The British Association of Teachers of the Deaf

MAGAZINE British Association of Teachers of the Deaf January 1999 ISSN 1366-0799

ARTICLES LETTER FROM ZIMBABWE SUCCESSFUL LISTENING & TALKING FAX BUDDIES

NEWS & INFORMATION

THE LITERACY HOUR EVALUATION OF SUPPORT OPTIONS GOOD PRACTICE RESEARCH EXPERT WITNESSES ICT NEWSPAGE COURSES AND MEETINGS JOB ADVERTS

CALENDAR From your editor.... After the disasters during the production of the last couple of BATOD Magazines this time things have been progressing smoothly. A new all-singing and dancing computer with almost as much brain-power as the average human being and a screen large enough to read WITHOUT the reading specs has ensured a less stressful run up to the January Magazine. Support from the RNID to enable BATOD to disseminate information effectively and help Teachers of the Deaf has been gratefully received. I must offer a special Thank You to Elizabeth Andrews who facilitated this co-operation.

Team-work and co-operation have been emphasised recently as organisations have begun seriously to appreciate the benefits of a united front. The BATOD / VIEW conference in Birmingham was a popular venue for both ToDs and ToVIs and to emphasise the working together mood a joint submission was made to Front Cover STRB in the annual round of talks on pay and conditions. There are several Shauna Flannigan and projects in hand where ToD Training Providers (the various University Christopher Probert Departments) are working together to research educational progress and ideas, prepare for the nativity in seek out good practice, and develop assessments (particularly BSL), encouraged the nursery, Royal School by the RNID and supported by BATOD. for the Deaf Derby

On the home front the NEC committees are working hard to provide members with information, make responses to DfEE and government papers and generally speak out for Teachers of the Deaf. Our BATOD Noticeboards encourage delegates at conferences to ‘Be Part of the Team’ and gradually there are editorial teams working for the Magazine.

It is important though, to stress that every member of BATOD is ‘part of the team’. If everyone does a little to contribute then BATOD can achieve a lot. Each Region and the National Executive Council needs the support of members. Please give consideration to offering your help. Sharing information is the start.... you will find an old friend included with this Magazine mailing ‘Off the back of an envelope’. Please spare a few minutes to write (or scribble, or E- mail) your literacy or numeracy hour tricks and tips, send a photograph or tell us what you are doing. The Magazine will then continue to provide you with what everyone says they need: ideas, networking and information.

Phoning BATOD Magazine, Publications & Advertising? Don't hang up when you hear the answerphone ....PLEASE LEAVE A MESSAGE or send a fax to 01964 544243 or even E-Mail [email protected]. Visit our web pages http://www.rmplc.co.uk/orgs/batod/

Queries to the BATOD Hon.Sec Paul A. Simpson should be E-mailed to: [email protected]

Contents Information: Articles and Reports: ICT Newspage 20 What has been going on in BATOD recently 1 Join a Course 17 Successful listening & talking in classrooms 2 Forest Prizes 22 The Literacy Hour - a request 5 In the Mail Box 24 National Evaluation of deaf and HI children 6 UK Register of Expert Witnesses 19 Good Practice in Education 7 Red Nose Day - 12 March 19 Tod & Tovi have a second date! 8 Reviews 30 SEN Policy Statement 9 Obituary -Benjamin Pitchers 27 Letter from Zimbabwe (Dump founded) 10 Midland region News Page 29 The last thing you do.... North region workshops 12 Typetalk Consumer Panel Report 31 Modifying examination papers 13 Fax Buddies 14 Is it Faxday yet? 15 Calendar 32 National Standards for Specialist SEN Teachers 16 Jamie Harrison 26 What’s been going on in BATOD recently. BATOD is very busy in a number of areas. BATOD is also arranging a meeting with the DfEE The Survey returns continue to come in and are as there is a new head of the SEN department. It is being processed by Margaret Eatough - she is important that BATOD’s voice is heard in all these compiling information which is more and more influential areas. sought after by researchers, Government officials, authors and many of our members. Northern Ireland The web-site continues to attract more and more can boast a 100% return rate with Scotland not too visitors and is providing information across a great far behind. Just over half of the possible returns for range of subjects to many enquirers. In particular, it England and Wales have been made. means that enquiries can be responded to in a much more focused manner - readers can select the A comparison of figures from previous surveys in specific pages which they wish to read. Shortly Ireland suggests that there is a fall in the numbers of there will be a ‘press release page’ with the latest profoundly and severely deaf preschoolers and an news. Job Advertisements arriving for publication in increase in the numbers of those diagnosed as the Magazine are placed on the Situations Vacant having a moderate loss. This obviously would have web-page as soon as possible after they are implications for the placement and support of pupils received. in the future which is something BATOD should consider. BUT IS THIS THE TREND in the rest of Whilst these meetings are going on and whilst the UK? Valid comparisons can only be made if the responding to government and other documents the number of Survey returns is close to or at the 100% various committees of BATOD and the regions are mark. Help BATOD help you.... make sure that your constantly working on a number of projects. Details Head of Unit, Department, Service or School has appear in the Magazine as well as in the minutes of completed the 1998 Survey and returned it to NEC meetings. Please do read them so that you are Margaret Eatough. If the paperwork has been lost aware of what BATOD is doing on your behalf. Margaret will send a replacement by return post! Although being part of the BATOD NEC makes Contact her on either 01743 343175 or 01209 additional demands on precious time it does provide 219503 or write to 4 Grantley Avenue, Shrewsbury those involved with up-to the-minute information and SY3 5LA. an overall national view. This gives an exciting The TTA (Teacher Training Agency) has issued dimension to being a Teacher of the Deaf and specialist standards and options for the delivery of improves the networking which goes on informally. training which could influence the training of Teachers of the Deaf for many years to come. The Magazine endeavours to communicate and BATOD is involved in many different meetings and share as much as possible with all BATOD consultations over this, not only directly with the members. It is a very valid reason for being part of TTA, but by representation at both the London and BATOD. These activities do have the inevitable the Manchester national conferences as well as financial implication and it is important to encourage working with other organisations to ensure a all Teachers of the Deaf and their colleagues to consistent response in the interests of deaf children become individual members (there is no corporate and their teachers. This includes working with the membership!) to help fund these ventures. JMSG (Joint Monitoring and Study Group) and through SENTC (SEN Training Consortium). If you are interested in contributing to BATOD as part of a regional or national committee, working Members of BATOD are constantly involved in the party or group please contact the Hon. Secretary consultative committees of the various course Paul A. Simpson 41 The Orchard, Leven, Beverley, providers. It is important that Teachers of the Deaf East Yorkshire HU17 5QA with your offer of help. are represented on these key committees. The Course Providers also meet together as a group several times a year and BATOD is present at these meetings too. Not a BATOD member?

Meetings have been taking place in relation to the Enjoying a quick flip RNID Good Practice Research Project as described through your colleague's Magazine? by Elizabeth Andrews at the recent AGM. BATOD is Shame on you.... supporting this research and it is planned to use the Magazine to help to disseminate some of the If information gathered. There will be a web-link from it's worth reading... the BATOD site to the information base so that it's worth joining everyone has an opportunity to keep up with the current information. Don't delay - Join BATOD Today

British Association of Teachers of the Deaf Magazine January 99 1 Successful listening and talking in classrooms David Canning, City University, London; Paul Arnold, Machester University; Nick Peacey, SENJIT, Institute of Education, London

Introduction NAHT members in a number of schools throughout many of the difficulties that the second classroom the UK have been participating in the research and continues to demonstrate. However, with the development of an exciting new technological evidence gained from studies throughout England teaching tool that may transform the teaching and and Wales a small alteration was made to the learning experience in our classrooms. Sound-field classroom that dramatically changed the quality of Amplification (SFA) will be a new concept to many communication. That change was the addition of headteachers in the UK, but it has been widely used ‘sound-field amplification’. in American Schools for nearly 20 years. The last fifteen months have seen SFA trialled in a variety of Sound-field amplification is not a new concept. classrooms and schools that reflect the diversity of There have been published studies documenting its teaching situations to be found in our schools today. use in the USA since the late 70s. The first of these The NAHT members and their staff showed was a federally funded project, primarily designed to tremendous commitment to the research project led help students with mild or fluctuating hearing loss by David Canning, Educational Audiologist and remain within the mainstream (called the MARRS Lecturer at City University, London and contributed study). In this case a number of small loudspeakers much valuable feedback which enabled important were installed within classrooms and the teachers refinements to be made. As a result of their work were provided with fm radio transmitters, not and the sponsorship of BioAcoustics Ltd., dissimilar to the systems used by actors on the Classroom SFA was officially launched at Westfield stage or within television studios. Results from the 1 Junior School, York on the lst October by the study were compelling . Academic measures for Director of Education Mike Peters and in the children taught within amplified classrooms (those presence of NAHT members and HQ Staff. The using the SFA systems) were significantly greater event was featured on Radio 5 Live, BBC Look after one year than the control group educated in North and in local and national papers including the classrooms without amplification. This academic gap TES. was sustained even after a follow-up study three years later. Following dissemination of the findings, This article aims to give an overview of Classroom the project was recognised as an exemplary Sound-Field Amplification and how it can make a educational programme and funding secured until significant difference to the listening and learning 1994. A considerable amount of data has been environment for all children and at the same time collected and later in this article I will introduce make the teacher’s job less stressful! some of the relevant findings together with the findings from our UK studies. Background While visiting two schools yesterday I was struck yet Classroom acoustics again by the impact that a relatively small There have been many studies reporting on sound modification to the classroom can have on the levels within classrooms. It seems that wherever quality of communication. During the afternoon I the studies are carried out the findings are similar. In stood with an OFSTED inspector looking at a class New Zealand, Canada, USA, and the UK, during a session of group teaching. The children classrooms are noisy places. There has to be a were engaged and alert, hands shot up in response certain level of noise: children need to talk and to questions, and children were keen to share their talking generates noise. As a general trend, the comments with all in the class. Contrast that with younger the children the noisier the classroom. the discussion I had with teachers during the Average levels of more than 70dBA are not untypical evening at another school; there were no children in reception classes with the figure dropping by present and the atmosphere was relaxed, but from maybe 5dB by year 6 and again in years 7-11. This our body language and quality of our voices it was is in fact loud, although often adults become clear that we were struggling to communicate. accustomed to this level. However, it would be very There were indeed many differences between the unlikely that businesses would tolerate these levels two contexts but one factor stood out; the children of sound in the boardroom! So the question is why could hear their teacher clearly but during the do educationalists tolerate these levels in our evening I was in a classroom that seemed designed schools when listening is such a crucial activity. to prevent spoken communication. I believe that there are two reasons why the Both classrooms were in fact ‘typical’ primary situation continues; the first is that the impact of classrooms. They were box like with hard ceilings noise on listening and learning is not adequately and walls and the floors had a covering which, while appreciated by adults and secondly educators are not ideal acoustically, was not hard and shiny. The not sufficiently aware of the possibility of modifying classroom in the evening also had a fan heater that the acoustic environment. filled the room with high frequency noise. Until recently the first classroom was characterised by Children as listeners

