MAGAZINEMAGAZINE March 2004

ISSN 1366-0799

FocusFocus onon CommunicationCommunication From your editor It has been a very busy couple of months as Paul SImpson, my son Matthew and I have worked on the ‘new look’ website. Matthew has completed the design so that we can manage the site more easily independently and also so that it is easy for visitors to explore the pages. Thanks to those of you who have emailed us to say that you appreciate the changes and have found lots of new files and information to support you in your work. We now have an email address specifically for contacting us about the website - [email protected] - as we hope to keep the calendar up to date with brief details of courses and meetings. Just email the details of date, organisation, title and venue and we will add it (for free) to the calendar. Call for articles and suggestions for inclusion in future Magazines: Planning for forthcoming Magazines includes: The Teacher of the Deaf in the 21st Century; Deafness and Dyslexia; Creativity; Deaf Education in Europe and Worldwide; British Sign Language Consortium If you have short articles and photographs that will help expand the contents table please contact me and let me know as soon as possible. This doesn’t mean that articles about other topics and activities are not sought! PLEASE share your experiences and achievements with us - many of you are isolated as peris and to share ideas is an important form of personal professional development. The Magazine is a recognised leading vehicle for doing this.

Do you share your Magazine with mainstream colleagues and LSAs? Why not encourage them to become Associate BATOD members then they can get their own copy of the Magazine? Ann website: www.BATOD.org.uk Magazine editor Our email addresses are easy to remember. CONTENTS They all end @BATOD.org.uk So the Magazine will be: Communicating with your baby ...... 2 Communication, Literacy and Inclusion ...... 5 [email protected] All behaviour communicates - signs and symbols ...... 7 (check your spelling so you don’t fall into the black hole!) Voice Output Communication Aids ...... 11 Video conferencing revolutionising deaf education ...... 13 Phoning 01964 544243 Video interpreting in the workplace ...... 14 BATOD Magazine, Publications & Advertising? The big dilemma, ISDN versus broadband video technology.. 16 if no-one makes it to the phone to respond Using interactive whiteboards with deaf children ...... 17 ....PLEASE SPEAK How many languages can a young deaf child master? ...... 22 (don’t sigh and hang up!) Mathematics and deaf children: barriers to success ...... 24 LEAVE A MESSAGE Is vision care and assessment crucial? ...... 35 or send a fax or even email Regular items and general information [email protected] An Ode WMGMC ...... 25 Visit our web pages www.BATOD.org.uk IT for teachers ...... 27 Need to contact BATOD? Review - Alphabet Soup ...... 29 talk to DCCAP two years on ...... 30 BATOD Secretary Paul Simpson Global directory of deaf organisations ...... 31 email: [email protected] Tanzania Workshop for parents of deaf children ...... 32 answerphone/fax 01494 464190 Agenda item 3: India ...... 33 Deaf children’s mental wellbeing ...... 38 Boosting attainment ...... 39 THRASS - whole-picture keyword phonics ...... 40 Association Business: Anything is possible ...... 41 ....and moving on ...... 1 Training day for professionals in Birmingham ...... 42 Representing you ...... 23 Abbreviations in this Magazine ...... 43 Subscription rates 2003-4 ...... 51 This and That ...... 44 I’ve moved... notification form ...... 51 NATED news ...... 46 NDCS - Diamond anniversary ...... 46 Advertising rates ...... 48 Concept mapping with Kidspiration Version 2 ...... 47 Calendar - Meetings to know about ...... 52 Noticeboard ...... 49 Officers of regions and nations...... inside back cover

Just to remind you - the term ‘deaf’ is used throughout this Magazine to cover the full range of hearing loss.

Cover Picture Good communication interaction between the child and their family can be established at a much earlier stage, regardless of which communication method the parents may have opted for, or even if they have not yet decided (page 4)...... and moving on

David Hartley has completed four of his six years in the Presidential arena. Now he slides into the past President’s seat - a supporting role for two years. Carole Torrance takes the lead. Alison Weaver steps forwards as President-elect. This cycle ensures that we have a consistency of knowledge whilst encouraging a different approach. Carole has already discovered that some things don’t change... she was immediately hassled for the Presidential magazine column....

I feel honoured to be The other key roles identified by the management taking up the consultant were those of the Treasurer and presidency of BATOD Magazine Editor. Both these roles currently rely on for the next two years. the goodwill of the incumbents. These roles need I thank David Hartley reviewing, clarifying and setting on a business and previous footing which takes us securely into the future. Presidents for setting the pace and standard Committee Members are also a very important part to which I aspire. But of BATOD and attracting and encouraging members as any Head will say, to join NEC is vital for a healthy organisation. you are only as good BATOD represents the full spectrum of Deaf as the team you work Education and having that reflected in the with. This is true for composition of the NEC is essential. Joining the schools, services and NEC may seem a daunting prospect, but when BATOD. I joined I found a friendly group of colleagues with a wide range of knowledge that has informed my In education learning never stops for the teachers. thinking and approach to Deaf Education. You There is always more to discover, discuss then don't have to be in a promoted post to be a member absorb or discard. For me, BATOD is the of NEC, just willing to give a bit of time. Every professional organisation that gathers and supplies member has this opportunity so watch the me with new information, legislation details and magazine and website for details. examples of best practice and disseminates this to Teachers of the Deaf throughout the UK and Finally as the first Scottish President of BATOD, beyond. BATOD achieves this through our website I would like to acknowledge that our differences can - www.BATOD.org.uk - our Magazine, our Journal, be strengths as we share the common pursuit of Deafness and Education International and our 'Excellence in Deaf Education'. conferences at national and regional levels.

BATOD is not a dinosaur. To survive, this organisation has adapted and changed in order to remain robust. We, on BATOD's National Executive Committee (NEC), need to evaluate our role and ensure that our format meets the needs of our membership in the 21st century. Changes need to be made and these may be quite radical. We have taken advice from Management Consultants who gave us their time and advice without charge. If we are to remain an effective professional organisation, we need to heed their advice and secure three key roles - Secretary, Treasurer and Magazine Editor.

We have already made our organisation more effective by having a paid part-time secretary. Paul Simpson is able to receive information and email Antonette Burns presents Wilma Mc Creary with a bouquet to mark her retirement as Head of Service for the South Eastern this on to committee members and collate Education & Library Board. Wilma has taught some 42 years, responses. We now have a faster response time to 37 with deaf children! She has been 16 years as HOS SEELB. all mail, enquiries and follow up reports on Wilma has been a very active member of BATOD NI for many years (and its predecessor before that!). She was secretary meetings. three times and spent many years as a committee member (see page 25).

©BATOD Magazine March 04 1 Communicating with your baby Hilary Sutherland The introduction of the National Newborn Hearing As we have said, all of these decisions do have to Screening programme has resulted in more babies be made at some stage, but it is equally important being diagnosed with hearing loss at a much earlier to remind parents that they must enjoy the bonding age. This has led to many changes in the services process with their new baby and this should be their for families with deaf children. Whilst proving to be main priority, as well making sure that their child is a challenge, it also gives us the chance to review being cared for and loved by them. and to reflect on the changing needs of families with young deaf children and identify services they Communication within the family is essential if might benefit from. natural bonding is to take place effectively from an early stage. Communication allows families to The development of the ‘Communicating with your enjoy their time with their new baby. However, this baby’ package is one example of the work of the is not easy. For many parents, the reality is that Sensory Impaired Children's Service, based at they are usually confronted with the medical aspect Elmfield House in Bristol. Given the fact that we are of deafness right from the early days and the now working with families of much younger deaf impact of this remains with them for the rest of their babies, we need to make sure that our materials are lives. Many parents do not have much opportunity more age-appropriate. to learn about the positive, social model of deafness which would it can be argued, enable them to The early diagnosis of deaf children is certainly accept their child's deafness better in the long run. innovative but it also means that families with young deaf children are being confronted with several So for many parents, regardless of whether they are issues, connected to their child's deafness, at a a new parent or an experienced parent, the actual much earlier stage. These may include: diagnosis can seriously affect their level of self consideration of cochlear implantation confidence, they may see themselves as a parent of decision of using either analogue or digital a deaf child, rather than a parent whose child hearing aids happens to be deaf. which communication methods to use educational placement The questions that they are likely to be asking themselves are: These factors mean that an earlier identification "How will I communicate with my child?" may place parents in a position of immense "Will she or he be able to understand me?" pressure requiring them to absorb the various and "Should I learn to use sign language?" sometimes conflicting information, some of which "Should I consider my child having a cochlear may have been unknown to them previously. implant?" Parents need to consider the different options that "How can I teach my child to listen and talk?" are available. This would always have been This list is endless, and will add to the normal necessary at some stage in their child's life, stresses and strains of having a new baby: sleeping however it now happens at a time when they should patterns, feeding dilemmas and so on. be welcoming and enjoying the newest addition to the family. So for these families instead of Through using these materials with parents, we welcoming ‘Beth’ or ‘Drew’ into the family, they must hope we can help them become reconciled to the consider the implications that having a deaf child fact that whatever kinds of intervention the child or can also bring. the family have had, they still need to accept that their child will always be deaf. Nevertheless, decisions that must be made on behalf of their child can be put on hold for a bit longer until they have had the opportunity to bond and establish their relationship. In this way, they will begin to know their child better, which will in turn, help them to make decisions concerning their child's future. It is almost impossible to predict what our children will do in the future and every child is different. We need to be flexible in a way that allows individual children's and family's needs to be met. This can be difficult to cater for due to the wide spectrum of needs.

2 ©BATOD Magazine March 04 It is hoped that the basic communication strategies monitored communication development of deaf contained in the pack will encourage more parents parents with their deaf and hearing children and to feel better equipped and enable their children to compared it with the hearing parents of hearing feel more able to cope with the world outside. The children. This proved that the language tips include the importance of good eye contact and development, regardless of whether the families building up a child's eye concentration span. This have opted to use sign language or speech with will greatly enhance their learning potential in an their child, suffered no detrimental effects even educational environment. Now that the screening though different approaches were being used. process is much earlier, in a way, this is ideal because good communication interaction between By using our trained deaf adults, we have the child and their family can be established at a introduced some of these basic techniques to much earlier stage, regardless of which hearing parents of deaf children in order that they communication method the parents may have opted may feel more confident and have good quality for, or even if they have not yet decided. If, for interaction with their children. Again, with the early some reason, a good communication pattern is not diagnosis of deafness, Deaf adults are able to meet yet established, we can, with the parent's support, with families much earlier in the child's life, which start to consider the different options that may be can only be advantageous in terms of necessary to get this communication working at a communication and bonding. much earlier stage. For example, delayed communication could be an indication that a child The information pack includes some tips on making has a learning complication that would require more eye contact, touching, waving, pointing and getting intensive support from the appropriate services. children's attention. These come in six parts This information could be acted upon at a later including an introduction and explanation of how to stage. use the tips. Information packs are available from the Sensory Impaired Children's service, Elmfield House, Greystoke Avenue, Westbury on Trym, Bristol BS10 6AY at a price of £5.00 per pack. The information packs should prove useful to all parents and teachers involved in the care of deaf children. However, we would advise that the people most qualified to help and give guidance are deaf parents, who will probably be using the strategies in their own homes without even thinking about it.

The whole aim of using this material is to empower parents, making sure that they are able to bond with their child as much as possible. With that in mind, we would advise them not to make any important decisions until they are able to see what their child can do and any other areas where they may need support. For many of us it is almost impossible to predict what our children will do as every child is different and we have no way knowing of how they Whilst this information is aimed at hearing parents, will adapt to different situations. the needs of deaf parents with deaf children must not be overlooked. It is crucial that deaf parents The important thing is that every parent should be realise their natural response to developing given the opportunity to bond as much as they can communication with their child is ideal. This with their child in the early stages. (See Yoshinago- knowledge should enhance self-confidence and Itano C, Journal of Deaf Studies 2003) prevent deaf parents from feeling that they should be doing more to communicate with their children - The materials that we have been using stem from unnecessary extra pressure. research carried out in 1990 at Bristol Centre for Deaf studies, University of Bristol. The study

©BATOD Magazine March 04 3 OXFORD BROOKES TRAINING OPPORTUNITIES AT UNIVERSITY MARY HARE SCHOOL

In partnership with Oxford Brookes University, Mary Hare School offers the following postgraduate courses. Akey feature of the courses is that in order to bring together the best possible lecturers there are a series of residential weekends based primarily in the Mary Hare Wroughton Centre. This offers en-suite accommodation and excellent educational facilities. The arrangement also aids group cohesion. Alibrary and social facilities, including a pool and fitness room, are available for student use.

POST-GRADUATE DIPLOMA IN EDUCATIONAL STUDIES (HEARING IMPAIRMENT)

DfES approved, this is a mixed mode course with a substantial taught element for candidates wishing to train as Teachers of the Deaf. The course is two years (part-time) and open to qualified teachers. There are six modules: Language Development Audiology Curriculum Access Legislation and Provision Teaching Practice Family Support and Professional Liaison

DIPLOMA/MSc IN EDUCATIONAL AUDIOLOGY

The course consists of eight modules with significant taught elements. A single module can be studied over either one or two academic years but if you have the need for speed it would be possible to study up to 4 'stand alone' modules within one academic year. The Diploma or Masters Degree can be started at the beginning of the Winter, Spring or Summer terms. The Diploma can be completed within two academic years, a Masters Degree usually takes three years because of the need to undertake a small-scale research project.

For further information contact: Carol Ward, Course Administrator, at Mary Hare School, Arlington Manor, Snelsmore Common, Newbury, Berks RG14 3BQ. Tel: 01635 244224. email: [email protected] Communication, literacy and inclusion: sign graphics in deaf education Cath Smith, Deafsign.com I have been involved in developing sign language I went to meet Widgit where Tina Detheridge resources for many years now, originally at Beverley demonstrated how the sign graphics could be School for the Deaf (now closed) in Middlesbrough loaded into the programme, and then hey presto, and, more recently, independently. There are many click, click, click, up on the screen came wonderful places where I meet with Teachers of the Deaf and clear bright images in a grid. The example was those involved in special education at all levels. It 'cow' and on the left Tina imported a rebus symbol seemed a coincidence though, that two people, (a simple line graphic of a cow), then the BSL sign, within half an hour of each other, suggested linking and on the right the word in print and fingerspelling. up with an educational software manufacturer to Then Tina demonstrated typing in a phrase in add our sign graphics to their programmes so that English, and the graphics in BSL syntax, and I teachers could create their own teaching materials. already knew that it was time to drop everything else and do this work. The potential was so We were exhibiting at the Bolton NASEN exhibition exciting. in May of last year, and the first suggestion came from Jeff Hughes, educational psychologist who we We looked at the technicalities, and Widgit use share a stand with. Jeff felt that it would be vector drawings - I had never heard of them until valuable in giving teachers the flexibility to custom- this point. Cate Detheridge demonstrated the make individual materials. Within a few minutes, difference between vector and the bitmaps I had, along came Mary Fortune of BATOD and DCCAP to and I could see straight away that the definition was introduce herself, and to suggest exactly what Jeff much clearer and sharper in vector, and it held true was just in the process of explaining to us (in fact in either tiny format that would be needed for linking he was drawing us a picture). to text, or blown up large for posters. After 18 years working in a deaf school, I was well aware of the limitations of teaching resources for deaf children's language needs, and of making do and trying to adapt - but talk of grids and word processors left me slightly baffled. However, in the face of such informed advice, we did just that and were delighted to get a swift and positive response from Widgit software. The sign We discussed redoing all the drawings - by now graphics had been built up over several years, and over 700, and we worked out a system where Cate had started with the illustrations for the Let's Sign and I could work together, re-tracing and re- Taster pack. These were added to with drawings assembling the elements, to produce plain line for an NDCS publication of vocabulary for families - drawings, and full colour versions - plus Tina the first time I had worked in colour, which I loved. thought that it would be useful to have a complete Shortly afterwards we made some bright and set with the same face for consistency in sentences colourful BSL posters and place mats after a and stories, and 'Sam' was chosen (see the sign request from a centre catering for a deaf child, and 'fish' in samples). We settled on this character with these seem to have been responsible for getting the minimal hair detail to detract from the sign drawings seen more widely by teachers. movements, and who has a slightly more adult face that might also have more appeal to older students Added to this, work with a local group of Deaf BSL and adults. tutors on Level 1 materials, was building up a sizeable bank of drawings of basic vocabulary (and hence the existence of signs for a dozen or so northeast towns in the collection). Then came the early years and work sign books almost simultaneously, which bumped up the bank considerably, but we needed to fill some obvious gaps in signs suitable for school environments. Penny MacDonald (ToD in Wakefield) helped at this stage by providing word lists that had been drawn up by her service, and the bank was at a stage that we felt was adequate for a first step.

©BATOD Magazine March 04 5 We agreed that we should at least try to convert changed by a click to one of the many alternative them all, but if it proved too much, we could go with versions. All is explained and illustrated in the what we had, and redraw at a later stage. I have to accompanying manual that also includes a glossary pay tribute to Cate's enormous talent and stamina, of all the signs. not only in the mountain of work we got through, but The sign graphics can be used in BSL and/or her reliability and endless patience in leading me by English syntax, for communication, language the hand through every inch of the process. I don't development and literacy. They can be used alone, want to use clichés like learning curves, but if I did or mixed with text and symbols, by teachers and in it would be a vertical take-off. Widgit themselves pupils' own work, for flashcards, adapting books, were wonderful, and had obviously seen the making games, home-school resources and for possibilities of making sign bilingual materials in creating colourful signing environments. their programmes long before we did.

Children are individuals and no more so than in their communication needs. Each child has differing needs at different stages and times, in different situations and with different people. The resource offers complete freedom to choose the signs, the variation, the sign order and to ascribe the English words to go with them, with ease and flexibility. Deaf and hearing co-working will bring out the best The resulting outcome is Let's Sign and Write: BSL use of the resource and help in its future graphics for Sign Bilingual materials, designed to development. support BSL in education as a separate and equal language. Files can be used with the symbol Further details can be found at www.widgit.com/bsl software Writing With Symbols or Communicate In Print, or in MS Word and other word processors and DTP packages.

