Literacy and Numeracy Teenagers ‘Moving On’ in Cambridge a Study on Mental Health and Well-Being Managing FM Systems with Induction Loops

cover.qxp 7/2/11 08:52 Page 1

British Association of Teachers of the Deaf

MAGAZINE • March 2011 • ISSN 1336-0799 • www.BATOD.org.uk

Literacy and numeracy Teenagers ‘moving on’ in Cambridge A study on mental health and well-being Managing FM systems with induction loops

Join BATOD to get THE Magazine for professionals working with deaf children batod_ifc.qxp 7/2/11 08:51 Page 40 batod_contents.qxp 7/2/11 08:50 Page 1

Contents From your editor Literacy and numeracy With the advent of the Coalition Routes into literacy 4 Government, once again the Foundations for literacy 6 spotlight falls on literacy and numeracy – not that they Shaping a sentence 8 ever really went away. The Literacy report 10 introduction of the phonic A bit of imagination 12 screen for Year 1 has its own The DReaM project 14 implications for deaf children, and BATOD has The Year of Reading 16 been discussing this with the Department for Education. There will be more about this on our Making visual sense of language 18 website in due course. This edition of the Magazine Words and numbers 20 looks at a range of aspects of literacy and Specific maths difficulties 21 numeracy, both from a research point of view but Mastering the key concepts 24 also, and predominantly, looking at approaches to Numeracy on the IWB 26 literacy and numeracy that colleagues have found useful in their work. This includes those working Acquiring maths skills 27 18 in special schools as well as those working in Problem solving with pictures 29 mainstream schools, including peripatetic colleagues. General features Lessons from America 32 Our Journal Editor, Linda Watson, kicks off the section with some thoughts about the role of Mental health outcomes 34 parents, and other literacy-focused articles cover Transmission strategies 36 the use of imagination, BSL, reading for meaning A HIT day 38 and some recent research into the reading Roots and Shoots 39 development of deaf children. Numeracy articles Exploring sign multilingualism 41 include responding to dyscalculia in deaf children, working with the interactive whiteboard and using The HOT Project 42 39 pictures to solve problems, as well as some Getting to grips with genetics 44 research from Oxford University into deaf children’s numeracy. There are also articles from the Cued Regulars Speech Association and Deafax, looking at both ICT news 49 literacy and numeracy as relevant to their work. This and that 52 You are also encouraged to visit our website where Abbreviations and acronyms 54 you will find a helpful resource sheet covering a Calendar – meetings and training 56 49 range of aspects of numeracy. It can be found at: Articles >> Numeracy >> Numeracy resource Association business sheets. Stronger together 3 Forthcoming topics Change of address notification form 35 May Conference edition – What went on at NEC on 29 January 2011 46 Stronger together BATOD was there representing you… 47 September Assistive technology Leonardo’s progress 48 November Units and resource bases January 2012 Hearing aids Subscription rates 2010/11 55 March 2012 Communication Officers of Nations and Regions inside back cover 48

Magazine editor

Need to contact BATOD about other matters? Cover picture Courtesy of Cochlear™ Europe Ltd Talk to Executive Officer Paul Simpson email: [email protected] answerphone/fax 0845 6435181 For information on advertising rates see www.BATOD.org.uk batod_2.qxp 7/2/11 08:19 Page 40 batod_3.qxp 7/2/11 08:19 Page 41

Association business Stronger together With the future of the ToD profession far from secure, Gary Anderson gives a timely reminder that Your Association Needs You – and others!

begin this edition of ‘Stronger together’ with two • BATOD members identified across the country questions for you: to take leaflets (and speak?) to those on initial I teacher training courses and training schools Do you know the percentage of BATOD members when they start to sow the seeds about becoming who are aged 50 years or over? a specialist Teacher of the Deaf. Answer: 62.7% • BATOD to involve more members to take on small one-off tasks in representing the Association. Do you know the percentage of members who are • Members to target newly qualified teachers (or under 40 years of age? probationers in Scotland) in local authorities to Answer: 9.9% consider our specialism in the future. • BATOD to review rates of membership with further I am not one to be alarmist, but as I have visited the incentives and differentiation. regions and nations over the last 12 months I have been • BATOD NEC to continue to lobby the Government giving the stark message that in 10–15 years’ time there to offer incentives to teachers who wish to may not be a BATOD as membership will have dwindled specialise as a Teacher of the Deaf, like the to such an extent that it won’t be viable. If you do the ‘golden hellos’ for shortage subjects. maths on the above facts it speaks for itself. • BATOD to build on and develop closer links with VIEW to address the professional issues That is why I feel a sense of urgency to do something to support the needs of those with sensory now during my term of office as your President. It’s not impairments. about me or indeed many of us on NEC and regional committees, as by then we will have retired. However, While the position is stark, our meeting concluded that what I feel a great responsibility for is the continuing of given our size there were many strengths and much to a strong professional body to meet the needs of our celebrate about our current BATOD membership. We future deaf learners, whether they be in mainstream, agreed that we have a highly motivated and active resource-based provision or special school settings. membership, which is committed to continuing BATOD has provided a very significant percentage professional development through regional and national of my own professional development over the last conferences and workshops. BATOD more than 30 years as a specialist teacher and I believe it needs punches above its weight in terms of its influence at to exist for Teachers of the Deaf in years to come. government level and long may it continue to do so.

That is why on 14 January there was a special Steering I am more than aware that the Steering Group and Group meeting in Birmingham to which we invited National Executive Council do not have all the answers heads of service and Teachers of the Deaf from across so I would like to invite you to write to me at this email the regions and nations to consider what we should do address [email protected] with your ideas of now to increase the membership for the future. We further ways to ensure our future or if you are willing to were also joined by Gillian Coles, Co-President of take on a small job or represent BATOD at a training VIEW, who was representing teachers of the visually establishment, for example, or offer to be involved with impaired who share our situation too. Having done a one of the above activities. My ‘Stronger together’ SWOT analysis, we identified a number of immediate strapline seems to resonate more and more each next steps: month as my term of office continues. • All existing BATOD members to encourage another teacher to consider becoming a Teacher In whichever setting you are working as a Teacher of of the Deaf and tell them how to do it. If you have the Deaf I would like to thank you on behalf of BATOD found one already, keep going and find another! for your loyalty and commitment to deaf children and to • All existing BATOD members to encourage a ToD this organisation. who is a non-member (I am grieved that some are not members already!) to join. • Regions and nations to draw up lists of training establishments in their area which deliver initial teacher training.

Literacy and numeracy Routes into literacy As deaf children begin to read, write and be numerate it is essential that parents and Teachers of the Deaf work together, says Linda Watson

arents of young deaf children will express different views on how and when their deaf Pchild will begin to learn to read and write. When Ruth Swanwick and I investigated the views and actions of parents in 2007 we found a wide range of opinions and practices, from those who felt that teaching deaf children to read and write was best left to the professionals once the child started school, to those who were concerned about the debate on the teaching of phonics and wanted to start to teach their child initial letter sounds from a young age. Teachers of the Deaf can also hold different opinions, which will influence what they say when discussing the topic with parents. stories and storytelling, providing them with a base At first this might seem like a challenge, but it on which to build. actually reflects the broad range of knowledge, skills and understanding that we all bring to the literacy The second aspect, or the ‘little picture’, refers to process, sometimes referred to as ‘top down’ and the engagement with the text. In respect to books, ‘bottom up’ or ‘inside out’ and ‘outside in’ processes. this involves factors like finding the front of the book When speaking to parents I often refer to the ‘big and following the way that text, in English, flows picture’ and the ‘little picture’ and explain the from left to right and then to the line below, again need to foster both aspects and the important role left to right. Recognising that the words tell the for parents. By the ‘big picture’ I mean general story and the pictures are complementary, and language knowledge and understanding of the world, seeing the importance of both the words and the as well as story structure. While it is of course true spaces between the words are all helpful features that literacy can support the development of deaf for children to grasp, and come from sharing books children’s language, for those in the early stages of with adults and discussing particular features. learning it is easiest if their literacy learning builds This can include some early letter recognition on language that they already know and understand. and letter-sound correspondence. We found that Thus deaf children with well-developed language will hearing parents of deaf children were particularly have an advantage in beginning literacy. good at these text-based skills.

The link between language and literacy merits In any discussion with parents of young deaf discussion, so that parents appreciate that the work children about reading and writing, it can be useful they are putting in to supporting their deaf child’s to ensure that as Teachers of the Deaf we hold a language development is important for literacy broad view of what constitutes literacy. This will development as well. Vocabulary is one aspect enable us to observe individual parents of deaf that deserves particular stress. Parents may be children engaging in literacy activities with their child encouraged to promote their child’s general and discuss with them what they are already doing vocabulary, for example by using alternative to support their child’s reading and writing and other words and ensuring that they do not limit their own practices that they might include. Some of the text- vocabulary use to words that they know are familiar based skills can be easy for deaf children to grasp to their child. Vocabulary that is specific to stories, and can form part of a discussion with parents for example ‘Once upon a time…’, is also going to around what their child already knows in relation to be useful to children when they begin to read for beginning to read, which can be encouraging. If we themselves. In our study mentioned above, Ruth broaden our discussion to conceptualise literacy as and I found that parents who were deaf themselves interpreting symbols, then the link between reading, were particularly good at fostering this kind of writing and early numeracy becomes clearer. Parents language and vocabulary and saw the importance are often inclined to count with young children, deaf of ensuring that their deaf children learnt about as well as hearing, but may not have the knowledge

4 • © BATOD Magazine • March 2011 batod_4_5.qxp 7/2/11 08:20 Page 41

Literacy and numeracy

or confidence to go beyond that. One reason why cohorts of parents of hearing children provide older deaf children can lag behind in numeracy for their children when they are aged four, and in relates to the vocabulary that is used, and again due course we will be able to see whether this parents can be encouraged to introduce some of correlates with these children’s own literacy the specific vocabulary, for example words like development at the age of six. We are currently add/subtract/minus/fewer, and also less obvious exploring whether parents of deaf children of vocabulary like the fact that ‘table’ can refer to a a similar age provide them with an equally chart as well as an item of furniture. rich literacy environment. By using the same questionnaire developed for parents of hearing While parents are often eager to encourage young children and adding some further questions, we children, deaf or hearing, to share books with them, are exploring whether/how they think that their and to discuss the books, young children’s first children’s deafness will affect the way that they attempts at writing are not always afforded the learn to read and write. We will be pleased if we same attention or given the same encouragement. find that these young deaf children are being This is a pity because, as with learning about provided with the same rich diet of literacy activities books, so young children can show that they have as their hearing peers, both in terms of watching the beginnings of understanding about writing – their parents and also of being actively engaged what print looks like, how letters (or letter-like themselves. We are keen to explore ways in which shapes) are grouped into ‘words’ and the difference their home literacy environment can assist deaf between letters and numbers. These features can children with their own literacy learning. be brought out from a child’s early writing and used to promote further understanding. There are many ways in which young deaf children can begin to engage in literacy activities, and as Although I have discussed the need to hold a broad parents and Teachers of the Deaf we can exploit view of literacy, I may have given the impression them all for the benefit of deaf children. Parents, that for young deaf children learning to read and who know their deaf child best, may be able to help write relates to interactions with books or pencil and Teachers of the Deaf to find a route into literacy paper activities. It is true that much research to for their child. Maybe as professionals we need to date has indeed focused on the way in which check that we are using every resource available to parents and young deaf children interact around us, including fully engaging with parents, viewing books. One reason for this may be that it is the their knowledge of their child as complementary easiest situation to record and analyse, but an to our professional knowledge of the process of unintended negative consequence may be that learning to read, write and be numerate. parents gain the impression that this type of literacy activity is more highly regarded than other forms, Linda Watson is a senior lecturer in deaf education when in reality there are other ways in which at the University of Birmingham and Editor of parents of deaf children may engage with literacy BATOD’s Journal Deafness and Education which may be better suited to some families. International.

With Margaret Brown and other colleagues from the University of Melbourne and Taralye Early Intervention Centre, I am currently investigating three types of literacy activity that parents might engage in themselves and with their young deaf children. The first type, which we term ‘traditional literacy’, refers to reading and sharing books, the type of literacy activity to which I was referring above. The second, ‘environmental literacy’, encourages parents to consider literacy that they encounter in their everyday life, including reading notices and road signs, following recipes, writing lists, consulting TV schedules and reading magazines or catalogues. Some children engage very readily with the many attractive and colourful magazines for children that are currently on the market. The third category (‘new technology’) refers to any activity on a computer or mobile phone that involves print, for example text messages, emails, searching for information and playing games. We have already looked at the richness that three

Literacy and numeracy Foundations for literacy Fiona Kyle and Margaret Harris discuss their longitudinal research into deaf children’s reading development

espite 30 years having passed since Richard The deaf children were from mixed language and Conrad’s 1979 seminal study, The Deaf School education backgrounds and included children who DChild, researchers are still trying to answer the preferred to use British Sign Language (BSL), those questions of how deaf children learn to read and what who spoke English and those who used a combination makes a good deaf reader. One reason for this is of the two. that few research studies incorporate a longitudinal perspective. Longitudinal studies, in which the same Main findings group of children is seen repeatedly over time, are Q1: How do deaf children’s reading skills develop year essential for understanding reading development. While on year? it is well documented that many deaf children leave The majority of the deaf children were delayed in their school with a reading age below that of their hearing reading attainment right from the start and did not make peers, there is little data showing how reading delays a full 12 months’ progress in reading ability in any year develop over time, ie do deaf children make relatively that we assessed them. However, reading progress good progress in the early years of reading but then gradually became slower and slower. Combining the suddenly reach a plateau or is development slow right results from both studies we found that, on average, deaf from the beginning? children make relatively adequate reading progress in the beginning stages (0.8 grade improvement in reading The main aim of our research was to look at the each year) but gradually the gain in reading progress development of deaf children’s literacy, and, in particular, drops to an average of only 0.3 grade improvement per determine the predictors of reading and spelling year. For example, at the beginning of the study, deaf achievement in deaf children from mixed language children aged seven to eight showed a mean reading backgrounds. We wanted to answer a number of delay of 12 months but three years later, when the research questions: same children were leaving primary school, they were • How do deaf children’s reading skills actually develop exhibiting an average delay of 36 months. A few children year on year? did make a full 12 months’ progress each year and we • Which cognitive or language-based abilities predict will discuss them in more detail later under question 3. how well deaf children read and spell? • What makes a good deaf reader? Figure 1 shows the word reading progress (in months) made by each deaf child who participated in Study 2. What we did and how we did it The red line shows the progress that the deaf children In order to examine the reading process in deaf children should have made according to hearing norms (for during primary school, we conducted two longitudinal example, 36 months’ progress over a three-year period). studies: However, as a group, the deaf children only made 13 • Study 1 looked at beginning readers (24 deaf and 23 months’ progress in reading over the three-year period. hearing children) who were between five and six years It is important to note that there was enormous individual old at the start of the study. We saw them each year variability within the deaf children’s reading and spelling until they were between seven and eight years old. achievements. • Study 2 looked at children who had received a few years of formal reading instruction (29 deaf and 31 hearing children). They were between seven and eight years old when we first saw them and we continued to assess them each year until they were between ten and 11 years old.

Every 12 months, each child was given a range of tasks measuring reading, spelling, phonological awareness, vocabulary, speechreading (silent lip-reading), short-term memory and letter knowledge. Over 20 different educational establishments across the south-east of England participated, including mainstream schools, specialist schools for the deaf and hearing-impaired Figure 1: Individual progress obtained on the single provisions attached to mainstream schools. word reading test in 36 months

6 • © BATOD Magazine • March 2011 batod_6,7.qxp 7/2/11 08:20 Page 41

Literacy and numeracy

The deaf children exhibited even greater delays Deaf children need to have good knowledge of English in their reading comprehension than in their vocabulary when they are trying to read. It is important word reading scores. The deaf children’s reading for ToDs, particularly in bilingual settings or sign comprehension skills were, on average, 13 months resources, to make sure that the children know the behind their word reading ability. English names of objects/items as well as the correct signs. Speechreading provides a way of accessing the Q2: Which cognitive skills predict literacy development sound structure of spoken English and it is important in deaf children? for teachers to remember that signing deaf children We wanted to see if we could predict the huge also make use of speechread information. individual variation in deaf children’s reading progress, as seen in Figure 1. The strongest predictors of Our research highlights the importance of good reading development over time were speechreading language skills in deaf children. Essentially, it doesn’t ability and English vocabulary knowledge. Importantly, matter whether their language is speech or sign this relationship was found for deaf children who based; what is important is that they have a solid were BSL users as well as those who used spoken language base! language. This was also true in the beginning stages of reading with the five year olds and for those who had Fiona Kyle is a senior research fellow in the received a few years of reading instruction (seven to Department of Experimental Psychology at the eight year olds). Early alphabetic knowledge (letter University of Cambridge. Margaret Harris is Professor names and sounds) was also important for beginning of Psychology and Head of Department at Oxford deaf reading. Brookes University.

Deaf children’s spelling development was not Their research predicted by the same cognitive skills, suggesting that ‘Concurrent correlates and predictors of reading and reading and spelling might be fairly different processes spelling achievement in deaf and hearing school in young deaf children. children’, Journal of Deaf Studies and Deaf Education, 11 (3), 273–88 (2006). Q3: What are the characteristics of successful deaf ‘Predictors of reading development in deaf children: a readers? three-year longitudinal study’, Journal of Experimental In Study 2 we also looked at which cognitive skills or Child Psychology, 107, 229–43 (2010). background factors could help deaf children become ‘Longitudinal patterns of emerging literacy in beginning good readers. We found that those who had the most deaf and hearing readers’, Journal of Deaf Studies age-appropriate reading skills by the time they left and Deaf Education (in press). primary school all had good speechreading and knowledge of English vocabulary. In addition, they tended to have better levels of hearing, were diagnosed earlier and were more likely to have deaf parents and/or to use speech. Interestingly, three of the seven children in the small reading delay group had been exposed to high levels of BSL from an early age.

All these background factors contribute in some way to language proficiency. This is through having deaf parents, thereby having better communication and early access to a functional language (sign language), or through having hearing parents but with either an early diagnosis, thereby resulting in early language input, or a less severe hearing loss, thereby benefiting more from intervention such as hearing aids. This suggests that proficient and early access to language is necessary for reading ability in deaf children but the specific modality of the language is not important.

Implications for Teachers of the Deaf The overall results suggest that a combination of good speechreading skills, knowledge of English vocabulary and good language ability (regardless of whether the language is signed or spoken) could provide the foundations for successful literacy development in deaf children.

Literacy and numeracy Shaping a sentence Pupils at St John’s School for the Deaf have been using colour-coded shapes to build a better understanding of sentence structure. Mary McAleer explains the approach he system of shape coding was developed way, how a sentence could be structured. All the by Susan Ebbels, who teaches children with visual scaffolds were landscape, except the verb T language impairment at Moor House School, shape. This was portrait to make it stand out as an Surrey. The approach uses shapes, colours and important part of a sentence, and it is one which is arrows to make the structure of a sentence more very challenging for deaf children due to its changing explicit. For example, the structure of the sentence nature. Using shape coding to demonstrate sentence ‘You drew a boy with a crayon’ is illustrated like this: structure helped the children to develop confidence in writing sentences. At first we focused on simple subject-verb-object sentences: You drew a boy with a crayon Who? Verb What? What? Noun phrase Verb phrase Noun phrase With + noun (external argument) (internal argument) phrase The boy ate a cake Although children at Moor House School have language that may be disordered, they are able to understand analysis of sentence structure at a When the children were secure with the subject-verb- relatively sophisticated level. However, at St John’s object structure, we introduced two further shapes: School for the Deaf in Boston Spa most of our pupils have limited knowledge of both vocabulary and Where? When? structure and consequently are not able to understand this level of analysis. Prepositional phrase Adverbial – when the event happened The example below shows the use of these shapes Following a visit to Moor House School, we adapted to demonstrate how a simple subject-verb-object the approach to meet the needs of the children at St sentence can be extended by including an adverb and John’s by simplifying the framework used by Susan a prepositional phrase: Ebbels. Yesterday the boy ate a cake in the hall In testing our pupils with the Wide Range Intelligence Test (WRIT) we found that many of them were visual learners. We decided, therefore, that many of our Moving the time shape, as in the example below, neatly children were more likely to achieve success with illustrates that the word ‘yesterday’ can be written either visual learning tools, such as the shape coding at the beginning or end of a sentence: devised by Susan Ebbels.