2 Magazine January 99 The overwhelming majority of hearing aid users are does the level at which a speaker talks. Evidence educated within the mainstream. Consequently most gathered from teachers actually talking in schools in the UK have children on their register classrooms suggests that desirable signal to noise who wear or should wear hearing aids. Studies levels are seldom achieved. Training the teaching examining hearing levels in children within the voice might be of some value but the stark fact mainstream school population have been gradually remains that classrooms are seldom places revealing the extent of hearing difficulties within the designed with speech communication in mind. In population. The MARRS study mentioned earlier, their effort to raise their voice to the unnatural levels revealed that 20 -25% of the school population have required, teachers can damage their voices. One academic difficulties co-existing with minimal hearing study carried out by the Voice Care Network loss (defined as 15-40dB). A recent study in the suggests that as many as one in ten teachers will USA examining the prevalence of all types of require treatment from a speech and language hearing impairments found the level to be 11.3% of therapist during their career. Already there have all 3rd, 6th, 9th and 11th grade children in one been tribunal cases that have found in favour of school district. The high incidence of glue ear in teachers suffering from vocal damage due to the younger children has been the focus of many conditions they are required to work within. national campaigns but few schools make Additionally, the more a speaker raises his or her allowances for the anticipated 20 - 45% of nursery voice the less intelligible it becomes as the vowel and reception classes with glue ear at any one time. sounds dominate at the expense of the consonants The impact of this loss of hearing can be (consonant sounds that carry the majority of the experienced by putting your fingers in your ears and meaning). This is not good news for a young forming an airtight seal. Try doing this doing a staff listener with normal hearing, and very bad news for meeting and notice how quickly you feel isolated a listener with impaired hearing. Of course it is also and confused. possible to reduce the internal classroom noise, but most teachers actively encourage classes to be as It cannot be ignored that these children form a quiet as possible. Some noise is inevitable and significant proportion of the school population. This sound from outside the classroom is usually beyond fact is well established. What is less well known the direct control of the teacher. generally is the impact of immature auditory processing in children. Typically phonological Sound-Field Amplification perception does not mature until well into the This leaves us with a challenge. That is to increase teenage years. This means that children within the speech level while not increasing the overall classrooms are less able to recreate missed noise levels within the class. Sound field information than a mature listener, such as the class amplification has demonstrated time and time again teacher. This process is called auditory closure and that this can be achieved. is a major factor in successful listening. The class teacher clips on a small microphone and Studies from the areas of Educational and Paediatric transmitter and is then free to move throughout the Audiology have demonstrated that children with classroom in the knowledge that all children are impaired hearing need to hear speech at levels listening at a level that is best for them. It is much louder than the background noise. This is the possible to set up a Soundfield system on a do-it- so-called ‘signal to noise level’. These studies have yourself basis, but there are so many considerations been extensively reviewed and have led the that the best approach is to bring in a specialist to American Speech Language Hearing Association to evaluate the needs of the classroom and install the produce guidelines for acoustic conditions in most appropriate equipment. Once installed within schools2. The American Architectural and the room the teacher’s voice will be carried to all transportation Compliance Board is currently parts of the classroom at a level that is natural and undertaking a wide consultation activity to examine virtually guarantees clarity throughout all parts of the this issue and can be accessed by all through the room. Children can also use the system to talk to 3 Internet . In the UK the DfEE have recently updated the rest of the class, confident that they will be their guidelines with regard to acoustic conditions4 , heard. but without the wide consultation that has, for example, been achieved in the USA, the guidelines Benefits that have been observed are open to criticism. Since the beginning of the Soundfield Amplification project in the UK 15 months ago data from more Where does this leave us? We have access to than 600 children and the experiences of many guidelines for acoustic conditions in schools that will teachers have been collected. The findings to date be of benefit to all children, however we have are very clear: evidence that these guidelines are rarely achieved. ☺ It IS possible to improve the listening In the meantime children are in classrooms and experience of children in our classrooms. need teaching. Children reliably report that they can hear the teacher more clearly in all typical classroom Teachers and children talking listening situations. One of the aspects of acoustics that is most readily ☺ There is also evidence that classrooms using amenable to manipulation is the signal to noise SFA become quieter places with children more level. A teacher or child can simply talk louder. engaged in their work. There is a well-documented phenomenon called the ☺ Teachers report that they spend less time Lombard effect. When the noise level increases so managing the class and more time focused on Magazine January 99 3 the curriculum. Department of Clinical Communication Studies, ☺ Comprehension scores are greater for children Northampton Square. London EC1V OHB using SFA than the scores when SFA is not e-mail: [email protected] used. ☺ Observation of teachers at work using the Paul Arnold is at Manchester University, Department equipment indicate that that their voices are of Psychology. E-mail: [email protected] less strained and consequently more enjoyable to listen to. This accords with accounts from Nick Peacey is at the Institute of Education, London teachers who have suffered voice strain in the SENJIT. E-mail: [email protected] past and are now successfully using the equipment. Even teachers who pride Bioacoustics can be contacted at 26 Guilford Street, themselves on their exceptionally powerful Luton. LU1 2NR. E-mail: [email protected] voices rapidly appreciate the benefits of SFA. References The future A considerable amount of time and effort has been 1 Sarf,L., Ray, H., & Bagwell,C.(1981). Why not invested in developing and producing systems that Amplification in every classroom? Hearing Aid are suitable for the UK and BioAcoustics Ltd. is Journal, October. continuing its association with academic research in this area. The challenge of identifying and assessing 2 ASHA (1995) Acoustics in educational settings. the benefits of SFA is now underway with American Speech Language Hearing Association, collaboration between City University Department of 37(Suppl. 14), 15-19 Clinical Communication Studies, Manchester University department of Psychology and SENJIT 3 http://www.access-board.gov/rules/acoustic.htm within the Institute of Education, SFA network schools and Local Education Authorities. With the 4 Building Bulletin 87 (1997) Guidelines for rapid growth in interest in sound field amplification it Environmental Design in Schools Revision of is now our hope to recruit many more schools into a Design note 17. HMSO national study exploring this exciting technological development. Contacts David Canning is at City University London,

Head of Hearing-Impaired Department CPS +3

From April 1999 we require a Head of Hearing-Impaired Department to join our staff team.

This 1300+ pupil 11-16 comprehensive high school is funded as a ten-pupil unit and the Hearing-Impaired Department is part of the school’s Learning Support Department.

The person appointed to this post will also hold the post of second in Learning Support as part of the school’s management structure.

We are seeking an appropriately experienced and qualified teacher for this very significant post, which involves the management of a very effective team of staff, a very enthusiastic group of pupils who are successfully integrated into the busy life of the school.

A visit by potential applicants is very welcome. Further information and application forms are available from the Headteacher at the school. Closing date for applications is 1st February 1999.

4 Magazine January 99 THE LITERACY HOUR

phonics

frequency vocabulary noisy group work pace and content

mismatch between pupils’ language development and language of reading schemes

compulsory inclusion

etc etc etc

We all know what the problems are, BUT Teachers of the Deaf are an inventive lot. Please write and tell us what you are doing about the Literacy Hour where you work. It could be that your solution may just help someone else and vice versa. Help BATOD to address this issue which is of immediate concern to many of us.

Please fax or call Jackie Parsons on 01483 456864 or write to her at :

Sign Support Resource Westwood Park CP School Southway, Guildford GU2 6DT

Magazine January 99 5 National evaluation of support options for deaf and hearing-impaired children - an update Heather Fortnum and Quentin Summerfield MRC Institute of Hearing Research, University of Nottingham

In May 1997 we described our plans for a national Already this is the largest population-based study of evaluation of outcomes from paediatric cochlear hearing-impaired children anywhere in the world. It implantation. Much has happened in the intervening is a valuable resource on which further work will two years; much of it due to the immense amount of build. In addition, Phase I is a valid study in its own help and co-operation we have received from right; the epidemiological report that will come from professionals in both the education sector and the it will be of considerable value to service providers. health sector. This article reports the progress so far and summarises our plans for the future phases of The data in Phase I comprise hearing level, socio- the study. economic status (from the post code), age of onset, aetiology, the presence of other disabilities, school The underlying reason for the study is a health placement and mode of communication. We shall technology assessment. Cochlear implantation is a use it to sample children who are representative of relatively new procedure, it is expensive and the the total population of hearing-impaired children for evidence for its benefit is mainly restricted to short- inclusion in the questionnaire phase and to check term outcomes while evidence for medium and long- that those families who choose to participate are term benefit is limited. This study is measuring indeed representative. outcomes for children with implants and comparing them with groups of children managed in other The data we have so far indicates that we are not ways, taking account of hearing level, age of onset, missing particular groups of children although we current age, other disabilities, language environment have ascertained fewer children in the oldest (1980- and others, both individually and in combination. 81) and youngest (1994-1995) birth cohorts than in the middle cohorts. This result is not entirely Now is a good time to evaluate any added benefit unexpected. The older children may be lost to the from implantation in the UK. By the end of 1998 the system as they leave education and move from 1000th child will have received an implant, so there paediatric health services to adult services, while the will be a sufficient number of implanted children to younger ones may not yet have been identified as allow us to document outcomes reliably. Yet there hearing impaired. Whether or not we put extra effort are still sufficient numbers of equally-impaired into trying to find these children will depend on what children, about 7000, who do not have implants with the final estimate of the shortfall is. whom we can make comparisons. Equally we do not want to miss children from a The study currently comprises two phases. Phase I particular geographical area. In general, we have a is the ascertainment phase where we determine, very good uniform geographical coverage, but there anonymously, who the children are. This part of the are one or two areas of the country where we have study began in January of 1998 and we hope to not received a good response. We are keen to complete it by the end of December 1998. encourage people in those areas to help us; if there Phase II is the survey phase where we will send are difficulties we would like people to contact us so postal questionnaires out to gather much more that we can discuss any problems that there may detailed information for a sample of the children, be. probably about 6 to 8000. These questionnaires will In Phase II, for ethical reasons of confidentiality, we be sent to the child’s parents, their teacher and to shall ask someone whom the family knows to send the person responsible for their audiological care. a package on our behalf inviting the family to help This phase of the study is planned to begin in us with our research. We shall select the children January 1999. and for each child we shall decide on one person We estimate, by projecting the results of a similar who told us about that child to be the contact 1 individual. We shall send to that contact individual smaller study restricted to Trent Health Region and an unsealed envelope containing a letter to the by applying an epidemiological technique called parents from the research team explaining the study, capture-recapture to our data so far, that there are a further leaflet of information including contacts for 16,500 children in the UK who were born between further questions, and a reply slip. We shall ask the 1980 and 1995 and who have a permanent hearing contact individual to address the envelope to the impairment >40 dB HL. So far, we have entered parents of a particular child. When the parent gets brief anonymised details for 13,500 children into our the letter they decide if they want to help. If they do, database but still have quite a lot of data to enter. they complete the reply slip saying so and return it