To add the graphics to MS Word or other packages you can simply insert the graphics from the files. In the symbol software you can access the signs through wordlists which link the signs to over 5,000 words so that you simply have to type the words. Synonyms, parts of words, or alternative meanings of the sign can also be changed or added to with a click (for example, if you want the graphic 'heavy rain' to be ascribed the meaning 'raining cats and dogs' you can do so). The signs can also be

Editor’s note Mary Fortune and Ann Underwood (DCCAP) have been working with Cath to try to meet the requests of staff working with youngsters with complex needs for a BSL video/symbol system for communication. Cath’s Widgit symbols are being used in the Grid (Sensory Software) in an exciting development linking the sign-symbol and a video clip of the BSL. The Grid builds a BSL and word sentence - each word confirmed with a video clip. The whole sentence can be ‘played’ in a movie player that Barney Hawes at Sensory Software has written especially for this project. There is still quite a lot of work to do in developing the video clips so that they run smoothly but the co-operation between Barney Hawes, Cath Smith and Widgit, Robert Clyde from Stories in the Air in Scotland and the two developmental sites in Nottingham and Manchester is proving that communication is the name of the game! This DCCAP development will be reported fully in due course.

6 ©BATOD Magazine March 04 All behaviour communicates - signs and symbols Gillian Hazell, SCOPE

"All behaviour communicates" What is Augmentative and Alternative Communication? McDonald 1985 Signs and symbols such as those mentioned above ‘AAC for Persons with Moderate and Severe Disabilities’ are included in the term "Augmentative and Alternative Communication" (AAC). AAC is defined The Communication Aids Project (CAP) has been as: responsible for raising awareness of the "a means by which an individual can communication needs of many groups of children supplement or replace spoken communication. and young people. Deaf children have used tools Communication may range from any movement to support their communication and language or behaviour which is observed and interpreted development for many years. This has included, by another person as meaningful to the use of where appropriate, signing and aural approaches. a code agreed upon between people where There are other groups of children and young items have specific meanings ie a language." people who experience difficulties in developing (Glennan and de Coste 1997 speech because of either physical impairments Handbook of Augmentative and Alternative Communication) and/or learning difficulties. These groups may use For example, we all use gesture (eg waving signing - usually a signed vocabulary used to mirror goodbye) and graphic symbols (eg washing label key words in spoken English (Sign Supported symbols) in our daily life. English). There are two main sign vocabularies based on British Sign Language, the Makaton “Augmentative and Alternative Communication vocabulary and Signalong. is both a means of accessing an educational curriculum and language in its own right. It is There is a group of children and young people who appropriate for individuals who have difficulty cannot speak or use signing due to physical with receptive and expressive language due to impairments. These individuals will use graphic physical, sensory or learning disability. It symbols to support their communication and provides an opportunity to attain emotional, language development. Picture Communication social, educational and vocational goals." Symbols (PCS) and Rebus Symbols are the most Editors: Chinner S, Nelms G, Skinner P, Thomas P, Williams G commonly used symbols in the UK AAC Policy Document (2000) www.ace-centre.org.uk The dual impairments of a hearing loss and a AAC includes: physical impairment such as cerebral palsy, can Signing - such as British Sign Language, have a dramatic effect on communication. Often Signed English, sign vocabularies such as the one or other disability is addressed in terms of Makaton Vocabulary or Signalong developing communication. Often schools fail to Graphic symbols - Picture Communication recognise that the additional disability requires a Symbols, Rebus, Blissymbols different approach from that with which teachers Simple digitised Voice Output Communication may be familiar. Aids (VOCAs) - such as single message Working through CAP with children who have the devices (BigMack, Talking Buddy or Chipper) dual impairments of hearing loss and cerebral palsy or sequenced single messages (Step by Step, has raised awareness in Teachers of the Deaf that Sequencer) there are some children who will not be able to Digitised voice output devices - such as develop speech or be able to sign effectively. This AlphaTalker, DecAid, Macaw, Message Mates, group of children needs additional communication Portacom, etc (some are basic; others are support through a greater use of augmentative and more complex with 'themes', topic or 'levels' alternative communication. This article aims to facilities) provide some brief information about the various Computer-based communication applications - tools that can be used to support the development such as EZ Keys, or CallTalk, Chailey of language and communication with this group of Communication System or Ingfield Dynamic children. Vocabularies, with programs such as Clicker, Speaking Dynamically Pro, Talking Screen or Winspeak.

©BATOD Magazine March 04 7 Synthesised VOCAs - such as Cameleon, Communication books may fit into a small filofax or Tellus, Pathfinder, DynaVox/DynaMyte, or an A4 file. The size and organisation of the book Lightwriter. will be designed to suit the individual who needs to use this method of communication. An index page Children with physical and/or learning difficulties will is needed in a communication book: commonly use communication charts and books as well as VOCAs and computers. Communication aids go with children all the time enabling them to participate and interact, ask and answer questions, comment, direct, explain and report, and practise their use of language in a natural and immediate way.

What communication system should the child use? The choice of a communication system is a difficult one. It is essential that an interdisciplinary team including parents/carers, speech and language therapist, teacher, occupational therapist and /or physiotherapist is involved.

For children who have both physical impairment and significant hearing loss, AAC in its most general form is essential to enable the children to develop their communication and language. Careful assessment of the whole child is necessary to help Vocabulary may be organised topically or to determine which graphic symbol system will best grammatically. Useful phrases such as 'that's not meet the child's needs. Often this group of children what I mean', ' I want to talk about something else' may not have sufficiently good hand function to be may be included. Tabs to indicate each topic can able to sign more than a few basic signs. As a be used to help the user and communication result, they will need to use graphic symbols. partner reach the target page quickly.

How can we use graphic symbols? Accessing Symbols Communication charts/books can be used almost Some children and young people are unable to sign anywhere. Careful assessment will determine the but can point to symbols on a chart or in a best way for the child to access this type of system. communication book. Eye-pointing may be used with children who have little or no control over their hand movements, but who can look at objects in the environment to indicate their needs. The child will llook at her communication partner and then look at a symbol and back at the communication partner. The child may use a clear Perspex frame with pictures and/or symbols attached.

an example of a simple communication chart that fits on a wheelchair tray for a Blissymbol user:

The references and further appendices for this This can be developed into a highly sophisticated article and also VOCAs appear on the BATOD system using colours and or numbers based on a website www.BATOD.org.uk where the complete system of co-ordinate encoding. This is just like article can be found. reading a map!

8 ©BATOD Magazine March 04 ©BATOD Magazine March 04 9

Voice Output Communication Aids (VOCAs) Gillian Hazell, SCOPE VOCAs support the use of non-electronic There are three devices which provide single hit communication. Many people think that this type of messages as well as using the principle of semantic communication device is superior as it provides a compaction, the Digivox2/Digimax, the Chatbox and 'voice'. There are two different types of VOCAs, the AlphaTalker. Semantic compaction requires the digitised speech (human recorded speech) and user to select two or more symbols (or icons as they synthesised speech (artificially created speech). are called in Minspeak terms) before a word or The field of VOCAs changes rapidly as technology message is spoken. Two or three selections are changes. Some examples of digitised VOCAs generally the maximum required to obtain a word or include simple devices such as the Big Mack, One phrase. This obviously requires a level of Step Communicator, Voice Pal Plus, Spokesman understanding and memory that may be too and MessageMates which contain a limited amount advanced for some users. Semantic compaction is a of speech and have a limited number of keys to useful tool for those with direct access and good access that speech. These types of devices can be visual memories. useful for introducing the idea of speech output. Sometimes these simple devices are of benefit for The DynaMo is a neat quick messages in certain situations, eg buying a device that uses bus ticket (for an ambulant user) or ordering food in a hierarchical structure with digitised speech. a restaurant. Big Mack GoTalk 9 Vocaflex

Synthesised VOCAs These devices have the potential to offer larger vocabularies, but the individual still needs to be able VOCAs which provide the facility for using levels of to spell in order to say anything he or she wants. vocabulary include: There are three types of synthesised VOCAs: those Chatbox Techspeak 32 which use a hierarchical structure, those which use semantic compaction and those which just use text.

The DynaVox 3100 (soon to be DV4), DynaMyte 3100 (soon to be DM4), the Cameleon, running Talking Screen for Windows or Personal Communicator and Eclipse Macaw the Tellus 3 running MindExpress all use a hierarchical structure. Therefore the user must be able to categorise if he/she is to access vocabulary from the top page.

These devices require either the user or DV4 communication partner to change the level on the device and probably to change the paper overlay. Therefore, levels tend to be used for specific situations. For example, a user will have a level of messages for general talk, another for specific home talk, playground talk, vocabulary for specific lessons or topics, and choice of activities (books, games, music, videos etc). With some devices, it Telluslite would be possible for the user to have access to all the levels of symbols in the device, if they could change the overlay or have all the symbols available on a single overlay.

©BATOD Magazine March 04 11 Palmtops are becoming increasingly used with assessment by an interdisciplinary team, children and young people who are able to walk and experienced and knowledgeable about the field in need a VOCA. The communication software which they work. This is often difficult to achieve, running on palmtops is largely symbol based, but through the development of the Communication although the Enkdiu software uses text and has a Aids Project (CAP), it is possible for local teams to wide variety of keyboard layouts. work with specialist centres to develop their own skills, knowledge and expertise. Having determined Enkidu Lightwriter Say-IT-Sam which communication systems best meet the individual's needs, the hard work begins with the implementation of the systems.

Communication is multi-modal - AAC is also multi- modal and the person using AAC should use There are few devices which offer just whichever means of expression best meets his or synthesised speech as most offer the facility for her needs. For example, children may see and some digitised speech. However, the Lightwriter is understand signing, but be unable to sign. They will a text-based device which just uses synthesised then use graphic symbols and a VOCA. They may speech. This device is small, light and can be use a communication chart in specific lessons or at accessed directly or with switches. If used with home to talk about their day. They may also use a switches there are two scanning displays which can VOCA at break-time and in some lessons. They be accessed by the AAC user. It offers the facility may go to the shop and use a VOCA to ask for for storing phrases through abbreviation expansion what they want, but may use their communication (eg the message 'how are you?' could be stored book to have a chat. They may use their VOCA under the letters 'HY') as well as enabling the user when talking to their grandmother if she finds it to type in messages letter by letter. Rate difficult to see all the symbols on his communication enhancement techniques such as prediction are chart. also available if required. Prediction may reduce AAC is all about using as many modes of the speed with which the user writes due to communication as the individual needs and learning constant checking the list of predicted words. Even when to use the most appropriate and effective with a limited number of words being predicted, the means of communication. user has to stop, read the words and decide if one is appropriate or not before continuing with the Key points to remember when getting going with utterance. AAC are ensure the communication chart/book is Communication Software available at all times with the VOCA It is possible to mix symbol sets and systems within make displays attractive and reflect the software packages. However, it is wise to check personality of the user with the suppliers of the hardware that would be make changes and add vocabulary when prepared to load the software themselves onto the required device before delivery! make the environment receptive for the person Vocabularies for VOCAs using AAC by: The variety of vocabularies available for VOCAs is • having symbols around the large and although this has been machine- and school/class/room/home software-dependent, there is an increasing amount • teaching communication partners to of flexibility now. For example, the Ingfield become good listeners Vocabulary is available for the DynaVox 3100, • including all relevant staff/parents/ DynaMyte 3100, Personal Communicator, Winspeak carers/users and a version will soon be available for decide who will co-ordinate the development of MindExpress. The greater availability of the child's communication system vocabularies makes it easier to match the device, add new vocabulary software and vocabulary to the child's specific create new charts/books needs. take the lead on teaching others about the child's communication system. Putting it all together! The key to ensure that a communication system will be effective for any individual is thorough Finally HAVE FUN!!!!

12 ©BATOD Magazine March 04 Video conferencing - potentially top of the class for revolutionising deaf education Danny Fletcher, Marketing Officer, Direct Visual In today's modern world, technology must continue use good quality equipment it will deliver excellent to move apace to keep up with everyone's lifestyle. results. These systems are ideal for a one to one People want information at their fingertips teaching scenario. They are ideal for a child who immediately. Gone are the days when they can wait may be learning from home in a remote location. for the postal system to deliver information they It is recommended especially in teaching the deaf need. Instead they rely on fax, e-mail, Internet and that you avoid using web cams and invest in a ISDN for instant communications. specialist system to avoid poor picture quality and loss of lip sync. In the past, excessive technology costs meant distant learning with two-way video was totally All video conferencing should have high quality unfeasible for many institutions. However, recent video and audio. This is especially true when innovations in telecommunications technologies teaching the deaf when it is an essential such as ISDN and compressed video conferencing requirement to see clearly any signing and the systems and videophones have lowered equipment ability to read the lips of the person at the far end. and transmission costs - making two-way video You need to make the video conference as similar feasible for small colleges, classrooms, libraries and to a face-to-face meeting as possible. This can be even homes. Because of this the prospect of using achieved by using a large television screen opposed video conferencing to enrich the learning of the to a pc monitor. When audio quality needs to be deaf is no longer a pipe dream. especially good high quality speakers can be integrated. If you choose to use video conferencing Allowing real time visual contact video conferencing over the Internet a dedicated broadband connection is the ideal solution. will ensure that the sound and video links are in sync. Video conferencing has been used in deaf education learning in the following ways: Direct Visual the UK's leading independent supplier deaf students have been able to communicate of video conferencing and audio visual solutions with a remote signer if there is nobody available has seen the great impact that video conferencing locally; can have upon the teaching of the deaf. deaf Students can communicate with their family if they are in a residential school; Video conferencing in education is very exciting as deaf students can communicate with other deaf it allows educational establishments to work children in other schools if they are isolated in a together as true partners instead of competitors. hearing only school; Everybody should be aware that this technology is video conferencing provides unique available and the great potential it has in educating opportunities to collaborate on projects with our children. Throughout the year Direct Visual run other deaf schools across the country; a series of educational workshops and awareness students can communicate with schools in other events to make people working within the education countries to exchange diverse cultures and ways sector aware of the technology and how they can of life, both economic and ethnic. This also use it. This gives people the opportunity to use the provides an excellent opportunity to see the way equipment and to meet established users of video people sign and communicate differently across conferencing. the globe. Recently we linked up two deaf schools and the There are many video conferencing solutions response was excellent. The children completely available and the solution you choose will depend forgot the technology was there and signed to the upon the scenario you use it in. other children without any hesitation, talking about what they do at school and their hobbies. After the Group systems are the most commonly used form video conference the children all had smiles on their of video conferencing. This would be the faces and their teachers were amazed at how some recommended solution if you were teaching a large of the more reserved children came out of their group of children. The children can sit together in a shells and interacted with the other children as if large classroom and link up to many different they were the best of friends. locations integrating PC presentations, interactive whiteboards and document cameras. If you would like to find out more about the potential impact of video conferencing or events please Desktop systems use the Internet to deliver video contact, Direct Visual's Marketing team, conferencing images and sound. As long as you tel: 01924 500 433; email: [email protected]

©BATOD Magazine March 04 13 Video interpreting in the workplace Leah Murphy With the increasing drive for equal opportunities in We were only able to book two-hour slots - the workplace, UK employers are looking at the including the time it took for the interpreter to travel means by which staff and management to us - and meetings would only be held about communicate at work in the performance of their every two weeks. Five minute chats were not even daily duties. an option, so sometimes crucial issues had to be left for a couple of weeks until the interpreting time While most people take communication for granted, could be booked. Deaf people face certain barriers to communication in the everyday exchanges that take place within a Working life is now very different. Rather than busy working environment and can run the risk of having to book so far in advance, we can just ring being excluded. However, a video-based up - sometimes with less than an hour's notice - and interpreting system is revolutionising the workplace arrange a time to call the videophone at the centre. for the deaf people, enabling them to call and We no longer have to pay for people to travel to us participate in internal meetings and share so it saves us both time and money and rather than information more freely. paying for a two-hour slot, we are now charged in 15-minute intervals. Talk Live Limited, a company specialising in communication solutions for the Deaf, and the Although the Motion Media mm225 videophone is a Leicester Centre for the Deaf have collaborated to high tech product, it is very easy to use. By simply introduce the new video-based interpreting system, dialling into the centre I can discuss things with my designed to give Deaf people the ability to take interpreter, using sign language, and he can, in turn, control of their working environment, provide translate and communicate my thoughts and ideas opportunities to meet with management and to my colleagues. colleagues on a more regular basis and experience more frequent communication. Communication has definitely improved. We are all up to speed with what is going on, whereas before, The system, using videophones designed and we would sometimes lose track of what we had developed by visual communications specialist, booked the time to talk about!" Motion Media, was first introduced in September 2003 and has already been adopted by a number of Purchase of the new system for Susie was assisted individuals and businesses. by an 'Access to Work' grant, which can pay for between 80 to 100 per cent of the cost of services, One organisation to benefit from the new system is adaptations or equipment required by disabled Ashby-de-la-Zouch based, Findel Education people for the working environment. Limited, Europe's largest supplier of educational products. One of the company's long standing The videophone can be linked to a TV to allow employees, Susie Peters, who is profoundly deaf, conferencing with more people and can also be has worked in the International Customer Service linked to a video recorder to tape meetings such as Department at the firm for six years. As the only appraisals. By establishing video suites like this, it person in the organisation with hearing impairment, will make a real difference to the way deaf people it could have been easy for her to become are able to communicate. excluded, but the use of video has ensured that this As part of the revised Disability Discrimination Act, is not the case. employers will have to look at supplying further aids As she explains: "In the past, in order to for those with disabilities. Although the cost of the communicate with my work colleagues we had to videophone and installation of ISDN lines is a key contact the local Deaf centre in Leicester to book factor in the roll out of such a system, successful an interpreter and arrange a time for us to have a applications for Access to Work grants could enable meeting at our office. more organisations to adopt such systems for their staff. The centre always has interpreters available between 8:30am and 5:30pm but, such is the Editor’s note demand, I used to have to ask a colleague to ring An article about Access to Work and interpreters is up and book an appointment a couple of weeks in being planned for a future Magazine issue. advance.