With this in mind we worked on accessing the visual The boy ate a cake in the hall yesterday learning of our deaf children, who are reluctant to put pen to paper, by providing visual scaffolding for their Shape coding can also help children with the structure sentence structure. To begin with we used five main of writing instructions. Visually they are able to see that colour-coded visual scaffolds to help with writing the verb goes first, for example in a science experiment: sentences. Initially some of the colours we used for the shapes linked to colours we already used in the Boil the water in a beaker Maternal Reflective Method reading texts – green for pronouns and red for verbs. This provided a link with prior learning and reinforced the concept of different As children developed confidence in simple sentence word classes. We found that over time, as pupils structure we then introduced the jigsaw shape. became more confident with the shape coding, the colour of the shapes became irrelevant and could be dropped. The shapes below are the ones we introduced initially: This shape is used for conjunctions as it joins simple sentences together to make compound and complex Who? Verb What? Where? When? sentences, thus: What?

Using these on the interactive whiteboard (IWB) gave the children the opportunity to see, in an interactive Tom and John were happy because they were at the cinema.

8 • © BATOD Magazine • March 2011 batod_8_9.qxp 7/2/11 08:21 Page 41

Literacy and numeracy

As well as demonstrating sentence structure, shape tools for demonstrating grammatical concepts and are coding can also be used to highlight verb formation. also very helpful to children when they proofread their We use a pupil’s verb book to illustrate the pattern in work. using verbs and also to introduce new verbs. This is particularly useful, for example, when introducing a This is an example of a pupil’s sentence on the IWB. new topic. In a topic about World War 2 some verbs When the parts of the sentence are identified using used might be ‘to kill’, ‘to die’, ‘to fight’. the shapes, the pupil is immediately able to recognise that the sentence has no verb. The verb book uses a double-page spread with the past tense of the verb on the right-hand side and the present tense on the left.

We introduced the concept of sensible and silly verbs; the sensible being when the past tense is regular, In this second example, the verb diacritics and the silly for irregular demonstrate that the verb agreement is incorrect, ie: verbs. The example below is a sensible verb, ‘to ask’: the boys = plural, was = singular form.

were ie: ask asked (regular –ed ending, The boys was happy therefore a sensible verb)

The verb ‘to be’ is always In this third example there are two verbs; the pupil a difficult one for deaf discussed which was correct and deleted was to children. As it is an correct the sentence. irregular verb we class it as a silly verb:

Haroldwas lived in Norway

I am I was

(irregular present and past The big question is ‘Does it work?’ tenses, therefore a silly In her Master’s research, my former colleague verb) Angela Cordingley found that deaf children showed an improvement in writing scores using shape Recording verbs in the coding. Her research also showed evidence of book, using all the children having a more positive attitude towards personal pronouns as writing. She says, ‘the use of the visual scaffold above, helps children to appeared to assist many, especially those with recognise, and then to visual strengths, to improve both their word order in become familiar with, verb agreement and verbs in simple sentences and their verb use in narratives’. the present and past tenses. Shape coding can be used with deaf children across Verb morphology is indicated in shape coding using a the ability range. Having used it and seen it work, series of arrows: I find it inspiring to see deaf children gaining the confidence to talk about their written work. This is Past present singular plural a successful method of intervention that is effective in giving children a better understanding of the structure of their writing and a tool with which to improve it.

These verb diacritics again optimise our pupils’ visual Mary McAleer teaches maths at St John’s School in learning to illustrate grammatical concepts. Boston Spa and is also a specialist in supporting the literacy development of deaf pupils with additional Both shape coding and verb diacritics are effective special needs.

Literacy and numeracy

Literacy report Lindsay Taylor describes her work supporting literacy for hearing-impaired pupils in Kent

work peripatetically in Kent as part of the Specialist Teaching Service under the Physical and Sensory IDimension. I started out as a visiting ToD and to be honest the name has changed more than the job. We work with babies from four weeks old to students who are leaving school or college; however, here I will confine myself to National Curriculum literacy levels.

When I started visiting, my work was mostly in mainstream and special schools. Mainstream visits were usually individual sessions in the quietest area in the school. We worked on comprehension and grammar as well as words and sounds that caused problems, especially if the child had a high frequency loss – usually blends, spellings as well as contractions and other things that needed a little more explanation. We also spent time reading and, after working on the child’s own school reader, we would have time to Students tend to stay in local schools rather than continue a story they wanted and discuss it on a travel to the nearest lead school (HI unit as was) at one-to-one basis. secondary transition. Their FM equipment moves with them to continue improving the signal-to-noise ratio, Special school work was sometimes individual, working but my concern is that the lack of a deaf peer group on words for topics but mostly alongside the class really affects the students’ social and mental health teacher, making the lessons more accessible, with BSL at Key Stage 3. In secondary schools we rely on rather than Makaton signs for example, and using the the receptionist and often struggle to meet with the symbol system with the sign and picture to help clarify teachers themselves. If we have a plan of the term’s the information. We now have more complex cases work and lists of new vocabulary in good time, the and may have a student with multi-sensory impairment student is much better able to follow lessons. At this (MSI) and profound and multiple learning difficulties age, students will say if they are struggling. (PMLD) to support. I have completed a seven-day MSI course and can combine this with my ToD knowledge. I have a profoundly deaf student in Year 9 in the local We are mostly advising, supporting and modelling selective school which runs an accelerated curriculum. strategies for learning support assistants and key She has two excellent communication support workers workers in special settings and schools. (CSWs) who share the week, and a brilliant special educational needs co-ordinator (SENCO). She also Infant literacy support is mostly catching up, reviewing has a speech and language therapist who has been what has been done and checking understanding. We visiting weekly to spend an hour on speech-related pre-teach work that is ahead, so the child is familiar skills, such as lip-speaking, and provide little tips which with new vocabulary and has some background have given the student so much confidence. Without knowledge in readiness for the new topic. I use this team of devoted professionals she would not be pictures and non-fiction books to try and develop the able to access much of the curriculum at all. I visit information and back up what has been said in class. once or twice a week and we all communicate. It’s I also spend time working on the mathematical been a steep learning curve for everyone and the fast vocabulary attached to the curriculum, which they can pace is a challenge. Initially, during in-service training concentrate on in a one-to-one situation and match I suggested inserting a map/diagram or picture into her with the calculation. PowerPoint presentations, which would clue her into the subject, person or place being discussed far more Junior sessions are spent reviewing and pre-teaching, quickly than waiting for the signer to do it. I was then but after a spelling has been learnt, time is spent accused of trying to simplify her lessons and going introducing other words that mean the same thing so back to infant work! We all know how much quicker it that the pupils have the opportunity to widen their is to place something when it’s been seen rather than vocabulary using games. This helps to improve writing relying on the CSW to describe the change in topic and class discussions. visually. If we have the information well before the

10 • © BATOD Magazine • March 2011 batod_10_11.qxp 7/2/11 08:21 Page 13

Literacy and numeracy

lesson, we can then work through it during one of her in Key Stage 1 and 2 I hand a paper copy to the four free lessons and I can email visual information to teacher or leave it on the desk. The advice and visit back up the text during the week. It helps the CSW to sheet can be copied, as often the SENCO keeps a know which bits of the lesson to focus on because at copy. I will also spend time with the pupil during one this level, signing would be an unreadable blur of visit, going through the wording of the advice and speed. The student and her CSWs have devised a checking if anything needs to be added or removed. sign that they use if a teacher has wandered off the The same is done if there are any changes in a child’s point! condition or hearing level so that teachers are aware as soon as possible that they might need to change Supporting literacy as a specialist teacher means that things in class. I can visit the pupil at most twice a week (complex cases and students with cochlear implants), but The work is varied, challenging, enjoyable and very usually weekly, monthly or termly. Some years interesting. We are in the enviable position of seeing teachers are so inspired by having a deaf student inside classrooms and observing teaching, so we in their class that they produce their own fantastic know if a child is well supported and engaged in the resources and classroom management that really lesson. We work together with teachers, LSAs, CSWs make a difference for the pupil and his or her and SENCOs and also check with parents that they confidence. Or we may have a teacher who either have no concerns. But as with all children, the support knows everything or says the child can hear and then given at home for reading and talking and the sharing it’s a real struggle to keep the pupil positive and keen. of experiences make an enormous difference to the language and understanding in school. Locally we Recently we have changed our support criteria and no have many children in school for whom English is a longer visit children with mild or unilateral loss, nor second language, so many teachers are working on students with auditory processing disorder. If we did, simplifying classroom language and making meaning our case lists would be endless. But we do carry out clearer, which is a bonus for our mainstream deaf an initial visit, either to complete a report or offer children too. advice to the school and class teacher. Schools know they can contact us at any time to discuss a concern. Lindsay Taylor works peripatetically as part of the Each pupil on our list will have an annual report, Specialist Teaching Service under the Physical and usually the term before they change class/school or at Sensory Dimension in Kent. the start of the term; those with statements will have a report in time for the annual review. We check hearing levels and listening skills and also carry out some language tests so that we have a level to show progress. We use the British Picture Vocabulary Scale (BVPS) to give a level for vocabulary and Test for Reception of Grammar (TROG), which shows where a child is in his or her understanding of grammatical structures. Both tests give results that inform teachers so they can address a specific area (for example plurals) in class or I can work on it individually in games and activities when I visit.

Each report has an advice sheet attached as an A4 sheet, which can be shared in school and copied as required. We can add to the sheets, so that they directly focus on literacy. The usual information concerns type of hearing problem and the equipment, seating, lighting, language levels and strategies that will help the student in class. It should be made available to any supply teacher who takes the class. Class teachers are usually happy for the pupil to be withdrawn, and every visit receive a written record of visit sheet, so that they can see what we have done and discussed with the child. There is space for actions so that the teacher knows what is needed for the following week/visit.

Staff in Key Stage 3 tend to prefer an electronic visit sheet which can be emailed to the relevant staff, and

©BATOD Magazine • March 2011 • 11 batod_12_13.qxp 7/2/11 08:21 Page 12

Literacy and numeracy

A bit of imagination How well do deaf children use their imagination in story writing? Emmanouela Terlektsi set out to find the answer to this question uddenly the ship crashed into the wall. of various academic abilities and 30 hearing children Suddenly a huge monster called ‘Mong’ (matched by age and academic achievement) from Scrashed through the wall and threw the ship seven schools took part. back to England killing 5 people. The rest fell into the sea and survived. They were Ming, Luke, Lynn, Children were asked to write three imaginative Kevin and the captain. Kevin told them to collect as stories in the course of an academic year. Three many seaweed as they could and throw them at broad topics were given to them orally (using speech Mong about 5 minutes later 2 of the people were or signs): killed. Finally Mong died by the stanch of the • Imagine that you have magic powers and that you seaweed! are able to be or do whatever you want. You have (A ten-year-old deaf boy) to write a story about you and your magic power. You can have one or more magic powers. At ten, this deaf boy is able to express his • Imagine that you have just found an island. This is imagination in writing. In this example he shows your own island and it can be wherever you want it that he can provoke the curiosity and anxiety of to be. It is an island of your imagination and it’s the reader, provide an imaginative plot, incorporate your island. Write a story about you and your own magical elements in the story, attribute human island. characteristics to subjects (monster) and give • Imagine that you wake up one day, you go to the original solutions to problems. Janet Burroway’s bathroom and look at yourself in the mirror and find book Imaginative Writing: The Elements of Craft that you are an animal. You can be whatever explains that when words in writing evoke senses animal you want to be. Write a story about being then a new imaginative world is created which the an animal for one day. reader can enter. But what is imagination? Why is it so important for children’s development? How do To analyse the children’s stories, an ‘imagination children express imagination in writing and what is story scale’ was developed, based on the literature special about deaf children’s imaginative writing? and on the working definition of imagination, which was revised many times with the assistance of The answers to these and other questions were teachers in order to be as accurate and appropriate explored in my research study, ‘Imaginative writing as possible. The scale comprises four divisions: of deaf children’, which was part of my doctorate. story structure, story plot, linguistic imagination and Imagination in children – as perceived in this study originality. – is the ability to discover various unrealistic situations, to pretend, to think in the sphere of ‘what After scoring all 180 stories from both deaf and if?’, to enter magical worlds and combine ideas in hearing children, it was concluded that deaf children a unique and original way to explore unexpected have imagination and are by no means stilted or situations. The source of imagination is reality, unimaginative. Although the level of deaf children’s based on experience of the world, in which language imagination varied from child to child, there was plays an important role. Imagination as the ability no evidence to suggest that they lagged behind in to explore alternative possibilities plays a very imagination compared with hearing children. It is important role in the cognitive development hoped that the results from this research can help of children and emerges early in children’s Teachers of the Deaf to see deaf children’s abilities development (pretend play). As imagination is based in imaginative writing. Although the importance of on language and experience, one might expect that learning grammar and syntax is unquestionable, the due to the underachievement of many deaf children promotion of the cognitive abilities of deaf children in language and literacy, they might have limited is also important and needs to be perceived in imagination or they might not be able to express it relationship to literacy achievements. This research in writing. has highlighted the importance of Teachers of the Deaf believing in deaf children’s imaginative abilities. To find out if this was true, I invited Teachers of the It has revealed that deaf children can express Deaf and deaf children in mainstream schools and themselves imaginatively on paper even without units/resource bases across the UK to take part in being given lots of stimuli, although the nature of my research. In total, 30 deaf children aged 9–11 stimuli given did play a role in their imaginative (moderate to profound with no additional disabilities) productions. Once they felt free to write without

12 • © BATOD Magazine • March 2011 batod_12_13.qxp 7/2/11 08:21 Page 13

Literacy and numeracy

Teachers of the Deaf can promote deaf children’s imagination by providing objects to explore, involving the children in role play and giving them access to a range of fiction. Although ToDs have to pay a lot of attention to ‘building up’, which means that the teacher always provides the base for deaf children to explore and express their imagination, it is equally important to allow time and space for them to function as independent thinkers and writers. The imagination story scale could potentially be a very helpful and easy tool for ToDs to use, enabling them to evaluate children’s stories based not only on conventional writing skills but also on ideas and imagination. So, give deaf children pens and paper, ask them to imagine and you might be surprised by what they come up with!

Emmanouela Terlektsi is a special needs teacher An 11-year-old deaf girl currently working as a senior research assistant at the Division of Clinical Neurosciences, University of worrying about grammatical mistakes, they created Southampton, leading the qualitative aspect of the stories coming straight from their imagination. Hearing Outcomes project looking at the social Reading of literary texts, aesthetic reading, the role and emotional development of deaf teenagers. of storytelling and reading aloud are some of the She would like to thank her supervisors Linda Watson factors than can influence children’s language skills and Liz Hodges and all the teachers and students and writing. who assisted her in her study.

©BATOD Magazine • March 2011 • 13 batod_14_15.qxp 7/2/11 08:22 Page 12

Literacy and numeracy

The DReaM project New research at the University of Leeds is aiming to identify the factors that impact on deaf children’s reading comprehension, as Ruth Swanwick reveals ur logo for the Deafness of empirical evidence to support the development of and Reading for Meaning effective practice. This lack of convergence in the O(DReaM) project is no research is ultimately problematic for teachers, who accident. If we really could are unable to identify evidence-based methods for unravel all the complex issues intervention. and factors which influence deaf children’s reading for The argument that underpins our project is that there meaning and then design is a need for a broader perspective on deafness and the wonder intervention this reading for meaning which looks at the full ‘deaf would indeed surpass all our comprehender’ profile and reflects the complex mix of aspirations. Nothing is more factors involved. We have conceptualised this using vexing in deaf education than the ecological model below. Urie Bronfenbrenner deaf children’s underachievement in reading and (The ecology of human development, Cambridge, the barriers that this creates in terms of their social, MA, Harvard University Press 1979) developed the linguistic and academic development. We know, Ecological Systems Theory to explain how everything however, that setting out on a research journey to in a child and the child’s environment influences solve this would be pure fantasy and the wrong sort how a child grows and develops. This perspective of dream. Instead, our ambition has been to take an widens our field of vision in terms of our theoretical approach to research into deafness and reading for understanding of the learning foundations and meaning which offers a different way of looking and processes and the development of intervention and seeing what is important and identifying what needs assessment tools. to be done.

This project exploring deafness and reading for meaning is driven by a review of the research, which we believe signals the need for a comprehensive, systematic and ecological investigation, bringing together what we know about deafness and reading and delivering actual outcomes quickly into the hands of practitioners. There are two pressing issues.

The first is that deaf children’s attainments in terms of reading comprehension have not improved despite changes in placement and language approach since the 1970s. The US data and UK data seem to remain in agreement that where large national samples are reported, which include older students, the majority of deaf students still leave school (18 years old) with a median reading age of nine years. Model to explore the factors that influence deaf The second issue is the lack of coherence and children’s experience of reading for meaning completeness in the research literature regarding our understanding of the reading for meaning process for The aim of this project is to document a whole service deaf learners and what intervention approaches are view of the learning and teaching challenges in successful. We simply do not have the full picture supporting deaf children’s reading for meaning. regarding how deaf children learn to read for meaning, The project has three phases and we are currently what language skills they bring to the task and the full analysing data from the first phase, which involves range of factors that influence their learning. the use of focus groups to obtain the views and experiences of deaf and hearing classroom When it comes to the intervention research this lack of practitioners on: consensus is further puzzling given that reading is the • challenges in reading for meaning for deaf learners most investigated area in deafness and learning. The (such as text level, wider language experience, research is once again fragmented and there is a lack cognitive skills)

14 • © BATOD Magazine • March 2011 batod_14_15.qxp 7/2/11 08:22 Page 13

Literacy and numeracy

• current approaches to teaching reading and where planned instruction in both English and British language (such as materials, knowledge and Sign Language is provided as appropriate and expertise, language use, assessment) according to individual need. • factors which influence reading comprehension success for deaf learners (at the level of the child, For phase two of the project we are using the insights the task, the learning context and the wider we have gained from the practitioners to collect 30 environment and culture). reading profiles of individual deaf children, which explore the range of reading abilities, experiences For phase one of the project, 30 practitioners were and influencing factors in more depth across a broad recruited through the Leeds Deaf and Hearing- spectrum of pupils. To complement this detailed pupil Impaired Team (DAHIT). This group comprised the information, phase three will involve a review or audit majority of the teaching team currently supporting of the current intervention and assessment practices all the school-aged deaf pupils across the city. This developed thus far in this setting. This rich data about included 16 Teachers of the Deaf (peripatetic and perceptions, pupils and processes will give us the resource base), seven deaf instructors and seven breadth and depth of information that we need in communication support workers covering early years, order to see and describe the issues in the round and primary and secondary settings. to identify directions for assessment and intervention from an ecological perspective. DAHIT is a large scale city-wide local authority team which currently supports 520 deaf children and young The findings from this project will inform the direction people (0–19) from the point of diagnosis of deafness and methodological approach for a wider study into to school and into the transition to college and work. the intrinsic, direct and indirect factors that impact Deaf children are supported in their education within on a deaf child’s ability to read for meaning. This their local mainstream early years setting, local will entail a national investigation into the reading mainstream school or within a resourced provision and language ability of deaf children to provide a in a mainstream school. This support team of 40 comprehensive picture of diverse profiles within the staff is particularly skilled in promoting the inclusion deaf school population. This breadth of data will of deaf children and young people in education enable the identification of the atypical resources and through a sign bilingual approach to education and particular learning strengths that deaf children bring communication. This entails a broad language base to the reading process and the specific factors that influence reading comprehension success for deaf learners. The DReaM team As a research team of three we have been able to pool our skills and expertise from our different disciplines of deaf education, psychology and linguistics to inform and shape the direction of the research. Part of this includes the development of a research approach and a methodology which is fit for purpose. This we have done in consultation with the practitioner participants in DAHIT, who have been instrumental in identifying the key research questions and suggesting appropriate data collection methods at each stage. Ruth Swanwick – a senior lecturer in deaf education and the Programme Leader for the We know that this will not lead to immediate and quick- MA in Deaf Education (ToD), University of fix solutions but it is still very much the DReaM project Leeds. because it is an endeavour that excites us: it is work Paula Clarke – a lecturer in childhood studies that really matters and that challenges and engages and inclusive education, University of Leeds. researchers and practitioners. In our case, we are Ruth Kitchen – a research associate and privileged to be working with a dynamic team in Leeds project support officer, MA in deaf education on what we see as the preparatory phase for a national (ToD), University of Leeds. project. This practitioner-researcher relationship grounds the project in practice and is the key to This project has been funded by the School of ensuring that the direction of this particular dream is Education at the University of Leeds. Visit the towards a realisable vision and not a flight of fancy. web page for more information: www.education.leeds.ac.uk/research/inclusive/ Ruth Swanwick is a senior lecturer in deaf education projects.php?project=111&page=1 and the Programme Leader for the MA in Deaf Education (ToD) at the University of Leeds.