6 Magazine January 99 to us in a reply-paid envelope. If they don’t want to with the child. help they need do nothing. We shall not send A summary report of the results of Phase I will be reminders. When they reply positively to us they circulated early in 1999 to all professionals involved give us their name and address and from then on in the study and a more detailed paper will be we deal directly with them. If they agree to take part submitted for publication. Early results from Phase II we shall ask them to complete a questionnaire about may be available towards the end of 1999. their child, her hearing, her education, the quality of life of the family and of the child and the additional 1 Fortnum H, Davis A. (1997) Epidemiology of costs borne by the family in bringing up a deaf or permanent childhood hearing impairment in Trent hearing-impaired child. Region, 1985-1993. British Journal of Audiology, 31, 409-446 At the time of that first contact we shall also ask parents if they agree to us sending a questionnaire ALL Teachers of the Deaf should be BATOD members to their child’s teacher and to their child’s Need an application form? audiologist. If they agree, we shall then send the teacher’s questionnaire to the education contact for Look on the web-site that child, ie the person who originally told us about or telephone BATOD (see inside front cover) that child. That person will be asked to pass the questionnaire onto the teacher most closely involved Full membership £37.00 (£32.00 by Direct Debit)

Good practice in the education of deaf children Steve Powers

What is good practice? This is your opportunity to aim is to illuminate those factors associated with have your voice heard! reported good practice and to do this across a range of provision. The RNID has launched an Education National Guidelines Project which aims to produce effective As part of the first phase of the investigation a change in education for deaf children and young questionnaire is being widely circulated to teachers people through the creation of new guidelines for of the deaf, parents and others through the BATOD, practice. The first phase of this project includes a RNID, NDCS, BDA, NATED, DELTA, LASER, data collection exercise, and as part of this the RNID SENSE and other magazines and newsletters. A has commissioned a research team based at the copy of this questionnaire was enclosed with the last Universities of Birmingham and Manchester to issue of this magazine. conduct a review of current good practice. The questionnaire is aimed at all those with an The main aim of the good practice review is to interest in the education of deaf children and young survey the views of teachers, parents, the major people, and it is hoped that as many people as deaf organisations and others on what constitutes possible will be able to contribute to the research in good practice in deaf education, to ask for named this way. examples and to provide well-documented case studies of a selection of these. It will not be Please do get involved! Those wanting further possible to include all the schools and services that copies of the questionnaire can obtain them from are nominated. The aim will be to include an Janet Little, on 0121 414 4850. example from all main types of approach. A report of the project will be completed in July 1999. Stephen Powers, Susan Gregory, Linda Watson, University of Birmingham The project will not aim to identify examples of good Wendy Lynas, Wendy McCracken, University of practice as defined by any objective measures, nor Manchester will it result in recommendations on what constitutes good practice. The primary aim of the research is to Steve Powers present the views of practitioners. e-mail: [email protected] School of Education The aim is to allow practitioners to report on good The University of Birmingham practice in their own terms, first at the general level Birmingham B15 2TT UK on the key features involved, but also at the more telephone: (+44) 121 414 3471 specific level about their experiences of strategies and approaches that have worked well and the constraints and difficulties they face. A secondary

Magazine January 99 7 ToD and ToVI have second date! BATOD / VIEW NATIONAL CONFERENCE 9TH OCTOBER 1998

Although various rail companies conspired to hold up QCA is aware of the need to include SEN in both ToD and ToVI the Chamberlain Hotel in target setting. It acknowldeges that the timeline Birmingham was the scene of the second ‘date’ for of September ‘98 is too short even with work BATOD and VIEW. The opening speaker Paul under way. A joint project between DfEE and Ennals, Vice-chair NAGSEN provided an update on QCA, to provide advice to schools by December progress following the SEN Green Paper ’98 has met with problems as there are no Consultation. A general action plan had been national markers for some children - some completed though for political reasons had not been children remain at ‘W’ throughout their school published so the information was more ‘speculation’ career or make very slow progress. than hard fact. There has been consultation with NFER to A National Advisory Group (NAGSEN) was set up to: produce scales showing progression up to level 1 a) draw up consultation document; for English, maths and PSD. b) manage consultation; c) look at results of consultation and draw up action 2 Under 5s plan; QCA is looking at current provision for 3-5 year- d) monitor progress. olds. There needs to be a clear statement of aims and priorities for pre-school. There will be a Over 3000 responses were received. Following the review of existing desirable outcomes and then publication of the resulting action plan NAG should curriculum guidance taking into account produce an annual report. understanding of how children learn. The timescale for further consultation demands that In November much of Paul Ennals’ speech was final details are complete by Summer ’99 with confirmed at the ‘Head’s Conference’ when Stephen implementation during 2000. Crowne, Head of the Special Needs Division (DfEE) addressed the assembled Heads of Schools and 3 National Curriculum Review Services for Hearing-Impaired Children (see page 9). QCA have monitoring role, focusing on effectiveness of the curriculum. Information for SEN Developments at QCA this is received from feedback from teachers. A Judith Wade, Principal Manager, Equal Opportunities 3- year programme with annual reports 1996 / 7, and Access, QCA (also member of NAGSEN and available to schools, reflects thoughts from TTA SEN focus group) described the most recent schools. There has been research resulting in developments in SEN at QCA. advice to Secretary of State April 1998. QCA is a non-departmental government body with Monitoring included SEN perspective the following remit: Consultations suggested: w responsibility for oversight of curriculum; w notion of inclusion welcomed; w oversight of all qualifications other than HE; w need for more work re children with greater w non-departmental government body; difficulties; w DfEE funding but independent providing advice w need for clarity re statutory and non-statutory to DfEE. regulations. How much flexibility is there? QCA The QCA response to the Green Paper focuses on and Ofsted must agree! inclusion. There is a high expectation for all children w personal and social development must feature including those who have particular needs to access more prominently; curriculum and assessment. Judith Wade looked w should be helping children to learn how to learn. particularly at access. The key principle of QCA’s Government initiatives impacting on work is to include all children. QCA links with Ofsted, TTA, DfEE, BECTa. The current main areas work of QCA of work are: Literacy and Numeracy Projects Review of desirable outcomes 1 Target setting Target setting This is not QCA’s lead responsibility but working Qualification framework with government re schools’ effectiveness and Careers education - work related learning gathering information about benchmarking. (All ITT changes schools have targets for year 2000 - yr. 6 in Citizenship English and maths, yr. 11 GCSEs/GNVQs). continued opposite

8 Magazine January 99 SEN Policy Statement Stephen Crowne, Head Special Needs Division DfEE

Opening the November ‘Head’s Conference’ in Hull Funding Stephen Crowne, Head of the Special Needs w very substantial increases in resources for Division (DfEE) addressed the assembled Heads of schools over the next 3 years Schools and Services for hearing-impaired children. w target funding of almost £60 million in 1999-2000 He outlined the Action Programme which resulted w virtually doubling the Standards Fund for SEN to from the consultation on ‘Excellence for All £37 million Children’. Over half of the 3,600 responses were on Developing knowledge and skills of all staff behalf of organisations and these broadly welcomed w £21 million to the Standards Fund for SEN the document. Training Key Themes w Green Paper on future of the teaching w practical steps to support and promote profession developments in SEN over the next few years; w good practice guidance for LSAs w confidence building (parents and practitioners w consultation on the future role of Educational towards inclusivity); Psychologists w demand driven (the expectation of demands Promoting partnership toward inclusivity); w flexible funding between NHS and local w promoting dialogue and cooperation. authorities w regional co-ordination across the country from Progress in 5 Key Areas April 2000 Better support and advice for parents and carers F specialist training; w early intervention and identification F low incidence disabilities; w parent partnership schemes in all LEAs F speech and language therapy (with a w access for all parents to independent advice commitment to make a more sensible w all LEAs to have conciliation arrangements (to arrangement). balance Tribunals) Improved SEN Framework Stressing that the price to pay for the additional w simplification of the Code of practice in 2000 / 01 investment would be the need to show results with w an element of statements will remain reporting being more precise Stephen emphasised w the movement of children between LEAs will be that the government is committed to the SEN issue. safeguarded His own department was disappointed with the low w there will be a focus on preventative work key launch of the SEN Policy Statement document. w bureaucracy will be reduced The importance of the way data is collected masking w strengthening of school based support and some of the smaller categories of SEN has been monitoring SEN children noted and the SEN Department is attempting to w requirement for LEAs to publish more ensure that the full range of SEN is comprehensively comprehensive information re SEN Policies and covered. It is hoped that Independent SEN Schools produce performance indicators will be included in further consultation. The issue of funds for training being available to schools but not Services was taken on board and will be looked into.

wwww aaaa wwww aaaa wwww aaaa wwww aaaa wwww aaaa continued from previous page Phase 1 May - Aug 98 preparation PSHE and Drugs education Phase 2 Sept 98 - Mar 99 development Creativity and cultural education Phase 3 April 99 - June 99 formal consultation Equal opportunities Phase 4 July 99 - Sept 2000 dissemination Education Action Zones Other initiatives being carried out include: Specific developments w qualifications framework for all qualifications These must have a clearer rationale and be less other than HE (Dearing 16-19 review); prescriptive and more flexible. There will be revised w development of COP for accreditation of statutory requirements for KS4 with minimum qualifications; changes to English and maths. A clearer w special assessment arrangements; relationship will be defined between IT, key skills w Progress File (relaunch of NRA); and national curriculum. w coherence in NC and GCSE assessments; Timeline drawn up for this is: w LSAs - use of NVQs as qualification route.