14 ©BATOD Magazine March 04 Phonak FM technology – still one step ahead!

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www.phonak.co.uk The big dilemma ISDN versus broadband videophone technology Ian Godfrey, ProVu

As most people will be aware, ISDN (Integrated BT currently sets ADSL activation at £50, although Services Digital Network) videophones have been some suppliers are offering cheaper, or even free, around for a good many years and, while many activation. people accept that they provide an effective and easy to use method of communication for deaf Improved Video Quality people, they have not become nearly as popular as In addition to the huge cost-saving advantages predicted. generated by the IP Broadband videophone, there is the additional benefit of improved video quality. The The main reason for this is probably price and, if we Broadband videophone operates at nearly twice the look more closely, we can see why, for many, the speed of the ISDN model and thus the quality is cost of ISDN is a barrier. usually better. There can be some variance when communicating over the Internet, as there is no To install a new ISDN line, the charge could be as 'quality of service', but experience shows that the high as £342 for an organisation or £344 for a home picture quality is improved. user - and this is before you have even made a call. The 'Downside' Quarterly rentals are, typically, £93 for business and The biggest 'downside' is that the new Broadband £69 for home users and call charges are at the videophone will not connect with existing ISDN normal BT rate of eight pence per minute (which is videophones. doubled because the ISDN videophone uses two lines at the same time). The Broadband videophone also requires an Ethernet router to connect to ADSL. In addition, Using an ISDN videophone for just two hours a there are some technical issues that can make week is likely to result in call charges of around installation of the videophone, with some existing £250 per quarter. The annual cost, then, of using ADSL services, difficult. Also not everywhere can an ISDN videophone for two hours a week is going access Broadband ie you need to live within five to be in the region of £1,300 for the business user miles of a digital BT telephone exchange and not and £1,200 for the home user - and this does not every one does! include the ISDN installation costs. Lastly, the cost of the Broadband videophone, while Why Broadband - what's the big deal? cheaper than the ISDN model, is still rather high at Few can have missed the massive marketing and approximately £600. promotion of ADSL (Asymmetric Digital Subscriber Line) Broadband services from BT and many other ProVu - helping organisations to move to providers. The huge demand for this service is Broadband driven by the need for high-speed, 'always on' ProVu Communications have been specialist Internet access. The number of subscribers in the videophone suppliers for over four years and, with UK will soon reach 1.5 million, yet we are way the new Broadband videophone, are offering behind the majority of other European Countries. customers the opportunity to take advantage of this As a result of this huge demand, the price of ADSL new technology while removing both the technical is starting to fall and is now typically set at £28 per and interoperability issues mentioned above. month without any long-term contract commitments or cancellation clauses. ProVu now supply a Broadband ADSL service that is suitable for the videophone, along with the With this high-speed Broadband Internet access it is Ethernet router, and these can be pre-configured possible to use a new type of IP Broadband with all the correct IP address information so that it videophone that sends its video and voice data over is possible to just unpack the equipment, connect it networks, such as the Internet or company WANs and use it. or LANs. When, therefore, you use your Broadband ADSL connection with the Broadband videophone, ProVu are also now offering a 'Broadband to ISDN' there are no call charges and the cost is capped at Gateway service that provides anyone installing the the monthly charge you pay for the Broadband new Broadband videophone with a normal connection. Thus, you can use the Broadband telephone number for use by colleagues who wish videophone, for as long as you like, making calls to call them using an ISDN videophone. anywhere in the world, and there are still no additional call charges. You can also carry on using Anyone interested in learning more about the the computer at the same time! The total cost, at Broadband videophone and ProVu services can £28 per month, for Broadband would be £336 per read the Cumbria Deaf Association case study at annum. www.provu.co.uk/case-cumbria.html

16 ©BATOD Magazine March 04 Using interactive whiteboards with deaf children Alison Carter, Longwill

Introduction phase groups. The ICT Suite has six workstations Staff and children at Longwill School are always and three laptops. Our on-going links with keen to adopt new ideas and technologies which Deafchild International mean that children have may lead to an improvement in teaching and access to a dedicated fax line and text phones in learning opportunities within the classroom. The the ICT Suite and are involved in various ‘Fax advent of the interactive whiteboard in the education Buddy’ initiatives. setting offers another tool which could be exploited to help to achieve a better outcome for our pupils. The School Library houses extensive computer- It aims to provide a dynamic, visually appealing and generated sign language resources on the A5000 accessible device in the classroom. computer. These are overseen by the librarian and are available to all staff and children. Staff This case study aims to provide evidence that an members have received training on how to access interactive whiteboard, used with primary aged these resources and develop them independently. pupils, is an effective tool and, more specifically, that it is of particular benefit to deaf, bilingual Curriculum Co-ordinators have responsibility for children. ensuring that their own subject area is sufficiently supported by ICT. This is facilitated by liaison with Context the ICT co-ordinator. There are various peripherals Longwill School caters for approximately fifty available for use, such as digital cameras, roamers, primary children from three to eleven years old in and 'Keyboard Crazy' games. All staff members Birmingham. It is a special school which aims to have their own email accounts. An updated school meet the needs of profoundly deaf children who website is under construction. have British Sign Language (BSL) as their primary means of communication. The bilingual philosophy, Interactive whiteboards at Longwill which pervades the school, addresses not only the All pupils have BSL as their first language. BSL is a educational and communication needs of the visuo-spatial language so their thinking and learning children, but also ensures that the children take processes are wired differently from oral pride in their cultural heritage as deaf Sign communicators. We need to take account of these Language users. Deaf and hearing staff work differences in the way that we organise the alongside one another to provide a rich and varied classroom and learning experiences. We need to curriculum, which is delivered bilingually. Some of present and exchange information in a manner that the children have cochlear implants, others are supports a visuo-spatial way of thinking. We believe aided with more traditional hearing aids - all are that the interactive whiteboard is one tool of many encouraged to develop both languages, BSL and that can do this. The purchase of a Smartboard English, to the best of their ability. 560 and data projector marked the beginning of the adventure! Little did I know how much thought ICT at Longwill School needs to go into merely acquiring the right Longwill School has adopted a child-centred equipment! I could have written a case study on the approach to learning, which can be cross-curricular acquisition and introduction of interactive in nature, depending on the age and abilities of the whiteboards into a school! Good advice seems, child. ICT is embedded in the curriculum and is however, to be becoming increasingly available on used to support learning in all subject areas and in the subject. all phase groups. We aim: A note of caution to people beginning this journey - to provide pupils with opportunities to develop read up before deciding which system is the best for their IT capabilities in all areas specified in the you; ask lots of questions of colleagues who are National Curriculum. already using them. Issues such as placement of to allow pupils to gain confidence and equipment, which data projector to buy, how to enjoyment from their ICT activities and to mount it and provision of black-out blinds are develop skills which extend and enhance their crucial factors if the full potential of the whiteboard learning throughout the curriculum. is going to be realised. Support and training - both technical and personal - are yet more factors to be Our school currently has an 18-station network with considered. Once you have succeeded in buying internet access available throughout the three the equipment it will need to be installed and staff

©BATOD Magazine March 04 17 training then becomes an issue. The use of were then displayed on the whiteboard. Children interactive whiteboards is still in its infancy within took turns in trying to drag the pictures into the primary schools. Training and support seems correct order. Much discussion took place recalling scarce and, in our experience, involves trial and the correct sequence and understanding important error and self help! The use of email, however, it was to get the order right. enables me to keep in frequent contact with the few people I know could help me. The children loved the hands-on nature of the task and were thoroughly engrossed in what they had to The many teething problems could not dampen my do. They really had fun! As the board is so big all belief that interactive whiteboards are a positive eight children and three staff could play an active resource within the classroom and that they will part in the process. Access was not a problem. undoubtedly become commonplace over the next The amount of language and communication few years. generated by the activity was phenomenal. Children did not feel intimidated by being asked to The project sequence the pictures because of the high level of A range of activities involving the interactive interactivity of the task. Had I asked them to cut out whiteboard has been carried out since the the pictures and glue them into their books in the installation ten months ago. I wish to focus, correct order (which, incidentally, I did at a later however, on work done by the children in the Year1 date) they might have felt less confident. However, class. It is on this work that I will base my the on-screen activity was 'live'. Mistakes could be comments and conclusions, but reference will be discussed and then rectified before final printouts made to other findings that have arisen when using were made. No red ink and crossings out the board at other times. The case study ran for a anywhere! term. Children ordered the pictures using the whiteboard Using the Interactive Whiteboard with as a whole class activity. At this point we spent PowerPoint some time focusing on whole class reading. The A group of year one children spent ten literacy teacher had written short sentences, which started sessions on a project about designing paper bats. with a verb and then the class read through these The whiteboard was used a great deal for various together. Time was spent identifying the verbs, activities culminating in a PowerPoint presentation capital letters and full stops, as well as looking at about what they had learned. sentence order. Once again, the whiteboard proved The literacy focus of the work was based on to be useful. The text was typed into a Word file developing the 'instructional text' strand within the whilst the children watched intently. As the words NLS framework. Expected outcomes were that the appeared on screen, the teacher was able to point children would be able to write down the steps in out the left-right nature of the written sentences the correct order, use simple time connectives and simultaneously. Each child had a turn reading a use simple telling sentences, which started with a sentence to the group and then was asked to verb. The children were also to present their work highlight various features of the text with the to an invited audience and used the Smartboard to coloured pens. share their work with others. Such an activity is carried out using the traditional First the children made their bats. Staff took digital pen and paper every day as well, but using the camera photographs of the children throughout the whiteboard brought an added dimension to the making process. These were then loaded into lesson. It was highly interactive and the pupils Publisher and five pictures representing five steps respond well to this. Also, because mistakes could be easily rectified, the less confident children felt happy to 'have a go'. Words could be highlighted and links throughout the text could be made using the pen facility. The pace of the lesson was quickened and all the children in the group were able to keep ‘on task’ because of the motivation factor. I don't believe that these benefits could be achieved with pen and paper or even a projected image of the computer screen.

Away from the children, the teacher converted this text into a Smart notebook file. She produced a

18 ©BATOD Magazine March 04 reading activity, which the children could do on the describing the picture to be written by the children. whiteboard in pairs. Again, this stimulated a great The teacher worked with each child individually. deal of peer discussion as well developing independence skills. The children were able to Soon, presentation day arrived. The children were move the pictures to fit the text by dragging with a very excited. Amazingly, even after an interval of finger. Also, where there was uncertainty, they were two weeks during which they had not had the able to highlight words, to be discussed with the opportunity to practise, the children were word adult later. perfect. Having the whiteboard to present their work meant that they were in complete control of the show. They were able to read their sentence and advance the presentation unaided and this did much to boost their pride in their achievement. The use of the digital camera, alongside PowerPoint and the whiteboard, resulted in a very polished professional performance by the children.

We then moved on to making individual instruction books about making bats. Having gained confidence in sequencing the pictures the children Later, the pupils printed a copy of their presentation, were then able to go away and produce their books laminated, bound and presented it to the school independently. library. The final part of out literacy/ICT project involved The anticipated outcomes outlined earlier were making a PowerPoint presentation in which we exceeded and the children clearly gained much would use the interactive whiteboard to share our from working in such an interactive and visually work with an invited audience. The children wrote appealing environment. The facilitative way in and delivered invitations and the class set about which the activities were presented and managed writing their instruction booklet. Each child was led to the children being able to achieve much of responsible for presenting one page of the story. their work independently, which they clearly As PowerPoint was new to the children the actual enjoyed. construction of the file was done by the teacher. Other points of note were: She made the background, added the pictures and Hearing children are able to work at a included an empty text box. This left the sentence workstation whilst listening to instructions from the teacher. This proves to be impossible for some deaf children, as visual attention can only be focused on one thing at any one time. The child must look at the screen, then break away to watch the teacher for further information, before returning to the screen to carry out the task. Clearly, this is not an ideal situation. With the whiteboard, the learning experience is greatly enhanced. The children can gather around one large screen and be completely involved in what they need to do and learn. The facility to annotate, record and print notes and comments proved to be really useful. I would imagine that this facility would be

©BATOD Magazine March 04 19 relevant in secondary or in an FE or HE Clearly, the project has been a success and we situation, where students need note-takers in believe in the potential that this new technology has lectures. to offer. Teaching and learning can be enhanced Two children in the class have a visual and it is especially relevant to the needs of the deaf impairment. The large screen, text and icons child. Whether its success is due to teacher style or allowed them to be fully involved, especially in the potential of the interactive whiteboard itself is the group activities. We did not have time to hard to define. I would suggest that it is a bit of explore the on-screen keyboard facility, but this both. might be useful for such children or those with fine motor problems. The Next Step Children were initially unaware of the need to The value of the interactive whiteboard is avoid standing in the path of the projector. recognised within school. It is an extra element that Ideally a ceiling-mounted one would have been motivates pupils because of its visual appeal and preferable but financially it was not possible. high level of interactivity. More staff are now The pupils, however, quickly got used to ‘having a go’ and are beginning to identify how they standing in the correct place. could utilise it in their teaching. Staff ICT training is We did experience considerable problems now delivered using the board and, as staff see the making the screen accessible to the smaller benefits for themselves, they appreciate the children. Sadly, we could not resolve this fully. potential for their classroom teaching. I am sure At Longwill we try hard to develop the children's that interactive whiteboards are here to stay and self-esteem and pride in their own ability. The that in ten years' time we will find them in most project did much to promote these aims. ICT classrooms. holds a high degree of status for children and clearly has a motivating influence on them. The pupils used the interactive whiteboard to make a presentation to friends and staff. BEING DEAF Opportunities to develop interactive activities were endless. Having a projector and whiteboard in class may provide many It’s all right being deaf positives, but the interactivity of a smartboard enhanced teaching and learning even further. I don’t really mind The whole-class sessions in both literacy and My friends are very friendly numeracy hours seem to be a particularly opportune time to utilise this technology. And they are very kind When working with Early Years and Reception pupils, I noticed an initial inability to apply adequate finger pressure to the board. It doesn’t stop you being happy We used painting packages to create pictures. The pupils' ability to ‘drag’ their fingers on- I can still watch TV screen improved. Could this have a positive I can swim, I can dance impact on their fine motor skill and pencil control on paper? I still like being me Very young children were able to create beautiful pictures, explore living books and learning activities on the internet and much Hearing aids are cool more. The interactive whiteboard engaged When I’ve had enough them, because of its visual appeal and ease of access, long before they were able to use a Of my noisy brother Ben keyboard or control a mouse with accuracy. I can turn him off!!!! Attention spans were often in excess of what Holly Cook would normally be anticipated. This was of aged 9 particular note with the very young children and Staffordshire those who are thought to have poor concentration skills.

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Entific Medical Systems • Aus-Bore House • Manchester Road • Wilmslow • Cheshire • SK9 1BQ • UK • Tel: +44 (0) 1625 528214 Fax: +44 (0) 1625 521930 E-Mail: [email protected] Visit: www.entific.com How many languages can a young deaf child master? Tracey and Nicholas Orpin

An English couple, Tracey and Nicholas Orpin, who The French signs we use are an efficient and live in France with their young family, give an insight consistent way of bridging spoken English and into what deaf children can achieve if there are no French. For example, we could sign 'dog' and barriers to communication. Their daughter Pearl, explain at school that they say 'chien' and at home who is profoundly deaf, is now almost seven years we say 'dog'. Our hearing son, Eugene, old. She is fluent in spoken French and English and communicated with us in sign before he could signs in French. She has an age-appropriate speak - telling us he wanted more, his milk was hot, reading age in French and is starting to read in he wanted cake …! So naturally he began to sign English. She has achieved this through a with his sister. This led to them both signing combination of good audiological support and together when convenient, 'Let's go and jump on unambiguous access to both spoken languages mummy's bed upstairs!' when (they thought) my through Cued Speech. back was turned.