©BATOD Magazine • March 2011 • 15 batod_16.qxp 7/2/11 08:23 Page 40

Literacy and numeracy The Year of Reading Ruth Swanwick explains how the Year of Reading is seeking to enhance deaf children’s reading skills through a series of action research projects

he Sign Bilingual Consortium is a group of Examples of some current action research projects professionals working to promote and support • Researching the use of Visual Phonics by Hand Tbilingual deaf education in the UK through the (developed at Longwill) as a method of making development and communication of good practice phonemes visible to deaf children as an aid to and relevant research. This group is committed to speechreading and reading. educational provision for deaf children which is • Incorporating the use of PSPs with ‘semacoded’ underpinned by a broad language base and ensures books. that practitioners can recognise and appropriately • Establishing a bespoke reading room and study respond to the diverse and changing language and space for deaf students. communication needs of all deaf individuals. The Sign • Undertaking a whole-service investigation into deaf Bilingual Consortium Steering Group meets regularly children’s reading for meaning from the practitioner to share good practice, organise seminars and discuss perspective. developing practice, policy and research initiatives • Exploring the ways in which deaf children’s reading (www.signbilingual.co.uk). can be enhanced by learning outside the classroom. • Enhancing creative approaches to developing The current focus of the Sign Bilingual Consortium is literacy through the use of teacher and pupil reading. We are looking specifically at ways in which ‘learning journeys’. action research by teachers in schools can enhance • Harnessing teachers’ knowledge and experience the reading experiences and outcomes of deaf through action research to impact on developing learners. The Sign Bilingual Consortium Year of practice. Reading was launched in October 2010 at the University of Leeds in the School of Education. As well The unique feature of this work is that it is entirely as me, the other academics involved in facilitating and practitioner led as each school/service has developed supporting this practice-led research initiative are one or more (in some cases several) action research Paula Clarke and Ruth Kitchen, and we comprise projects to enhance deaf children’s reading experience the project team for the Deafness and Reading for and outcomes in their own setting. The role of the Meaning (DReaM) project in Leeds (see page 14): University team is to advise and guide the practitioners www.education.leeds.ac.uk/research/inclusive/projects. in the development of the action research and to help php?project=111&page=1/ the group embed their action research within the wider context of current research into reading and deafness. This joint working across sign bilingual schools and services and the University established the The outcomes of the Year of Reading will not only researcher-practitioner partnership from the outset support the development of informed practice in of the Year of Reading. We see this collaboration as schools but also develop the thinking and enquiry skills fundamental to research into deafness and learning. of practitioners and encourage a first-hand engagement As part of the background to the project we have with research. This way of working and the development reviewed the areas of deafness and reading research of teacher-researcher trajectories are essential if we are and intervention approaches. In reviewing this body to make headway in this area of deaf education, which of literature we identified what we currently know is still a challenge to us. In so many ways, practitioners and don’t know about factors which influence the hold the key to the learning experiences of the pupils development of reading skills for deaf pupils, and and have the potential and insight to see and the intervention approaches that work. Using this precipitate development and change. review of current research as a starting point, schools and services have developed a range of diverse and If you have questions about reading and deafness and interesting projects using a clear model of action areas that you would like to research, why not take part research to guide and develop the process we in this sign bilingual initiative and develop your own discussed at the launch. action research project in your setting? We would be delighted to hear from you and to support your work. Between them, the projects capture the full range of experiences of all ages of deaf pupils across all Ruth Swanwick is the Programme Leader of the MA types of educational settings and include the broad in Deaf Education (ToD) at the School of Education, language base which is so fundamental to the work University of Leeds and a Sign Bilingual Consortium of the sign bilingual schools and services. Research Partner.

16 • © BATOD Magazine • March 2011 batod_17.qxp 7/2/11 08:23 Page 40 batod_18_19.qxp 7/2/11 08:24 Page 12

Literacy and numeracy

Making visual sense of language Learning to use Cued Speech with confidence and efficiency can open doors to literacy for deaf children, according to Nicholas Orpin

hearing parents? If hearing aids, cochlear implants or other technical solutions aren’t providing full access, what then? The advice given seems to be: ‘If he can’t hear enough spoken language with the latest aids/implants, let’s start using his eyes and hands to sign.’ But can the parents be the previously described competent linguistic role model? If you are talking about sign language, the answer is probably no.

If a six-year-old child’s receptive vocabulary is estimated at approximately 22,000 words, that’s a learning average of 3,600 words a year, 70 words a week, or 15 words a day. Every day, five days a iteracy and numeracy are the very cornerstones week! (Weekends are generously given off.) That’s of our education. With them we can make sense an awful lot of pressure on parents, because they Lof the world around us, express its beauty and know that without that number of signs being ready attempt to overcome its barriers; we can shape the to hand, they will be the ones holding their own child world we live in now, and for the generations to come back…. we can leave an indelible legacy of who we are.

Even with an army of passionate, caring teachers – ‘the magic weavers’ as educational trainer Sir John Jones called them – the one area that we can all agree on is that worryingly low levels of literacy still prevail, especially among deaf children.

Canadian ToD and trainer Professor Connie Mayer maintains that storytelling is integral from language to literacy. When we see a picture of Goldilocks, we can tell or sign the whole story because we already know it. When seeing the story written in a language we don’t know, then the story is unrecognisable because we don’t have enough references. If we see the same But let’s imagine that one parent actually attains that story again in a language we know a little of, we level. That’s still only one person in the family. All the can pick out some key words and guess at others others – the brothers and sisters, the aunts, uncles because we are able to transfer our knowledge of and grandparents – are surrounding the child with the story onto the written words. a language he or she is lip-reading with only 35% accuracy. It is an immense struggle to build the The inner voice all-important wealth of vocabulary – and be on target The key to telling a good story is having a store for Key Stage 1 assessment! of language to enrich it and add depth and colour. This stock is down to growing up immersed in rich, The transfer of language to literacy consistent and fluent language with competent We can all appreciate the problems with the transfer models to learn from; typically that’s mum and of minimal language to literacy; what about phonics? dad at home. We then internalise or take personal That means using the child’s 44 internalised sounds possession of our home language, whether spoken or phonemes of English (if the deaf child has them!) or signed. We have an inner voice. and matching them to the alphabetic code that relates to that sound. Unfortunately, phonics without The hearing child in a hearing family or any child internalised language will not be enough to ensure with signing parents is in the ideal place to absorb literacy. language. In fact, in those combinations, a child who doesn’t develop language is one exposed to some Many hearing children struggle with the degree of neglect. So what about the deaf child of inconsistencies of the written word – why are ‘kitty’

18 • © BATOD Magazine • March 2011 batod_18_19.qxp 7/2/11 08:24 Page 13

Literacy and numeracy

and ‘city’ written like that? Can word and bird really articulated with both lips). By giving the same rhyme? As for bear and hear… well that’s just plain handshapes to naturally different consonant lip daft, isn’t it? So if it’s hard for hearing children, with shapes (/m/, /t/ and /f/ have the same handshape), fully internalised English, how does the deaf child he could economise on the volume of the system and cope? have all the consonants represented in eight distinct shapes. He assigned four places near the mouth to the vowels, called it Cued Speech and… it worked.

It gives deaf children born into hearing families the visual access to language that their hungry minds have been waiting for. The children can rely on every single part of that cued information to build their own inner voices. If complete bilingualism is a goal, it also gives the space, time and freedom for the parents to learn to sign at a reasonable pace, safe in the knowledge that their child isn’t suffering from isolation in the meantime.

Despite its simplicity and relative ease to learn, Cued Speech has never been in widespread use with deaf children in the UK. It could be that the name, Cued To be honest, it’s no longer shocking to meet different Speech, conveys a false impression that the system generations of deaf people who have pretty much is designed to develop speech instead of English and given up on the whole notion of literacy. Attempts at reading. If that’s true, then it can easily be rectified. reading and writing are a painful memory of ‘being Cued language or cued English can mean the same forced’ to do something well within their capacity but thing. The important thing is to focus on what it out of their reach and, sick of being bottom of the achieves, rather than its name. class, these people have turned their back on it all. It’s as if for some, a low level of literacy has Cued Speech (or cued English) is a deaf person’s dangerously become an acceptable part of their tool par excellence – one that family members or identity. professionals can use with efficiency and confidence. It is language learning beyond hearing. It means that The eyes have it! the embattled hearing parents can give the gift of their What if there was a specially designed solution that experience, language and family heritage visually to made visual sense of English for all children, including their child. It can combine with amplification aids or signers – and one which could be learnt so quickly whatever communication choice the family makes. that access to the home language need not be Also, because the language which the deaf child delayed? accesses through Cued Speech is phoneme-based, it ties in perfectly with literacy and phonics. That’s what drove Dr Richard Orin Cornett in his beliefs. He looked at how the sounds of the language For the signing family, with their child growing up in appear on the lips. He wanted to make the lip shapes their rich heritage, cueing English is the respectful, visibly clearer and he developed a handshape (cue) deaf-friendly, visual way to open the door to English that would accurately distinguish bilabials (consonants (without necessarily ever having to speak it) and the child can become fully literate without force. Research on Cued Speech I haven’t mentioned teaching numeracy yet, and International research shows that Cued Speech maybe now there isn’t any need to, because once achieves change on two fronts: the language has been internalised, then the barriers Easy communication and belonging at home – simply dissolve. deaf adults brought up with Cued Speech have high levels of self-esteem and self-confidence, If you’ve got an eye and a hand, you’ve potentially got which they credit to Cued Speech. The vast access to every spoken language in the world. Now majority feel that they were always included in isn’t that a technique worth 20 hours of anyone’s time family conversations and activities during childhood. to learn and use? Literacy – deaf children with consistent access to Cued Speech have literacy levels equal to those Nicholas Orpin is the Development and Fundraising of hearing children and they can learn to read Officer with the Cued Speech Association. He can be using the same phonetic techniques. contacted at [email protected].

©BATOD Magazine • March 2011 • 19 batod_20.qxp 7/2/11 08:25 Page 40

Literacy and numeracy Words and numbers Helen Lansdown features some new resources from Deafax that will help deaf young people master literacy and numeracy, the building blocks of life

e know that some deaf children find the shortly to be uploaded. acquisition of English very difficult, especially All of them have a real- W when unable to hear some sounds and life application, such as thus vocalise them. Many naturally lean towards form filling, banking and communicating visually and their world is built on visual security. E-Lit includes a cues, so to enhance this process of learning, Deafax section on language, for resources are visually rich, with high level usage of example History of Sign images, animations and icons, then filmed in BSL and Language; Signed English. Languages of the World; Written Sign Language; Spoken Language, as well as dealing with language Despite significant advances in hearing aids, cochlear learning, for example Language and Sentence implant technology, intervention services and a greater Structure, which includes consonants and vowels; awareness of the effects of deafness, language delay Articles, Adjectives, Adverbs, Nouns, Pronouns, Verbs; remains a problem for many deaf children. The lack Acronyms, Antonyms, Homonyms, Homophones, of meaningful interactions, coupled with limitations in Synonyms. All are given the special Deafax deaf-friendly acquiring information incidentally, often leads to young treatment – animations, icons and images – and are deaf people having poor conversational skills, limited then filmed in BSL and English. vocabulary and restricted conceptual knowledge. Reduced language and cognitive skills in turn negatively We live in financially affect social and emotional development, difficult times. as well as reading and academic development. Deaf Responding to the youngsters seldom bring to their learning experience the impact of the global same extensive language, conceptual or experiential economic downturn, knowledge as their hearing peers, and Deafax has developed the impact of hearing loss is inherently isolating. a new resource as part Furthermore, there is still a significant gap between of its Money Matters the examination achievements of deaf children and series, on how to cope during a credit crunch, how to their hearing peers. budget, and other important topics such as debt, work, pensions, insurance, housing, loans, banking and At Deafax we know that literacy and numeracy are benefits. An interactive budgeting game allows students pivotal to the success of young deaf people trying to to select budgeting choices against different wage levels learn fundamental life skills. This means that clarity and then forces them to pay for their lifestyle within a and relevance are always priorities in the creation given timescale. This helps users to understand the and delivery of our resources. We place stress on reality of their spending choices. Unfortunately, without the critical importance of purpose when learning, so in this knowledge, many individuals who are deaf do not terms of language acquisition we consider the functions develop essential skills and are more likely to be for which communication and language are to be used, unemployed, underemployed or reliant on benefits. rather than teaching them in isolation. We believe that healthy language development occurs in environments It is a challenge to find ways to increase the success rich in interactions. We also believe in the power rate and opportunities to achieve for those deaf young of technology, harnessed as part of the learning people we work with. Given the connection between environment and used to engage learners of all ages, early adolescence and future well-being, we have whatever communication difficulties they have. been able to use our deaf-friendly resources to create opportunities to intervene at an important turning As part of our Visual Learning website point in their lives and help to prevent them making (www.visuallearning.org.uk) we are developing a detrimental choices, redirecting them so that they are series of online deaf-friendly resources to help improve prepared for life beyond school. Skills involving effective literacy/writing and communication, decision making, problem solving, numeracy skills as self-determination and self-advocacy are all critical well as strengthening and these modules help to develop those skills. Try the self-confidence and materials for yourself, and let us know how you get on increasing knowledge. – contact [email protected]. The first three – E-Lit, Money Matters and Helen Lansdown is the Chief Executive Officer of Credit Crunch – are Deafax.

20 • © BATOD Magazine • March 2011 batod_21_22_23.qxp 7/2/11 08:27 Page 41

Literacy and numeracy Specific maths difficulties Knightsfield School’s Dyscalculia Intervention Programme is helping to identify and support deaf pupils who struggle with maths. Andrea Louie Ruck and Nicholas Ronayne have the details

apply reasoning to decide to use multiplication when buying three apples which cost 15p each.

Factors preventing dyscalculia from being recognised may be: • a wider social acceptance of poor arithmetic (much more so than illiteracy) • variation in the rate at which children’s conceptual understanding develops.

What are the impacts? The problem is extensive for a sufferer when the National Curriculum (NC) and associated levels are considered. For example at NC level 2, a child is expected, among other things, ‘to be able to count reliably’, including ‘reordering numbers up to 10’ and ‘to use mathematics as an integral part of classroom activities’. For a dyscalculic child, this expectation is not reasonable.

Dyscalculia clearly needs addressing in schools. yscalculia is a relatively recently recognised At Knightsfield School, a Dyscalculia Intervention condition in which the sufferer has a specific Programme is being established with the specific Ddifficulty with learning and using mathematics. aim of enabling dyscalculic children to employ The issue is controversial and there are conflicting arithmetical skills to yield a correct answer and views on what dyscalculia is, how it presents and interpret it appropriately. how it impacts on the sufferer in both the classroom and everyday life. Currently, the Department for The Knightsfield Dyscalculia Intervention Eduation gives the definition of dyscalculia as: Programme ‘A condition that affects the ability to acquire The programme was initiated after some pupils were arithmetical skills. Dyscalculic learners may identified as having specific difficulties with maths. have difficulty understanding simple number On inspection, their Middle Years Information concepts, lack an intuitive grasp of numbers System (MidYIS) results showed that their maths and have problems learning number facts and results were significantly lower than in other procedures. Even if they produce a correct subjects. It was also noted that some pupils were answer or use a correct method, they may struggling not just with the language, as would be do so mechanically and without confidence.’ expected of deaf children, but with the numerical (DfES, 2001) element, even at a very basic arithmetical calculation level. It was subsequently agreed that This definition, however, sheds little light on this issue should be formally addressed within the what constitutes dyscalculia when present in the Numeracy Plan for the Specialist Status. With this, classroom. According to Brian Butterworth in his a teacher was employed, funded by the Specialist book Dyscalculia Guidance: Helping Pupils with Status money, to provide specific additional support Specific Learning Difficulties in Maths (David Fulton for these weaker pupils. This support evolved into Publishers), dyscalculia may present as: a structured support programme, now named the • a poor or complete lack of ability to subitise (the Dyscalculia Intervention Programme (DIP). ability to ‘see’ small numbers without counting) • an inability to remember mathematical facts, for What the programme offers and its delivery example an inability to learn times tables or to The programme is delivered by the specialist school count backwards teacher in 20–30-minute sessions. If the pupil is • an inability to apply logic and reasoning to a range found to be exhibiting dyscalculic tendencies, Brian of arithmetical and/or mathematical problems. For Butterworth’s Dyscalculia Guidance book is used. example, a dyscalculic child would not be able to The pupils then follow the book’s structure and

Literacy and numeracy

activities as prompts for the learning and development In terms of the DIP, the maths score of each child objectives. As the pupil progresses through the book, is compared with their scores in other subjects. time can be taken as needed on areas they particularly A comparatively low score in maths can indicate struggle with. Conversely, if a pupil is more able in an specific learning difficulties within the subject itself, area, only a little time need be spent. However, all ie dyscalculia. aspects are covered to ensure that their knowledge is significant, and that pupils are not employing The Dyscalculia Screener avoidance strategies. The Dyscalculia Screener is a computer-based test, developed by Brian Butterworth, which aims to Each of the sessions has a theme identify dyscalculia. It comprises several sections which test different aspects of mathematical and that relates to the whole-class numerical knowledge and ability. Each of the sections learning objective is done against the clock in order to test reaction and processing time. To minimise distortion from weak Maths lessons at Knightsfield are mixed ability, computer skills, all responses require only one press therefore the sessions are delivered in a separate of any button – either with the left- or right-hand side classroom for about 20 minutes during the pupil’s of the keyboard, as the answer requires. The sections normal maths lesson. For the remaining lesson time of the test are briefly described below. the pupil integrates with the rest of the class, working on the same topic but significantly differentiated work. Dot enumeration – Pupils compare a randomly scattered pattern of dots on one side of the screen Each of the sessions has a theme that relates to with a numeral on the other side. The capacity to the whole-class learning objective. The programme identify a number of dots without counting is called is designed to cater for the weaknesses of each subitising numerosity. The more able a pupil is to individual as identified in the results from the subitise, the more successful he or she will be in Dyscalculia Screener, while ensuring that they are the test. The capacity for estimating small numbers still capable of engaging in the main lesson and are is critical to learning to count. not isolated from their peer group. Number comparison (numerical stroop) – Areas covered in Dyscalculia Guidance are: Pupils are asked to select the larger of two numbers. • the number system, including counting and the Being able to order numerals requires a fluent written number system understanding of numbers. The numerals are of • calculation facts and thinking strategies, including randomly sized typeface, thus further testing the the four basic operations. Times-tables are also child’s ability to read and interpret the numeral covered rather than the font. • working with larger numbers (two-digit addition and subtraction). Arithmetic achievement – For younger pupils this is only addition. However, pupils aged ten and over Other aspects include smaller topic areas such as have both addition and multiplication tests. The fractions, time, measurement and word problems. sums are shown on the screen with an answer and the pupil has to identify whether it is correct or not. Identification of dyscalculia Reaction times are crucial, as they can distinguish Since the programme has developed it has been between a pupil who retrieves facts from memory found that no single piece of data is able to identify and one who spends time calculating the answer. pupils as dyscalculic, therefore we use a range of sources including: In-class observations • MidYIS data (in particular the maths result) In-class observations regarding a pupil’s ability • in-class observations are made by the teachers. Observations in class • the Dyscalculia Screener. of the child’s work, participation and homework all contribute to an understanding of whether a child Each of these data sources helps to provide has a specific difficulty. The observations are evidence for dyscalculia. informal. However, any observations that may indicate a learning difficulty are noted in the child’s Middle Years Information System (MidYIS) data assessment folder. This data comes from the tests which every pupil takes on entry to Knightsfield. It aims to form a Once clear evidence of dyscalculia is seen, the pupil baseline for value-added measures in secondary begins the Dyscalculia Intervention Programme. schools. The pupils take the test in all the key subject Pupils who have knowledge gaps in maths and/or areas, including maths. A score is then produced, lack confidence in certain areas also receive one-to- which can be compared within the school. one sessions focusing on their specific needs.