Magazine January 99 9 Dump founded.... Fifth letter from Emerald Hill School for the Deaf, Zimbabwe From Kathy Owston

November the fifth and fireworks, yet it is can help them. There is a laboratory at the swelteringly hot here, the temperatures soaring to University to help children obtain aids....but only 35 degrees day after day. So far this year the rain is school age children can apply! That means at 6 late in coming but people are optimistic that the years old - just at an age when the critical years for rainy season will be a good one. This language learning have already gone heat is meant to be a good sign. by. At present people just don’t know where to turn. Zimbabweans need to be able to be optimistic about something. In the past I rang the number and spoke to the few months the economy has crashed father of the ‘boy’ who needed help to and the cost of living has skyrocketed. hear. When I invited him and the The Zimbabwe dollar has lost half its child up to Emerald Hill for an value following the sending of troops assessment he sounded quite from here to join the war in The Congo. alarmed. “Would the child have to When we first came here, we would come too?’ he asked! I assured him get 18 Zim dollars to the pound, now that I would need to meet his son and we get 60! It makes life cheap for assess him, to be able to fit hearing expatriates, but terribly expensive for aids. When the day came for the local people. appointment a very bright and communicative four year old arrived, Last week the price of fuel rose by wearing a pretty dress and hair 67%, so bus fares have doubled. It is ribbons! She was a girl! Her parents making it hard for many people to be told me that they thought that people able to afford to go to work, as wages would be more willing to respond to have stayed the same. Last week we their appeal if they thought they were saw a new wave of riots in some areas. Buses were helping a boy!! With very little persuasion Caroline overturned and cars set on fire, as people vent their was conditioned to respond to pure tones and was anger about a situation over which they have no able to give a full audiogram. She has a profound control. loss in both ears, but even without amplification is using her voice and is able to approximate a few How does it effect our teachers and pupils at words. Her mother is obviously switched on, and Emerald Hill School for the Deaf? The Ministry of had found her a place in a nursery school where Education has laid off all supply teachers in the there are two members of staff who can sign, being entire country, at two days notice, in a desperate the mothers of two Emerald Hill children! Thus the attempt to keep afloat. All schools rely from time to family have found a support system of their own, time on temporary relief teachers, and in Zimbabwe and have learned some signs to use at home. even more than in the UK. Since so few teachers have received adequate training, some are granted After the audiological assessment, I optimistically study leave for a term at a time. Many others are promised Caroline’s parents that we should be able off sick, long term, due to the AIDS epidemic. to fit her with aids in a week’s time, we just needed (Statistics are now putting the figure for this country to take her impressions....then I looked in her ears! as 1 in 4 of the adult population being HIV positive.) There is a custom here of putting “muti” on people. Muti could be translated as a spell or a charm, and Emerald Hill, like all schools here, relies heavily on can take various forms. Muti can make someone relief teachers on temporary contracts. At the end of well or can put a curse on them. At first when I last month we had 5 temporary teachers - and they looked in Caroline’s right ear, I thought she could were informed at a staff meeting that their have an abcess in her ear canal, as there was a contracts would not be renewed. Thus 5 classes white beadlike object embedded deep in her canal. are now without a classteacher until the end of term, Then I looked in the left ear, identical! Someone had and the families of the 5 members of staff are placed a form of muti in her ears to try to enable her suddenly left to flounder. It leaves me with a feeling to hear! The result being that we couldn’t take her of complete lack of confidence in the Ministry. impressions! Not wanting to lose this family, we However the teachers and staff at the School drove them to the nearest hospital casualty continue to try their best to provide an education department, and this week they arrived back, having and service for the deaf children in their care. had her ears successfully syringed! I was reading the newspaper one morning when a Now with her earmoulds ready, we fitted her with a headline in the letters page caught my eye: high powered Philips bodyworn aid. Very seriously “Help boy to hear”. The letter went on to ask if there she pushed the buttons on the warble tone was anyone who could provide a hearing aid for a generator for over quarter of an hour, fascinated by four year old boy. His parents had been told by the cause and effect she was creating. She never doctors that he would learn to speak if he could use once touched her earmoulds or pulled on the aid or a hearing aid. A great initiative by the parents to the cord. Her response was quite unlike most 4 write to the paper...but visions of old biddies year olds I’ve had experience with in Britain! She left responding and offering their late husbands in-the- to walk down the hill to the bus stop, still wearing ear aids sprang to mind. Zimbabwe is in desperate her aid as if she was an experienced hearing aid need of a Service for the hearing impaired. Doctors wearer! With no peripatetic support or follow up, need to be able to refer families to somewhere that Caroline and her parents may now be lost to us, 10 Magazine January 99 back in an unsupportive system. I am hopeful however that they will come back and see me before the end of term, and will then join the preschool monthly group which is run at the school. Meanwhile another child who we tried to help has disappeared. Tendai is the boy we identified last term as having only a mild hearing loss, yet he has been in a school for the Deaf for 6 years. Sister Tariro, the Head of the Primary School, managed to speak to his parents at the end of last term, and suggested the possibility of his integrating in a local school. She had even found a local sponsor who would have helped financially with uniform and transport costs. The groundwork was in place and he could have begun at his new school this term. Instead he has not returned to us. We hope that he is now attending a local school near his home village. But with poor communication systems here and no telephone to rural areas, we are left to guess at what has become of him. VSO advert

We are now looking to the future. I am likely to be leaving here by June 1999. What will become of the work Nancy and I are doing here? I only do part-time hours, since I need to spend time with my own two preschool children, so I haven’t had the possibility to do much training of staff at the school to take over my role. That is what is needed now.

The articles I write here have often been published opposite an advert for VSO Teachers of the Deaf. That spurred us to approach VSO locally, to look for an experienced TOD from the UK who could take up this position for a two year period.The hope is to find someone who can carry on where I have started, and then work themself out of a job by training staff members in audiological testing, management of hearing aids and appropriate teaching methods for use with suitably aided hearing impaired pupils. Is anyone tempted?! If so, PLEASE contact the number given by VSO, 0181 780 7500.

There are many difficulties working at Emerald Hill, but the support from the teachers and parents is rewarding. Parents are positive and are striving to try to get the best for their children. We recently received a lovely letter from the mother of Vimbiso, one of the pupils we sent home last term with post aural hearing aids for use in the holidays. She wrote:

“Beloved Nancy and Kathy, Truelly speaking I dont know exactly how to thank you. Thanks so much, we are going to make sure that your efforts are not let down in any way. I was dump founded that you had exchanged our old set (a medresco OL56) for these new serviceable aids. May that spirit be with you for ever and ever, not to us only but to the world at large.”

If only we had enough hearing aids and follow-up services to be able to provide aids for use at home for all the children in the school, not only for Vimbiso and one or two others. If only......

Kathy Owston, PO BOX A990, Avondale Post Office, Harare, Zimbabwe. E-mail: [email protected]

Any financial donations or hearing aids, leads or batteries would be gratefully received.

Magazine January 99 11 “The last thing you do is throw water on the pan.” A Day of Workshops held at the Royal School for the Deaf, Manchester on 10th October, 1998. Patricia Gibbons, Teacher of Dual and Multi-Sensory Impaired Manchester.

During the North region Conference three workshop applied for to the exam board) must know the child’s topics were offered - a fourth was unfortunately language and must use the agreed signs as they cancelled due to illness. The day was most are used in class. An hour is available to look at interesting and useful, and helped along, yet again, papers before the exam, and during that time the by an excellent meal from the RSD kitchen. communicator must also check that he or she understands the question. Dianne Vincent, from Bromley, discussed a programme called DASL (pronounced ‘dazzle’) the Sometimes the examiner’s notes are not very Developmental Approach to Successful Listening. explicit, and sometimes unhelpful. For instance, This is a structured listening programme, devised in why suggest finger-spelling a word in print, America, which is used in the unit where Dianne especially if there is a sign for that word? Finger- works with a group of twenty children who have spelling an unfamiliar word will not show that the severe or profound hearing losses. The programme word has been understood. Sometimes the way the is dovetailed into their work which also makes use of question is posed makes it a test of reading, when it the Derbyshire Language Scheme, and the children may be possible to elicit the understanding of the are taught to communicate using Sign Supported concept by asking the question differently. English and later, Signed English. In GCSE there is a difficulty that answers cannot be The scheme has three components: sound signed, which poses a problem for the candidate awareness, phonetic listening and auditory who can understand the concept, but has problems comprehension. Within each of these are a number in producing a written answer. This raises the of sub-skills which children work through. The controversial question of whether signing children’s listening skills are assessed and work is examinations produced in the English Language planned so that children can gradually build on their devalues their worth. The candidate for a Certificate skills in a series of small steps. The point was made of Achievement, however, may be able to sign that the sessions must be fun, the work must be answers which can be written down by the linked to speech production, and must be relevant amanuensis. to, and made use of during the rest of the curriculum. The younger children would be involved On a practical note, discussion of the process of in these listening sessions for five minutes, three applying for special arrangements for GCSE brought times a week, and the sessions are seen as a up the issue of extra time, which the exam boards component of the literacy hour, and a necessary state will be 25%. However, one participant reported precursor to any phonics work. I would see a asking for, and getting, 33% for a candidate! challenge for the teacher working with such a The third workshop was presented by Jenny Baxter structured programme to create listening games from Sheffield. This was a participatory session. We which really do make for a fun activity, and to ensure were asked to look at resources from the point of that the skills are fully transferable in an interactive, view of readabllity, legibility, layout and presentation communicative context. of key ideas. Most of the material was geared to the The workshop presented by Graham Shephard and needs of older pupils, but the principles are Juliette Grant, from Hamilton Lodge School, looked transferable. at the use of signing in examinations, and some of Teaching materials often employ gimmicky the issues posed by the presentation of exams in conventions to make work look interesting, for the English language to people who sign. At instance picturing a child asking the question in a Hamilton Lodge there are 85 pupils from 5 to 17 speech bubble. This may make for confusion when who take a range of exams, GCSE, Certificate of a child is presented in a picture with other items - Achievement and GNVQ. They match the the candidate may think that the picture of the child communication mode to each pupil according to is part of the presentation of the question, not individual needs, and have encountered a wide included in the choices for the answer. Graphic range of issues, questions and pitfalls which were design can be used to good effect, perhaps by the subject of their presentation. boxing or highlighting the important information, but So for instance we were reminded that the signs all too often it causes muddle for the hearing-impaired themselves could give answers, that signs are not candidate, because it is directed to making the page universal so that the communicator (which has to be visually interesting, rather than comprehensible.