Tracey explains, “When our children were born we Pearl has always been very vocal and started to communicated, as a family, in English. Pearl and utter recognisable words six months after being Eugene (now 5fi) were, however, exposed to French fitted with hearing aids. She started school at 3fi whenever they were outside the family environment. and we realised that we had to be competent in Pearl was finally diagnosed deaf at the age of two LPC, Cued Speech and also learn a lot of and we had to make the difficult choice of how to vocabulary in sign. We contacted the Cued Speech communicate with her. We received much Association UK to learn English Cued Speech and, conflicting advice - Mum and Dad should speak to our relief, (after attending their brilliant course in French at home … just Mum should speak her Exeter as a family, where Grandma also learnt the native language and Dad French … use LPC (the basics), realised that we could cue anything we French equivalent of Cued Speech) and no signing said. Like other bilingual cueing families we … use sign-supported French. The choice was decided to cue in French with our left hands and in confusing, to say the least. English with our right - to give Pearl an immediate visual support and a clue as to which language we We chose to follow our instincts, stick mainly with were using. This has proved to be successful, and our native language and be guided by Pearl and the although Pearl can cue both languages (choosing way she progressed. We felt that too much time only her right hand!) she usually communicates had been lost so we started to learn French Sign using speech. Language to give immediate communication. We also started to learn LPC, the French version of Pearl enjoys her school work; in the early stages Cued Speech, which we inadequately adapted to she was moved up a year as she was in advance of English. Very early on we used both signs and her hearing peers. She is becoming very scholarly speech (clarified by LPC) and were introduced to and has an age-appropriate reading age. We have Français Complet Signé Codé (FCSC). This is a no regrets about our choice of group integration in system used with very young children in French- a deaf unit at a state school. She is taught in speaking countries where the main, information- French, with LPC and sign-supported French and giving, parts of a sentence are signed and the an additional three sessions per week in pure Sign prepositions, articles etc are cued - thus giving Language, one-to-one, with a teacher who is deaf. immediate meaning to a phrase (when using a sign Sport, art and 'free' workshops are carried out with the child already knows) and adding the grammar the rest of the class and without support. necessary to build a linguistic structure. This is a controversial method which doesn't suit everyone, Pearl is tri-lingual and adapts her language to the yet we found it natural when our cueing was slow person she is with. I watch her signing with deaf and our knowledge of signs limited. As the children children and see the skills of a natural signer - reach school age it is expected that the languages spatial awareness, expression, fluidity, intensity etc. will increasingly become separate with emphasis on At home, however, she prefers English, especially 'pure' French (through LPC) for education in order for bedtime stories. Nicholas and I did a short to encourage literacy. As time goes on we have course in story-telling in French Sign Language and, found that we do rely less and less on signs. eager to demonstrate, tried to tell 'Little Red Riding

22 ©BATOD Magazine March 04 Hood' purely in sign; the reaction from both Pearl the exhausting task of lip-reading. Thankfully she and Eugene was 'Mummy, speak! We can't hear!' has the skills and the confidence to ask people to She is extremely inquisitive concerning language repeat or to say when she doesn't understand. In and wants to learn Spanish. Despite her deafness, occasional moments of frustration, she has a strong auditory memory and loves to find incomprehension, shyness or misunderstanding we rhyming words. She is also an excellent lip-reader wonder if we have made the right choices and and likes to play guessing games with us - mouthing worry about 'throwing' too much at Pearl. I am sentences and we all have to guess and take turns. comforted, though, because most times are good; I Of course Pearl wins hands down. am encouraged when Pearl writes 'I love the family' in English (she is teaching herself to read Both our children switch from one language to 'Tweenies' comics from England) and delighted that another with complete ease. We have noticed that she can play with her English cousins just as with their English is not yet as sophisticated as that of her friends (both French-speaking and signing) at their cousins in England - I suppose because they school. There are both drawbacks and advantages speak it only with Mum and Dad. Conjugations get to being brought up to be tri-lingual, but I see these mixed up or past tenses are based on regular verbs languages as a gift and if Pearl has to make a - 'I broked it'. In French, gender tends to be choice then she has the means to do so.” confused, 'Is it 'le' or 'la' bouteille?' This doesn't worry me, it is such a pleasure to hear Pearl saying The Cued Speech Association UK website, a perfect sentence such as 'I chose that, it's exactly www.cuedspeech.co.uk has general information the same as Mina's' or 'Eugene, did you do that? It's about Cued Speech and links to LPC websites in not allowed!' and I am confident that it will sort itself French-speaking countries. Alternatively, phone the out. Association's office on 01803 84 27 84 (voice and text). In an ideal world our families and friends would cue and/or sign, but things just don't work like this. As a consequence, in social situations, Pearl often has

BATOD was there representing you...

Between the NEC meetings, members of BATOD attend various meetings that are of particular interest to Teachers of the Deaf. This list is not exhaustive as some reports have not yet been received or meetings reported on. Your representatives at the meetings listed include: Peter Annear, Mary Fortune, David Hartley, Bev McCracken, Peter Preston, Paul Simpson, Carole Torrance, Ann Underwood. date venue external participants purpose of meeting 13/01/04 Reading DCCAP Management group + PDOs 22/01/04 Edinburgh ADPS Data collection seminar 27/01/04 London UKCoD Trustees Induction and Networking meeting 30/01/04 Reading DCCAP Interviews for Phase 2 posts 26/02/04 London UKCoD Strategic Planning Day 23/02/04 London Deafax Relaunch House of Commons, 26/02/04 London GTC Subject and specialist associations meeting 04/03/04 Edinburgh ADPS Future of the survey 11/03/04 London UKCoD Trustees' meeting 16/03/04 Rotherham SENSSA Contact meeting 18/03/04 Reading DCCAP Management group + PDOs 25/03/04 London NDCS/RNID Termly tripartite meeting NDCS, 29/03/04 London Paul Goodman, MP Contact meeting House of Commons, Please inform the Secretary, Paul Simpson, if you know of any meetings where you feel representation on behalf of Teachers of the Deaf would be of benefit. Although there is no guarantee that BATOD would be able to attend every meeting, situations could be monitored and the interests of ToDs represented.

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

©BATOD Magazine March 04 23 Mathematics and deaf children: barriers to success Ruth Swanwick and Tom Roper University of Leeds

A thank you to all participants evidence of different approaches to Heads of Schools and Services and Key Stage 3 mathematical problems Teachers of the Deaf may recall that last year we wrote to you asking for completed 2002 KS3 How did we collect the information? Mathematics SATs papers. We were very grateful Data was gained from the BATOD survey about the to receive so many papers and also for your useful location of deaf pupils in England who were eligible comments and insights into this assessment to have completed KS3 Maths SATs in June 2002. process. We sent a summary of our findings to all The exact numbers of children in each those who participated but we felt that a wider, brief establishment could not be given for reasons of publication of the outcomes of this pilot work, data protection. We also acknowledge that not all through this magazine, would be useful. A fuller schools could participate as they did not have paper will be published later in 2004. We are now sufficient prior notice of the pilot work. This was seeking funding to continue this research on a because of the nature and timing of the funding. larger scale and we will keep you informed of this development. Thanks to all of you who have Using the survey data we contacted 138 contributed so generously to this project so far. establishments: 24 schools for the deaf, 114 units. In total we received 126 completed test papers and What was the impetus for the study? we selected a sample of 73 to be analysed. The Consistent evidence from research studies indicates sample was selected to ensure that it represented a that deaf pupils lag behind hearing peers (by 2 to balance of educational setting and communication 3.5 years) in Mathematics and yet there is very little approach. research which explores the deaf experience of Mathematics learning and assessment. The focus The study analysed the sample of test papers using on hearing loss and communication has, more often the analysis and coding framework used by QCA to than not, diverted our attention away from other analyse a national sample of all papers. This classroom factors such as the quality of the enabled us to look at ways in which deaf and teaching and individual learning strategies and hearing responses to the test items differed. We experiences, including the role of sign language in also looked for similarities and differences between the learning and teaching process. deaf and hearing pupils' performance in terms of attainment, patterns of errors and identifiable areas What was the aim of the study? of strength and weakness. This study sought to explore the reasons for this persistent underachievement by focusing on results What did we find out? from the 2002 National Mathematics Tests taken in Although the sample number for this pilot work was the UK by all 14 year olds. The project was relatively small, the project yielded some useful supported by the Maths Testing and Development pointers for the next phase of research. One of the Team (QCA) who are also interested in deaf pupils' immediate issues to be followed up is the national experience of the assessment process. This entry levels for deaf pupils and how these compare collaboration provided the opportunity for a with the figures for hearing pupils. It is noteworthy preliminary exploration of deaf pupils' performance that, of the sample of the 126 completed papers on the National Mathematics Test and for received, only four were at level 6-8. The majority comparison of aspects of their performance with of papers received were at the 3-5 level, even the hearing sample analysed by QCA. though many of the pupil scores on these papers were comfortably in the level 5 range. Whilst it is We hypothesised that scrutiny of deaf children's accepted that not all test papers were received and performance in a test situation and comparison with that this proportion cannot be generalised, this relevant data on hearing children's performance finding could be usefully followed up on a larger would facilitate the identification of: scale. particular areas of language difficulty for deaf pupils A second finding was that the language of test evidence of strengths and weaknesses with papers did seem to pose some specific problems. different aspects of the curriculum For example, deaf pupils often missed crucial

24 ©BATOD Magazine March 04 mathematical language or had difficulties with longer written questions where links between the An ode - WMGMC key information and the actual question had to be Olive McManus Peri ToD marked the retirement of Wilma McCreary inferred. Another language issue which came to with a poem which has been sent to share with you.... light was the difficulty for markers to be consistent where written explanations were required in the Mrs Wilma Maureen Gibson McCreary answer. Life without you will be ever so dreary Who will tell us a job`s well done? Deaf pupils were better able to demonstrate their Who will buy the fresh cream buns? mathematical understanding and strengths where Who will scandalise us all test problems were presented in a step-by-step With tales of great sprees in the shopping mall? format showing the mathematical procedure Sweaters and skirts- all of high quality, required at each stage. Where application or Roomy handbags a speciality. interpretation of mathematical information was required, deaf pupils did less well. It should be But enough of this teasing! Let me relate noted here, however, that this trend was also Of six ToDs brought together by fate. reflected in the data for the hearing cohort. Wilma`s our leader who has worked long and hard. Schemes, policies, targets, programs by the yard. From some of the gaps or 'non-attempts' on the Our lives are recorded, described and compiled deaf pupils' papers we could also speculate about And stored up in Belvoir in big, black box files. certain 'difficult to teach' items. This needs to be We have all pulled together, though at times we`ve been weary. followed up by discussion, with deaf pupils, about It`s tough on the road as a ToD Peri. their familiarity with areas of the Mathematics curriculum and where they perceive the greatest Now Wilma and Olive test small children`s hearing challenges to be. This would be complemented by For statements or teachers or parents who are fearing discussion with the deaf and hearing adults involved That their little Jonny or Janey or Jim about curriculum coverage and issues involved in Is having some trouble listening to them. teaching specific items through English or sign We`ve tested them all; the big and the bold. language. With Wilma`s persistence, they become good as gold. But one little chap, so eager to please What next? Said - “My ears are OK but do you do knees?” In summary, these findings lead to some tentative conclusions regarding the range of national test Our leader`s resourceful. She has to be tough. entry levels for deaf pupils, the types of linguistic For the sake of the children, so they get enough. issues they encounter, the learning strengths they When she rings John Shivers, he lives up to his name. demonstrate and their experience of Mathematics He knows from the start the outcome of this game. curriculum provision. We have used this information Wilma has seen the best hearing aid. to shape the questions and research design of the She has ordered us ten. The bill must be paid. next phase of the project which we hope will John signs the cheque-no point feeling low. commence later this year. Wilma does not understand the word NO.

Please contact Ruth Swanwick if you would like But who are the other stars in our team? more information about this project. There`s Pamela, Antonette, Wendy, Christine. School of Education, University of Leeds, LS2 9JT Lorna`s our typist. She has an in-tray [email protected] That looks like Ben Nevis on a cold snowy day. On Toddler Group days, we all come together. Kids, Mums, the grannies, whatever the weather. Where deaf children are placed in schools: They talk of their problems, their hopes and their fears In 2000 BATOD collected information about 28,206 And Wilma shows how to keep aids on small ears. deaf children. There`s Holly and Katie and Stephen and Joe. 2,056 children attended schools for the Deaf Just some of the children who`ll miss Wilma so. 4,010 children attended HI units They`ll miss the lessons, the fun and the stories. 25,787 children attended school in their own They`ll miss the one who attends to their worries. authority Their teachers are anxious and they have this query. 2,419 children went to a school out of their area. Who`ll read Hairy MacLarey if not Wilma McCreary? BATOD survey 2000 Dear Wilma, sit back and put you mind at rest. The team you have trained here will all do their best!

©BATOD Magazine March 04 25

IT for teachers Sharon Pointeer

Welcome to this edition of the ICT Newspage. If you would like to contribute anything to this page, please contact Sharon Pointeer, the ICT Newspage Editor [email protected]

BETT 2004 desktop publishing package is designed to make The annual trip to the BETT exhibition appears to creating books, worksheets, flashcards etc using come round quicker each year and it seems only symbols very easy and is also suitable for pupils to yesterday I was writing about last year's visit. This use. Layout is flexible and facilities include the year it was bigger than ever with upstairs and ability to put one of a range of speech bubbles on downstairs in two halls and the special needs fringe the page and type straight into it, the full Widgit in a nearby hotel. It would be impossible to describe Rebus Symbols, illustrative clip-art and there is everything, but here are a few of the highlights. even a pictorial spell checker. Webwise is a new style of Internet browser which takes a standard The best part, if you were celebrity spotting, was web page and displays it either in text with an easier the visit of Sir Bob Geldof to the Group Call stand. layout or as a page using symbols. There is a Sir Bob has given his backing to their group text speech facility and the page can also be read to the messaging system which can alert parents to the user. fact their child is not in school by sending a them a text message. This allows schools to follow up For more information on these programs and other absence quickly and efficiently with the minimum of symbol related material contact Widgit Software, 124 administrative time, and for primary schools many Cambridge Science Park, Milton Road, Cambridge, parents like to be contacted, especially if their CB4 0ZS, 01223 425558, [email protected] children travel to school unsupervised, thus giving www.widgit.com them peace of mind that they would know if for any reason their child had not arrived in school. The For those of us concerned about copyright a system can be used for any contact with parents, subscription to SCRAN might well be e-learning from emergencies, such as a school closure or credits well spent. SCRAN gives access to cultural change of arrangements, through to notifying them and historical material including images of buildings, when reports have gone home or exam date people, places, events, art work etc. The collection reminders. This system would be useful for any also includes movie clips, topic banks and resource school, but would be especially valuable if you have packs, as well as the facility to create your own deaf parents or for making sure complete and albums of images related to a particular topic or accurate messages get home to the parents of your lesson. Each image has a textual description which deaf pupils. can be edited if required. The website is ‘any browser compatible’ and all the images and text can Longman were exhibiting a range of ‘software be used by pupils and staff without fear of copyright solutions for inclusion’, some aimed specifically at infringement. Most of the material available on the deaf pupils. Let's Sign and Write is similar in site at the moment originates in Scotland, but is still concept to the familiar Widgit Symbols, but contains relevant to the National Curriculum and the a selection of graphics for BSL signs. There are Curriculum Navigator page signposts which 700 BSL signs in line drawings and in colour for resources are relevant to each Key Stage. More creating sign supported materials. There is even the information can be found at www.scran.ac.uk and a option of a more adult face for those working with free 30 day trial subscription is available. older students or adults. The software is complemented by the Let's Sign pack which Web Sites worth a visit includes a tutor's manual, student primer and a CD CDs Online - www.durhamlea.org.uk/cds with videos of signs demonstrated. For a CDs Online are versions of the well known learning description about the development of these symbols packages from Durham ScITech Centre, now known see Cath Smith’s article on page 5. as ITSS (Information and Technical Support Service). ITSS is the ICT support service provided Those teachers who already use Writing with by Durham County Council Education Department. Symbols software, will undoubtedly find the new Journeys into History, Cromwell the Firefighter and Communicate range very interesting. The ‘In Print’ Visions of the Past are available on line through

©BATOD Magazine March 04 27 CNET, Durham's curriculum intranet. All three BritainUSA 4 Kids - www.britainusa.com/4kids packages share common formats with two levels of This website from the British government is really text to allow differentiation, built-in glossary to designed so American students can experience explain words in the text, an index and the ability to what it's like to live in the United Kingdom, however export the pictures for use in other software. it is loaded with historical and cultural resources Cromwell the Firefighter also has the facility to read about British life which would be useful in a British the text to the user. classroom. These include a picture gallery where students can explore medieval castles and famous The packages are available via the Internet or can British landmarks, a timeline dedicated to the rich be purchased at very reasonable cost on CD so history of the UK, and information on sports and that they can be used locally on school networks fashion, as well as resources for both students and which would speed up the delivery of pages. teachers about England, Ireland, Scotland and Wales. There are numerous links within the text to Wild Over Waterways (WOW) - www.wow4water.net other useful sites about Britain and if you are doing The WOW website aims to reach out to young a project about the USA, the English to American people with the message that our waterways are a glossary shows just how different the two languages vibrant, dynamic and integral part of our country's really are! heritage and infrastructure. The site offers cross- curricular resources for teachers and pupils about Britain's inland waterways, including interactive games (flash plug-in needed), lesson plans, information packs and activities. In order to make full use of the site it is necessary to register, but this is free and users can then publish pupils' work and use moderated message boards, as well. www.BATOD.org.uk

28 ©BATOD Magazine March 04 Alphabet Soup (KS1) on the additional worksheets it would be useful Runs on: Windows & Mac to have the fingerspelling graphic printed on the 2simple software sheet for reinforcement. (www.2simple.com) Most importantly the video clip of the signer varies Standard price single user in quality. I asked a deaf colleague to look at the £39.00 site licence £199 program and she also used it with a deaf child. She additional licence £10.00 noted the following points: BSL edition single user £49.00, site licence £199, additional the clips were jumpy and not precisely clear on licence £10.00 the whole; Reviewer: Michelle Nichols, Teacher of the Deaf, the clips sign only once then stop. Buttons to Nottingham City play the clip again or pause would be useful; the signer's background could benefit from Alphabet Soup has a group of activities for each being full length as in some cases one could letter of the alphabet, including recognising initial letters, formation, phonetics, mouse skills and more! see the wall or ceiling behind it; Text is spoken in UK, US or Australian English. The the signer's face was not clear and was partly CD also includes British Sign Language, Welsh, shaded in most cases. It was difficult to read German, French and Italian. On request you also his lips or facial expression because of this; get an additional CD with eight new supporting I liked the fact that the signer used his voice languages including: Spanish, Arabic, Cantonese, and this gained a response from a deaf child Greek, Punjabi, Mandarin, Hebrew, Portuguese and with whom I shared the programme; many more are being developed. the vowel on the clip art need to be signed the A 'teacher options' page allows some control as to correct way and not have the hands turned for how the activities are set up including disabling the viewers' benefit. In time the person certain functions. learning from the programme will be able to understand; Initial letter recognition has a variety of engaging the clips could have different viewing angles to activities for each letter of the alphabet. These include a range of scenes and characters. There is watch the signing so that the person can a reward for correctly identifying the letter. The letter correct themselves with the signing distances and words are signed in an additional signing and handshapes; window. the programme could be improved if there was a choice of signers ie a child viewing the Letter formation allows users to practise both upper programme may like to have a child signing and lower case letters. The fingerspelling letter is shown and matched to the written letter. The back to them; Writemaster function enables the children to write on the whole I liked the programme and the the letter themselves on a tablet or a whiteboard. teacher's resources. The deaf child enjoyed the handwriting activity and was able to copy In letter sequencing, the finger spelling is shown for the handwriting style on paper. a particular letter and has to be matched to the written letter. Whole-word recognition uses a It is an enjoyable programme and it is wonderful to dictionary list of words. Further sets of words can see British Sign Language being included as be downloaded from the internet. standard - more please! Additional off-screen activities include printable worksheets for each letter. There are also worksheets focusing on differentiating between letters, mapping letters to words and pre-writing exercises. Points noted: the animated activities are visually rewarding. However, the letter sequencing reward is applause - some deaf children would not hear or recognise this. A visual reward is needed. the letter sequencing alphabet is jumbled up on the screen. Yet the order in which the letters are given is alphabetical and it would be easy to know from the pattern which one is next. Could these not be jumbled up too?

