Magazine should be sent to: Maidstone ME14 4PD Mrs Ann Underwood Treasurer: Ms Viv Ogg BATOD Magazine Editor Mary Hare Grammar School Arlington Manor, Snelsmore Common 41 The Orchard Newbury RG14 3BQ Leven, Beverley East Yorkshire South West region HU17 5QA Chairperson: Mrs Linda Lang e-mail [email protected] 5 Tamar View, Launceston Submissions to the Journal Cornwall PL15 9EX ‘Deafness and Education International’ should be Secretary: Mrs Fiona Elsworth sent to: Sunspot, Liston Down Cornwall PL16 0DB Dr Clare Gallaway Treasurer: Miss Harriet Nott CAEDSP, School of Education ‘Ygorow Dew’, 75 Stanary 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 A & M hearing
4 colour film supplied