12 Magazine January 99 Contextualising the question can pose extra difficulties unrelated to whether the candidate can The Language of Examinations answer it. Often the contextualising material does published jointly by not provide for a clear understanding of the temporal BATOD sequence, or may unnecessarily use the passive & voice. GNVQ often seems to concentrate on testing NATED vocabulary, and does not always reflect the vocabulary which is introduced in the course work. ... offers guidelines on the modification of Ambiguity and literal meanings can cause problems. examination language. The booklet is Consider the quotation in the title, which came at the accepted by most examining bodies who very end of a list of what to do if a chip pan catches have agreed to establish procedures for fire. “The last thing you do...... !!!” special arrangements for hearing impaired students taking examinations. Jenny offered a very useful resource pack for the grand sum of 20p, and also plugged the equally £5.00 to non-members, £2.50 to members useful BATOD/NATED book, The Language of £2.50 per copy if 10 or more copies are ordered Examinations, now in its second edition. This is BATOD Publications available to members of BATOD for £2.50, or £5 to 41 The Orchard, LEVEN, Beverley non-members. East Yorkshire HU17 5QA

Modifying examination papers Jenny Baxter QUESTION Can you clarify the difference between an w overwriting of GCSE / GCE questions is NOT overwritten examination paper (overwritten by a allowed. Teacher of the Deaf ) and a linguistically modified paper? Are they the same? GNVQ If they are not the same can both be applied for at The three awarding bodies for the external tests are the same time? RSA; BTEC; C&G. Different arrangements pertain for each. Teachers are advised to consult the ANSWER examination officer at the centre to check full details The standard provisions are outlined here. It is not of what is allowed. possible to detail all the available provision. w BTEC allows centres to overwrite questions as Teachers are recommended to consult the relevant does City and Guilds (as an exceptional guidance documentation which is sent to all centres measure). in order to ascertain precisely what can be w RSA does not allow questions to be overwritten; requested for each type of examination. w there are no provisions for modified papers; w photocopies of overwritten papers must be sent GCSE /GCE to the board. There is a very detailed guidance issued by the Joint SATs Forum both on the special arrangements available w the questions for the mental arithmetic tests can and for the administration of the examinations. The be delivered orally or through sign, supported by Regulations and Guidance are available as a OHP transparencies showing the key numerical booklet ‘Candidates with Special Assessment information (supplied by QCA); Needs, Special Arrangements and Special w the written papers can be opened one school Consideration’. This free publication may be day in advance of the examination and may obtained from: delivered orally or through sign; The Joint Forum for GCSE & GCE, 1 Regent Street, Cambridge CB2 1GG w papers must not be overwritten. (tel: 01223 553425 fax: 01223 345274) NB: although a Teacher of the Deaf scrutinises the language of the papers, recommendations are w a request may be made for a paper which has been linguistically modified by a Teacher of the viewed by QCA alongside the input from other Deaf; teachers working within different specialisms. The paper passes through several stages before being w a candidate may have access to the original paper in addition to the modified one if finalised and the recommendations made by the ToD requested; may not be incorporated.

Magazine January 99 13 Fax Buddies....

The Project

The fax machine has been part of the office furniture for a number of years now. So much so that today they have crept into the home and many people own combined telephone-faxes. However, like all pieces of furniture, we have become very comfortable using them for set purposes. We tend not to think creatively about alternative uses.

Think about the lion tamer who discovered that a chair could be used to keep hungry lions at bay. That person’s attitude to chairs would never be the same again. In the same way fax machines can be used to conduct informal written conversations. If you link that with the benefits a deaf person can experience from using the fax, then you discover the basis of the Fax Buddies project.

It is often assumed that the fax machine is too sophisticated for children to use. However, the modern fax is more user-friendly and affordable than ever before. Many people recognise that it could replace the telephone for deaf people and a range of others with communication difficulties as a means of providing almost instant access to people many miles away. The fax is also more immediate than alternative methods deaf people use to communicate at a distance, such as Minicom and Textphones, and gives them time to consider their reply.

The project aimed to produce evidence on the impact a fax machine would have on pupils who are deaf. In particular, improvements they might demonstrate over a period of time and in a number of areas such as: ☺ improved literacy skills ☺ improved communication skills ☺ improved motivation and self esteem ☺ confidence in using the technology ☺ independence levels in initiating and replying to communications

14 Magazine January 99 Is it Faxday yet? Our experience of using the Fax Buddy Project Cindy Paulding, Teacher in Charge, Primary Hearing Centre, Croydon

This is the most frequently asked question in the Centre at present. Faxday is Friday, when the children write to their Fax Buddies, following the programme outlined by the Deaf@x Project created in association with BECTa and BT. We began to use this programme in the Summer term.

The Primary Hearing Centre is a small unit catering pupils read the Buddies’ fax replies with great for profoundly deaf children for whom mainstream is eagerness, reading every word and asking for not an option without 100% support. Most of the detailed explanations of words or phrases that they children spend at least 50% of their time in the did not understand. This is something that rarely Centre, often more. I have been concerned about happens when they are reading other texts. the reluctance of some of our pupils to write for pleasure. When the project details arrived on my Our Buddies are ‘volunteers’ from the families and desk early in the year, it seemed as if this was a friends of the Centre staff as they have some possible solution. Its success has exceeded my knowledge of deaf children. They have been expectations. carefully matched with the pupils’ interests and characteristics. Their commitment and enthusiasm The programme involves the pupils having a weekly has contributed greatly to the success of the project. dialogue with their Buddy through the use of a fax Some Buddies have became real friends to the machine. The project pack provides useful ideas, pupils, remembering birthdays, sending postcards including structured lessons to teach the pupils how from their holidays and coming in to visit us at to use a fax machine. We did not follow this school. The Buddies have found the advice scheme closely. Our introduction was more provided in the literature very helpful. practical. We spent a session writing messages in the Centre, faxing them to the fax machine in the During our recent OFSTED inspection the scheme main school, and rushing down the corridor to see was given the thumbs up. The inspectors were the faxes arrive. Within no time at all, the pupils impressed by the enthusiasm with which the were fax experts and needed no help to send their children participated in the programme and one messages. One pupil had even learnt her Buddy’s inspector asked to become a Buddy, so we added fax number by heart within a few days. her to our waiting list. In this time of the National Literacy Strategy and the National Curriculum filling Our pupils really enjoy writing their faxes, and they every second of the day, I would strongly discuss what to include in their next communication recommend that, if appropriate you make space for throughout the week. The faxes in some cases the Fax Buddies Project in your timetable. have grown from a few lines to two pages, and are full of news, questions, and decorated with pictures. For further information contact: Through the examples of language sent by the The Deaf@x Trust, Technology Centre, Bulmershe Buddies, our pupils have begun to experiment with Court, The University, Earley, Reading, BERKS, and use more complicated language, especially RG6 1HY. conversational language. The programme has tel: 0118 9260257 fax: 0118 9260258 helped to develop the use of question forms and the pupils have begun to realise that writing for an audience requires mutual understanding.

The pupils compose their faxes and send them independently. Support staff only intervene when requested by the pupil, for spelling or help with putting their ideas into words. At first, we contacted the Buddies if the meaning of the fax was not clear. It soon became apparent however that it was better if the pupil realised that the Buddy did not understand an element of their fax. This meant that once the Buddy’s reply was received and a misunderstanding noted, we could work with the pupil, talking through the problem, rephrasing the language to make the fax content clearer. The

Magazine January 99 15 National Standards for SEN specialist teachers and options for delivery of training

BATOD had not yet completed its response to these C SEN Specialist Teachers (G & ToD) should: documents as consultation with other bodies was 1. be cognisant of the core standards required of still taking place when the Magazine went to press. them; However, all BATOD responses will be informed by 2. have access to a range of opportunities and the following principles. The NEC recommended on courses which will enable them to develop their the web-site that members who were replying to the knowledge, skills and understanding of pupils document include these points within their reponses. with SEN; The full BATOD reponse will be available as soon as 3. have access to appropriate funding it is completed. arrangements which will allow them to undertake relevant training as quickly and Principles: efficiently as possible; A. Pupils with SEN are entitled to: 4. be statutorily required to undertake accredited, w equal opportunity regardless of degree or type of relevant, specialist training within 2 years of disability or learning difficulty; commencing a specialist role; w a full and relevant education in an appropriate 5. undertake an accredited course of study which educational environment; should have the status of a post-graduate w develop a range of skills, knowledge and diploma, or higher level of qualification, experiences required for individual fulfilment and requiring completion within a 1 year full-time or independence; equivalent part-time programme; w educational services which respond to their 6. have access to funds which will enable them to needs through the provision of access to undertake further professional development differing forms of support and a range of beyond statutory qualifications. approaches to education; For example, undertake additional courses of w a broad, balanced and relevant curriculum; study in: w appropriate forms of assessment and a. a specific area of SEN, perhaps in accreditation; modular form; w the optimum provision and management of b. a particular phase of education; specialist equipment; c. the individual’s own specialist area, w receive educational support from qualified, thereby up-dating knowledge and skills; specialist teachers (and other professionals) who d. a particular curricular area and its have the skills to recognise, assess and meet specific implications for pupils with SEN; their academic, personal and social needs. e. specific managerial and advisory knowledge and skills, relating to a NB The above points are taken from the document specific area of SEN provision. ‘Towards a National Policy in the Education of 7. be required to undertake some form of re- Deaf Children and Young People’ which accreditation within a set period, or maintain a appeared in the BATOD Magazine May 1995. CPD log which would need periodic review, in order to maintain qualified status. B. It should be recognised that SEN Specialist Teachers: D. The Specialist Courses should: 1 should be divided into 2 groups: 1. be designed and delivered by a team of a. The generic SEN teacher, eg a SENCO, appropriately qualified and experienced staff, a teacher in a learning support service. within an institution of Higher Education, thereby b The teacher with specialist qualifications creating specialist centres of excellence; and expertise who is working in a specific 2. be accredited by a collaborative body, comprised area of SEN such as deafness. of representatives from relevant professional 2 work with pupils with mild or with moderate associations and Government agencies; forms of SEN, as well those whose needs are 3. have advisory/consultative committees which severe and complex. consist of course providers, additional representatives from the University/faculty, the NB: We therefore, refer in this document to student body, professional associations, and specialist SEN teachers with a generic role voluntary organisations. as specialist teachers (G); for specialists with a specific role, such as teaching deaf Officers of NEC would be grateful to receive copies children, as specialist teachers (ToD). of responses made by members. Please send them to Paul A. Simpson, 41 The Orchard, Leven,