©BATOD Magazine March 04 29 Two years on….

… the Communication Aids Project (CAP) has During the coming months DCCAP will be secured funding for at least further two years and redefining its work with equal emphasis on 'strategic planning' is the current buzz word. The assessment and training. News about this will project didn't launch itself with a great deal of appear on the DCCAP website www.DCCAP.org.uk razzmatazz - in fact such was the demand by word and in this Magazine. Paul Bonsor will be taking of mouth and some advertising that all of the teams the project forward as Training Manager and so were quickly overwhelmed with referrals. There DCCAP says farewell to Mary Fortune and Ann have been over 3,000 referrals - only twenty percent Underwood who will return to their previous have been turned away either as not meeting the commitments. criteria or because of insufficient evidence. DCCAP has dealt with over 100 to date. A start with the training aspect has already been made with funding from the small programmes fund. The referrals have ranged across the spectrum of Paul Bonsor is coordinating the Blue Skies Project - communication needs - a voice; help with written a CD Rom with examples of ICT that can expand language, language development, social the skills of ToDs. The CD content will also appear communication and interaction. By October 2003 on the DCCAP website supported by on-line training the budget for equipment had been spent on both in due course. The launch of the CD should hardware and software. Even when the moratorium complement the RNID Good Practice guidelines - on referrals is lifted there are 700 referrals waiting publication is planned for May/June 2004 with the for assessment and equipment. CD following shortly after. New funding will see a swing of emphasis towards training. It has become clear that providing the equipment and basic introductory training is not enough. Teachers need assistance with the integration of the new technology into their everyday teaching. LSAs, other professionals and parents need to be part of this training as well.

During the two years DCCAP has busy looking at how technology can support communication for deaf children - developing language skills, becoming more independent of support staff, introducing professionals, parents and the youngsters themselves to ICT programmes and Like a snowball rolling downhill the Blue Skies technology. Some of the techniques and Project is now taking a defined shape and has technology should become part of the 'good acquired an energy of its own. The Autumn term practice' of ToDs and this can best be done by was spent mainly researching and collecting provision of advice and training. materials. Paul has been visiting Teachers of the Deaf and recording audio and video clips. These clips capture how they use ICT with deaf children and young people to enhance their learning.

A framework for the project has been created which identifies different ways that ICT is used. The main focus is on the interactive use of ICT to further the development of language and communication skills. For example how text, images and sound can be manipulated to create successful, individualised learning experiences for deaf children and young people.

Other areas include: how ICT equipment can be used by deaf children and adults to communicate effectively

30 ©BATOD Magazine March 04 ICT as a tool for reducing the time spent on administration Global directory of deaf ICT as a tool for creating resources organisations ICT as a tool for delivering INSET materials The International Deaf Children’s Society (IDCS) is A great strength of ICT is the way that work can be compiling the largest and most comprehensive online readily adapted for a different purpose or audience. global directory of deaf organisations and is calling Consequently there will be suggestions not for NGOs, schools, hospitals, government bodies and prescriptions for teachers and LSAs. The pack is commercial organisations to submit their details. designed to provide a taste of some of the exciting ideas and opportunities which are out there. And IDCS, is compiling The Directory for its new website yes, there will be signposts to tell you where to go so that deaf children, their parents and carers and for more information and support. professionals working within the field of childhood deafness will have access to local, national and When teachers initially browse the CD-Rom or international deaf organisations at the click of a website they will be able to quickly identify areas button. The new website will launch in April 2004 and which may be of interest to them. It will be easy to The Directory will be just one feature of the site delve into a specific area to have a detailed look which aims to create an online, global forum for and then retrace your steps to continue browsing. childhood deafness. Organisations can submit their Video clips, audio clips and photographs will be details to The Directory through a quick and user- sprinkled throughout the package to illustrate how friendly form at www.ndcs.org.uk/resourcedirectory ICT is such a useful tool in so many ways. It will be Any organisations unable to access the Internet but these clips of real teachers and real pupils talking who would like to feature on The Directory should call about their experiences which will bring the pack to Rachel Willoughby on 020 7490 8656 (v/t) or write to life. They will tell the story of how ICT can be used her at 15 Dufferin Street, London, EC1Y 8UR to open doors to better communication and language skills. They will give others the incentive to start something new or to develop ideas in a different direction or at a different level. The project is not finished yet. There is a mass of Not a BATOD member? work still to do, designing, writing, editing and testing. However, the snowball is gathering speed Membership fees help to provide this and will be arriving at a computer screen near you Magazine and support the work carried in the not-too-distant future! out on your behalf as a ToD. email: blue-skies @dccap.org.uk tel 07739 231818 If you value this provision then join BATOD and ensure the work continues. Don't delay - join BATOD today

Magazine Resource Reviews Editor

An opportunity to test drive new resources and manage a team of reviewers. If you are interested in carrying out this job (voluntarily - but it does have its perks!!!) please contact Ann Underwood - [email protected] to find out more. contact DCCAP: tel: 0870 770 6161 fax: 0870 770 6162 Magazine Resource Reviews Editor email: [email protected] The Communication Aids Project is funded by DfES and managed by Becta. DCCAP is a joint project for BATOD and DEAFAX (Reg Charity No 1095398 Company reg 04586634)

©BATOD Magazine March 04 31 Workshop in Tanzania for parents of deaf children Doreen Woodford DAF (Deaf Africa Fund)

For all those who are involved in Africa one of the language workshop for parents planned for the near best developments of the last five or so years has future. been the tremendous increase in self-generated, self-planned and self-carried-out activities. Money, Secondary/vocational training will receive more long- and maybe a little outside interest, is still needed, term attention, as will other issues raised. In but not much else. To be occasionally 'put in one's addition to the recommendations there was a 'duties place' is a wonderful experience. This applies to the and responsibilities' section which included attention recent long-awaited, long planned workshop for to poverty alleviation and the problems caused by parents of deaf children held at Omp River, near HIV/AIDS. Arusha, Tanzania. Unusually the photograph accompanying this The active Parents' Association of the Northern account does not include deaf children, but the Region (UWAVIKA - BATOD Magazine Sept/Oct pupils of the Meru Deaf unit graced the opening 2002 p 41) wanted to spread the word into a with a signed version of Tanzania's national anthem national organisation. UWAVIKA, since its and with a dance display. foundation in 1995, has been responsible for setting Alas, the lions everyone hoped to see on the outing up eight small and not-so-small units, no mean to Taragire National Park were sleeping in the heat. achievement! It has bonded teachers and parents Many Africans nowadays have never seen their own strongly together. The organising committee of two wild animals and the delegates had wonderful close- teachers, one parent and a member of Tanzania's up views of many of them. In common with National Union of Teachers, worked tirelessly and Teachers of the Deaf everywhere many pictures and efficiently so that ten parents including one from postcards were purchased ‘to show the children’ and Uganda, fourteen teachers (including one each from 'Sister' from Bwanda, Uganda, had to be sought for Ethiopia, Uganda, Kenya) and a representative from the departing bus because she wanted to stay 'for CHAVITA (National Association of the Deaf) with his ever'. interpreter, gathered together for a week that was not ALL work! The workshop was facilitated and funded by DAF (Deaf Africa Fund - thank you to those of you who In addition to the desire to extend to a national sent contributions) and additional funding was from organisation, there were two other main concerns to CORDAID (Netherlands) which participants directed their attention. The first was the need to get even more deaf children into Editor’s note education. A known figure of over 1,200 was Did you know that collecting postcards and the used mentioned but all, including visiting government stamps off envelopes helps to fund quite a lot of the officials, agreed that this was a large underestimate. training and work carried out by charities? Doreen The second was the immense need for a secondary Woodford would be delighted to receive envelopes and education, especially for vocational training. It was bags full of this wonderful bounty to help fund the work of DAF. Send them to stated several times that, in East Africa, education Chapel Cottage, 7 King Street does not secure a future for a young deaf person, Much Wenlock TF13 6BL the possession of skills used through employers or through self employment does.

The problem of only two audiology centres, far distant from many homes in a large country, was mentioned but only in passing.

Discussion of these issues, in groups after each presentation, was extended with everyone involved, and led to recommendations on which future action will be based. In fact the national organisation has Can you spot which are parents and which are teachers at the started with local branches being formed and a sign- workshop at Omp River, near Arusha, Tanzania?

32 ©BATOD Magazine June 03 Agenda item three.... India Sandy Goler, Jan Parkin, Sheila Whitworth and Rita Lal 3 India - visit to Mamta Mandir School for deaf The school buildings are modern and the setting is children and mentally challenged children, very pleasant with good facilities by local standards. Navsari, Gujarat - 14 November to 5 December The teaching groups are organised in standards 2003. rather than by age groups, with pupils needing to achieve certain criteria before moving to the next An item on the weekly team meeting agenda 'India' standard. Communication between pupils and did not cause much comment. This soon changed between pupils and staff is by sign language. when it was explained that to help to develop links with the Gujarat, Kirklees, our LEA, would like to Week One: 17 to 22 November send four members from the HI team to work in a Our first week in school was spent visiting different school for the deaf in Navsari. After much classes and observing practice. We found that the discussion and soul searching, it was decided that curriculum was delivered in much the same way three Teachers of the Deaf, two from the peri team throughout the school, mostly using passive and one from a resourced school along with our bi- learning. However, the pupils were all motivated lingual support worker would go. and behaviour was not an issue. The curriculum, lesson planning and teaching methods were so The trip was originally arranged for mid-October. different from those we have experienced that joint We discovered it would be Diwali while we were activities ie planning and lesson delivery were not there and thought it would be a wonderful practical. experience to join in the celebrations. We did not think that, of course, the school would be closed for such a significant event, and had to rapidly rearrange more suitable dates to avoid being there when everyone was on holiday.

Eventually, on a sunny but cold day in November, four of us, excited but apprehensive travellers, gathered at the airport to make the journey. We arrived in Mumbai to hot sunshine some fifteen hours later, not really prepared for the six hour journey by road to cover the 150 miles to Navsari. A description of the roads, the driving and the Week two: 24 to 29 November police would be a whole article in itself! After discussion with management, it was decided Navasi is a town of about 150,000 people some that it would be beneficial for staff if a classroom 150 miles north of Mumbai. The area is relatively could be set up as an English classroom would be. affluent, as there is employment in various This seemed most appropriate for us as, although industries, including a large, ultra-modern diamond the school setting and environment is visually very polishing factory. It is predominantly Hindu, with a attractive, the learning environments were not. All sizable Muslim minority. Near the centre of the the classrooms were town is Mamta Mandir, a school for deaf children similar, with bare and children with learning difficulties owned and run whitewashed brick by the Manav Kalyan Trust. The school is privately walls, and few visual funded through charitable subscription, with some aids to support the help from the Gujarat State government. It caters learning of the deaf for about 400 children - 250 deaf children and 150 pupils. This idea was children with learning difficulties. The majority of discussed with the children are not from well-off families and would teaching staff, who not have access to education were they not at felt this would be Mamta Mandir School. The school caters for pupils useful for them. The from 5 to 18+, and as they come from a wide area, reception class was most board at the school. There is no charge to the chosen as the room families for the children to attend the school. to be transformed.

©BATOD Magazine March 04 33 Plans were made of what was to be done, materials about the room and the pupils loved its visual found and ordered, workmen organised to put up impact and playing the games. We were assured notice boards, staff enlisted to help to make games that all other classrooms in the school will be and items for display. The pupils were keen to see provided with display boards as soon as practical. the work in progress, and we learnt much about the skills and resourcefulness of Indian workmen. As Our hosts at the school looked after us extremely there was only one hammer for us to work with, an well, to the extent that it was difficult for us to go 'Indian' hammer was produced to speed up getting anywhere without an escort. We were taken places the hessian in place. This proved to be a large the ordinary visitor would not know about and stone! gained useful insights into the culture and daily life of the area. The people in the town and the surrounding areas we visited were very friendly, hospitable and loved having their photographs taken and being able to see the result immediately on the digital camera. Our attempts to communicate were well received, but it was certainly easier to communicate with Gujarati signers than with Gujarati speakers. Having to wait for conversations to be translated for us, often to not knowing what was being said, what was going to happen next or why and not to be able to make our own views and thoughts clearly understood was a valuable learning experience for all of us.

No hearing aids were seen, though a group amplification system had been installed in most By the end of the week, four large notice boards classrooms. There was also an audiology room had been put up and covered with hessian, and where the PVA glue seemed to be kept! The charts and games were being made. teachers were keen to remind us that the government does not provide for education in Week three: 1 to 4 December anything like the manner of the UK. Although making resources for the room could only be done by staff from the school (our Gujararti Hopefully an extended visit for some of the teachers being non-existent), it did provide opportunities for from Navsari to Kirklees can be arranged. We have us to discuss with staff how to use them and the certainly learned from being immersed in a different benefits for themselves and the pupils. Games and culture. displays were made to support the curriculum in the [email protected] reception class eg games for learning the days of the week, children's names in the class, colours, numbers to ten and items in the classroom. Wall displays included these, plus months of the year, animals, fruits, vegetables, numbers to twenty and also included some work by the pupils themselves. We had sent for some ‘tacky-back’ from England at the beginning of the second week, hoping that it would arrive in time for us to make the resources made to make them more durable, but unfortunately it did not. We realised that many of the displays and resources would not last long without protection because of the dust that was everywhere and that this could be seen by staff as a disadvantage of making and using resources. We left instructions on how to use the tacky back and have since learnt that the headteacher spent a day covering the resources!

The classroom was finished in time for a 'grand opening'. Management and staff were enthusiastic

34 ©BATOD Magazine March 04 Is vision care and assessment crucial for deaf children and young deaf people? Barbara Homer (NDCS) and Mary Guest (SENSE)

For more than five years the National Deaf 2003, Guy et al showed that out of 110 children in Children's Society and Sense have been working southern Derbyshire who underwent ophthalmic together raising the profile of, and identifying the assessment, 48 had ophthalmic abnormalities; and need for, good eye care for deaf children. of the 82 children with uncomplicated deafness, 26 Subsequently we have been collaborating with key had refractive errors. people who work with deaf children, with parents, and essentially with ophthalmologists to produce These higher rates of ocular pathology have been quality standards and good practice guidelines on attributed to important elements of the eye and ear optimum vision care for the deaf child. (eg retina and cochlea) maturing during the same embryological stage, from the same embryonic In 2002 we commissioned an evidence-based layer, which may be susceptible to genetic or overview of ophthalmic disorders in deaf children. environmental factors, and to environmental insults, Over 1000 relevant research papers were identified, such as hypoxia, toxic agents, viruses, meningitis, of which 190 were analysed in detail, and a and other conditions which may affect both the eye summary of this research is being prepared. For and the ear. more than 70 years, studies have repeatedly shown a high level of vision impairment among deaf If a deaf child has a problem with their vision it is children, but the differences in definitions and essential that this is identified and treated as soon classifications of vision impairment make as possible. Those identified with ocular comparison between the various studies difficult. abnormalities will require long-term ophthalmological review. In 2001 Brinks et al found Consistent findings show, nevertheless, that 30% to that this is often overlooked and that 63% of deaf 60% of deaf children have a significant vision students aged 10-22 had significant ocular impairment. For example, Burdge (1933) found that pathology, but that they had not seen an 40% of deaf children tested needed spectacles, ophthalmologist in the previous two years. Braly (1938) reported that 38% out of 422 deaf children had less than 20/20 vision on the Snellen For the majority of deaf children, when an chart and, in a study in 1952, Stockwell found that ophthalmic problem is identified, it is unlikely to be of 960 deaf children 46% needed spectacles. In of a serious nature (as in Guy's study where, of the 1973, Alexander identified that out of 572 children, 75 ocular abnormalities identified, 47 (60%) were 35% had refractive errors and 22% had other ocular refractive errors such as astigmatism, myopia and pathology, and Regenbogen & Godel (1985) hypermetropia). But more serious eye conditions showed, in a comparative analysis with the study by (resulting in deafblindness) can create enormous Coleman (1970) on 3,623 hearing children, that challenges for the individual, particularly in relation more than two and a half times as many deaf to communication, information access, mobility and children had eye abnormalities. social inclusion.

More recently, in 1988 Rogers and others screened Regardless of the seriousness of the eye condition, 360 deaf children and young people aged between it is essential that each deaf child is assessed and 6-22 years for vision problems. Overall, 43% either supported by well-trained and well-informed staff had a significant refractive error or other eye who understand the child's individual needs. abnormalities. They concluded that a deaf child is Specialist staff working closely with the child and at greater risk of vision problems than a child who family, such as Teachers of the Deaf or teachers is not deaf and that a comprehensive examination working with those with multi-sensory impairment, should be performed at identification of deafness. play a crucial role in ensuring that eye assessment In 2001, Brinks et al (2001) found significant ocular takes place at appropriate times in the child's pathology in 111 (48%) out of 231 young deaf development. people. They concluded that deaf students had a The optimum times for referral and assessment of high frequency of eye disease, that early diagnosis eye care for deaf children and young people is and treatment could improve their quality of life and clearly set out in the document 'the ophthalmic care that the potential benefits of ophthalmologic pathway for the deaf child’, and the key points are screening in deaf children is enormous. Lastly, in identified here:

©BATOD Magazine March 04 35 At birth - as part of the routine screening At referral for cochlear implantation and other programme complex interventions Newborn babies will have their eyes examined as When a child is referred to a specialist service, the part of the routine screening programme and specialist service should ensure that the child has babies with identified disabilities should be routinely had their vision checked. If there has not been an examined by the paediatric team for congenital ophthalmic assessment they should arrange for the abnormalities that may have ophthalmological or child to be seen by the ophthalmology service as audiological implications. soon as possible.