22 • © BATOD Magazine • March 2011 batod_21_22_23.qxp 7/2/11 08:27 Page 43

Literacy and numeracy

The activities technological developments and current research The activities undertaken vary depending on the will also help to ensure that the pupils remain learning objective of the whole class and the engaged. specific needs of the child. The general ethos of the sessions is to engage the pupil by making the Conclusions sessions fun. All the pupils identified to be in need Dyscalculia remains a very controversial issue of this support have exhibited a general dislike of among teaching professionals. The existence of a maths which, when considering that they struggle mathematical specific learning difficultly is generally with the subject and have demonstrated little ability accepted, but the clarity of what constitutes to understand it, is not surprising. dyscalculia is poor. This has led to a confused belief of what dyscalculic children are able or not able to The activities themselves come from the Brian do, and more importantly how it presents in the Butterworth’s Dyscalculia Guidance book and are classroom. There are a number of tests available followed in order, although teachers adapt and which claim to assist in the diagnosis of dyscalculia; relate them to the overall class learning objective. however, these provide only part of the picture. In turn this has led to very different approaches in There have been significant tackling the issue. Knightsfield School has attempted to combine the available resources and knowledge improvements in self-esteem and of other professionals to provide a structured willingness to participate programme adaptable to the needs of the child. The results of the programme appear positive. The book starts by covering basic numerical skills However, the long-term impact on children’s such as counting, securing the knowledge of mathematical, numerical and logical ability is as numerosity and the number system. It then yet unknown. Continuation of the programme and progresses to undertaking calculations and monitoring of the children involved will in time practising thinking strategies, empowering pupils to provide evidence and support for future dyscalculic use and apply their knowledge. It contains most of sufferers. the resources needed, such as photocopiable game boards and puzzles. However, the DIP has been Andrea Louie Ruck is the mathematics co-ordinator supplemented by other recommended resources, for Knightsfield School. Nicholas Ronayne is a such as the Numdrum, the Nintendo DS and the mathematics teacher, also at Knightsfield School. National Strategies’ interactive teaching programs. All of these resources aim to ensure that the delivery remains varied, interesting and fun.

Results The results of the programme so far have been promising, although they must be treated with caution as the programme is new and the lasting impact is unknown. So far, however, a very distinct difference has been seen in the attitude of the pupils involved. There have been significant improvements in self-esteem and willingness to participate. The pupils are accessing the whole- class lessons more easily. This is most likely a combined result of improved knowledge from the DIP sessions and improved self-esteem, allowing them to focus and concentrate more as they begin to believe they are able to take part. End of unit test results show that the pupils are making better progress, and inspection of the test papers shows that pupils are increasingly attempting more questions.

More time and monitoring of progress are now needed to see how the pupils develop and cope. As with all teaching, the DIP sessions will be improved over time using continued reflection and evaluation of the sessions themselves, and the progress of the pupils. Keeping abreast of new

Literacy and numeracy

Mastering the key concepts Terezinha Nunes describes an early intervention designed to improve deaf children’s mathematical learning

eaf children lag behind hearing children in understand a number system; they cannot mathematics from an early age. Some of understand, for example, that 13 is not just the word Dthe key concepts that hearing children learn that follows 12 when you are counting and that it is informally, before starting school, are still challenging the same as 10 + 3. for deaf children after one or even two years of school. These concepts form the basis for the The inverse relation between addition and mathematics that children learn in primary school. subtraction is crucial for understanding many So, starting school without a sound knowledge of aspects of mathematics in primary school. For these concepts, deaf children are at a disadvantage. example, it is necessary for understanding subtraction with borrowing: when you subtract 23 With the support of the RNID and the NDCS, we from 312 and you need to borrow 10, the value of designed an early intervention programme that 312 is not changed when you write it is as: teachers can use to promote the children’s learning 0 1 of these key concepts in school. We then assessed 3 1 2 this programme in two studies in which the teachers because the subtraction from the tens column is taught the children these basic concepts in their cancelled by the addition to the units column. The first or second year in school. The children were inverse relation between addition and subtraction is assessed in mathematics learning using the also necessary in problem solving. For example, in Performance Indicators in Primary School – the problem, ‘Ali had some sweets; her friend gave Mathematics (PIPS), an assessment designed by her five sweets; now she has eight. How many Peter Tymms and his colleagues at the University of sweets did she have before?’, the children need to Durham, which has been adapted for use with deaf understand the inverse relation to know that the story children. The children were assessed twice, the first is about getting more sweets but the calculation time before they started the teaching programme required to solve the problem is a subtraction. (the pre-test) and the second time (the post-test) after the teachers had used this early intervention Multiplicative reasoning is also required in many programme for about six months. The project situations in primary school. In order to understand children’s results were compared to the results of a our number system, children need to realise that the group of children who were not taught about the key digit 2 in 23 does not represent the same quantity informal mathematical concepts. as in the number 312. In the tens column, digits represent their value multiplied by ten. This can In both studies, the project children improved be easily understood in an informal way, without significantly more than the comparison group from learning multiplication tables, if children learn, for the pre-test to the post-test. They improved by seven example, to exchange one 10p coin for ten 1p coins. percentile points more than expected from their pre-test scores. Their mathematics learning was The early intervention programme we tested includes accelerated because they had conquered some many activities related to these three concepts. The of the key concepts needed for understanding activities are designed to help the children reason mathematics in primary school. about quantities, not to practise sums. The children have plenty of opportunity to use these concepts, Three concepts are the core of this early intervention which are not presented in a sequence but as programme: interwoven strands that build on each other. • additive composition • the inverse relation between addition and For example, they start to learn about additive subtraction composition and multiplicative reasoning by playing • multiplicative reasoning. games in which they exchange coins of smaller values, such as two 1p coins for one 2p coin, and Additive composition refers to the fact that any compose small sums such as 3p by adding together number can be seen as the sum of two other one 2p coin and one 1p coin. The insight that they need numbers. Without this concept, children cannot to have here is that two sets of coins may have different

24 • © BATOD Magazine • March 2011 batod_24_25.qxp 7/2/11 08:27 Page 13

Literacy and numeracy

numbers of coins but the same amount of money. As into the box and the children took four of the red they make more progress in additive composition and books out. How many books are there in the box start to use exchanges that involve 10p and 20p coins, now? they can also reason multiplicatively about place value and solve simple multiplicative reasoning problems. At the same time, they can solve problems about the inverse relation between addition and subtraction using larger numbers.

The teachers and children enjoyed the activities in this programme. More importantly, their progress in mathematics, as assessed by a standardised test designed completely independently of the researchers, was accelerated during the six months The teaching of all concepts starts with teacher-led in which they participated in the programme. For activities, in which the teachers introduce the more information, and to download the programme, concepts. An example of a teacher-led activity used visit www.education.ox.ac.uk/ndcs/index.php/ to introduce the inverse relation between addition and subtraction is presented schematically in the Terezinha Nunes is the Chair of Educational Studies figure above. The teacher allows the children to at the Department of Educational Studies, University count the number of bricks in a row – in this case, of Oxford. Peter Bryant, Deborah Evans, Rossana six bricks. The bricks are then hidden under a cloth Barros and Diana Burman of the University of and only the ends of the row remain visible. The Oxford were also part of the team working on this teacher then adds bricks of a different colour as she programme. says or signs ‘I am now adding eight bricks’, makes a pause, and then subtracts the same number as she says or signs ‘I am now subtracting eight bricks.’ Finally, the teacher asks how many bricks are now under the cloth. The children should answer the question without counting and then check the answer by removing the cloth and counting. They should then discuss how they knew the answer to this question. This is an easy item, as the bricks added and subtracted are the same ones and are of a different colour from those in the original row. So the children can see that the row did not change. The problems become progressively more difficult as the teacher adds, for example, five and takes away four, leaving an extra brick in the row. They also become more difficult when the bricks are added to one end and taken away from the other. Finally, the colour cues are removed and all the bricks are the same colour. Teacher-led activities are complemented by board games and computer games, played after the teacher has already introduced the concept. The next figure illustrates how the inverse relation is explored later on, using word problems. The problem is presented in the child’s language of instruction, oral or signed, with the support of pictures. In this example, the child is told that there were nine red books in a box. The teacher put five green books

©BATOD Magazine • March 2011 • 25 batod_26_27_28.qxp 7/2/11 08:28 Page 12

Literacy and numeracy

Numeracy on the IWB At St John’s School for the Deaf, students have been using visual resources on the interactive whiteboard to aid their understanding of numeracy. Geoff Goddard and Mary McAleer highlight some of the best websites they have discovered for this purpose

t is well known that students have widely different resources. For a GCSE lesson on rotations, the learning styles. For most this will be a combination program provides several options that allow the Iof visual, auditory and kinaesthetic. To allow the student to see easily what is happening. This example students in your class to achieve to their maximum shows a rotation of 90° anti-clockwise about the it is essential to know what type of learners they are. origin. There will always be someone who finds it hard to grasp a concept and it can often be that an alternative We have found that some students have real approach is needed if they are a different type of problems with subtraction and, in particular, with learner. borrowing within decomposition. The usual methods have been tried, such as writing it out or using blocks There are now many different sites on the internet and rods and counters, but it has been much easier that host some excellent visual resources for use with the use of visual aids on the IWB. on the interactive whiteboard (IWB). An example is www.teacherled.com/ We have used the temperature One website that has a very good visual aid for this is comparison resource to reinforce negative numbers, www.enlvm.usu.edu/ma/nav/activity.jsp?sid=nlvm&cid ‘greater than/less than’ and ‘difference between’ in a =3_1&lid=155/ This can also be found by googling much more interesting and engaging manner than ‘base block subtraction’. It enables students to see would have possible with a paper-based exercise. It exactly what is happening when tens and 100s is also cross-curricular in that it brings in geography are borrowed, how they decompose into units and and a discussion about why the temperatures vary tens and how the subtraction can be carried out so much. successfully.

We have found that for students who are predominantly visual learners, this resource has made a big difference to their understanding. Prior to this, students often subtracted the smaller number from the larger number, which is a common mistake for those who do not understand the process. The use of this program enables students not only to see what is happening but also to experiment for themselves and to try in an environment that is non-threatening and supportive.

Students can choose any two numbers they want, including A different example is www.echalk.co.uk/ Although decimals, or they can allow the this requires a subscription, it has some excellent IWB computer to choose for them. Immediately the numbers are broken down by place value so that in this example we have 66 – 47. It can be seen that there are more red counters than blue and so we have to borrow.

By dragging one block of ten across to the units column the program splits this into ten units straightaway. We can then perform the subtraction by matching pairs of red and blue counters together. This is done by click and drag. At the same time the written sum changes to show that one ten has been borrowed from the tens column.

26 • © BATOD Magazine • March 2011 batod_26_27_28.qxp 7/2/11 08:28 Page 13

Literacy and numeracy

The completed subtraction in the This shows that the toolkit has been installed within units column is then displayed and the gallery section of Smartboard. we can move on to subtracting the blocks of ten by matching pairs An example of the potential is again. given here. The topic is units within a Year 9 GCSE lesson. By The completed sum is then shown clicking on any of the different with both the visual display and coloured rectangles the answer is the written calculation. displayed as the tile turns over.

This has proved to be an efficient This page required the student and easily accessible method to drag the correct unit to each of demonstrating borrowing within subtraction for column. It could then be checked students who find written methods alone difficult to automatically using the check understand. button.

Of course, it is also possible to There is almost no end to the number of visual aids make your own visual resources. that can be developed for the Smartboard. The We use an IWB with Smartboard biggest limiting factor is time! v10 installed on it and the lesson activity toolkit. This kit is essential Geoff Goddard is the Head of Maths at St John’s and can be down loaded from the Catholic School for the Deaf in Boston Spa. Mary Smartboard website. The range of tools and templates McAleer teaches maths and is a specialist in that are available to customise is impressive and the supporting the literacy development of deaf pupils only limit is your own imagination. with additional special needs. Acquiring maths skills For deaf students struggling with numeracy, Functional Skills Maths could provide the boost they need, says Jenny Baxter he Functional Skills (FS) Maths qualifications apprenticeships need to have, or to achieve, at are designed to give learners the skills least FS Maths Level 1. Each exam tests three T to operate confidently, effectively and skills: interpreting, analysing and representing. independently in education, work and everyday life. Does this aim not underpin ToDs’ work with deaf ToDs supporting deaf learners in FS Maths are best learners? Furthermore, would anyone dispute the placed to assess its effectiveness in delivering the perceptions of employers that many learners are desired results for their students, but certain issues not achieving a sufficiently firm grounding in the struck me most forcibly while working as a modifier basics? FS Maths is becoming recognised by for FS Maths at Edexcel. I imagine that probably employers as evidence of the problem-solving and any development work on this exam by Edexcel communication skills needed to perform effectively reflects the practice of the other awarding bodies. in the workplace. On the positive side FS Maths can be taught within different pathways. • The exam is offered eight times a year, enabling Levels 1 and 2 fit neatly with both Key Stage 3 students to be entered for it when judged to be and GCSE maths. FS Maths can also be offered ready. at Key Stages 3 and 4 and in post-16 studies as a • There are three themed sections to each written stand-alone qualification, earning points equivalent paper, with a logical progression through the story to half a GCSE at Level 2. Within BTEC, the line that helps students to ‘tune in’ to the purpose qualification can be offered in a more vocational of each question within any section. context, auguring well for all learners’ achievements, • The mark scheme is extremely tolerant. It is since research has shown that vocational contexts designed to find ways of crediting students for are a successful platform for the applied teaching any knowledge displayed; for example, marks can and learning of maths. Students on Diploma be gained for recognising the required operation courses must achieve FS Maths, English and ICT or for identifying the figures needing to be to gain the full diploma, while those enrolled on manipulated, even if the answer is wrong or if the

©BATOD Magazine • March 2011 • 27 batod_26_27_28.qxp 7/2/11 08:28 Page 14

Literacy and numeracy

• operation isn’t completed. If the marker can because the scene is set at the beginning of each locate a correct answer in the body of the section and the questions are framed in plain working out, even if the candidate has not written English, even those students to whom the context it at the end of an operation or an explanation, is unfamiliar should still grasp what is required of the answer is credited as correct. them. Many deaf learners who find difficulty in • There is a practical purpose behind each question making sense of the context might not be able to which, ideally, deaf candidates should be able understand the questions or demands and therefore to recognise and, as a consequence, feel will not be able to give a satisfactory response. comfortable in performing the required operation. • Very few centres offer FS Maths as a stand-alone course. Most students are expected to acquire ToDs can anticipate the language the skills needed to approach an FS Maths exam from their experience of functionality within other their students are likely to subjects, such as GCSE maths. This must hugely encounter disadvantage deaf candidates and others who require direct teaching in order for learning to take • The guidance on how to respond is consistent. For place. This issue alone may outweigh any of the example, all questions are presented in a lozenge- positives that FS Maths can offer. shaped box. Candidates are directed to use a large box for workings out by the instruction ‘Use There is also an online exam the box below to show clearly how you got your answer’ or similar demand, while the notepad icon available that is significantly indicates that candidates are required to show all different from the written one working out in order to gain full credit for a correct solution. The observations made here only apply to written • Within each paper, candidates are asked to show FS Maths exams. There is also an online exam how they can check their answer, and they are available that is significantly different from the asked to explain their answer. Although these written one. Candidates answer questions on demands can be difficult for deaf learners to 12 screens, there are no themed sections, and respond to, ToDs can use examples from past candidates are required to respond to stand-alone papers to give deaf learners classroom practice, questions. performing a reverse operation which satisfies the first demand, although teaching candidates how I would be interested to read of colleagues’ to give an explanation can be more challenging. experiences of FS Maths whichever awarding body • No theme can be used for consecutive exams or sets the papers, so that I can represent their views even for exams in the same half year. However, to the examiners with whom I work: if a particular theme, such as ‘pets’ is set in one • Does the subject help to launch deaf students paper the next exam could have ‘animals’ as one onto a pathway into the world of work? of its themes. The most common themes appear • Does it enable them to operate confidently, to be leisure, holidays, DIY, personal fitness, effectively and independently in various spheres employment and healthcare. As a consequence, of their lives? ToDs can anticipate the language their students • Does it undermine any confidence they have are likely to encounter and teach it to help prepare previously developed in maths? students for an exam. In addition, any ToD who • Does it represent yet another insurmountable trawls through past papers to identify frequently challenge set for them? used language will quickly realise that candidates need to know the terms ‘calculate/calculations’; I conclude with something totally irrelevant to the ‘compare’; ‘decide’; ‘book’ (verb); ‘hire’ (verb); thrust of this article. In a recent meeting at Edexcel ‘correct’; ‘per’; ‘check’. I learnt that a member of the staff had been given the task of trawling through past maths papers for On the negative side some purpose or other. In the performing of this • There has to be a number of ‘adult questions’ task he noticed that the first time a maths exam on each paper and the contexts in which these acknowledged the existence of females was in are set may not be familiar to many students, 1982. Prior to that date, all levels of maths exams particularly those taking the exam at Key Stages only contained reference to male figures: a 3 and 4. In addition, a number of contexts postman, a male doctor, a man at work and so on. considered to be within the experience of the Could anyone suggest why this change came about average 14–16 year old, such as the planning of a in 1982? family holiday, may not be within the experience of a significant percentage of the candidature, deaf Jenny Baxter is a Teacher of the Deaf and an and hearing alike. The awarding bodies argue that experienced BATOD modifier.