16 Magazine January 99 MINUTES OF A MEETING OF THE NATIONAL EXECUTIVE COUNCIL OF THE BRITISH ASSOCIATION OF TEACHERS OF THE DEAF HELD IN BIRMINGHAM, 20 June 1998

Present discussion. The Journal Editor has approved the P.Annear (President); S.Archbold (President Elect); P.Hughes (Past insertion of a small panel in the Journal to notify President); P.Simpson (Secretary); B.McCracken (Treasurer); subscribers that Survey results are available. J.Baxter (Asst. Secretary); E. Moore (Consultant); F.Atkins; P.Bogue; C.Carnelley; B Dunne; J.Frew; M.Glasgow; H.Griffith; A 3.8ii (8.3x) The Survey sub-group comprises Margaret Griffiths; A.Haque; D.Hartley; J.Parsons; A.Reese; S.Smith; C.Sturt; Eatough (Survey Co-Ordinator); Tom Wrynne(St.John’s A.Toner; A.Underwood (Magazine Editor); C.Wakefield; L.Williams; School, Boston Spa); Sheila Smith (Blanche Nevile M.Williams School & Service); Gwen Carr(Stockport Service & Units); Sheila Lundberg(Highlands Service & Units); 1 Apologies for absence: Elizabeth Andrews(RNID); Michelle Thew or Paul M.East; H.Jones; C.Paulding. Simpson(NDCS); Aftab-i Haque (BATOD, MAPC).

The President gave a brief account of the proceedings of the 3.9 8.3viii) Two members of the MAPC are in process of previous evening at the meeting between the National and itemising publications and information leaflets produced Regional Officers of BATOD. Members of NEC were invited to by the Association and are looking to update the booklist peruse and contribute to the ‘ideas sheets’ generated by the (produced in 1991). meeting. Decision: i) not to issue the booklist until it has been updated; 2 Minutes of the meeting of 28 March: amended and ii) Secretary to liaise with the Course Providers to approved. help in the updating.

3 Matters arising from the Minutes of 28 March 3.10 (6.1iii) Margaret Glasgow is in dialogue with Tony Shaw (Figs in brackets are for cross-referencing with the over the leaflet he has produced on favourable acoustic Minutes of 28 March.) conditions, putting forward a number of other considerations which can support the inclusion of deaf 3.1 (4.5)Lobbying to avert the closure of Penn School pupils in mainstream classes. (Copies to be forwarded to (Bucks) has not met with success. NEC members.)

3.2 (7.2) No changes to the way the Association’s accounts 3.11 (4.4) Last data on the monitoring of adverts for are operated, including arrangements for another ToD posts was received in February, since which time a signatory for cheques, can be implemented until the number of adverts are known to have been placed. Bev relevant published Minute can be seen by the bank. McCracken has asked for an update from NDCS; the Having two signatories for BATOD cheques would result Secretary has alerted S.Daniels to the recent adverts, in delays in reimbursement of expenses and in increased passing on concerns about the efficiency of the NDCS postage costs. monitoring system.

Decision: The Treasurer to be the main signatory for BATOD 3.12 (3.13iii) The letter requesting information on the early cheques, any named Officer having the authority to findings by HMI on the teaching of reading to deaf sign cheques in the Treasurer’s absence. children has been forwarded to Bob Dyke by Bill Bakehouse. An acknowledgement has been received. 3.3 (7.3) The Treasurer had been unaware that certain Special Interest Groups (SIGs) and organisers of 3.13 (8.12ii) Ted Moore has put forward an expansion of the conferences operated free-standing accounts; and was Teacher Training Agency(TTA) Focus Group’s document concerned about the complications this arrangement on Specialist Standards for teachers, but is doubtful that would cause with regard to VAT and the auditing of it has been properly considered. Concerns remain that accounts. Only the National Treasurer can open a new the adoption of minimal specialist standards could lead in BATOD account. Injections of funds received by SIGs, time to the loss of the mandatory qualification. The along with any other in/outgoings should be managed deadline for the consultation process and associated within the BATOD Regional account. The Treasurer was meetings has been extended. resistant to the notion of producing guidelines on the operation of sub-accounts, using an argument Decision: Ted to request an invitation for BATOD to be acceptable to many, but not all, that it is not possible to represented at the next meeting of the TTA Focus give guidance on ‘what not to do’. Strong feelings Group . Feedback following the publication of the continued to be expressed in some quarters that the document will be given at the Oct. NEC meeting. issue needs a more satisfactory resolution. 4 Correspondence Decision: 1) Regions to arrange for any free-standing account 4.1 The Secretary has received over 120 items of to be subsumed into the appropriate Regional correspondence since March. BATOD account; ii) Regions to liaise with the Membership, 4.2 A strongly-worded expression of disappointment has Administration and Publicity Committee(MAPC) been received from Miranda Pickersgill and Susan who will consult further with the Treasurer if Gregory over a perceived lack of consultation and the required. failure to take account of current developmental work on language and communication when publishing the 3.4 (8.3xii) BATOD document on Communication Modes. Maria Decision: The date of national AGM/conferences will remain Cameron has also commented on the omission of as November for the foreseeable future. reference to the maternal reflective approach in the teaching of language. 3.5 (8.3v) Stationery in the new ‘house-style’ should be used for all external communications. A Welsh bi-lingual Decision: i) The Educational Management Committee(EMC) version was not available for the printing deadline. to consider Maria Cameron’s view; ii) the Secretary to remind M.Pickersgill and 3.6 (8.12ib) The letter from a deaf student citing ‘unclear S.Gregory of the Association’s stated intention to speech’ as the reason given for failure to secure a place produce a working document to suit the purposes on a training course is to be published in the Association of a variety of users; and of correspondence which Magazine. had been exchanged during the long period in which the document had been in preparation. 3.7 (9.2) The Association has taken advantage of the ‘no strings attached’ agreement with ‘Research Machines’ to 4.3 Jill Kirk attended the meeting of the CACDP Standards set up an unlimited web-site free of charge for the first and Accreditation Board in April, but had only two years. The President asked for the Association’s disappointing news to report with regard to future liaison appreciation of the Magazine Editor’s efforts and over the development of a GCSE examination for users negotiating skills to be put on record. of BSL: the priority for the Board at present must be their involvement in NVQ examinations. 3.8i (3.5) The remainder of the results of the BATOD Survey will be published as an insert in the Association 4.4 A York barrister has asked for a recommendation for an Magazine, once all data has been collated. Use of the ‘expert witness’ web-site for presenting Survey results is also under Minutes of Meeting 20 June 1998 1 Decision: to advise him to contact Ron Davie. Decision: Ted Moore to alert the Unions to concerns over the Fair Funding document. 4.5(i) Further discussions with Susan Daniels (NDCS) over the possibility of BATOD setting up a sub-group of the free- 4.13 The University of Derby is seeking Sign Language standing hearing-impaired teachers group have Interpreters (SLIs) and Communication Support Workers established that NDCS would prefer to take the group (CSWs) for students. The suggestion by a member of under its aegis. NEC that a committee should investigate the shortage of SLIs was not taken up. 4.5(ii) NDCS are promoting literature advertising a course being organised for deaf people interested in becoming a 4.14 Ruth Swanwick has asked the Association to nominate ToD. another representative to the Advisory committee to the Leeds course in place of Bev McCracken as a Decision: Secretary to write commending NDCS consequence of his perceived connection with the encouragement of deaf applicants for ToD training; University of Manchester, despite assurances that the and expressing disappointment that BATOD had not Joint Training Initiative run by the University and RSD been approached for information, particularly as Manchester has no connection with the ToD training some of the course details referred to are out of course. date. Decision: PDC to nominate a representative. 4.6 The BBC have asked for opinions on a proposed televised course on BSL. 5. President’s report 5.1 The President asked for his appreciation of the research Decision: to be referred to the Professional Development and negotiations undertaken by Sue Archbold and Committee (PDC). Pauline Hughes in obtaining such a satisfactory contract with Colin Whurr publishers to be put on record, as a 4.7 The Association has been alerted by Richard Flowerday consequence of which the Association can look forward (Sheffield Service) to a consultation document ‘Fair to a Journal of continuing high quality. The excellent Funding - Improving Delegation to Schools’. Of grave achievements of the Journal Editor were also formally concern is the proposal that Resource Bases/Units for acknowledged. pupils with sensory impairments should be delegated to the host school. 5.2 A group of Officers have met with Brian Colbeck HMI. Among issues discussed were teacher training (TTA); Decision: Ted Moore to prepare an Association response in lobbying for the policing of the 3 year clause (mandatory the name of the President to be sent to the DfEE, qualification); revision of the Course Providers course along with a comment that the Association would content booklet, in the light of directives about the have expected to have been notified of the Literacy hour; funds for INSET; and re-accreditation for consultation process. Guidelines on responding to ToDs. Future agendas will focus on teacher training; the Fair Funding document are being sent to Heads issues with regard to delegation of Units; pay issues; of Schools & Services with an encouragement to Advanced Skills Teacher (AST) status; NDCS task contact the DfEE, MPs, LEAs and councillors. groups; and the monitoring and control of research. The Individual members are also encouraged to Association will seek opportunity to raise similar issues respond. (Deadline for consultation is 31 July.) with the DfEE.