At diagnosis of deafness This 'long-awaited' document is being launched by As soon as a child is identified with a permanent NDCS and Sense on the 1 April 2004. The hearing loss they should be referred for a full document will be evaluated and revised by 2008. ophthalmic assessment. Copies will be available from NDCS and Sense and it can also be downloaded from our respective At 2-4 years websites from the beginning of April. Children with bilateral profound congenital sensorineural hearing loss of unknown aetiology We very much welcome comment and feedback should be re-referred to the paediatric from professionals working in the field with deaf ophthalmologist for assessment. Ideally the child children and young people. should be seen in the child development centre or specialist ophthalmic clinic where they can be Barbara Homer ([email protected]) accurately monitored and any relevant treatment or The National Deaf Children's Society referral undertaken. 15 Dufferin Street, London EC1Y 8UR www.ndcs.org.uk At 4 to 5 years - routine screening in the general child population Mary Guest ([email protected]) The Child Health Sub-Group of the National Sense, the National Deafblind and Rubella Screening Committee recommends that all children Association, 11-13 Clifton Terrace, Finsbury Park, have their vision screened by an orthoptist between London N4 3SR the ages of four and five years of age, which will www.sense.org.uk include an assessment of visual acuity. As part of References: this screening programme deaf children will have Alexander J C C (1973) Ocular abnormalities among their vision assessed. This 'routine screen' may not, congenitally deaf children Canadian Journal of Ophthalmology however, meet the additional needs of the deaf 8; 428-433 child. Braly K (1938) A study of defective vision among deaf At 7 to 9 years children American Annals of the Deaf 83: 192-193. Children with a sensorineural hearing loss, where Brinks M, Murphey W, Cardwell W, Otos M, Weleber R (2001) the cause of the deafness is unknown, should be Ophthalmologic screening of deaf students in Oregon re-referred to ophthalmology where they can be Journal of Pediatric Ophthalmology & Strabismus 38(1): 11-15. tested for Usher syndrome using Burdge A (1933) Conserving the vision of our deaf children electroretinography (ERG). An ERG can be International congress on the education of the deaf. performed at any age and there are a number of Proceedings: 500-502. conditions for which this test is useful. While there Coleman H M (1970) An analysis of the vision of the visual is no guidance on the optimal age for testing for status of an entire school population Journal of the American Usher syndrome, seven years of age is generally Optometric Association 41(4): 341-347. considered to be the most appropriate. A normal Guy R, Nicholson J, Pannu S S, Holden R (2003) A clinical ERG at this age may not, however, exclude type II evaluation of ophthalmic assessment in children with Usher syndrome. sensorineural deafness Child: Care, Health and Development 29:377-384. At 10 years and above Regenbogen L, Godel V (1985) Ocular deficiencies in deaf Since myopia may increase during the adolescent children Journal of Pediatric Ophthalmology and Strabismus years, deaf children should have their visual acuity 22(6): 231-233. re-assessed at this age by an optometrist. If there Rogers G L, Fillman R D, Bremer D L, Leguire L E (1988) are any concerns regarding night vision, field loss or Screening of school-age hearing-impaired children Journal of visual loss that is not corrected by spectacles, the Pediatric Ophthalmology and Strabismus 25(5): 230-232. child should be referred for a full ophthalmological Stockwell E (1952) Visual defects in the deaf child Archives of assessment. Ophthalmology 67:18

36 ©BATOD Magazine March 04 Oticon introduces "Otto's World of Sounds"

New Auditory Training Program for Children

Oticon has expanded its Otikids program with a new auditory training tool for children with hearing loss. The multimedia-based program, called Otto's World of Sounds, has been designed for home use to complement the auditory training provided by hearing care professionals. It offers parents, family and friends the unique opportunity to get involved in the child's auditory development.

Designed as a game, Otto's World of Sounds engages the child in developing his or her auditory skills in a fun and fascinating way. In 10 different sound environments taken from everyday life situations, several activities can be played to discover, memorize and recognize a variety of different sounds. To keep up the motivation and challenge, positive feedback is provided throughout the game and the child's progress is recorded to adjust or increase the complexity of the Otto's World of Sounds in habilitation, show very positive results. activities accordingly. Thirteen children used the training tool over a period of seven months. After two months, several of the children with profound Research has shown that the use of hearing loss obtained 100% recognition of the sounds. A significant multimedia-based instruction increases the change in auditory skills and hearing aid acceptance as well as an speech, language and auditory skills in increase in speech production in some of the children was children with hearing impairment.* identified. Initial clinical results from France, where seven speech and language therapists used *(Mander,Wilton,Townsend, and Thomson, 1995; Prinz and Nelson, 1985; Prinz, Pemberton , and Nelson, 1985, Pratt et Otto’s World of al, 1993, Schopmeyer, et al, 2000) Sounds CD is available NOW from Oticon Limited. Call 01883 331720

Oticon Limited 01883 331720 Tel. 3rd Floor, Quadrant House 01883 331729 Fax. 33-45 Croydon Road Caterham, Surrey [email protected] CR3 6PG ENGLAND www.oticon.co.uk Deaf children’s mental wellbeing Matthew James, SIGN

Sign, the National Society for Mental Health and The consultation meeting is due to be held on 16 Deafness, recently included a questionnaire in a March at the New River Sports Centre, White Hart BATOD Magazine, asking Teachers of the Deaf Lane, London N22 5QW. The meeting with about their experience in teaching pupils with professionals will be held between 4.00 and 6.15 behavioural or mental health needs. Sign wishes to pm followed by the meeting with parents and thank their respondents, but encourages those who children between 6.30 and 9.00 pm. have not yet completed the simple format to send their replies off, as there is still time. Copies can be It would be helpful if your answers could reach us downloaded from www.reachingdeafminds.org.uk before this date, but you can bring your completed Sign is working with Dr Peter Hindley, Consultant questionnaires to the venue. The meeting will have Child Psychiatrist in developing a response to the sign language and relay interpreters available, but findings from this survey. for spoken languages we will need to be advised beforehand in order to try to cater for your needs. Initial analysis suggests that there is indeed an issue with teachers struggling with pupils with Following from the meeting, SIGN will write a report difficult behaviours and/or mental health problems. which will go to all participants, summarising the They have encountered delays with the statutory views we obtained from the written questionnaires agencies, and in some cases the lack of deaf and the meeting. This report will not identify awareness among mainstream professionals has individual opinions, contributions or comments. led to difficulties. From the responses there are Confidentiality will be respected throughout this very varied local services, some good and some project. unhelpful. This is no surprise and reflects the patchy character of local social, health and We hope that you decide to contribute to this education provision. Many teachers appear to have project, which has the potential of making a had little training in the area of mental health and meaningful contribution to the well-being of D/deaf would like to be able to access such training. children and the development of well informed user- centred services. Any questions should be If you want to make your voice felt please respond addressed to [email protected] to Sign, 5 Baring Road, Beaconsfield, Bucks, HP9 textphone 01494 687626 or 2NB email: [email protected] Sign has [email protected] who you could also been awarded a small grant from the Haringey telephone on 07989 375190. We look forward to Children's Fund to explore what parents of deaf receiving your views. children, D/deaf young people and the professionals think about the support services for deaf children in Haringey.

The project has the following parts: 1 a survey of parents of deaf children asking about their experiences and aspirations 2 a survey of professionals asking about training and aspirations for service development 3 a meeting in Haringey with parents, professionals and young D/deaf people to identify service development needs 4 a report. Working with ICT The project is keen to work in partnership with all the agencies in Haringey. The main aim is to give The BATOD survey showed that 3,884 children D/deaf young people and their families a voice. of the total 28,206 surveyed in 2,000 were from ethnic minorities. Professionals will be engaged to consider those Of the 2,357 support staff recorded 1,245 had services that will make the most difference to training/qualifications relating to working with helping D/deaf children lead happy and fulfilled deaf children. lives.

38 ©BATOD Magazine March 04 Boosting attainment University of Derby press release The University of Derby's School of Education, Clear best practice examples were identified which Health and Sciences, working in partnership with could be introduced elsewhere. Teachers may often Derby City Council, has been awarded £10,000 not have the time to take in such extensive research from the Teacher Training Agency (TTA) to produce and an accessible guide will help to inform and the information pack. This follows on from a further encourage them and offer practical ideas which £20,000 grant it was awarded last year by the TTA have proven to work elsewhere. to carry out research into classroom methods which get the best out of all pupils. The introduction of bilingual classroom assistants and encouraging closer parental support are key The information pack will be produced by Easter ideas within the framework. 2004 and will be ready for Government distribution to the thousands of primary and secondary schools The DfES reports that Pakistani, Bangledeshi and across England and Wales. Black Caribbean pupils and those who are from the families of travellers are underachieving the most, It will take the form of about 30 laminated cards with the performance of boys a particular concern. pointing to best practice methods and strategies to help boost the attainment levels of pupils from Important examples from the research of Professor diverse backgrounds. Parker-Jenkins and her team, include the use of bilingual language assistants in the classroom, the The work has been carried out by Marie Parker- introduction of first and dual language tests for Jenkins, Professor of Education, and Director of literacy and numeracy, and the need to focus on the Research Centre for Education and Professional crucial year seven stage at secondary level - a Practice at the University of Derby; Education pivotal turning point in a child's education. lecturers Des Hewitt and Simon Brownhill, and Tania Sanders, Primary Achievement Co-ordinator Professor Parker-Jenkins' team also confirmed for Derby City Council's Access/Ethnic Minority widely known indicators which suggest priorities, Achievement Service. including raising pupils' confidence and motivation, encouraging parental involvement, ensuring During the initial research almost 1,800 research effective leadership and introducing elements of the reports were considered and the department carried curriculum relevant to the child's cultural out comprehensive studies on more than 50 of background. those to provide us with an indication of strategies For more details telephone Professor Parker- to raise the level of attainment in the classroom. Jenkins on 01332 622222 SPECIAL TEACHERS NEEDED.

Teachers of deaf children in developing countries often work in unstructured environments and have little opportunity to access any specialised training. Which means the children they teach are sometimes doubly disadvantaged. As a VSO volunteer, you could change this. We are constantly receiving requests for special educationalists who can not only teach, but also train local teachers, advise on planning issues or assist with integration into mainstream education. Your travel, insur- ance and accommodation will be paid for, you will receive a local salary, and you will benefit from financial and personal support before, during and after your placement. If you could share your skills in countries such as Vietnam, Namibia, and the Philippines contact us today.

CHARITY NUMBER 313757

www.vso.org.uk 020 8780 7500 REF:BTD

©BATOD Magazine March 04 39 THRASS - whole-picture keyword phonics Alan Davies Chartered Educational Psychologist THRASS (Alan Davies & Denyse Ritchie, 2003) In March 2003, Alan Davies was one of the keynote stands for Teaching Handwriting Reading And speakers at the invitation seminar 'Teaching Spelling Skills. THRASS helps children to Phonics in the National Literacy Strategy', organised understand the relationships between the forty-four by the Department for Education and Skills (DfES). phonemes (speech sounds) of spoken English and The following extract from Alan's paper, ‘Why All the twenty-six letters of the alphabet, which are the Teachers of English Should Be Trained To Use The key to successful reading and writing. It concentrates THRASS Periodic Table of Phonics': Davies & on the word level but recognises the importance of Ritchie (2003) lists the main distinguishing features the other two levels: sentence and text levels. It is of the THRASS program: part of a balanced literacy programme. Educators, essential speaking and listening skills are classroom assistants and parents can teach taught, from the outset, using integral pictures THRASS. and keywords on 'whole-picture' charts - not a separate resource or another program; Research is showing that compared to the letter- the units of the program are the 44 phonemes sound approach of the 'old phonics' programmes (speech sounds) and the 120 key graphemes this 'new phonics' approach improves teacher (spelling choices) of English - not the artificial subject knowledge, pupil progress in reading and and restrictive 'letter sounds' of ‘Old Phonics’ spelling, and the efficient acquisition of life-long programs; word solving skills (phonographic metacognition). the program teaches life-long word solving THRASS is being used with children learning to skills (Phonographic Metacognition); read, write and spell, with children learning English the program can be taught to learners of all as a second or foreign language, with dyslexic ages and abilities. children and as a catch-up intervention for children who are falling behind in their reading, writing and Recent results in England, with a group of Y8 spelling. dyslexic children (30 months' progress in spelling in just 5 months) and a group of Y7 dyslexic children A rationale for using THRASS with deaf children is (20 months' progress in spelling in 5 months), who that the present Sign Bilingual model indicates that received between ten and thirty minutes of we need to think in broader terms about THRASS-related tuition each day, indicate that phonological skills for deaf children and include THRASS has good potential. Early anecdotal visual perception as well as spoken language skills. evidence, from teachers working in London and Acquisition of phonological knowledge does not Leeds, suggests that THRASS may also have good depend exclusively on hearing. Deaf children can potential for helping children with high-frequency use information provided by lip-reading, cued loss or cochlear implants. speech, finger-spelling, and the written alphabet to develop knowledge of the sound system of English. It will be interesting to see, over the years, what Deaf children can build up a visual knowledge of impact the THRASS programme has, both in the UK spelling patterns to make predictions about words. and overseas, for those working in deaf education. A visual knowledge of phonology will help them to decode unfamiliar texts. References THRASS website www.thrass.co.uk There is a range of materials to use including a rap Pickersgill, M and Gregory, S (1998), Sign bilingualism: a routine that the children love. Target 1, Picture model, London. Adept Press. Location, increases the children's vocabulary, Knight, P and Swanwick, R (2002), Working with deaf pupils: develops their attention, sequential skills, sign bilingualism into practice, David Fulton. identification skills, cognitive transfer skills, and Davies & Ritchie (2003) spatial-awareness skills. The opportunities for Why all teachers of English should be trained to use the language development are varied: the children learn THRASS periodic table of phonics' THRASS to make compound words, to describe, categorise, discuss and make up stories about the pictures. They extend their vocabulary and the length and complexity of their sentences, explore words and learn that meaning can change in context. Their receptive and expressive language is extended in Sun Ice City Outline drawings used to the THRASS activities. show ‘where sounds live’.

40 ©BATOD Magazine March 04 Anything is possible.... a report from St John’s School, Boston Spa

We had our very first Deaf Awareness Days in June On the first day we invited representatives from 2003 here at Boston Spa. A small team, including various agencies, such as RNID, NDCS. We also our audiologist, teachers and one of our SLTs have enjoyed the facilities offered by the NDCS Listening been planning the event for some time, and we Bus, and a display from the Hearing Dogs for the were very nervous about how it would go! In the Deaf Association, which all the children enjoyed event, we are very pleased with the responses, both very much. There will be an even longer waiting list from our pupils and from our presenters, some of for dogs soon! In the afternoon we had both whom were returning to their 'old school' for the first hearing and deaf parents talking about their time in many years. experiences, and an extremely successful ex-pupil, who gave the children tremendous hope about what The idea for the Conference arose because we they could achieve in the future. wanted to supplement the Deaf Issues modules, which this year have become part of our secondary On the second day there were more speakers from PSHE curriculum. We also wanted to present as a wide range of backgrounds, including: Terry Riley, wide a range of adult Deaf role models as possible, BBC's ‘See Hear’ producer, Jana Hunter, an author and to give our pupils freedom to explore their own who has written a teenage novel about Deaf issues, feelings and attitudes about their Deafness. a deaf music graduate and an ex-pupil who is a Increasingly, issues of Deaf identity receive graduate in Deaf Studies. Some of our presenters prominence in the press, and we wished to reflect chose to sign their presentations, and so we were current thinking about the importance of Deaf able to use the services of interpreters. All these awareness. We also wanted to inform and to people were truly inspirational, and our pupils had encourage our pupils by showing them that many questions to ask and lots to think about. anything is possible! On the final day there was a presentation from Mrs Gibson, our senior teacher, who is currently pursuing an MA in thinking and learning. This was Specialists in Books, Videos, CD-ROMs followed by a very valuable feedback session with about Deafness, Deaf Issues and pupils themselves; their comments about how inspired they felt, and how their attitudes and

Deaf Education ambitions had become more positive, showed us that we had done the right thing.

Now that we have ‘done it’ this first time, we plan to hold another Conference in the autumn of 2004. We hope that the word will spread, and that there xFree 64 page colour catalogue NE W C FE A will be another chance for us all to experience the Over 1,000 titles always in stock B TA x RU LO A G RY U xImmediate despatch 2004 E best of Deaf Awareness. Perhaps next time there xFast and friendly service will be the opportunity to involve a wider audience, xProfessional advice service including our parents, in some of the activities. xAll major credit cards ac- cepted xOfficial orders accepted Did you know.... The New Building ... of the 2,403 Teachers of the Deaf recorded in Ellwood Road, Milkwall the BATOD 2000 Survey there were 1,732 aged Coleford, Gloucestershire England, GL16 7LE over 40? Tel: 01594 833858 (voice/minicom) Videophone: 01594 810637 There were 2,135 ToDs with the Mandatory email: [email protected] Qualification working with deaf pupils. Our records were incomplete and in 2000 we had Web shopping: records of 196 pupils using digital aids but there was an awful lot of hearing aids not specified in any way (ie indicating only that the pupil had a hearing aid). It would be interesting to compare data this for 2003. Did you not answer the question fully?