28 • © BATOD Magazine • March 2011 batod_31.qxp 7/2/11 08:52 Page 40

FEAPDA CONGRESS IN THE NETHERLANDS!

The 22nd international congress of FEAPDA will take place in the Netherlands this autumn in close co-operation with Siméa. The congresses of FEAPDA are small scale (maximum 150 participants) and intended for professionals in the field of deaf education. The working language of the congress is English.

The congress will take place on Friday 21 and Saturday 22 October at Kentalis in Sint- Michielsgestel. The theme of the congress will be: Literacy in deaf children

There will be a number of country presentations, as well as contributions from the following keynote speakers:

Dr Linda Watson (UK) Role of parents in the reading process (Home literacy, language environment and their influence on the reading process)

Dr Ingvild Roald (Norway) Teaching skills of a deaf teacher in reading instruction

Dr Carin Roos (Sweden) Stimulating emergent literacy in young deaf children (Role of spoken and sign language and differences due to hearing status)

Dr Loes Wauters (The Netherlands) Reading strategies and modelling (Best practices: what do we know about what works for hearing and deaf children and how do we use this knowledge?)

If you require more information please contact: [email protected] or take a look at the website: wwww.feapdacongress2011.eu batod_32_33.qxp 7/2/11 08:30 Page 12

Feature

Lessons from America Simon Ward enjoyed the unique opportunity to visit educational establishments for deaf pupils in the USA. He reports on his experiences

he Walter Hines Page Scholarship is a two-week Sign Language to use programme organised through the English in the first school for T Speaking Union and sponsored by the teachers’ the deaf. As a result, union NASUWT. It offers teachers the opportunity the manual code of to spend two weeks visiting a number of American American Sign regions and to study a specific aspect of American Language (ASL) is education that is relevant to them. As a Teacher of quite different from the Deaf I was interested in comparing the range of British Sign Language educational provision for deaf pupils. (BSL) despite both being English- In March 2010, I visited Denver, New York City, speaking nations. Louisville and Cincinnati. The aim of the scholarship • 2001 No Child Left is to promote the exchange of ideas, understanding Behind Act – all and knowledge between professionals in the UK and children have a fair and equal access to a high USA. In two weeks I visited 12 different educational quality education. This is underpinned by a settings, including schools for the deaf using a state-wide accountability system which monitors bilingual approach, oral schools for the deaf, the progress of schools through annual testing of mainstream schools with resourced provision, pupils. inclusive settings and outreach services. During • 2004 Individuals with Disabilities Act – all local these visits I had the opportunity to observe lessons, education agencies must provide free appropriate speak with pupils and discuss education provision public education in the least restrictive environment. and support with professionals. There is a requirement for a full array of services and a continuum of placements for deaf pupils. Prior to visiting the USA I had some preconceptions • 2005 Gallaudet Research – 64% of deaf and about similarities and differences between the two hard-of-hearing pupils are educated in regular countries and had formulated a range of questions mainstream classes. which were to be the basis for discussion with other • Approximately 50% of deaf or hard-of-hearing pupils professionals during my visits. use sign language as their primary means • Is there a range of education provision for deaf of communication. This is a significantly higher children in the United States? proportion than the population in the UK. • Is there a wide range of parental choice and are all communication options available in a local area? Denver, Colorado – a continuum of provision • What impact has the policy of inclusion had on the Within the metropolitan area of Denver, (population: traditional school for the deaf? three million) there is a good choice of education • What impact has the recent recession had on the settings for parents of deaf children. At the age of funding of special education in the United States? three, children and their families attend a screening assessment at a resourced school where a full One common theme was the notion that all children audiology clinic is on site. A hearing test and are individuals with their own preferred method of language assessment are completed and a learning and despite a hearing loss they should not discussion of education placement is held with be denied the opportunity to reach their full potential. the family. Most deaf pupils are attending their Underpinning this ideal were very strong contrasting local elementary school. They receive support from feelings about the best way to achieve success. an itinerant (peripatetic) Teacher of the Deaf and History has had an important influence on the some may also be supported by an interpreter in educational practice for deaf children in the USA and school. Within Denver there is a large resourced to examine the present system, it is necessary to provision for 50 pupils using an auditory/oral acknowledge the historical context in which it is set. approach, where pupils are usually taught in small classes by a Teacher of the Deaf. Comprehensive Background to USA legislation and context audiological support and speech therapy are • 1817 Thomas Hopkins Gallaudet adopts French available on site.

32 • © BATOD Magazine • March 2011 batod_32_33.qxp 7/2/11 08:30 Page 13

Feature

Signed provision is available at another resourced Louisville and Ohio elementary school where 20 pupils access Valley Voices in mainstream lessons with the help of interpreters Cincinnati. Both these and are withdrawn for English lessons with a schools are non-profit Teacher of the Deaf. As children progress through organisations, heavily school, the demand for resourced provision reliant on contributions declines as auditory/oral pupils are able to access and sponsorship from mainstream lessons more effectively. However, private companies and there continues to be a resourced high school for individuals. around 20 pupils who are using ASL to access the school curriculum. Ohio Valley Voices was Ohio School for the Deaf – a founded in 1999 by Rocky Mountain Deaf School (RMDS), Denver state school for deaf pupils a group of families with an outreach service with deaf children. It remains the only programme in the area committed to teaching deaf children to speak and understand when others speak to them. The school serves children and their families from ages 0–8 and aims to prepare all pupils for their local public schools. The school had the feel of an early years centre with active parent classes and outreach support to babies and their families. There is a modern audiology clinic on site. The buildings are modern and purpose-built, with soundproofing and acoustic treatment throughout, which makes for an excellent learning and listening environment. Pupils follow a highly intensive oral RMDS is an independent public school, funded programme within directly by federal government. The school has 62 school and their pupils from a wide geographical area in Denver, parents commit to the with some pupils travelling for up to 90 minutes to programme through the attend each day. The school serves a particular attendance of classes. community, with deaf children from hearing families, The school has high hearing children from deaf families and deaf staffing ratios and children from deaf families. It is located in a small class sizes and shopping precinct. The school rooms are adapted as a result the cost of from retail outlets and there is no school playing area. educating each child is All instruction is through ASL, and English is used £22,000 per year. as the medium for reading and writing. Academic achievement and individual identity are central to Maria Sentelik, the Executive Director of Ohio the philosophy of the school. The school is following Valley Voices, is aware of the difficulties in raising the same curriculum as Jefferson County schools in finance, especially during a recession period. 40% the area, and the test results show that the school of the revenue is from private contributions and a is out-performing other local schools. Janet major aim of the school is to raise its profile and Dickinson, the Executive Director of RMDS, attract contributions. attributes the high achievement to the lack of communication barriers, as all adults and children As with the UK, the growing trend towards inclusion are using their first language of ASL to teach and in the USA is affecting the traditional role of the learn. Additionally, all the children are part of a school for the deaf. Outreach, parental support, wider Deaf community and have had access to training, assessment panels and the increased use good quality language from an early age. of video links for teaching are high priorities for those schools with a shrinking population. Money talks! – the role of private sponsorship in promoting oral education Further information about the Walter Hines Page I visited Kentucky School for the Deaf (1823) and Scholarship is available through the English Ohio School for the Deaf (1829), both of which are Speaking Union, Dartmouth House, 37 Charles state funded and provide instruction through ASL. Street, London W1J 5ED or from www.esu.org.uk/

In contrast I also visited oral provision in the two Simon Ward is a Teacher of the Deaf with Liverpool states – Heuser Hearing and Language Academy in Sensory Service.

©BATOD Magazine • March 2011 • 33 batod_34_35.qxp 7/2/11 08:33 Page 12

Feature

Mental health outcomes Twenty-two years after a study of the mental health of a group of young deaf people, Katherine Rogers is seeking to reassess the participants and provide valuable data for today’s professionals

e do not know enough about deaf children’s and 42%, and between 57% and 61% for pupils mental health difficulties. For example, if a attending mainstream schools. For mainstream W deaf child has mental health difficulties in schools, the prevalence rate was over twice that childhood, does that mean that he or she will have of the hearing population. Other factors examined difficulties as an adult? What influences mental included gender and age. In relation to gender well-being as deaf children grow up? How do difficulties, teachers reported more difficulties in boys deaf people’s views of their own life events and than girls, and for the factor of age, it was found that experiences influence their understanding of well- deaf young people who were aged 13 or under being? A new research study has set out to answer scored significantly higher mental health difficulties those questions. It will follow up a group of deaf than those who were aged 14–16 years old. people who were originally studied as children in 1988 and ask them to take part in this new research Current study to find out what happened next to them. This new study will try to trace the participants of the original study with a view to finding out whether Original study mental health difficulties in childhood influence In the original 1988 study, Peter Hindley and his well-being outcomes in adulthood, and if so, what fellow researchers attempted to find out the the factors are which influence those outcomes. This prevalence rate of the likelihood of psychiatric study also will explore how deaf people consider the disorder in deaf young people. Hindley used the key events in their lives that might have influenced term psychiatric disorder as meaning disturbed in their well-being. The personal details of these social interaction, with emotional and/or behavioural children/young people who took part are confidential problems. At the time of the study, the exact and not accessible to me. I am therefore seeking prevalence of mental health difficulties in deaf assistance to find these participants in order to children was not known because previous studies inform them about my follow-up work and to were neither reliable nor valid enough. Those deaf ascertain if they wish to take part in this study. young people who took part in Hindley’s original study were aged between 11 and 16 years old at the As a Teacher of the Deaf, you may recall the original time. They were recruited from four different schools study and you may have even taken part in it. The in boroughs of London: one school for the deaf and deaf people I am looking for would now be aged three partially hearing units. Hindley collected the between 33 and 40 years old. The schools that took data from teachers, parents of deaf young people part in the original study were all based in the and deaf young people themselves. Teachers London area: and parents were asked to provide data about • Haverstock School behavioural difficulties of the child and complete a • Sedgehill School checklist to get the information about the deaf young • St Paul’s School person’s communication mode, conduct problems, • Oak Lodge School. emotional problems and social interaction (a question about the communication ability of the The potential participants from the cohort of deaf deaf child was added to the teacher checklist). young people in Hindley’s 1988 study will be asked to complete the well-being assessment and a Hindley’s research showed that a higher proportion of questionnaire on life course and life events. The young deaf people were experiencing mental health purpose of this questionnaire is to capture the key difficulties in comparison to hearing young people. He information linked to, for example, education, found that for all deaf young people in the study, the employment, family life and social life. Some of them prevalence rate was between 43% and 50.3%, which will be invited to be interviewed to find out, from their was one-and-a-half times higher than for hearing own perspective, about key events in their lives, and young people. However, when looking at the types their perspectives on their own mental well-being of school they attended, the prevalence in pupils over the past 22 years as well as what mental well- attending schools for the deaf was between 33% being actually means to them. They will have the

34 • © BATOD Magazine • March 2011 batod_34_35.qxp 7/2/11 08:33 Page 13

Feature

available in British Sign Language and in written Pilot study English. I can be contacted at Social Research As part of my research, a well-being assessment with Deaf People, School of Nursing, Midwifery has been translated into British Sign Language and Social Work, The University of Manchester, (BSL) so that it can be accessible for those whose University Place, Oxford Road, Manchester M13 preferred language is BSL. I am seeking deaf 9PL. Tel: 07856 696533 or 0161 306 0260 (minicom), volunteers to take part in the pilot study for the email [email protected]. BSL version and English version of the well-being assessment. To participate in this pilot study the Possible implications of this study deaf person must be 18 years or older and have The results from this study will provide information to not taken part in the Hindley’s study in 1988. those professionals, including Teachers of the Deaf, Participants in the pilot study will be asked to working with deaf children and their families to help complete an online assessment, either in BSL or target routine mental health support in childhood. English. This should take approximately 10–15 It will allow exploration of the pathways between minutes. childhood and adulthood that might influence the well-being of the deaf population and might identify Volunteers for pilot study the risk and protective factors for the mental well- If someone you know may be interested in taking being outcomes of deaf children. Understanding part in the pilot study, further information can be those factors will be valuable to parents of deaf found at www.manchester.ac.uk/deafwellbeing or children as well as to professionals, including from [email protected]. Teachers of the Deaf, working with deaf children and young people. opportunity to reflect on transition from school days to adult life, as well as the key turning points for This project is funded by the National Institute for them in the courses of their lives, and their key Health Research and is part of my doctoral research stresses/pressures and successes. fellowship, which is being supervised by Professor Alys Young and Professor Karina Lovell. The study Tracing the cohort of deaf young people in has received full ethical approval from the School of Hindley’s 1988 study Nursing, Midwifery and Social Work Research Ethics If you know anyone who may have been a Committee at the University of Manchester. participant in the Hindley’s study of 1988 I would be grateful if you could pass on my details so they can Katherine Rogers is a National Institute for Health request more information about my research. Research Doctoral Research Fellow, Social Research with Deaf People (SORD) group, School Details about my follow-up study can be found at of Nursing, Midwifery and Social Work, University of www.manchester.ac.uk/deafwellbeing/ Information is Manchester.

©BATOD Magazine • March 2011 • 35 batod_36_37.qxp 7/2/11 08:36 Page 12

Feature

Transmission strategies Ken Higgins and Paul Harris consider the issues around inductively coupled personal FM systems

he terms FM and personal FM system are used for FM have been widely discussed over a number throughout this article and are intended to include of years and include: T newer devices which operate using digital • A strong likelihood that there will be difference radio transmission technology as an alternative in the frequency response of sounds that are to frequency modulation (FM) radio transmission received via the telecoil from those that are technology. In educational circles at present, there is received via the hearing instrument microphone. no one generally accepted term for personal radio This may result in the user perceiving different systems that would encompass either or both of these tonal qualities. transmission strategies. • Orientation of the hearing instruments in relation to the position of the neckloop: the changes The general trend in educational circles over the last in orientation of the hearing instrument telecoil 20 years or so has been to connect (couple) FM radio in relation to the neckloop that occur during receivers directly into a student’s hearing instrument head movement cause a fluctuation of the using a direct audio input (DAI) facility. Universal ear electromagnetic (EM) field strength received by the level FM receivers are plugged directly into the audio telecoil, and for the user this may result in variation input shoe, integrated ear level FM receivers form of perceived loudness of the sounds from the part of an audio shoe, and body worn FM receivers transmitter. are connected by using an audio input shoe and • Arguably most importantly, the susceptibility of a direct input lead. However, I am aware of an increase hearing instrument switched to a telecoil program in FM receivers being coupled to students’ hearing to pick up interference from a variety of sources. instruments by inductive methods (particularly with Switching a hearing instrument to a telecoil cochlear implant processors) and I would highlight program (regardless as to whether or not there is points that should be considered if contemplating this any FM connected or neckloop being worn) makes type of coupling. that instrument sensitive to EM fields (that is how telecoil input functions). As a consequence the In my opinion there are two probable reasons for instrument becomes sensitive to both wanted and the resurgence in the use of inductive coupling with unwanted EM fields. We are all surrounded by EM FM receivers: first, depending on the choice of FM fields of differing types and strengths and many receiver and accessories, the costs of delivering of these will not produce noticeable interference inductively coupled FM bilaterally to a child can be in the hearing instrument, but some electrical less than that of providing two ear level receivers and equipment, including fluorescent lighting, electric accessories using DAI; second, there is a general motors, power supplies, interactive whiteboards weariness of supervisors and users towards the lack and computers, generate EM fields that may well of efficacy and robustness of some DAI shoes and the be of an intensity and nature to interfere management costs that this generates. significantly with normal listening.

By inductively coupled FM receivers I mean those that Management are configured to transfer audio signals from the radio Overall management of the FM system as a stand- receiver to hearing instrument(s) using an inductive alone item is the same for an FM system connected neckloop or inductive silhouette earhook(s) while by other methods and will not be discussed here. that hearing instrument is switched to the telecoil (T) program or the microphone plus telecoil (MT) program. When students use inductively coupled FM, the I do not include digital/pulse coded neckloop systems complexity of management for the supervisor such as Connevans WDI and Phonic Ear TMX. depends very much on the students’ perception of what they hear their maturity and ability to report The points to consider fall into two categories: on what they hear, and their ability and dexterity technical and general management. None of these to understand and control the programs that should/would exclude FM from being inductively are enabled on their hearing instrument. coupled, but it is important to be aware of the issues and effects so that they can be controlled and In the absence of reliable feedback from the child, managed. management of the above mentioned EM interference issues is probably best addressed by the supervisor Technical considerations making very regular listening checks via the student’s The technical considerations when using the telecoil hearing instruments throughout the school

36 • © BATOD Magazine • March 2011 batod_36_37.qxp 7/2/11 08:36 Page 13

Feature

environments in which the student works, paying FM is not required. If the students do have this particular attention to areas with an abundance of additional program, then unless they are supervised electric/electronic equipment and/or fluorescent intensively, they need to be proficient in identifying lighting. If the student is fitted with conventional which program is appropriate and have the ability acoustic hearing aids, then listening in should and dexterity to carry out the switching operation. be straightforward to carry out using a stetoclip. However, with some cochlear implants and other In conclusion hearing instruments it might not be possible to listen Inductive coupling of FM receivers is one possible in, and in these instances the use of a purpose-built option as an alternative to utilising the audio input loop listener or a spare hearing aid with a T program facility of the hearing instrument. could be utilised. I would expect that on carrying out these checks it will be found that in any given room, Inductive coupling of FM receivers is not a quick and the amount of interference heard will depend on easy ‘hang it around their neck and leave’ option. the location of the hearing instrument/loop listener Setting and monitoring the FM output level as we do within that room. It is possible that a room will exhibit when coupling via direct audio input is still relevant. unacceptable levels of interference in some areas but not others, and this could indicate where the student If there is only a single MT program in the hearing should sit for optimum interference-free listening. instrument then the user will be prone to interference not only when using FM, but the whole of the time How the hearing instrument is programmed plays when using the aid. Having a second ‘microphone an important part in management. Most hearing only’ program can help to minimise this. instruments these days have the capability to give the user a number of programs to suit different listening The implications of having more than one user- situations (T and M + T being two of these), but in the accessible program in the hearing instrument need case of young or less able children who are unable to careful consideration. For able users who can manage report reliably or manage their own programs, most and operate their hearing system proficiently, a third hospitals will choose to enable only one program, program, T only, might be considered. and in so doing ensure that the user is always on the appropriate program. If the child is in education then If using inductively coupled FM with students who this single chosen program is likely to be FM plus cannot reliably report on what they are hearing, it is microphone (FM + M) in the anticipation that the child necessary to monitor the school environment to check will be using an FM system at the time of a hearing levels of EM interference, particularly around computers, instrument fitting or in the future. When this program is IT equipment, florescent lights and electric motors. adopted, if an FM system is connected via audio input, then the students hear sounds from the transmitter, Ken Higgins is the Ewing Foundation Technician and their own voice, plus those of their neighbours, based in the Midlands. He can be contacted regarding and environmental sounds via the instrument’s this article at [email protected] or on microphone, and this is the generally accepted and 07866 920401. Paul Harris is the Ewing Foundation preferred arrangement. When the FM system is Technician in the South West. He can be contacted at switched off or disconnected, they hear their own [email protected] or on 07786 135606. voice, environmental sounds and their neighbours’ voices via the hearing instrument microphone. However, there are differences if the FM system is inductively coupled. The hearing instrument will need to be programmed to have T + M if they are to hear both the FM transmitter via the telecoil and their own voice via the environmental microphone. If this second scenario of a single M + T program is adopted, and the FM receiver or transmitter is switched off or disconnected, they will obviously cease to hear the FM sounds, but the hearing instrument will continue to be sensitive to EM fields that are in their environment, and the students may become aware of these presented to them as noise. As a consequence the students will be susceptible to interference for the whole of the time that they wear their hearing instrument. A way to minimise this would be for the hearing instrument to have an accessible additional program that is microphone only (no T) for use when

©BATOD Magazine • March 2011 • 37 batod_38.qxp 7/2/11 08:54 Page 12

Feature

A HIT day Jill Bradley highlights the success of the Moving On Conference for teenagers in Cambridgeshire

n 15 October 2010, 48 teenagers with a hearing out to ToDs and headteachers detailing the SMART loss gathered at Cambridge Professional targets that the day would address. These included O Development Centre for the first Moving On aspects of Every Child Matters, Aiming High for Conference. Some were dropped off by slightly anxious Disabled Children and The Children’s Plan. Letters parents, others were in groups accompanied by their were followed up by phone calls closer to the event. ToD or CSW. Hormonal individuals eyed each other with distrust in the foyer as they queued to receive their A particular feature of the day was the conference goody bag, quiz and programme. Five hours later they format, which was obviously new to the attendees but were agreeing to add each other on Facebook and which played a part in helping them to feel enabled and skipping off towards the weekend, brimming with respected. The day began in the main conference room, information, confidence and freebies. where the hearing aid manufacturers and cochlear implant companies also had their information stands. Cambridgeshire has recently developed a Hearing- There were also three ‘break-out’ rooms entitled Impaired Teenagers Transition Group (HIT), consisting Independent Living, Choices: Education & Employment of representatives from audiology clinics, the Emmeline and Financial Support. Here the teenagers were Centre for Hearing Implants, the National Deaf encouraged to visit every stand by way of a quiz to Children’s Society (NDCS), Connexions, further which every organisation had contributed questions. education colleges, peripatetic ToDs and youth groups. Good quality prizes were donated by sponsors for the This multi-agency group aims to ensure that the quiz winners. The day ended with feedback in small transition for deaf children from all paediatric to adult groups. Lunch was provided and snacks and drinks services is as seamless as possible. were freely available throughout the day.