4.8 Professor Bamford(University of Manchester) has asked 5.3 Elizabeth Andrews (Education Policy Officer, RNID) has the Association to consider the recommendation briefed BATOD Officers on the high value RNID places stemming from a recent meeting of the Advisory on collaborative working in the field of deaf education. Committee that it would be appropriate for BATOD to RNID has offered some financial assistance and training assume a formal role in the ongoing validation of training support with regard to the BATOD Survey supported by courses in the education of deaf children, with guarantees that they would not expect to enjoy any responsibility for setting minimum course standards; and special privileges with regard to the interrogation of the has invited BATOD to revalidate the Manchester course. database. The Officers welcomed RNID’s initiative and were broadly supportive of the educational guidelines Decision: i)Secretary to reply stating BATOD’s wish to they were promoting. promote the work of the University; and its commitment to the safeguarding of standards for Decision: members of NEC endorsed the Officers view and the training of ToDs; agreed to progress the issue. ii)PDC to draw up a mechanism enabling BATOD to become a validating body. 5.4i The Officers have identified certain changes necessary to the Rules & Constitution to reflect the direction in 4.9 Following meetings with DfEE officials and Ministers Ivan which the Profession is moving eg in its support for the Tucker (Headteacher, The Mary Hare Grammar School) work of Learning Support Assistants (LSAs); publishing has invited the President to attend a meeting with fellow arrangements for the Association Journal; and professionals and Chief Executives of national deafness Association elections. charities to discuss ways of lobbying for the continuation of the mandatory qualification for ToDs. 5.4ii There was some discussion about whether or not there should be some differentiation in the designation of 4.10 It can still be difficult for independent and non-maintained ‘unwaged’ people ie those ‘taking a career break’ and schools to access Standards Fund money for mandatory ‘unemployed’ ToDs; and how to recognise the salary training held by LEAs. An LEA may offer to include a differential between many of the Associate members and special school’s bid for funds with its own, and on receipt LSAs in the setting of the subscription rate. of a lower figure than applied for reduce, or even withhold, the allocation to the special school. Stephen Decision: Treasurer to reword the proposal for the AGM with Byers (Education Minister) is not prepared to influence regard to subscription rates for LSAs. LEA decisions about the distribution of Fund money, and has recommended schools to raise their fees to provide 5.4iii funds for training needs. Decision: to recommend a change of name from the Audiology & Educational Technology Committee to Decision: to bring to the attention of Brian Colbeck (HMI) that the Audiology, Information & Communication special schools provide a bigger pool of trainee Technology Committee(A&ICTC) in order to reflect ToDs than LEAs. its developing role.

4.11 Ted Moore has responded to a consultation document Decision: Members of NEC agreed to adopt the convention of from the Office of Manpower & Economics on pay using the term ‘Chair’ (of Committee). systems for SEN teachers, including Heads & Deputies of Services, making particular reference to the omission 5.4iv A proposal was put forwarded by the Treasurer, of any reference to the role of Support Services. seconded by Jackie Parsons that the proposed amendments should be accepted by NEC members, and 4.12 A letter has been drafted to canvass views of the should be published prior to the Nov. AGM, with a teaching Unions on matters affecting pay & conditions of recommendation that they should be adopted forthwith if service for ToDs; and requesting an explanation for lack approved by the membership. of action with regard to pay issues for peripatetic ToDs. Decision: motion carried nem. con.

2 Minutes of Meeting 20 June 1998 5.5 The President thanked retiring member Pat Bogue for an acceptable standard is available. Expenses for her work for NEC. essential meals, accompanied by a receipt, should remain at £10 and £5 for dinner and lunch respectively. 6 Secretary’s report 6.1 Reports should be sent to the Secretary by E-mail or on Decision: the proposal was accepted. Word 6.0 disk if possible. 7.8 Members claiming mileage will only be reimbursed at 6.2 Members of NEC were reminded that late reports of standard public transport rates unless prior approval has meetings should not be handed out by individuals but been obtained from the Treasurer for use of a car. In passed to the Secretary for collation and distribution cases where access by public transport is difficult, or (including to absent members). The deadline for 1998 there are heavy items to carry approval for car use will Annual Reports is 15th July 1998 be automatic. Those who can book APEX fares are strongly advised to do so. 6.3 The Secretary paid a warm and strong tribute to the Magazine Editor and to her son Matthew for the 7.9 The Treasurer paid tribute to the Advertising Manager background work done to put BATOD on the Internet; whose efforts have generated a significant increase in and thanked Jackie Parsons and Corinda Carnelley for income this year. A proposal was put forward by Pauline the rapid responses to 4 DfEE documents and a Hughes, seconded by Corinda Carnelley that he should consultation paper on Early Education & Day Care continue to receive a payment of £200 for hidden respectively. The Scotland Region have responded to a expenses, plus a 10% commission on net income similar document on Early Education (copy sent to the generated over £5,000 per year, to be reviewed annually. General Teaching Council). Decision: proposal carried, nem. con. 6.4 Members of NEC intending to stand for re-election were reminded of the end of June deadline for the return of 8 Committee discussion time election forms. Committees met to conclude the year’s business and to forward plan. 7 Treasurer’s report 7.1 The current membership figures are 1,588 excluding 7 9 Reports from the Regions Life Members. The Association is looking to balancing its 9.1 Wales books for this financial year, owing to increased revenue 9.1a At the May AGM, Rose Taylor took over from Alun from advertisements; conferences/courses breaking Griffiths as Regional Chair; and Stan Cornelius was even; and increased membership subscriptions. presented with a gift upon his retirement.

7.2 The Treasurer outlined a case for requesting a further 9.lb Despite written acknowledgement by Cardiff LEA of the increase in membership subscriptions at the Nov. AGM, implications of the withdrawal of pre-school support for to take effect for the financial year 1999-2000. The deaf children and a commitment to the appointment of a General Fund is in deficit and the Mary Grace Wilkins ToD, no advert has yet appeared. BATOD Wales Fund cannot be constantly eroded to meet immediate continue to monitor the situation and have expressed need. Although the changes in Journal publishing their concerns to the LEA. arrangements should not result in sustained increased costs, this year the Association will be required to pay for 9.1c The Swansea training course is to be discontinued. the printing of the Oct. issue, in addition to finding a BATOD Wales would not wish to see a training facility year’s publishing costs. The Association’s many other disappearing completely from the Region. Much expenses continue to escalate despite attempts to discussion followed, broadly supporting the notion that economise on costs of meetings and other business. course delivery should remain in Wales.

7.3 The Association was asked to be more creative in the Decision: PDC to liaise with the course tutor, John Jones, to way income is generated to support its aim of becoming investigate the possibility of setting up a satellite as self-sufficient as possible. In addition it was distance learning course of one of the established recommended to investigate the viability of seeking training courses. charitable status linked to a covenanting facility. 9.2 North Region 7.4 As costs of supporting Associate Members are the same 9.2a The Region reported on a very successful conference on as for Full Members the Treasurer proposed that a working with children from ethnic minority families. recommendation be put to the Nov. AGM to abolish the subscription differential between these categories. 9.2b Aftab-i-Haque is to become Regional Treasurer.

Decision: to put such a motion to the AGM along with a 9.3 South Region recommendation that there should be only one 9.3a The Region’s annual meeting had focused on the subscription rate for Overseas Members. counselling of deaf adolescents.

7.5 Following much discussion about the amount 9.3b Those attending the audiology workshop day had given subscriptions should be raised, a motion that an increase positive feedback on content and format. in subscription fees of £3 for Full and Retired Members should be put to the AGM was proposed by Pauline 9.3c The Regional newsletter continues to provide a vital link Hughes and seconded by Barbara Dunne. with the membership.

Decision: i) motion carried by 19 votes to 13, with 2 9.3d The Audiology and the Pre-school Special Interest abstentions; Groups (SIGs) continue to flourish. ii) notice of the background and the decision will be published in the Sept. issue of the Association 9.3e The Region’s accountant has advised limiting the amount Magazine, with a qualifying statement that there offered as a grant to a needy Region to £1,000. The was a good deal of support in the NEC meeting for generous gesture was greatly appreciated: bids from a more substantial increase in subscriptions in Regions, generated during the previous evening’s view of the proactive stance the Association is meeting between National and Regional Officers are required to take. currently being considered.

7.6 Members of NEC were reminded of the need for proper 9.4 Scotland Region VAT receipts when making a claim for expenses, as 9.4a There was an attendance of 50 for an informative those only stating ‘VAT included’ do not satisfy Customs audiology update day, the reception of which has & Excise Office requirements. VAT returns over the past confirmed the Region’s decision to continue to hold 2 years have shown only a small return, but it is some conferences separate from the AGM. anticipated that as members learn to adhere strictly to the system the Association should see a net gain each 9.4b The Region continues to monitor the unsatisfactory year, even though an increasing amount on revenue will outcomes of the recent re-organisation of educational have to be paid. provision for deaf pupils in Glasgow. Fears have been realised that the Catholic schools which now host all 7.7 In view of increased accommodation costs the Treasurer Units will give preference to Catholic teachers over ToDs recommended that the maximum overnight claim, when appointments are made. including breakfast, should be raised to £70 in London and £60 elsewhere, unless cheaper accommodation of

Minutes of Meeting 20 June 1998 3 9.4c BATOD Scotland has responded to a consultative 10.2d Jane Frew is representing the Committee in a new document from the Scottish Office ‘SEN in Scotland’, initiative called De@fchild UK (detailed report submitted making the particular point of the opportunity to instate for publication in the Association Magazine). A good the mandatory qualification for ToDs. Regional members symbiotic relationship between BATOD and De@fax is have been encouraged to submit personal and anticipated consequent upon Peter Annear’s meeting School/Service responses. with its Director, Ken Carter to discuss a range of issues of mutual interest. 9.5 Midland Region 9.5a There was good support for the May conference on ‘The 10.2ei Planning is well under way for the multidisciplinary Management of Deaf & Hearing-Impaired Children’. Millennium Conference ‘Communication 2000 - working together for deaf children’ which should appeal to a large 9.5b Conferences on ‘Early Interaction’ and ‘Middle Ear international audience. Speakers of a high international Effusion’ are being organised by the Pre-school SIG. profile are to be approached.