©BATOD Magazine March 04 41 Training day for all professionals working with deaf pupils in Birmingham Malcolm Garner Head - Specialist Support Service, Birmingham LEA

Birmingham is the largest single Local Educational topics which included 'The Psychological Needs of Authority in the country and has an extensive Deaf Children', 'Assessing children with English as continuum of provision for the education of deaf an additional language', 'Digital Hearing Aids' and children. This consists of two schools for the deaf 'DCCAP'. In addition there was a separate meeting (one primary and one secondary); six Resource for Teaching Assistants and another for Bases in mainstream schools, and a large and well Communication Support Workers to discuss issues established peripatetic support service which relevant to their roles. There was also a range of provides support for deaf pupils in mainstream and displays and exhibits and the day was generously special schools and also at pre-school and post- sponsored by PC Werth, Connevans and Phonak. sixteen. In total over 750 deaf and hard of hearing children are supported by these different provisions. The Training Day was held at Hodge Hill School which is now the site of the new Braidwood School Despite being relatively compact geographically the and this gave everybody an opportunity to see the co-ordination of this provision is a major task and a magnificent new facilities that have been provided joint working group has been established to help for deaf children in this co-located setting. The with the ongoing co-ordination and rationalisation of feedback from delegates was that the day was a provision. One particular exciting development has resounding success and the quality of the speakers been the relocation of Braidwood School for the was very high. As well as the direct benefits gained Deaf onto the site of a mainstream high school and from hearing these talks another spin-off was the similar moves are planned for Longwill Primary opportunity for all these staff to ‘network’ with one School for the Deaf in the not too distant future. another. Many useful links were established and visits are being arranged for staff to spend time in Last November for the second year running all staff one another's resources and thereby help cement from these various provisions together with local what is an effective continuum of provision within specialist speech therapists came together for a and across the City of Birmingham. planned Birmingham Hearing Impairment Training Day. In total more than 110 staff were involved Thanks are due to the sponsors named above and including Educational Audiologists, Teachers of the also to Fiona Ison-Jacques, Head Teacher of Deaf, Specialist Support Assistants, Communication Braidwood School, for hosting the event, and in Support Workers and Specialist Technicians. The particular to Lynda Holland, Co-ordinator for the programme for the day was as follows:- Hearing Impaired Team at the Specialist Support Service, who masterminded and co-ordinated the National Update whole day and organised the programme of Update on current thinking about SEN speakers. There was unanimous support for this to Liz Andrews, DfES become an annual event and plans are already in Children with additional needs hand for the next Birmingham Training Day in Wendy McCracken - Manchester University November 2004. Choice of workshops Local Update Introduction of Newborn Hearing Screening in Birmingham Malcolm Garner, Head of Service, Specialist Support Service Role of the Speech Therapist with Deaf Children in Birmingham Nicola D'Urso, Specialist Speech Therapist Modernising Hearing Aid Services Ian Taylor

The programme included two workshop sessions where delegates could choose from a range of

42 ©BATOD Magazine March 04 A&ICT(C)Audiology and ICT Committee SENSE formerly National Association for Deafblind & Rubella Damaged people AAC Augmentative and Alternative Communication SIGN National society for mental health and deafness ADPS Achievements of Deaf Pupils in Scotland SEELB South Eastern Education & Library Board ADSL Asymmetric Digital Subscriber Line SENSSA SEN Support Assistants AGM Annual General Meeting THRASS Teaching Handwriting Reading And Spelling Skills AIDS Acquired Immune Deficiency Syndrome ToD Teacher of the Deaf BATOD British Association of Teachers of the Deaf TSB Trustees Savings Bank BBC British Broadcasting Corporation TTA Teacher Training Agency Becta British Educational Communications Technology Agency TV Television BSL British Sign Language UK United Kingdom CAP Communication Aids Project UKCoD UK Council of Deaf people CD ROM Compact Disk Read Only Memory (also CD) UNHS Universal Newborn Hearing Screening (also NHS) CHAVITA National Association of the Deaf in Tanzania USA United States of America CI Cochlear Implant UWAVIKA Tanzanian Parents' Association CNET Curriculum Intranet (Durham) VOCA Voice Output Communication Aid CPD Continuing Professional Development WOW Wildlife Over Waterways CSW Communication Support Worker WAN Wide Area Network DAF Deaf Africa Fund www world wide web DCCAP Deaf Children's Communication Aids Project If you have found an acronym in the Magazine that DDA Disability Discrimination Act isn’t explained in this list... then use DfES Department for Education and Skills DP Digital Programmable www.acronymfinder.com to help you work it out! DRC Disability Rights Commission DSP Digital Signal Processing DTP Desk Top Publishing ed editor ERG Electroretinography BATOD publications ESPP Early Support Pilot Programme EUSN European Usher Syndrome Network FCSC Français Complet Signé Codé FE Further Education Now available FEAPDA European Federation of Associations of Teachers of the Deaf BATOD guide to provision fm frequency modulation (also FM) GCSE General Certificate of Education for deaf students in HE HE Higher Education HI Hearing-Impaired either in hard copy (printed to order) HIV Human Immunodeficiency Virus or on disk HOS Head of Service £8.00 HOSS Heads of Schools and Services cheques payable to BATOD invoicing available HOSSHISE Heads of Schools and Services for HI in the South East BATOD Magazine, Publishing and Advertising HSSDC Heads of Schools and Services for Deaf Children 41 The Orchard, Leven, Beverley HSSG Heads of Sensory Services group East Yorkshire HU17 5QA http hyper text transfer protocol ICT Information Communications Technology IDCS The International Deaf Children’s Society INSET In service educational training ISDN Integrated Services Digital Network ISSN International Standard Serial Number IT Information Technology ITSS Information and Technical Support Service Language of Examinations KSx Key Stage (number) LAN Local Area Network 2nd edition LPC French equivalent of Cued Speech LSA Learning Support Assistant MA Master of Arts MS Microsoft £15.00 NASEN National Association for Special Educational Needs NATED National Association for Tertiary Education with Deaf people cheques payable to BATOD, invoicing available NDCS National Deaf Children's Society BATOD Magazine, Publishing and Advertising NEC National Executive Council (of BATOD) 41 The Orchard, Leven, Beverley NGO National Government Organisation East Yorkshire HU17 5QA NI Northern Ireland p&p postage & packing PC Personal Computer PCS Picture Communication Symbols PDA Personal Digital Assistant BATOD Magazines 1999-2003 PSHE Personal, Social and Health Education PVA Poly Vinyl Acetate a complete set of Magazines QCA Qualifications and Curriculum Authority RNIB Royal National Institute for Blind people in electronic format - on CD RNID Royal National Institute for Deaf people SATs Standard Attainment Tests £35 SCRAN Scottish Cultural Resources Access Network cheques payable to BATOD invoicing available SEN Special Educational Needs Abbreviations and Acronyms used in this Magazine ©BATOD Magazine March 04 43 This and that... Good news for Early Years! 'Communicating National Deaf Children's Society Chair Gareth Matters' Jones has been awarded an MBE for his 30 years There is a new project on the development of of work on behalf of deaf children. language and communication during the Foundation Stage. This project is a joint venture between Sure Gareth has been Honorary Chair of NDCS since Start, the National Primary Strategy and DfES SEN 1993, and prior to this served as Honorary division. It has grown out of recognition of the Treasurer. He has also devoted a large amount of need to improve language and communication skills time to the welfare of deaf children on a regional in young children aged from three to five. The aim level, (serving) as Secretary/Treasurer of the (Avon) of the project is to improve practice and Bristol & District Deaf Children's Society, and NDCS practitioners' knowledge in early years settings (Avon). He began his voluntary work on behalf of through developing high quality training materials for deaf children in 1973, following the birth of his practitioners. The project is being undertaken by a profoundly deaf son, David. team based at the Institute of Education, Manchester Metropolitan University, and is being led Senior appointment at PHONAK UK by Professor Nigel Hall. The team would very much Warrington based hearing systems company like to have the views of practitioners about the Phonak UK has appointed Tony Murphy as FM teaching of communication and oral language, and product manager within its audiology department. would welcome contact from anyone who has In this newly created role, Tony (37) will be a worked, or is working, on any projects, publications technical authority on all FM products and will or materials related to communication and oral manage and assist in new FM product introduction. language in the Foundation Stage. As part of the Tony has over 14 years practical experience in the team working with Professor Nigel Hall, we very design and development of electromechanical much hope you will contribute. A brief response projects and systems, in a safety critical, total form can be found on the project's website, quality environment and has diverse engineering (www.communicatingmatters.com). skills gained in world class industries including automotive with companies such as Vauxhall Motors League tables and Ferodo. He is also an associate of The There are two schools for the deaf in the top three Institution of Electrical Engineers. of the value added league tables for special schools and the others are not far behind. Mary Hare Ewing Foundation Grammar School came second with a value added Ewing Foundation and MCHAS have made a video score of 131.2 and Heathlands School came third on DSP aids and the FP35 test box which is now with a score of 126.0 in the recently published available. There is also a better step-by-step guide league tables for value added by schools at GCSE. to using the FP35 Test box. (TES, 23 January 2004). This contrasts with the value added score at GCSE of the highest scoring There will soon be the pre-course pack intended for mainstream school - 113.5. The top score of 131.7 people preparing to go to Manchester for MCHAS was achieved by RNIB New College. and training, which is nearly finished.

Win a digital camera with Curriculum Online From the DfES: The SEN site closed on Monday Curriculum Online brings teaching professionals 12 January 2004 and moved to a new address and multimedia resources together. Visit www.teachernet.gov.uk/sen This move allows the www.curriculumonline.gov.uk to take advantage of DfES to widen its audience and offer users the improvements which let you search resources by opportunity to register to receive regular updates subject, title, size or even supplier. You can also and use the enhanced on-line ordering facility. Use limit your search to SEN, the Foundation stage, free this site as your first port of call for information on material or interactive-whiteboard resources. If you special educational needs and make use of the add a teacher review of a multimedia resource additional features. before 31 March, you could win a digital camera or flash drive for your school.

44 ©BATOD Magazine March 04 Stories in the Air and Dunedin Multimedia are learning. The guide covers: playtime, toys, reading developing a numeracy resource for deaf children and sharing books, TV, video and subtitles, writing, and their families. The resource will be published and numbers and maths. It also includes some on CD-ROM and the web towards the end of 2004. useful activities and games that can be used to The CD-ROM will be provided free to deaf schools reinforce learning, such as making everyday events and mainstream HI units across the UK. The eg bath time, mealtimes, or going shopping, fun project is funded by grants from the Lloyds TSB whilst developing children's vocabulary, use of Foundation for Scotland, Gannochy Trust, and the language and understanding of the world around Equitable Charitable Trust. them.

In April 2004, Stories in the Air begin work on ‘Sign The activities used to reinforce learning are also in Bridge to Literacy’, a three-year project to produce the form of games, to engage young children's English literacy resources for young deaf children attention. They include: dressing up (which can be and their families. Three CD-ROM/booklet packs used to introduce real-life situations such as going will be published. A new website will contain all the to the doctor), making jigsaw puzzles (which can material from the CD-ROMs. A version for PDA help with visual and spatial skills), labelling objects devices will also be available. in the home or nursery (to help associate words with objects), and measuring (everything - including The Sign Bridge to Literacy project is funded by a teddies, and garden plants, to introduce size and grant from the Scottish Executive Education shape and concepts such as bigger and smaller). Department. Copies of ‘Helping your deaf child to learn’ are 'Helping your deaf child to learn' available from the end of March 2004 via the NDCS The National Deaf Children's Society (NDCS) has helpline on 0808 800 8880 (telephone and worked with parents of deaf children to produce a textphone) or by emailing [email protected] practical guide entitled 'Helping your deaf child to One copy is free to all parents and professionals learn'. The guide draws on the experiences of working with deaf children. Information is also parents of deaf children and on the opinions of available on our website www.ndcs.org.uk education experts to illustrate the best ways of

©BATOD Magazine March 04 45 60 years old! News Julia Cooley

Update on training for Communication Support NDCS looks back on its 60 years of Workers The new Edexcel course, 'Support for Deaf work with deaf children learners' is now available at Award, Certificate and Diploma levels. This course, as previously The National Deaf Children's Society (NDCS) mentioned, is based on the National Occupational celebrates its 60th birthday this year. Standards for Teaching Assistants and gives underpinning knowledge and skills rather than a The theme for the Diamond Anniversary year is qualification in Communication Support Work. ‘Language without limits, futures without barriers’. NATED is working with Edexcel and other interested This is because language is the key to learning - not bodies to look at how it can be made more focused, just at school but also in life generally. Friendships both from the point of view of age range and and social situations also depend on children specialism (eg whether the support is by oral or knowing what to say and how to say it. Just as signing methods). knowing how to ask for a train ticket to La Rochelle Our considerations include the way in which isn't enough to communicate effectively in France, professional practice can be included as an so understanding individual words won't help a deaf essential part of the course. Edexcel has indicated child plug into the world around them. NDCS's aim that professional practice can be included but that it in its 60th year is for all deaf children to understand would not contribute to passing the course; so and express the language they need to be part of worries remain that the course is theoretical and the wider world. designed only for people who are already working supporting deaf learners. During 2004 NDCS will be encouraging schools to NATED is currently investigating ways in which pledge to be 'Diamond Schools' during the year. We national standards can be established so that a will be distributing special 'pledge packs' which qualification which exactly meets the needs of the outline ten points which schools must sign up to job can be set up. Ideally, we would also like to see before they can be named as a 'Diamond School'. a registration process put in place. This is intended to make mainstream schools more We feel that it should be possible to take the deaf friendly and welcoming for deaf children. We qualification as initial training, before people begin hope ToDs will help us get as many schools on to work as CSWs. This would require a board as possible. professional practice element forming part of the student's assessment. Other celebrations will include: UK's biggest ever signed song. To be Disabled Students' Allowance - support for students in Higher Education performed on NDCS's official birthday - 15 As you may have already realised, students December requiring support going into Higher Education now Publication of NDCS history including deaf have to be assessed by a recognised Access people's experience of their teaching and Centre. We would be most interested to know of schooling over the last 60 years. members' experiences, good or bad, of this new system: email [email protected] for details.

NATED Open Meeting - advance notice The NATED Open meeting will be held at Perdiswell Youth Centre, Worcester on 30 June this year. The keynote topic will be 'The future of support for deaf people in Further Education' and will be led by a senior member of the Learning and Skills Council. Enquiries to Carrie Machattie: [email protected]

46 ©BATOD Magazine March 04 Concept mapping with Kidspiration version 2 Abi James Product Manager, Iansyst Ltd

Concept Mapping as a visual learning tool Numerous templates and activities. Concept mapping (or mind mapping or spider In Kidspiration version 2 diagramming as it is sometimes also known) is a these have been added great visual learning tool for note taking, group to, covering additional activities or planning and drafting written material. topics including Maths. Understanding, learning and communication can be Teachers can adapt achieved by using images and colours to represent these activities to suit ideas, concepts and objects, without relying on their own purposes expressive language skills. In fact, a recent review through the Teacher's of research papers identified more than 20 studies menu. linking the use of concept maps with higher student performance. These included improvements in: SuperGrouper. vocabulary Students learn to sort, group, classify and writing compare items by reading comprehension dragging words and note taking symbols into critical thinking SuperGrouper shapes higher order thinking that represent a topic or retention and recall of information concept. problem solving In Kidspiration 2, comprehension and retention of scientific students can now create material and concepts Venn diagrams. And, with one click, they can Concept mapping software packages turn any symbol into a However, students with language difficulties can find SuperGrouper shape, creating concept maps by hand difficult - good adding more visual spelling, handwriting and drawing skills are all meaning to grouping required. Concept mapping software packages help activities. overcome these difficulties, with their banks of colourful images, spell-checkers and ease of Symbol Maker editing. Concept mapping programs offer many Kidspiration now comes with a built-in drawing other advantages. They enable teachers to set up package for creating new symbols letting students activities and templates for their students to personalise their maps through their own creativity. complete and information can be presented in a Text-to-speech. variety of different views - in a spider diagram, tree Kidspiration comes with diagram or linear list making it adaptable to each built-in text-to-speech individual student's learning preference. which can read out New release of Kidspiration menus and the content Kidspiration is a simple concept mapping program in maps, so helping to designed for Key Stages 1 and 2 but is also used develop reading and with older students who have special education vocabulary skills. needs. Kidspiration (and its sister program for older age groups, Inspiration) is a simple to use program Kidspiration 2 is released in March 2004 and is that lets children quickly and easily build up a map available from Iansyst Ltd. Kidspiration 2 works on while offering lots of support for teachers. The both PC and Mac. Upgrades from previous latest version, released in the UK at the beginning versions are also available. To receive a demo CD of March 2004, includes many new features. Here of Kidspiration and Inspiration is a run down of what you can do in Kidspiration email [email protected] version 2: or call 01223 420 101 A full review of a number of concept mapping Dual map and writing view programs is available at www.dyslexic.com Create concept maps using images by dragging images from the bank and then linking them Iansyst Ltd specialises in providing software and together. A map can be built up quickly. Use the technology solutions for people with dyslexia and writing view to expand on the images to create a other disabilities. story.

© BATOD Magazine March 04 47 ADVERTISING RATES BATOD ASSOCIATION MAGAZINE circulation 1,900: readership estimate 7,000 Teachers of the Deaf & associated professionals

Black & White: Full Colour: Format A4, Portrait width x height Full page ...... £220 Back Cover ...... £550 170mm x 270mm Half Page ...... £132 Full Page ...... £440 170 x 125 or 80 x 270 Quarter Page ...... £ 88 Half Page ...... £220 83mm x125mm Join a Course ...... £ 33 - £ 55 Loose Inserts with Magazine mailing Supplied (1900 copies) ...... £165 Duplicated from master ...... £220 Job Advertisements also appear on our website Entries to the website only ...... £150.00 (Entry from receipt to deadline date) Courses Information and registration forms plus a calendar entry ...... £220.00 plus VAT

Electronic copy should be supplied wherever possible (eg: eps, high quality pdf, tiff). Confirmation of space requirements should be in writing as far in advance as possible. Please contact the Advertising Manager for further details: 41 The Orchard, Leven, Beverley East Yorkshire HU17 5QA (tel 01964 544243 answerphone and fax) (email: [email protected])

48 © BATOD Magazine March 04 NOTICEBOARD

Cued Speech Complete spoken language Searching for a QToD? through vision Job vacancies can be advertised on the Cued Speech makes all BATOD website at a cost of £150.00 spoken languages fully Teaching Section - Situations Vacant accessible www.BATOD.org.uk * helps listening skills * can be used from one of our most popular pages - especially on babyhood a Monday with hundreds of ‘hits’!!! * literacy skills equal to hearing children email your Word file to [email protected] * can be used bilingually with instructions about invoicing and your advert with sign should appear very soon afterwards AND REMAIN * free tuition for parents VISIBLE until after the deadline! If you put in an email contact this will be an active link so potential applicants can contact you directly. Embedded Free information from: Cued Speech Association UK logos should be sent as additional .jpg or .gif files as Send for our new Tel & Text: 01803 832784 well. BSL interpreted and email: [email protected] web: www.cuedspeech.co.uk subtitled video. Value for money advertising Charity number 279523 Limited Company number 1477997 Cued Speech uses eight handshapes in four positions near the mouth to clarify the lip patterns of normal speech BATOD Publications and Publicity Exhibitions co-ordinator We are looking to expand our small P&P committee to Technical update share out some of the tasks that we carry out for the for Teachers of the Deaf Executive Council.