HIT organised the day, which was sponsored by two The feedback from the teenagers and the adults who cochlear implant (CI) companies and attended by 38 attended was overwhelmingly positive. The teens professionals from 22 different organisations. These all rated meeting other deaf teenagers as their top included NDCS, Connevans, CI and hearing aid enjoyable activity; however, every other aspect of the companies, services for deaf advocacy, specialist day also scored 70% or above. The organisations mental health workers, representatives from high street without a specific deaf focus (for example the high banks and further education colleges. Teenagers aged street banks) also commented on how useful it had 14–19 with hearing aids, bone-anchored hearing aids, been for their staff to meet young deaf people, both cochlear implants and no amplification were invited in terms of discussing the young people’s needs and from Cambridgeshire and, in the case of CI and bone- of improving their own general deaf awareness. All anchored hearing aid users linked to the Emmeline organisations said they would like to participate in any Centre, further afield across the east of England. future similar events.

The aims of the day were for the young people to meet Feedback from the teenagers, which will be addressed new peers; to gain confidence in understanding their if another day is planned, included wanting information hearing loss and equipment; to look at the choices about driving and the driving test, more deaf mentors to available to them for future career paths; to gain be available, a video-diary camera to be available for awareness about accessing a variety of support them to record their impressions of the day and a time agencies for their future social, emotional and economic slot to be arranged for parents to look at the information well-being and finally to have an opportunity to (parents were encouraged to leave their offspring for the comment on their future needs. day to foster independence).

Two such information days had been organised The organisers themselves were extremely pleased that previously by HIT but were poorly attended and this their hard work had translated into a useful and, it is third attempt drew on the problems thrown up before: hoped, memorable day for the young people involved. the venue being too closely linked to school, the day Further days can build on the outcomes of this first taking place on a Saturday when teenagers would successful venture now that the groundwork with both rather be anywhere else but discussing their future service providers and schools has been firmly laid. needs with service providers, and advertising not reaching enough of the intended cohort. This time an Jill Bradley is a ToD working as a paediatric adult venue was chosen, the day was a school day and rehabilitationist at the Emmeline Centre for Hearing everyone was invited by individual letter. Letters went Implants in Cambridge.

38 • © BATOD Magazine • March 2011 batod_39.qxp 7/2/11 08:37 Page 41

Feature Roots and Shoots Lindsay Swan reports on the charity that trains young people with special needs to fulfil their potential

or almost 30 years, Roots and Shoots has been Buckingham Palace working with young Londoners with special itself and for some F educational needs. For many of the young men students these and women who find their way to this Lambeth placements can lead education and environmental charity, it is simply the to permanent job first good thing that has ever happened to them. opportunities later on.

Roots and Shoots’ full-time 40-week foundation In 2009 Roots and learning programme in vocational development is free Shoots had interactive to young people from all London boroughs, who also whiteboards installed to receive free travel while they study. It attracts students help develop a broader aged 16–25 years old with a statement of special range of teaching educational need; all applicants must be Entry Level sessions. This was to Level 1. combined with an induction loop system Courses are City & Guild accredited, with the to help students with hearing difficulties. Small class opportunity to gain horticulture or retail qualifications sizes of between four and seven students ensure or a National Arts Award. Students gain employability that everyone, whatever their background, academic and personal development skills, alongside sessions ability or personality, is able to make an important in maths, English and ICT, and move on to further contribution to sessions and general life at the centre. education and training or into employment. Last year, 75% completed the course and have started in further One student in particular has education or a job. worked extremely well since his arrival, setting the pace with Older students naturally become mentors for the dynamic enthusiasm and a younger ones and this helps to add to the friendly and natural focus towards gaining supportive environment that is good for everyone. The skills and qualifications. Alfie diversity of students makes it exceptional, and this Gent, 17 (left), who is deaf in one year’s group has come from a number of specialist ear, came to Roots and Shoots secondary schools and colleges, mainstream schools from The Haberdashers’ Aske’s and advisory referral agencies. The young people College in New Cross. He speaks flourish at Roots and Shoots, finding friendship as well openly about his deafness and is determined to build as the skills and self-confidence to make their way in his communication skills. Alfie is outgoing, plays the world. After moving on, many return time and football for a local team and is keen to develop his again over the years. practical skills; he is gaining his work experience with Lambeth Parks team. Classes are held in the ‘green’ Learning Centre, opened by HRH The Prince of Wales in 2004, in Roots and Shoots is also well known for its the plant nursery and acclaimed wildlife garden on environmental work and in 2010 was a winner of one the Walnut Tree Walk site. Grow, Cook and Eat, a of the prestigious City of London Sustainable City gardening project for 14–16 year olds, takes place at Awards. the nearby allotment. The beauty of the surroundings contributes to a general sense of well-being, from Referrals are welcome and for more information or which students, staff and the many visitors (who use to arrange to visit Roots and Shoots contact the the hall and other meeting facilities) all benefit. Employment Officer Matt Brownlee on 020 7587 1131 or go to www.rootsandshoots.org.uk/ Work experience is an important part of the Roots and Shoots curriculum, and students build up practical Lindsay Swan is an editor and PR consultant with a skills in developing public spaces as well as theoretic particular interest in the environment. She also writes horticultural knowledge. Placements include working in for various newspapers and magazines and has been local parks, large estates and even the gardens of a volunteer at Roots and Shoots since 2004.

Feature Exploring sign multilingualism Ulrike Zeshan describes a new project studying sign multilingualism and meta-linguistic skills in sign language users and teaching

he International Institute for Sign Languages different from their primary written or signed language; and Deaf Studies (iSLanDS) at the University to make informed choices about whether they need T of Central Lancashire has been awarded a a language support tutor, a qualified interpreter or prestigious £1.16 million research grant by the a communication assistant for the task at hand; European Research Council. The grant will fund a to realise what kinds of writing need what level five-year project on multilingual behaviours in sign of formality; to recognise when they have gained language users. ‘enough’ from a text they are reading or skimming through with the help of language support. All these The new area of research emerging from this project – are, of course, meta-linguistic skills. sign multilingualism studies – is virtually non-existent at present and this is the first time researchers have This example demonstrates, somewhat surprisingly, ever investigated a complex range of multilingual that the key to succeeding with a high-end academic behaviours in sign language users. We will look at task such a PhD thesis need not be English literacy situations such as bilingual signers from the UK and as such, but rather the totality of linguistic and meta- India using both Indian Sign Language and British linguistic skills, which at our Institute often correlate Sign Language in their communication, or signers with the use of more than one sign language. Indeed, from different countries without a shared language there is a common basis underlying the skills needed developing ad-hoc signed communication. for literacy and the skills needed for the kinds of situations we will be investigating in our new project. Although work at iSLanDS is primarily concerned with linguistics, it is fair to ask whether our research may The project on multilingual behaviours in sign have any implications for the area of deaf education. language users aims at contributing to a better I would argue that this link lies in the importance of understanding and appreciation of meta-linguistic and meta-linguistic skills. multilingual skills. If this appreciation can carry over into deaf education in the UK and elsewhere, it would Meta-linguistic skills are based on the conscious, add a worthwhile angle to our project outcomes. explicit awareness of the structures and workings of language and communication. For instance, two Ulrike Zeshan is the Director of the International signers from different countries who meet for the first Institute for Sign Languages and Deaf Studies time and try to communicate in an ad-hoc way need to at the University of Central Lancashire use a very fast and complex way of online monitoring (www.uclan.ac.uk/islands). of communication: what signs and structures is the other person most likely to understand? Which signals tell me whether the other person has understood me or not? When and how should I interrupt the other person for clarification? The ‘success’ of communication in such first-time contact situations varies widely, and the level of meta-linguistic skill is one of the important factors.

All studies in our new project have in common a shared interest in meta-linguistic skills. Rather than being concerned with communication challenges and problems, this project showcases people’s high level linguistic abilities. Generic meta-linguistic skills can serve to overcome problems with literacy, particularly where systems of literacy support are already in place. Deaf signers can very well undertake even PhD-level studies with limited English literacy, for instance if they are from other countries where there is no way for them to learn English. However, in order to succeed they need a large range of other linguistic skills: to self-assess which areas of English they have most problems with, maybe because those are most

Feature

The HOT Project Hannah Pimperton has news of a fascinating investigation into the effects of early detection of deafness on language and literacy skills in deaf teenagers

euroscientists are increasingly acknowledging the importance of the first few months of life for the Ndevelopment of the pathways in the brain that support normal spoken language development. The language input that an infant receives during this time shapes the development of these neural pathways. Even though babies are not producing language this early on, the language that they hear from others will be laying the foundations in the brain for their own production of language at a later stage. As we know, this is the case in infants born with a hearing impairment for whom significantly degraded language input in the critical first few months of life impacts severely on their spoken language development. Early identification of hearing loss and early intervention can mitigate these effects.

Late identification has been a barrier to early intervention in the past, but the development of tests that can screen newborn infants for hearing impairment has meant that more children have been identified early enough for them to receive intervention Professor Colin Kennedy carries out a newborn hearing screening in that critical first year of life. A programme of research implemented by Professor Colin Kennedy Hearing Outcomes Project (which took place between and colleagues in collaboration with four hospitals 2002 and 2004 in areas across Wessex and Greater in the Wessex area (Princess Anne Hospital, London) aimed to determine whether being exposed to Southampton; St Mary’s Hospital, Portsmouth; a newborn screening programme and having early Princess Margaret Hospital, Swindon; Royal United confirmation of hearing impairment were associated Hospital, Bath) between 1993 and 1996 demonstrated with improved speech and language outcomes in that using a two-stage screening process (evoked middle childhood. Thanks to the collaboration of otoacoustic emissions – EOAE – and the auditory audiologists and Teachers of the Deaf in the Hillingdon, brainstem response – ABR – test) in the first few days Brent and Harrow, Waltham Forest and Redbridge of life was an effective way of identifying infants with areas of London, it was possible to include both hearing impairment at a much earlier age than was screened and non-screened deaf children from these possible with the distraction test. Results from the areas in the project in addition to the children previously Wessex study showed that in periods when the identified as part of the Wessex study, meaning that two-stage newborn screen was available, 74% of all 120 children and their families were involved with the children who had permanent hearing problems were research. The Hearing Outcomes Project team found identified before they were six months old. This was that six- to ten-year-old-deaf children who had had their more than double the percentage of children whose hearing impairment confirmed before nine months of hearing impairment was diagnosed by six months in age had better language, literacy and communication periods when the two-stage newborn screen was not skills than a comparison group who had had their available, suggesting that newborn screening is an hearing impairment confirmed after nine months. effective way of making a diagnosis of deafness in the critical first few months of life. The early confirmed group showed much better performance on both the receptive (the British Picture The next step in the research was to confirm that this Vocabulary Scale, the Test for Reception of Grammar) early identification resulted in improved language in and expressive (the Renfrew Bus Story) language later life, as would be predicted if very early language measures that were administered during the study experience is vitally important for the developing than the late confirmed group. Both the groups of deaf language pathways in the brain. Following on from the children showed verbal ability that was much lower than findings of the Wessex study described above, the would be predicted by their non-verbal ability, as would

Feature

be expected. However, the early confirmed group had a One of the biggest challenges of the HOT Project will smaller gap between their verbal and non-verbal ability be to track down those young people who took part in than the late confirmed group. In terms of their literacy the project when they were children, so that we can development, early confirmation of hearing impairment give them the opportunity to be involved this time round was again associated with superior performance, this too. It is important that we involve as many of these time on word reading and reading comprehension teenagers as possible to ensure that the results that we tasks. The researchers controlled statistically for other find are an accurate reflection of reality. We are looking important factors that could have caused the group for teenagers who were born between 1993 and 1996 differences, such as the child’s non-verbal IQ and level in any of these hospitals: Princess Anne Hospital, of hearing loss, and the mother’s education level. This Southampton; St Mary’s Hospital, Portsmouth; Princess suggests that it was the difference between the groups Margaret Hospital, Swindon; Royal United Hospital, in terms of the age at which their deafness was Bath, or alternatively between 1992 and 1997 in any of confirmed that was leading to the differences in their these areas of London: Waltham Forest; Hillingdon; language and literacy outcomes, and supports the Brent and Harrow; Redbridge. All those who take part idea that early language experience is vital for the will receive gift vouchers to spend at top high street development of the language pathways in the brain. shops as a thank you for their time and effort.

The findings from the Hearing Outcomes Project As with the previous phase of this research, the support concerning the benefits of newborn screening and and input of Teachers of the Deaf will be an invaluable the associated early confirmation of deafness not part of the HOT Project, particularly with respect to only validated the introduction of universal newborn tracking down potential study participants. To help out screening (UNS) across the UK, but were also a key with the search for our teenage participants, to read driving force behind changes to federal health policy more about the progress of the project or to offer any in the USA. The United States Preventive Services advice or support, please visit the HOT Project website: Taskforce had previously not recommended the www.hotproject.org.uk/ introduction of UNS for hearing impairment in the USA, citing insufficient evidence in support of its benefits. Dr Hannah Pimperton is a senior research fellow in However, following the dissemination of the Hearing the Division of Clinical Neurosciences at the University Outcomes Project results, it updated its policy to of Southampton. recommend that UNS be introduced across the USA.

Six years on, the children who took part in the Hearing Outcomes Project are now teenagers, coping with a whole new set of experiences and challenges. The current phase of the research, the HOT (Hearing Outcomes in Teenagers) Project, began in June 2010, and aims to go back to follow up these young people and assess their outcomes in a variety of different domains. We will be able to assess reading, language and communication skills once more, and determine whether the benefits to these skills that were associated with early confirmation at primary school continue into the secondary school years. This will be the first ever investigation into the effects of early versus late detection of deafness on language and literacy skills in deaf teenagers.

We will also be able to explore links between performance at primary and secondary school and discover which factors are associated with those young people who manage to ‘catch up’ with their normally hearing peers, as compared with those who continue to struggle with their language and literacy. Finally, we will assess a series of additional outcomes this time round that were not assessed previously. These outcomes are ones selected to be particularly relevant to the families involved, and to the teenagers themselves, and include social development, quality of life, and educational or employment outcomes.

Feature

Getting to grips with genetics Lesley Yalcin stresses the importance of raising awareness about the advances in genetic research as part of continuing professional development for Teachers of the Deaf

eachers of the Deaf and other professionals non-syndromic, where the only obvious medical working with deaf children and their families problem may be hearing loss. T need to be aware of the significant advances in the research and identification of genes and genetic Syndromic hearing loss mutations connected with hearing loss. The Recent advances in genetic research have focused introduction of the Newborn Hearing Screening attention on syndromes and at least 60 have been Programme means that parents of newborn babies are identified that include deafness and other severe finding out very quickly, usually within the first few dysfunctions. Some of these conditions are well weeks of life, if there is a possible hearing loss. Further known and others have only recently been identified. tests may confirm this and parents may then be offered However, some of these conditions may not always genetic counselling and testing to try and identify the be evident at birth or early childhood and may not cause of loss. In addition, media awareness may raise manifest themselves until late childhood or even questions for parents of deaf babies and children and into adulthood. Additional disabilities connected to consequently they may decide to seek help and syndromic deafness may affect different parts of guidance about genetic testing from ToDs. the body, such as the eyes in Usher syndrome, the kidneys in Alport syndrome and the heart in Jervell Research background and Lange-Nielsen syndrome. The significant advances in genetic research over the last ten years have raised awareness of various Non-syndromic hearing loss disabilities and dysfunctions that may coexist with Until 12 years ago very little was known about genes deafness. It has been suggested that sometimes connected with non-syndromic hearing loss. Research deafness can so dominate the attention of practitioners had been focusing on the function of Connexins that that they may overlook other disabilities that may are found in membranes in the body, including the accompany it. cochlea. Connexins are transmembrane proteins that form channels allowing the transport of ions or small ToDs work closely with deaf children and their families molecules between cells. and have the opportunity to make ongoing observations of children and therefore they need to be alert to the In 1997, researchers in Leeds and London made possibility that deafness may not be the only issue. an important breakthrough in the identification of Connexin 26 (CX26), a gene mutation that was found It has been estimated that one in three deaf school to be one cause of non-syndromic hearing loss. Since children has an educationally or physically disabling then other mutations have been identified and it is condition. The failure to identify these additional now believed that non-syndromic hereditary deafness disabilities and the possibility of a deteriorating hearing is mainly (80%) due to recessive genes or mutations. loss can result in misguided educational planning Furthermore there may be more than one mutation and audiological management. In addition, without involved in a particular Connexin, for example, in diagnosis there will be no opportunity to manage Connexin 26, 111 mutations have been recorded. potentially serious health conditions that may even be life threatening. Example of how Connexin 26 is expressed in the cochlea The genetic research department at Gallaudet University has produced a list of around 400 types of hereditary deafness, although very little is known about many of the genes that cause this. If a hearing loss is genetic it means that it is carried down through a family and this is why recording family history is important, but even if there is no family history of deafness, it does not mean that it is not genetic.

Syndromic and non-syndromic hearing loss There are two main forms of genetic deafness: syndromic, in which there can be other medical problems in addition to the hearing loss, or

Feature

3 Interdental cells 8 Hensen cells community may have a very different attitude to 4 Inner sulcus cells 9 Claudius cells genetic testing. The organisers of the Deaf Nation 5 Inner pillar cells 10 Spiral ligament conference held at the University of Central Lancashire 6 Outer pillar cells 11 Spiral limbus in 1997 issued questionnaires to deaf delegates. The 7 Deiters cells 18 External sulcus cells conference was aimed at well-educated people, with an emphasis on Deaf culture issues. The results Inheriting Connexin 26 provide evidence of a predominantly negative attitude In these examples the inheritance of the faulty toward genetics and its impact on deaf people. The Connexin 26 gene is represented by ‘r’ with the questionnaire asked ‘Based on what you know, do you working copy by ‘R’. think genetic testing will do more harm than good or more good than harm?’ The responses were recorded 1 Both parents are carriers as follows: more harm than good (55%); more good than harm (13%); not sure (32%).

One important ethical issue that was raised in the survey was that members of the Deaf community may consider having a prenatal test with termination of pregnancy for a hearing foetus. This raises important questions for the genetic professionals because they may find themselves in untenable positions if they subscribe to the model of non-directive genetic counselling – ie subscribing to a deaf person’s choice to terminate a pregnancy if the foetus is hearing.

2 Only the mother is the carrier Genetic testing and counselling ToDs may be asked by parents of deaf children about the procedures for genetic testing and although they cannot give expert advice, it is important that they have some awareness and can offer general information such as can be found online at the RNID and NDCS websites.

Tests currently offered The main routine genetic test that can be offered to families who want to know the cause of deafness is to test for changes in Connexin 26 and 30, although some clinics may not offer both. Other tests for Attitudes towards genetic research syndromes connected to deafness, for example On the whole, mainstream society views the Pendred syndrome, may be available but would only advantages of genetic science positively if this can be suggested if people showed signs of a particular result in treatments or cures for serious medical condition. conditions. Genetic testing for hereditary deafness is a relatively new concept and although research Now and into the future is limited, evidence suggests that there may be In the last ten years there have been important conflicting views about genetic testing between advances in the field of genetic research. This hearing and deaf parents of deaf children. It is research will increase, as scientists are already important that ToDs consider the parents’ attitudes looking at stem cell research and genetic engineering towards genetic research, testing and counselling. and modification. It is possible that pre-implantation genetic diagnosis and gene therapy for deafness will Attitudes of hearing parents with deaf children also become available. However, the implications of A survey was conducted in 2000 called ‘Parental these developments are controversial and raise wide Attitude toward Testing for Paediatric Deafness’ and ranging questions for debate. Appropriate counselling 96% of respondents demonstrated a positive attitude can help parents and carers and deaf adults towards testing, including prenatal testing. Furthermore, understand the risks, benefits and limitations of those surveyed said that they would not use the genetic testing. information to terminate an affected pregnancy. Lesley Yalcin is the Specialist Co-ordinator for Deaf Attitudes of deaf parents with deaf children and Hearing-Impaired and a Teacher of the Deaf at There is some evidence to suggest that the Deaf Blackpool and The Fylde College.

Association business

What went on at NEC on 29 January 2011 The National Executive Council gathered again to discuss BATOD business, as Andrea Baker reports

ue to the widespread snow in December the education plan monitoring leaflet which will also be NEC meeting was rescheduled for 29 January available on the website. There are also plans for an Din Birmingham. The morning was devoted to article in a forthcoming Magazine. discussion groups, which produced some valuable outcomes. The third group looked at the Equality Act 2010 and the associated Disability Data Collection Toolkit which The first group to feed back had worked on rewriting have been recently published. The Equality Act the BATOD policy for TLR and SEN allowances. This replaces and unifies existing equality schemes has been produced in light of the changes which took for disability, race and gender and will include an place in September 2010 to amalgamate the previous enhanced duty for schools to adapt for the needs of two SEN points into one scale. The new criteria also disabled pupils (currently under discussion) from April name teachers working in services as being eligible to 2011. This equality duty will require schools to, among receive the SEN allowance, and specify that employers other things, advance equality of opportunity, remove must ensure that criteria for payments are clearly or minimise disadvantage, take steps to meet people’s stated and transparent. The new BATOD document needs, tackle prejudice and promote understanding. seeks to clarify the legal requirements for employers It was felt that the Act will provide a firm basis for and will be helpful for Teachers of the Deaf. A final discussion around maintaining specialist services in paragraph has been included to incorporate Scotland local authorities to provide advice and guidance for and Northern Ireland. This will be put on the website in schools and help to fashion provision that meets the the members’ area in the near future. It was decided to needs of children with disabilities. The Toolkit provides make policy review a standing item for Steering Group, a range of questionnaires to enable schools to elicit to ensure that BATOD members remain aware of views of pupils and parents. These will be trialled by changes to pay and conditions, safeguarding of several NEC members to evaluate their effectiveness. salaries and other areas of BATOD policy. An article is planned for the November Magazine to provide more detail around the impact of the Act for The second group focused on the recent Ofsted deaf children. briefing paper for inspectors Special educational needs and/or disabilities in mainstream schools. The group The afternoon session was used for regular association discussed what evidence Teachers of the Deaf should business. Membership was discussed and there is collect to show the difference they make to pupil some concern that a large number of members are progress. ToDs need to have high expectations and approaching retirement. There is an ongoing drive to make frequent use of Progression Guidance to ensure promote recruitment and retention of members to that deaf children and young people are making safeguard the long-term sustainability of BATOD. progress commensurate with their peers. This requires Are you aware that if you introduce a new member teachers to keep concise data relating to ongoing you get £10 off your membership? Special ‘Introduce assessment to illustrate the value of support. It is a colleague to BATOD’ forms can be downloaded essential that as a profession we are clear about the from the website (Membership). Members are difference we make and have evidence to support this also encouraged to contribute to BATOD through and ensure that results of specialist assessments feed involvement in activities around the regions and into school targets to inform planning for progress. This nations, and would be welcomed onto NEC following also includes the quality of the support and advice we annual elections. provide for teaching assistants in the classroom, where the focus should be on developing independence in In the light of recent fundamental changes to funding children, positive attitudes and ensuring that children of services a draft paper has been written following also receive support from their class teacher. a BATOD Steering Group special meeting. If not statutory, then essential – maintaining services in Discussion also included the importance of eliciting challenging times aims to provide some pointers and the views of children and young people; facilitation of guidance for services around what their statutory duties teamwork; encouraging proactivity; and the impact on are, together with a summary of sources of evidence school policy. The aim of the group now is to provide a for the value and necessity of other features of their link from the members’ area of the BATOD website to work, and the duties and powers that local authorities the Progression Guidance and to develop an individual have to ensure this takes place. The paper was

Association business

discussed and endorsed and the aim is to publish it on The Peter Preston Award has been won by Jo Franklin the open access area of the website in the near future. for her article on audiological testing in special schools. She will be presented with her award at the AGM in The special meeting also brought together a number of March. Jo has also offered to revise the BATOD heads of service from across the country to provide an publication Assessing Children with Complex Needs update on how different local authorities are meeting which will then be available on the members’ area of the demands of change. The intention is to provide a the website. This is a great example of a member number of anonymised ‘models’ of provision on the contributing to the work of BATOD. We would like to members’ area of the website for reference. have more articles for the Magazine from practising teachers, teaching assistants and others working with Reports from the President, National Executive Officer deaf children. If you know of anyone doing outstanding and regions and nations were addressed. Trish Cope or innovative work who would be willing to write a short and Wanda Garner are standing down from NEC and article, please get in touch with the Magazine Editor at were thanked for their hard work and commitment. [email protected]. They will be greatly missed. Mary Fortune has taken on the role of Assistant Treasurer and Mary Gordon that of The meeting closed with a rallying call to remain Minuting Secretary, for which they were both warmly positive and celebrate success in these challenging thanked. times. With this in mind Gary Anderson pointed out that, despite our relatively small size, BATOD punches Apologies were offered on behalf of the distributors for well above its weight. Paul Simpson attends numerous the mix up with the January Magazine. One box of meetings and ensures that our voice is being listened Magazines from last year had found its way into to where it matters. the mailing and some colleagues were faced with a Magazine they had already read some months earlier! Andrea Baker is a member of BATOD’s NEC.

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. Your representatives at the meetings listed included: David Couch, Claire Ingham, Ann Pack, Seonaid Ryan, Karen Simpson, Paul Simpson, Carol Thomson

Date External participants Purpose of meeting Venue

January

7–8 Leonardo project Seventh partnership meeting Luxembourg 11 CRIDE Survey development Frank Barnes school 12 FLSE SEND conference The Bridge School, Islington 13 University of Birmingham Course consultative committee Birmingham 24 DESF Regular meeting RNID, London 24 HAB UK Regular meeting London 24 Skill Filming for DVD about entering teaching profession London 25 NatSIP Bid writing group and reference group meetings NDCS, London 27 Moray House Presentation to student ToDs Edinburgh

February

3 NatSIP Working Day London 4 DfE Access to Year 1 Phonics Screen (deaf education) DfE, London 9 Film Education Access to Film Education’s activities London 14 Ofqual Access Consultation Forum Coventry 23 DfE Access to Year 1 Phonics Screen (all SEN and disability) DfE, London

March

9 FLSE Green Paper summit Westminster, London 14 AAQAG Regular meeting about examinations and qualifications Cardiff

Association business

Leonardo’s progress As the project to establish competencies for ToDs in Europe reaches a critical stage, Paul Simpson reports on the latest meeting held in Luxembourg

e arrived at Luxembourg airport at 4pm as it was beginning to get dark and the rain poured W down – an inauspicious start to what turned out to be a hard-working and positive few days. We were arriving for the seventh meeting of the Leonardo partnership project looking at the establishment of competencies for Teachers of the Deaf across Europe. This meeting was attended by representatives from Malta, Belgium, Luxembourg and the UK. The project has been described in detail elsewhere in previous editions of the Magazine. provision for deaf children. This second document needs to show that we have acquired evidence of At the previous meeting, the decision was taken to put the need for ToDs and for the competencies. We all the survey online. We had sent round information to worked on different sections of the draft, looking at colleagues across Europe asking them to complete numbers and qualifications of ToDs as well as the the survey to let us know what they saw as core prevalence of deafness across Europe and why it competencies as well as desirable ones. We didn’t is important to know about it. expect much take-up around the Christmas period but were pleased that we had had over 50 responses. When Andrew Broughton first developed the idea of By the time we left, our IT specialist reported at this project, his aim was not that the work should stop least another 40 contributions to the consultation. once we had developed the competencies but that this would merely mark the end of the beginning. The next BATOD’s involvement in the project is through its stage would be crucial and would apply mainly to those membership of FEAPDA of which I am the current countries where there is no specialist qualification for President. FEAPDA’s nominal headquarters (it is an ToDs. This would be the aim of the bid for a second entirely voluntary body with no staff or premises) is European project – known as a transfer of innovation – Luxembourg, thus funding comes though the European through which the partners would need to argue that agency for Luxembourg (each EU country has its the product (the core and extension competencies) own). There are very few Luxembourgers involved was an innovation which it would be valuable to in FEAPDA because of its size, and the agency transfer. The main engine of this would be training. was quite concerned; it had never met such an Through the use of imaginative e-delivery as well as arrangement before because normally the Luxembourg more traditional face-to-face training, it would be hoped representatives are from Luxembourg not Italy, to use the newly established competencies as the Germany, Poland or the UK. They decided to carry vehicle through which to enhance the training of ToDs out a monitoring visit in which three officials came to across Europe and thus achieve the aim of the project observe some of the discussions and interview the – reducing the exclusion of vulnerable groups of Luxembourg contact person (me), looking at both children, in this case deaf children. We discussed the the products and process. This took place on the mechanisms for making such a bid and agreed it was first afternoon and after a rigorous discussion all not possible to start in 2011 but to concentrate on was declared to be well, although they insisted that writing a strong bid to start in 2012. FEAPDA be represented by more Luxembourgish people – two were already attending this meeting and The final part of the meeting was devoted to working we agreed that two more would attend the final two on the content of the last two meetings. We agreed meetings to be held in Leuven (Belgium) and Malta. that in Leuven in March we would do a full analysis of the results of the online consultation and draw up the Apart from this examination by officials we spent a final document and then, in Malta, deliver some busy two days analysing the early results and, the training to the trainees from the partner countries who main task, working on two key documents; the first was were to be involved. This would involve some keynote the final report of the project without which we won’t lectures and workshops delivered by European receive the final tranche of funding (even if we have colleagues working in the profession. spent the money); the second, a more substantial and detailed document we wish to use with EU officials to Paul Simpson is the National Executive Officer of lobby them in relation to improving the Europe-wide BATOD and the President of FEAPDA.

Regulars

ICT news Sharon Pointeer had an enjoyable browse around the BETT Show in January and was tempted by many of the resources on offer

he emails urging me to visit the 2011 BETT and then uses optical character recognition to exhibition started some time before Christmas, display it in a clear font on the computer screen. T giving tantalising glimpses of the goodies which The program will also read out the text if this would be on offer. Finally, information from Kudlian is required. HumanWare offered to bring the persuaded me that I just had to go and take equipment into school for my pupil to try, which advantage of the10% discount on its latest will be extremely helpful – www.humanware.com/ presentation and video software which I just had to have. Also on my list was a video clip library. A video clip is an amazingly powerful tool to use in a lesson, but As usual the ‘big boys’ were in the grand hall sourcing these on the internet is time consuming and downstairs with huge stands, while the smaller there are also copyright issues. I was particularly companies tended to be upstairs in the galleries. interested to see if subtitles would be available. Of course, you have to walk round it all so that you Years ago when video materials were sold on VHS, if don’t miss an exciting find. a resource was not subtitled I would request a copy of the transcript, preferably in electronic form and we My shopping list included a magnification device for would subtitle it ourselves. With the advent of online one of our pupils who has a visual impairment, and videos this has become far more difficult, so I was there were a number of stands with CCTV-based optimistic that the video clip libraries would have products which would allow a book to be magnified addressed the issue. and read more easily. I was particularly impressed with the HumanWare stand, which had a number of My first stop was Channel 4 Learning, which modern solutions to the problem of making standard describes its Clipbank as a unique learning service print accessible to everyone. There were small for secondary schools. There are short, curriculum- SmartView handheld devices which can be used focused video clips for 16 subject areas, as well as anywhere, such as in the library to check the details ‘news bites’, multimedia activities, teacher planning of a book or in the supermarket to read product resources and home access. It was immediately labels. One of these devices even had a built-in clear from watching a demonstration on the stand MP3 and video player. However, these are not the that subtitles were not an option on the videos ideal solutions for reading lots of text and for this when displayed in full screen. When I queried this there is a range of larger machines. HumanWare’s I was told that transcripts are available, although myReader2 machine scans up to ten pages of it was not clear whether this is for all or just some text and then does clever tricks with it, such as of the videos. The transcript can be displayed displaying the words one line at a time or even alongside the video clip which, while not as word by word. The choices of colour for the text effective as subtitles, is better than nothing at and background are huge and far in advance of the all – www.channel4learning.com/clipbank/ machine I remember using with a pupil in the early 1990s which allowed white on black or black on Next stop was the BBC Motion Gallery, which was white! There was also a similarly featured gadget being exhibited on the UK Trade & Investment which attaches to an LCD monitor. For our pupil we stand. This is a library of high production quality are likely to buy a Zoom-Ex, a more portable device factual content geared towards the needs of which plugs into a computer. This captures the text educators and students. There is news footage from

Regulars

for hearing-impaired pupils. Clicking on ‘Free Stuff’ on the website allows you to view and try out some of the resources, or you can sign up for a free trial if you want to look in more detail. I took advantage of the free 30-day trial on offer at BETT in order to evaluate the materials more thoroughly, and may well add this to our growing bank of online materials – www.brainpop.co.uk/ Teachers are becoming increasingly concerned about the use of copyright photographs downloaded from the internet

the BBC and CBS, as well as science, history and Having failed to find the type of video resources arts programmes and clips. There are thousands I was seeking I turned my attention to photographs. of clips available, but sadly again without subtitles. Teachers are becoming increasingly concerned I was told that the majority of BBC footage does about the use of copyright photographs have subtitles, but that to make these available downloaded from the internet when making as part of the Motion Gallery would be costly and resources, particularly when these resources are would depend on what I needed! However, a visit shared on school websites and virtual learning to the website when I returned home revealed that environments. Two companies aiming to solve this many of the clips on the site could be used, as problem were offering rights-cleared photograph there is no spoken dialogue or narration. One libraries for use in education. example which would stimulate discussion in a history or social studies lesson was ‘25 Years of Edupics offers over 500,000 images in an online News’, which showed key events from 1984 to database which can be searched quickly. The 2009. If all you want to do is show the clips in images are key-worded and captioned to make class then there is no need to download, and I think searching easy. Images can be downloaded it is unlikely that schools will be purchasing and and stored on a school intranet in order to make downloading the clips when the starting price shown them accessible to other people in the school. on the website is £74 per clip. It was suggested Subscriptions depend on the number of pictures that I should register with the education site and downloaded. The website has a range of samples see whether the content would be of use before showing the types of images on offer – subtitles were discussed further. I will be doing www.edupics.org/ this, if only to put them under pressure regarding subtitles. Perhaps there are other colleagues out Image Quest from Britannica gives access to there who could also enquire about subtitles, as the more than two million images from 40 of the best more requests they get for this, the more likely it is collections in the world. Dorling Kindersley Images, to happen and to a certain extent this is a disability Getty Images, the National Portrait Gallery of discrimination issue – www.bbcmotiongallery.com/ London, the National Geographic Society, Oxford www.bbcmotiongalleryeducation.com/ Scientific and other leading names have joined with Britannica to provide what they claim is the best My final, and by now not very optimistic, video stop and broadest collection of proprietary educational was at BrainPOP. These are cartoon-based videos imagery. Again, images have key words and and the last time I looked at their materials only the captions to make searching easy. Teachers can American version had captions. However, I was use the images in their lesson plans and classroom pleasantly surprised to be told that not only are all activities, while it is expected that pupils will turn to their resources now available in British English, but the site as they work on homework assignments subtitles are available for all their clips. There are and school or coursework projects. Unlike Edupics, animated movies, interactive quizzes and high- the subscription is independent of the number of interest readings. All subjects of the Key Stage 2 pictures downloaded and if you already have a and Key Stage 3 National Curriculum are covered subscription to the school edition of Britannica and there is even a Featured Movie App which lets Online, Image Quest is offered at a preferential users learn something new every day. The latest rate. I signed up for a free trial of all the products edition to the site is BrainPOP ESL which uses and, while I was not considering buying an online lively, engaging content to teach English as a encyclopaedia, if the price is right this may be a second language – resources which may be useful way of enticing pupils away from the variable

Regulars

validity of information on Wikipedia – www.britannica.co.uk/ebproducts/IQ.asp/

In the last Magazine I wrote about online learning. While sites like SAM Learning, I Am Learning and Yacapaca are good for language-based subjects, they can be limited for maths teaching. I came across a small stand belonging to SUMS Math. Here for the special offer price of £95 for an annual licence I was able to sign up for its online service. There is a variety of games aimed mainly at primary level; however, the activities could be used for older pupils. The topics cover all areas of the National Curriculum and there are easy and hard versions of the questions. There are also equivalent sites for Scottish and Welsh users. The software is available on CD for home use and the company is developing a range of Kudlian iMovie plug-ins for about five years for numeracy apps for iPhone, iPad and iPod Touch pupils to make weather forecasts. The main users. The software will also work on PSP and drawback Android devices. You can try out many of the has been that the filming of the forecast and games on the website. The company also offers a overlaying it onto the weather map has been a two- free Learn Your Tables website with drill and stage process and pupils have had to guess where practice activities. An exploration of the SUMS they needed to be pointing. website will give links to all its other numeracy sites – www.sums.co.uk/ I was very impressed with the fact that, during filming in I Can Present, pupils can see themselves on the My final stop was with my friends at Kudlian who computer screen superimposed on their chosen have been in the educational software market for background, so pointing to the correct place on their almost as long as there have been computers in weather map will now be far easier. Kudlian has also schools. You can always be sure that they will have joined forces with leading charities, media and news something new, fun and exciting on offer and I was stations to run a competition to find the best young not to be disappointed. news presenter. Details of the competition can be found by clicking on the EVENTS tab on its website. I Can Present runs on both PCs and Macs and is designed to bring pupils’ presentations to life by I Can Animate is a great program for animation and a allowing them to create, film and present their work new version with even more features is due out soon. using green-screen technology. Pupils can choose In the meantime, the I Can Animate app for iPhone a background for their presentation either from the and iPod Touch was being demonstrated. This allows built-in library or by importing a suitable image file. the user to create stop-frame animations by capturing Slides can then have a range of symbols placed on frames using the in-built camera on these devices. them and a script for the presentation is written in The app displays onion skinning, ie as the photographs the editing area. To create a more authentic news are being taken the previous photograph is ghosted in broadcast feel, a watermark or scrolling news ticker the background to allow perfect positioning. Once the for breaking news can be added. A customisable photographs have been taken you can preview the date and time stamp allows presentations to take whole project and export the animation. Projects can place in the past, or even the future, depending on be transferred between the iOS device and a desktop the topic. There are maps and weather symbols computer. If you are using a Mac, animations can available, so the program can be used to make also be shared through email, Multimedia Messaging weather forecasts. Once the presentation has been Service, MobileMe and YouTube via iMovie. If ever completed, the filming can take place in front of a there was a justification to buy a new iPod Touch with Chroma Key green screen to allow the presenter to a built-in camera, this has to be it – www.kudlian.net/ be superimposed on the background (see picture on the left). Text written for each slide will scroll on If you would like to contribute anything to these the built-in teleprompt, allowing users to put pages, please contact Sharon Pointeer at together a flawless broadcast. I have used the [email protected].