A one-day course for Teachers of the Deaf BATOD attends about 4-6 events per year with the run jointly by BATOD information boards, publications etc. We the Burwood Centre and BATOD need someone, not to be on NEC, but who wants to lend a hand/be involved in BATOD and who can Thursday 13 May 2004 negotiate the stand position, set up the exhibition and at arrange staffing when the information about events Jean Carnarvon Hall, Mary Hare School arrives.

For the willing volunteer there is the opportunity to NHS/UNHS Early detection, organisation, methods and predicted outcomes - Louise attend events at no cost to themselves - BATOD pays Williams. expenses - and to meet a wide range of professionals Hearing Aids and the very young - Strategies in education. for a successful start - Dr Roger Green. Peripatetic support for the very young deaf Please contact Andrea Baker (P&P chair) via child and the family - Dr Nicky Ereaut. [email protected] to find out more. New developments in hearing aid and radio aid technology - Paul Checkley. Cochlear Implants: Candidacy and Outcomes - Sandra Titley.

ATTENTION Course Organisers Cost: BATOD members £70 Bring your course to the notice of all our readers via non-members £90 this page. An advert on this page costs £33-£55 per entry, For further information and enrolment form including an entry onto the Calendar. Copy must be please contact: available five weeks preceding publication. Space The Burwood Centre, Pigeons Farm Road, should be reserved as soon as possible. Newbury, Berks. RG19 8XA Details to: tel: 01635 573820 Mrs Ann Underwood, Magazine Editor [email protected] 41 The Orchard, Leven, Beverley, HU17 5QA tel/fax 01964 544243 email: [email protected]

©BATOD Magazine March 04 49 Deaf adults who have Subtitling at your local never been to school cinema

In many countries in Africa a growing concern is the In February the UK Film Council announced, via its needs of deaf adults who have never been to Cinema Access Programme, that equipment will be school. Different groups, including Associations of available in one in seven of the country's cinemas, Deaf People, NGOs, and individuals are finding and will enable people with sensory impairments to different ways of trying to meet those needs. enjoy the latest mainstream and specialised films. Communication development has to be a priority, Prior to this announcement, there were only twenty- literacy may be possible, increased information is two out of almost 700 cinemas in the UK that had desirable, and removing loneliness is an essential. subtitling equipment. In countries where women lead rather restricted lives Seventy-eight cinemas in England have been loneliness is a sad situation. This applies successful in their application for funding towards particularly, but not only, in Somaliland. the installation of captioning and audio description One individual who is doing something in this area is equipment. They will now be able to show subtitled Sam Essel Eddison, from Ghana. He has set up screenings of the latest blockbuster and specialist 'AFRICAN FOOTPRINT INTERNATIONAL'. His films - marking a revolution for thousands of would- main aim is to "bridge the gap between the well-off be cinema goers across the country. At a time and the disadvantaged", narrowed down to the able when service providers are preparing for part III of and the disabled and, finally, to the hearing and the the Disability Discrimination Act which comes into deaf. effect in October 2004, the installation of this equipment greatly expands access and choice for The work he has initiated is based on music and large numbers of deaf and visually impaired people. dance, drumming and general cultural activities, which it is hoped to share with other cultures. Deaf people who have had no opportunity for self- Removing Barriers to expression and to develop self-esteem are enabled Achievement to improve their situation. The group has sponsorship connections with Denmark and recently The Government has recently issued its SEN did a show and workshops in Holland attended by strategy document. According to the foreword, deaf and hearing people. ‘Removing Barriers to Achievement’ sets out the Government’s vision for giving children with special The in-Ghana programmes and activities arranged educational needs and disabilities the opportunity to include a focus on teaching the deaf members succeed. It sets a new agenda for improvement information technology skills, developing their sign- and action at national and local level. language skills and an unusual concentration on environmental awareness. The plan is that BATOD Secretary, Paul Simpson, has studied the eventually the cultural skills of the deaf members will document and has produced an extended summary generate income that enables the work to be which looks at the implications of this document for extended to other disadvantaged groups. They the education of deaf children and their teachers. certainly seem to be generating much needed deaf- The document is available on the BATOD website awareness and disability-awareness in their own at: www.BATOD.org.uk country. An excellent video which is a better explanation of Letting you know what is happening these activities can be obtained from the organisation at We are still working on putting up more information PO Box CC for BATOD members and those interested in deaf education. Make the BATOD website one of your Cape Coast Ghana favourites and keep visiting to see what we have or from added since your previous visit! Trine Hove Dyvekes Alle New job vacancies are added almost as soon as 12 2300 Kobenhavn S Denmark they reach us. Let us know what other information you would like to see on the website A contribution towards cost and postage is email: [email protected] appreciated.

50 ©BATOD Magazine March 04 Membership subscription rates 2003 - 2004 due 1 August 2003 Annual Quarterly Cheque Direct Debit Direct Debit Full members in employment £ 53.00 £ 14.00 £ 58.00 Associate members in employment £ 53.00 £ 14.00 £ 58.00 Full members taking a career break £ 26.50 £ 7.00 £ 29.00 Associate members - unwaged £ 26.50 £ 7.00 £ 29.00 Retired members £ 26.50 £ 7.00 £ 29.00

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Full and associate members who are entitled to a reduced subscription should notify the National Treasurer of the circumstances by 30 June for the following year’s membership, to enable the necessary paperwork to be completed. Anyone with a change in circumstances (eg changing to retired status) should inform the National Treasurer as soon as they are able. Cheque payers will be sent a reminder about payment in June. Direct Debits will be altered automatically for payments in August and beyond. Members are reminded that membership of the Association is only open to individuals. There is no category for Service or School membership. We are aware that some members have their subscription paid for them and that some have their mailing to their work address. Only the named individual is the member and no other person at that address can claim any benefits of membership. Any enquiries should be made to: email: [email protected]

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©BATOD Magazine March 04 51 Meetings to know about Calendar

Date Organisation Meeting Topic Venue 2004 March 11-13 EMAP Education Education Show Birmingham NEC 15-19 Cued Speech Foundation level Cardiff 16 SIGN Deaf children’s mental well being - consultation meeting London N22 5QW 18 Ear Foundation Role of Learning Support Assistants: course two Ear Foundation Nottingham 20 BATOD/DCCAP Deafness and Dyslexia St John’s School, Boston Spa 20 SEAG AGM & Conference - Syndromes Falcon House, Winchester 24 RNID Cymru Early child development and assessment mid-Wales 24 Ear Foundation Learning to talk -describing speech production patterns Ear Foundation Nottingham 27-28 Ear Foundation PIP To infinity Ear Foundation Nottingham 28-30 Ear Foundation Advanced Cochlear Implant workshop (3 day course) Sutton Bonington 29 University of Hertfordshire Music, communication and deaf children de Havilland Campus, Hatfield 29-2 Cued Speech Foundation and Intermediate level (accom + creche) Exeter 30 UKCoD Access to Communication in English Conference 31 Deaf Ex-Mainstreamers The Deaf Toolkit Euston Plaza Hotel, London 31 Ear Foundation Working with CI children & families from multi ethnic bkgds Ear Foundation Nottingham April 2 Ear Foundation Making multi-agency work happen FREE conference London W1B 1AD necessarily the organising body. necessarily the organising 7 Ear Foundation PIP Speech intelligibility for the 5-10s Ear Foundation Nottingham 26 University of Hertfordshire Supporting effective inclusion de Havilland Campus, Hatfield May 3-9 UKCoD DEAF AWARENESS WEEK National event 6 University of Hertfordshire Developing drama with deaf pupils de Havilland Campus, Hatfield 7 BATOD Steering group + committee chairs Birmingham 10 University of Hertfordshire Using ICT with deaf primary pupils 1 de Havilland Campus, Hatfield 13 Burwood Foundation and BATOD Technical update day for Teachers of the Deaf Burwood Centre, Newbury 13-14 Ear Foundation Tait Video Analysis Ear Foundation Nottingham 15 Ear Foundation Teenz United: fun days out for 11-18s tba 19 BATOD Midland Mind Mapping - Region Twilight meeting Chelmsley Wood, Birmingham June 2-4 Ear Foundation Hanen - it takes two to talk, involving parents as facilitators Ear Foundation Nottingham 7-9 Ear Foundation Hanen - learning language and loving it Ear Foundation Nottingham 8 RAD/UKCoD Transition from school to college/university/work London 10 Ear Foundation Addressing the issues: complex linguistic/learning needs Ear Foundation Nottingham 10 University of Hertfordshire Using ICT with deaf primary pupils 2 de Havilland Campus, Hatfield 11 HOSSHISE Termly meeting Chertsey, Surrey 11 Ear Foundation Supporting the effective use of a CI system with under 5s Ear Foundation Nottingham 12 BATOD North Under Twos - TBC Yorkshire CI Centre 12 Ear Foundation Information day Ear Foundation Nottingham 17 Ear Foundation Overview - Nottingham Early Assessment Package (NEAP) Ear Foundation Nottingham 19 BATOD NEC Association Business - meeting the Regions Birmingham 23 Ear Foundation Speech acoustics with Geoff Plant and Sue Archbold Ear Foundation Nottingham 28 BATOD Wales Speech tracking and CI update Llandrindod Wells 30 NATED The future of support for deaf people in Further Education Worcester 30 Ear Foundation Music and the under 5s Ear Foundation Nottingham July 2 BATOD Steering group Birmingham 6 UKCoD Interpreting Agencies Conference St Pancras, London August 2-6 Cued Speech Foundation and Intermediate level (accom + creche) Exeter September 10 BATOD Steering group Birmingham 13 Ear Foundation Introduction to working with deaf children for new LSAs Ear Foundation Nottingham 15 Ear Foundation Profile of Actual Linguistic Skills (PALS) Ear Foundation Nottingham 16 Burwood Foundation Deafness and literacy development Burwood Centre, Newbury 18 Ear Foundation Nordoff-Robbins - music with deaf children Nordoff-Robbins, London 22-23 Ear Foundation Tair Video Analysis (two-day course) Ear Foundation Nottingham 24 Ear Foundation Cochlear implants post-16 Ear Foundation Nottingham 25 BATOD NEC Association Business Birmingham 25-27 EMAP Education Education Show London London Olympia 28 Ear Foundation Learning/Teaching Support Assistants: course one Ear Foundation Nottingham October 2 Ear Foundation The Right Opportunities (DDA course) Ear Foundation Nottingham 5 Ear Foundation Working with teenagers with CI: Issues, Input and Identity Ear Foundation Nottingham 7-8 Ear Foundation Story and Narrative Assessment Procedure (SNAP Dragons) Ear Foundation Nottingham 8 HOSSHISE Termly meeting Chertsey, Surrey 14 Ear Foundation (and 18 November) Story and Narrative Assessment Procedure (SNAP Dragons) part 1 Ear Foundation Nottingham 16 BATOD Midland Day conference and AGM TBA 20 Ear Foundation Parent Interaction Programme - Ready Steady Go Ear Foundation Nottingham 25 Ear Foundation (and 13 November) PIP To infinity Ear Foundation Nottingham 27 Ear Foundation PIP Songs and music for pre-school children Ear Foundation Nottingham November 2 Ear Foundation Trouble-shooting CI day-to-day mangement, including fm systems Ear Foundation Nottingham Please contact the Organising body (column 2) for details of conferences, NOT Editor this Magazine. 6 Ear Foundation Parent Interaction Programme - Ready Steady Go Ear Foundation Nottingham 6 BATOD Scotland AGM and Conference TBA 8 Ear Foundation Audiological management of CI in the classroom Ear Foundation Nottingham 9 Ear Foundation Developing spoken language - role of the LSA course two Ear Foundation Nottingham 12 Ear Foundation Dealing with device failures Ear Foundation Nottingham 13 Ear Foundation Information Day Ear Foundation Nottingham 20 BATOD Steering group Birmingham December 4 BATOD NEC Association Business Birmingham 6 Ear Foundation Overview - Nottingham Early Assessment Package (NEAP) Ear Foundation Nottingham 2005 March 12 BATOD AGM/Conference Birmingham Items noted on this Calendar may have been advertised within the Magazine or the information within the Magazine been advertised reported have telephone.Items noted on this Calendar may by is not BATOD If you know about, or are organising, an event that you think other Teachers of the Deaf may be interested in please email the details that can be added to the calendar to [email protected] (date, organiser, title, venue) Remember to decode the acronym so we know who is the organiser! We will try and keep the new-look BATOD website calendar up to date.

52 © BATOD Magazine March 04 Officers of nations and regions BATOD contacts and Magazine Distribution

Northern Ireland Chairperson: Antonette Burns, 39 Wynchurch Ave, Belfast BT6 0JP Secretary: Wendy Martin, 15 Ballyholme Esplanade, Bangor BT20 5LZ Treasurer: Paula McCaughey, 23 Manse Park, Belfast BT8 8RX Scotland Chairperson: Fiona Mackenzie, 112 Deas Aveneue, Dingwall, Rosshire IV15 9RJ Secretary: Margaret Highet, 26 Sinclair Drive, Largs, Ayrshire KA30 9BL Treasurer: Ann Dykes, 4 Grieve Croft, Silverwood, Bothwell, Glasgow G71 8LU Wales Chairperson: Stan Cornelius, 20 Cae Du Road, Ogmore Vale, Bridgend CF32 7DR Secretary: Marian Williams, ‘Ty’r Grofften’, 19 Pen y Graig, Alltwen, Pontardwe SA8 3BS Treasurer: Norma Moses, 28 Pen y Groes, Groesfaen, Pont y Clun, Mid Glamorgan CF7 8PA Midland Chairperson: Jo Butler, Peterbrook Hearing Impaired Unit, Peterbrook School, High Street, Solihull B90 1HR Secretary: Janet Guest, The Glebe Centre, Glebe Street, Wellington, Telford TF1 1JP Treasurer: Robert Miller, 13 Derby Close, The Meadows, Broughton Astley, Leics LE9 6BE North Chairperson: Patricia Gibbons, 7 Gaddum Road, Didsbury, Manchester, M20 6SY Secretary: Chris Payton, 19 Lawnswood Park Road, Swinton, Manchester M27 5NJ Treasurer: Laverne Smare, 6 Dentdale, Daleside, Mount Pleasant, Houghton-le-Spring DH4 7QQ South Chairperson: Angie Reese, 9 Wychwood Close, Canons Park, Edgware, Middlesex HA8 6TE Secretary: Sheila Smith, 26 Lyndhurst Gardens, Finchley, London N3 1TB Treasurer Cindy Paulding, Primary Hearing Centre, Kingsley Primary School, Chapman Road, Croydon CR0 3NX South West Chairperson: John Shaw, School House, Weirfield Road, Exeter, Devon EX2 4DN Secretary: Lorna Warden, 57 Sunrising Estate, East Looe, Cornwall PL13 1ND Treasurer: post vacant

Articles, information, contributions and Submissions to the Journal advertisements for the Association Magazine ‘Deafness and Education International’ should be should be sent to: sent to: Mrs Ann Underwood Dr Clare Gallaway BATOD Magazine Editor c/o Whurr Publisher Ltd 41 The Orchard 19a Compton Terrace Leven, Beverley London East Yorkshire N1 2UN HU17 5QA /fax 01964 544243 email [email protected] email [email protected]

Association information, general queries and all DISCLAIMER matters not connected with the Magazine or the The Editors and the Association do not necessarily Journal should be addressed to: BATOD Secretary endorse items or the contents of advertisements Mr Paul Simpson published in the Magazine and cannot accept 175 Dashwood Avenue responsibility for any inaccuracies. High Wycombe Please note that items from this Magazine may not Buckinghamshire be reproduced without the consent of BATOD and HP12 3DB must acknowledge the source. /fax 01494 464190 email [email protected] Photocopying items may breach copyright.

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 Excellence in oral education across the country WEST YORKSHIRE Church Street ST JOHN’S CATHOLIC SCHOOL FOR THE DEAF BOSTON SPA A Beacon school for deaf West Yorkshire children of all abilities from LS23 6DF 3 to 19 years, built on a rich Tel: 01937 842144 Christian tradition and with Fax: 01937 541471 a national catchment area. Email: [email protected] Web: www.stjohns.org.uk BERKSHIRE MARY HARE SCHOOLS Arlington Manor Snelsmore Common A non-selective primary, Newbury together with the National Berkshire RG14 3BQ Grammar School for deaf Tel: 01635 244200 children taking pupils Fax: 01635 248019 successfully through to sixth form and Higher Education. Email: [email protected] Web: www.maryhare.org.uk EAST SUSSEX Greenways OVINGDEAN HALL SCHOOL FOR THE DEAF Brighton A non-selective weekly boarding East Sussex school for young deaf people BN2 7BJ from 10 to 19+ years from Tel: 01273 301929 England and Wales. We have Fax: 01273 305884 established links with local colleges and universities. Email: [email protected] Web: www.ovingdeanhall.org.uk