Regulars This and that… Email news to [email protected]

New booklet on cochlear Go Round implant use Go Round is a special project for schools for A new publication from the National Cochlear Implant Users the deaf around the world in which students Association (NCIUA) has been produced for potential have the opportunity to write to each other in cochlear implant users and parents of deaf children, but English by email. professionals, including Teachers of the Deaf, associated with cochlear implantation may well find it useful reading. The website at www.letsgoround.com offers Cochlear implants: experiences of adults and children teachers tips and support in setting up a Go contains 18 experiences of users: parents recount the impact Round project. They can access English an implant has had on their children’s development and teaching materials and other information free family life; teenagers and young people tell their stories; and of charge and find a suitable partner school. adults of all ages describe how their implants have changed their lives. There is also an introduction that explains how The Go Round project offers students: an implant works and who can benefit and describes the • development of the English language implantation procedures from assessment to rehabilitation. • knowledge of differences between cultures The National Institute for Health and Clinical Excellence • the means to meet deaf students from other (NICE) technology guidance on implants is clearly set out. countries.

NCIUA is indebted to members of the Cochlear Implanted Go Round is already in contact with 24 Children’s Support Group for providing the children’s stories. schools from Australia, Austria, Finland, The booklet is illustrated with photographs and diagrams Germany, Japan, Lebanon, Namibia, Norway, and is being distributed free thanks to the generosity of the Scotland, Sri Lanka, the Netherlands and the sponsors of the publication. Copies may be ordered from USA. Visit the website for more information NCIUA, 70 Sycamore Road, Amersham, Buckinghamshire and details of how to register. HP6 5DR; or email [email protected] (for single copies the cost of postage (£1) or two first class stamps would be appreciated). SIGNtific events at the Science Museum Celebrating the UK’s On the first Saturday of every month there are events at the Science Museum that use deaf hearing specialists presenters and voice-over interpreters – they People of all ages around the UK are being invited to join are suitable for deaf and hearing audiences: the search for the country’s top hearing expert. Hearing www.sciencemuseum.org.uk/signtific/ aid wearers and the hard of hearing are encouraged to nominate hearing specialists for the 2011 Rayovac If you have been to any of these events and Audiologist of the Year. would like to share your experiences with other readers please contact Paul Simpson at This exciting award aims to celebrate the skill and [email protected]. dedication of the UK’s 3,000 plus hearing professionals who make a huge difference to the lives of their patients. Anyone interested in entering the competition can find out Online support more at www.audiologistoftheyear.eu where they can also Liz Compton-Jones has set up a national cast their vote. The closing date for entries is 15 July 2011. online parent support group for children, families and adults affected by microtia The competition is run by Rayovac, manufacturer of and artresia. The group can be found on hearing aid batteries and the only maker of hearing aid Facebook Microtia Mingle UK. Their first batteries in the UK. The winner of the UK award will then event took place in North London on represent the country in the European Audiologist of the 6 February. Email [email protected] Year Award, which will be judged later in 2011. for further details about the group.

Regulars

Parliamentary question MBE honour The following question was put forward in Congratulations to Elizabeth (Liz) Andrews who has Parliament on 29 November 2010. been awarded an MBE in the recent Honours List. Liz has contributed a huge amount to the profession in Valerie Vaz asked the Secretary of State for many ways and it is excellent that she has been Education: recognised in this way. • what steps he is taking to ensure that deaf children are able to receive high quality teaching in British Sign Language in mainstream schools • what steps he is taking to ensure access to Protecting vulnerable appropriate learning resources for deaf children children online attending mainstream schools Two new educational films and teaching resources have • what recent representations he has received on been launched by the Child Exploitation and Online the quality and availability of educational support Protection (CEOP) Centre – the UK’s national centre for and resources for deaf children. child protection. The resources have been created by CEOP in the recognition that vulnerable young people and those Sarah Teather replied: High quality teaching is with additional needs and learning difficulties can be more the cornerstone to improving the educational susceptible to abuse, making the provision of online safety outcomes for all children. The Government messages in a variety of formats especially important. currently sponsors the I-Sign project, a three-year pilot led by the RNID and the NDCS, which Specialist child protection agencies and organisations that supports our position of giving parents greater work with children with additional needs, learning difficulties choice by putting in place the British Sign and deaf young people, including the NSPCC, Mencap, the Language (BSL) skills infrastructure necessary NDCS and Triangle, have worked with the CEOP Centre to to make BSL a viable option for families. create the films – Know Your Friends with Josh and Sue for young people with special educational needs and learning Through investment in BSL courses for interpreters disabilities and Sam’s Real Friends for young deaf people. and tutors and the development of a new Level 3 Although previous CEOP educational films have been Certificate in Learning Support (Communication subtitled, this is the first time such resources have been Support Worker), the I-Sign pilot aims to help created specifically relating to online safety for children with improve the educational attainment of deaf and additional needs. hearing-impaired pupils by increasing the BSL skills of the workforce for ail those who work with Know Your Friends with Josh and Sue is a five-minute deaf children and families, including those in animated film depicting two friends who are the victims mainstream settings. of cyberbullying and inappropriate contact online. Three versions of the animation have been created to cater for Mainstream schools have a duty to use best children of all needs and these include mild to moderate, endeavours to make the provision that a child’s moderate to severe and audio only. Sam’s Real Friends learning difficulties require. We will be publishing is a longer film and concentrates on a young boy who a Green Paper on special educational needs experiences the same issues of cyberbullying and and disabilities which will look at how to improve inappropriate contact online. All actors use BSL and there are families’ experience of the SEN system. As part two versions of the film available, subtitled and non-subtitled. of that, we will be looking at how to increase local Lesson plans and suggested activity sheets are also solutions to better enable localities to develop available for each resource, allowing teachers and parents to provision that makes the best use of staff and work through the films with children in their care. For more specialist resources. information visit www.thinkuknow.co.uk/teachers/resources/ The Government values the important contribution from those organisations and individuals working to support deaf children and their families and Continued funding for DCAL welcome their input into how the needs of these DCAL, the Deafness Cognition and Language Research children can best be met. The recent National Centre, has announced that it has been awarded a Deaf Children’s Society’s Hands up for help! continuation of funding by the Economic and Social report, as well as contributions received during Research Council for five years. Over the next five years the recent Green Paper Call for Views, will be DCAL states that it will continue to ensure that its considered in informing the development of the research contributes to the improvement of clinical and forthcoming Green Paper. educational practice for d/Deaf individuals and the

Regulars

Abbreviations and acronyms used in this Magazine

AAQAG Access to Assessment and Qualifications Advisory Group KS Key Stage ABR Auditory Brainstem Response LCD Liquid Crystal Display ACE Assessment of Comprehension and Expression LSA Learning Support Assistant AGM Annual General Meeting M Microphone ANSD Auditory Neuropathy Spectrum Disorder MA Master of Arts ASL American Sign Language Mac (Apple) Macintosh Computer Baha Bone-Anchored Hearing Aid Mencap Charity for people with learning disabilities BATOD British Association of Teachers of the Deaf MFL Modern Foreign Language BBC British Broadcasting Corporation MidYIS Middle Years Information System BETT Education technology exhibition MP3 Media Player BPVS British Picture Vocabulary Scale MSI Multi-Sensory Impairment BSA British Society of Audiology MT Microphone plus telecoil program BSL British Sign Language NASUWT National Association of Schoolmasters and Union of BTEC Business and Technology Education Council Women Teachers CBS US Broadcaster – Columbia Broadcasting System NatSIP National Sensory Impairment Partnership CCTV Closed Circuit Televsion NC National Curriculum CD Compact Disk NCIUA National Cochlear Implant Users Association CEOP Child Exploitation and Online Protection NDCS National Deaf Children’s Society CI Cochlear Implant NEC National Executive Council CICS Cochlear Implanted Children’s Support NHS National Health Service CRIDE Consortium for Research in Deaf Education NICE National Institute for Health and Clinical Excellence CSW Communication Support Worker NSPCC National Society for the Prevention of Cruelty to Children DAHIT Deaf and Hearing-Impaired Team Ofqual Office of the Qualifications and Examinations Regulator DAI Direct Audio Input PC Personal Computer DCAL Deafness Cognition and Language (Research Centre) PhD Doctor of Philosophy (degree) DESF Deaf Education Support Forum PIPS Performance Indicators in Primary School DfE Department for Education PMLD Profound and Multiple Learning Difficulties DfES Department for Education and Skills PR Public Relations DIP Dyscalculia Intervention Programme PSP PlayStation Portable DIY Do It Yourself RMDS Rocky Mountain Deaf School DReaM Deafness and Reading for Meaning RNID Royal National Institute for Deaf People DS Dual Screen SCOD Scottish Council on Deafness DVD Digital Versatile Disk SEN Special Educational Needs EM Electromagnetic SENCO Special Educational Needs Co-ordinator EOAE Evoked Otoacoustic Emissions SEND Special Educational Needs and Disabilities ESRC Economic and Social Research Council Sense National charity for people with deafblindness ESL English as a Second Language Skill National Bureau for Students with Disabilities EU European Union SLI Specific Language Impairment FEAPDA Fédération Européenne d’Associations de Professeurs de SMART (of targets) Specific, Measurable, Achievable, Relevant, Déficients Auditifs (European Federation of Associations Time-based (other versions are available) of Teachers of the Deaf) SORD Social Research with Deaf People FLSE Federation of Leaders in Special Education SWOT Strengths, Weaknesses, Opportunities, Threats FM Frequency Modulation (radio) T program Telecoil program FS Functional Skills TLR Teaching and Learning Responsibility GCSE General Certificate of Secondary Education ToD Teacher of the Deaf HAB UK Hearing and Balance UK TROG Test for Reception of Grammar HHLA Heuser Hearing and Language Academy UK United Kingdom HI Hearing-Impaired/Impairment UNS Universal Newborn Screening HIT Hearing-Impaired Teenagers Transition (Group) USA United States of America HOP Hearing Outcomes Project VHS Video Home System HOT Hearing Outcomes in Teenagers VIEW Visual Impairment: Education and Welfare: HRH His/Her Royal Highness professional association for teachers of visually ICT Information and Communications Technology impaired children iOS Apple’s mobile Operating System WRIT Wide Range Intelligence Test IQ Intelligence Quotient iSLanDS International Institute for Sign Languages and Deaf Studies If you have found an acronym in the Magazine that isn’t explained IT Information Technology in this list, then use www.acronymfinder.com to help you to work IWB Interactive Whiteboard it out.

Regulars

Meetings and training Calendar

This page is an extract from the Calendar to be found on the BATOD website. Please note that it is not exhaustive. Items noted on this Calendar may have been advertised within the Magazine or the information reported by telephone. BATOD is not necessarily the organising body. Please contact the organising body (column 2) for details of conferences, not the Editor of this Magazine.

Date Organisation Meeting topic Venue March 19 BATOD Annual study day, Conference and AGM Newcastle Marriott Hotel Communicating – Stronger together MetroCentre, Gateshead NE11 9XF 20 BATOD NEC Association business Newcastle Marriott Hotel MetroCentre, Gateshead NE11 9XF 21 The Ear Foundation BAHA information day for rehabilitation The Ear Foundation, professionals (date tbc) Nottingham NG7 2FB 21–22 Mary Hare Training Services ACE: Assessment of Comprehension and Expression Mary Hare School, Newbury RG14 3BQ 21 SCOD and Scottish Deaf Launch of DVD about Deaf Scottish people’s lives Paterson’s Land History Group 22 NHS Newborn Hearing Innovations in Hearing CBI Conference Centre, Screening Programme Centre Point Tower, London WC1A 1DU 23 Mary Hare Training Services Breaking the News: impact of diagnosis of childhood Mary Hare School, deafness on parents/carers Newbury RG14 3BQ 24 Mary Hare Training Services Open Day for Professionals (Mary Hare Secondary) Mary Hare School, Newbury RG14 3BQ 24 Scottish Sensory Centre Launching the Early Years DVD and the Scottish Scottish Sensory Centre Early Years standards for multi agency teams 24 Frank Barnes School Creating a World Class School for the Deaf – Ort House Conference Centre, Innovations in Audiology 126 Albert Street, London NW1 7NE 28–30 Mary Hare Training Services BSA Certificate in Otoscopy & Impression Mary Hare School, Taking for Parents (Paediatric) Newbury RG14 3BQ 31–1 April Mary Hare Training Services Reynell Developmental Language Scales Mary Hare School, Newbury RG14 3BQ

April 1 Yorkshire Cochlear Implant Service Learning to listen: moving on for class teachers, The Listening for Life Centre, teaching assistants and other support workers Bradford Royal Infirmary, Bradford BD9 6RJ 2 Science Museum SIGNtific – free family event with deaf presenters Science Museum, London SW7 2DD 4 The Ear Foundation BAHA information day for audiologists The Ear Foundation, Nottingham NG7 2FB 4 Mary Hare Training Services Literacy for Deaf Students and Adults Mary Hare School, Newbury RG14 3BQ 6–8 City University, London Assessing BSL Development – Production City University, Northampton Test (Narrative Skills) Square, London EC1V 0HB 7 Mary Hare Training Services Supporting Deaf Teenagers: coping with teenage angst Mary Hare School, Newbury RG14 3BQ 15 Science Museum SIGNtific – free family event with deaf presenters Science Museum, (BSL & voiceover) London SW7 2DD

May 4 Mary Hare Training Services Bone Anchored Hearing Aids (BAHA) Mary Hare School, Newbury RG14 3BQ The Calendar on the BATOD website is edited as soon as we know about meetings. Additional information about courses and registration forms may also be linked to the calendar entries.

Association business

Association business Officers of Nations and Regions BATOD contacts and Magazine Distribution

Northern Ireland Chairperson: Janice McKillop, 6 Kingsfort Lodge, Old Kilmore Road. Moira, Craigavon BT67 0QG Secretary: Heather Lammey, 45 The Oaks, Newtownards, County Down BT23 8GZ Treasurer: Antonette Burns, 39 Wynchurch Avenue, Rosetta, Belfast BT6 0JP Scotland Chairperson: Jean McAllister, 26 Willowdale Crescent, Glasgow G69 7NL Secretary: Eleanor Hutchinson, Flat 1, Royal Exchange House, Newmarket Street, Falkirk FK1 1JY Treasurer: Anne Pack, 63 High Beveridgewell, Dunfermline, Fife KY12 9ER Wales Chairperson: Revolving post (contact via the National Executive Officer [email protected]) Secretary: Lisa Whitney, Queen Elizabeth High School, Llansteffan Road, Johnstown, Carmarthen SA31 3NL Treasurer: Rhian Gibbins, Rhianfa, 24c Forest Hill, Aberdulais, Neath SA10 8HD East Chairperson: Kathryn Cutmore, 29 Chapel Road, Tolleshunt D’Arcy, Maldon, Essex CM9 9TL Secretary: Sara Brierton, 16 College Road, Impington, Cambridge CB24 9TD Treasurer: Karen Taylor, CSSS, Woodside Road, Norwich NR7 9QL Midland Chairperson: Cate Latchford, Buxton House,The Row, All Stretton, Shropshire SY6 6JS Secretary: Angie Wootten, 21 Lugtrout Lane, Solihull, West Midlands B91 2SB Treasurer: Robert Miller, 13 Derby Close, Broughton Astley, Leicestershire LE9 6BE North Chairperson: Elaine Rayner, 25 Frosterley Drive, Great Lumley, Chester-le-Street, County Durham DH3 4SJ Secretary: Trish Cope, 23 North Drive, High Legh, Knutsford, Cheshire WA16 6LX Treasurer: Mary Fortune, 30 Alexandra Road, Stockton Heath, Warrington WA4 2UT South Chairperson: Seonaid Ryan, Overton Grange School, Stanley Road, Sutton SM2 6QT Secretary: Joyce Sewell-Rutter, The Ewing Foundation, 40 Bernard Street, London WC1N 1LG Treasurer: Post vacant South West Chairperson: Wanda Garner, 10 Ashleigh Road, Exmouth EX8 2JY Joint Secretary: Hazel Sutherland, 8 Osney Crescent, Paignton, Devon TQ4 5EY; Denise Tudor, Cliff Court, Cliff Road,Torquay TQ2 6RE Treasurer: Beverley George, 8 Forder Heights, Plymouth PL6 5PZ

Articles, information and contributions for the Full guidelines for submissions and abstracts of Association Magazine should be sent to: papers published in the Journal ‘Deafness and Education International’ are to be found at BATOD Executive Officer www.maney.co.uk/instructions_for_authors/dei Mr Paul Simpson tel/fax 0845 6435181 Enquiries related to the Journal to: email [email protected] Dr Linda Watson email [email protected] ...as should Association information and general queries. Manuscripts should be submitted online at www.editorialmanager.com/dei Advertisements for the Association Magazine should be sent to: Mr Arnold Underwood DISCLAIMER BATOD Publishing and The Editors and the Association do not necessarily endorse Advertising items or the contents of advertisements 41 The Orchard published in the Magazine and cannot accept responsibility for any inaccuracies. Leven, Beverley Please note that items from this Magazine may not be East Yorkshire reproduced without the consent of BATOD and the source HU17 5QA must be acknowledged. tel/fax 01964 544243 Photocopying items may breach copyright. email [email protected]

BATOD Magazine distribution from: The Seashell Trust, Stanley Road, Cheadle Hulme, Cheshire SK8 6RQ Association Magazine ISSN 1366-0799 Published by The British Association of Teachers of the Deaf, 41 The Orchard, Leven, Beverley HU17 5QA Printed by The Nuffield Press Ltd, 21 Nuffield Way, Ashville Trading Estate, Abingdon, Oxon OX14 1RL Magazine Project Manager: Kath Mackrill batod_obc.qxp 7/2/11 08:51 Page 40