9.5c Staffing is sought for the BATOD stand at the NDCS 10.2eii BATOD and the British Association of Professionals in Open Day 19/20 June Audiology (BAPO) have each been asked for a working float of £500. 9.5d Issues relating to boundary changes continue to make it relevant to have representation on the Midland Decision: float agreed, with the proviso that any proceeds or Committee from each of the Unitary Authorities. losses should be split between the two Associations. 9.6 South West Region The Region reported on a conference on working with 10.3 Membership, Administration & Publicity Committee (MAPC) children with additional difficulties; and provided dates 10.3a Information leaflets & application leaflets to join BATOD and topics for future meetings. are available from Barbara Dunne.

9.7 Northern Ireland 10.3b BATOD publications and sales materials can be obtained A successful meeting in May was reported on the topic of from Fiona Atkins. The GCSE sub-committee keeps a language assessment in hearing-impaired children. number of the copies of the booklet ‘Language of Examinations’, as does the Treasurer. 10 Reports from Committees 10.1 Educational Management Committee (EMC) 10.3c Ann Underwood and Pauline Hughes are looking at ways l0.1a Responses have been made to a range of consultation to maximise the use of the web-site. A Committee documents (referred to above in 6.3.) Draft copies were member is to attend a course ‘Making the most of the available for perusal by NEC members. Internet for communication within your business or organisation’. 10.lb Angela Ellis represented the Association at the AGM of NATED at which information was disseminated on FEFC 10.3di Margaret Eatough has produced an update of funding methodology, the RNID speed test and information from the Survey. A notice is to be inserted in modification of the language of GNVQ assessments: a the Association Magazine asking members to supply detailed report has been submitted to the Association closure dates since 1978 for a number of schools/units. Magazine. As a consequence of professional and family commitments Angela is unable to attend all the 10.3dii The DfEE is to be charged an initial fee of £100 for committee meetings for NATED and so another addresses of establishments held on the database, and representative is sought. £15 annually for an update.

10.1 ci The GCSE sub-committee are to meet in July. Jill Kirk 10.3e was the bearer of bad tidings from the meeting of the Decision: future dates of NEC meetings/AGM were agreed as Standards & Accreditation Board (CACDP) leaving the follows: issue of the development of a GCSE in BSL in limbo NEC meetings1999. (referred to above in 4.3.) Sat..23 Jan; Sat.27 March; Fri./Sat.18/19 June; Sat..2 Oct: National Meetings 1999 10.lcii There is no funding available from the GCSE Boards for Sat.20 March: National Conference (North) continuing professional development of ToDs who modify Sat.20 Nov: National Conference examination papers. NEC meetings 2000. Sat.22 Jan; Sat.25 March; Fri./Sat.23/24 June; Sat.7 Oct: 10.1di The Curriculum Issues sub-committee continues to be Fri./Sat./Sun 7/8/9 April: Millennium Conference. involved in long-term consultations on Baseline Sat.18 Nov: National conference, Assessment; and has again been involved in the trialling venue likely to be Newcastle. of SATs and in re-writing the instruction book for teachers. 10.4 Professional Development Committee (PDC) 10.4a The 1998 Annual conference/ACM will be held at 10.1dii Ongoing discussions with QCA are taking place over the Hamilton House London: topic, ‘Challenging Change’. problems with the Mental Arithmetic component of the The keynote speaker will be Elizabeth Andrews (RNID). Maths SATs. A flyer notifying members of details has been inserted in the Association Magazine (May). 10.1diii In the misguided belief that there is no longer need for specialist SEN involvement in the production of English 10.4b The Committee thanked Alun Griffiths and John Fossey SATs papers, NFER has abolished the advisory teachers for volunteering their services to the conference sub- panel, as a consequence of which BATOD now only has committee when Bristol had been the anticipated venue access to papers once they have been set. for the conference. Volunteers for the new conference sub-committee are urgently sought in the London area. 10.div Tina Wakefield will represent BATOD at the QCA annual conference in July; and Malcolm Bown continues to 10.4c Plans for workshops on deaf children with EBD have attend and report on QCA SEN meetings. been suspended for the time being as the Committee attempts to address the issue of chartering the 10.2 Audiology & Educational Technology Committee Profession. (A&ETC) 10.2a An expansion of the guidelines on favourable acoustic 11 Report of a meeting between the Officers and Brian conditions, produced by Tony Shaw (The Mary Hare Colbeck HMI (Meeting reported above under 5.2.) Grammar School), have been sent for his consideration Officers are due to meet with Brian Colbeck again on 2 and will be published in due course in the Association July. Magazine. (Referred to above in 3.10.) 12 Date & time of next meeting: 3 Oct. 1998, 10.2b The Audiology Update Course to be held in Chamberlain Hotel, Birmingham Middlesborough (27 June) is being sponsored by Phonak UK Ltd. 13 A.O.B. There was no other business to report. 10.2c Despite the Internet crashing, the ICT Update Course held in conjunction with Birkdale School, was reported to Meeting closed at 16.10 be very successful. Due to popular demand further courses are being planned.

4 Minutes of Meeting 20 June 1998 JOIN A COURSE

Institute of Child Health and Great Ormond Street Hospital for Children NHS Trust Saturday 20 March 1999 UNIVERSITY COLLEGE LONDON MEDICAL BATOD National Conference SCHOOL at Cochlear Implant Information Day The Medical Centre, Newcastle University Thursday 18 March 1999 The purpose of this course is to inform parents The language of deaf learners: and professionals with regard to the assessment, implantation and rehabilitation of assessment and children with cochlear implants. teaching approaches Fees: £80 ; £55 therapists / teachers ; £25 parents Keynote speaker Joy Jarvis Paediatric Audiology Update Friday 19 March 1999 Workshops on Assessment: This course will cover the aetiological BSL, Natural Aural, Total Communication investigation and genetics of hearing loss; the Teaching approaches: place of surgery for anatomical abnormalities of Bilingual, Natural Aural, TC settings the external and middle ear; an update on The place of the Literacy Hour cochlear implants; an update on bone-anchored Members £ 25.00 hearing aids; vestibular testing in children; and Non members £ 35.00 electrophysiological testing in a child with Booking forms in January Magazine hearing loss. mailing Fee: £80 ; £55 therapists / teachers and from: Further details and application forms are available from: Ann Underwood, 41 The Orchard, Leven, The Courses and Conferences Office Beverley, East Yorkshire HU17 5QA Institute of Child Health 30 Guilford St, London WC1N 1EH tel: 01964 544243 Direct tel: 0171 829 8692 / 0171 831 8394 e-mail [email protected] Direct fax: 0171 831 6902

ATTENTION Course Organisers. Bring your course to the notice of all our readers via this page. An Entry: This facility is available at a cost of £20 for a 10 line entry, plus an entry onto the Calendar. Copy must be available 5 weeks preceding publication. Space should be reserved as soon as possible, details to: Mrs Ann Underwood, Magazine Editor, 41 The Orchard, Leven, Beverley, HU17 5QA fax/phone 01964 544243 E-mail: [email protected] Job Vacancies advertised in this section also appear on the BATOD Web pages (Teaching Section Situations Vacant http://www.rmplc.co.uk/orgs/batod/ Language Modification Training Day NOTTINGHAM PAEDIATRIC COCHLEAR IMPLANT PROGRAMME ADVANCED WORKSHOP 25th - 27th MARCH 1999 The GCSE sub-committee will run a second full-day practical workshop Our Advanced Workshop gives the opportunity for those involved in cochlear implantation to bring themselves up-to-date with the session. latest trends and techniques, to develop new skills and to have Saturday 6 February 1999 opportunity to discuss complex cases and issues with colleagues. It is open to the whole range of professionals at YRSD Doncaster working in the field and will cover: F assessment of very young, borderline and complex cases The workshop will be geared towards: F trouble-shooting the system a) updating skills of those currently involved F educational issues and the role of the Teacher of the Deaf in rehabilitation in modifying the language of exams F language and speech assessment of preschool and deaf b) providing an introduction to modification children with additional needs for teachers who are interested in F video analysis techniques F quality of life assessment becoming one of the team. There will be plenary and workshop sessions and numbers will Cost: £15.00 be restricted to allow full participation. including lunch and refreshments Early booking is advised. CME Accreditation applied for INTERNATIONAL GUEST SPEAKERS INVITED. (NB some teachers may be able to Cost: £250.00 (Residential) includes full board at University claim expenses through Standards Fund Hall of Residence (Student rooms). £200.00 (Non Residential), inc.all meals throughout the money) course. Please send for details as soon as CONFERENCE DINNER on Friday evening is included for all delegates possible. Information and application Registration form/further details contact : form available from: Maureen Ross, Nottingham Paediatric Cochlear Implant Mr Bev. McCracken Programme, Ropewalk House, 113 The Ropewalk, Nottingham, NG1 NG1 6HA. 200 Bramhall Lane South Tel: 0115 9485549 / Fax: 0115 9485560 / E-mail: Bramhall, [email protected] See our website: Http://www.npcip.demon.co.uk Stockport SK7 3AA

Magazine January 99 17 Phonak advert

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18 Magazine January 99 UK Register of Expert Witnesses 12th edition now in preparation

Are you an expert witness wishing to increase your world-wide exposure to those experts who have rate of instruction? You could have your details requested to be listed on-line. placed in front of all litigation lawyers in the top 3,000 practices in the UK by being listed in the An invaluable resource longest established register of expert witnesses. If you visit our web site you will also see the wealth of information it contains. All our factsheets are Now in preparation for its 12th year, the UK Register accessible here. Experts can learn more about the of Expert Witnesses is a ‘live’ database of litigation process, fees and disbursements, terms of experienced expert witnesses. It currently holds the engagement and much more. The site also holds details of more than 3,000 vetted individuals, whose the present and all past issues of our newsletter. fields of expertise range from accountancy to yacht building, anaesthesia to zoology and acupuncture to Access to our web site and our Web Register is zinc - the subject index runs to no fewer than 17,000 free. I hope you agree that whether your readers entries! want to use the site as an information resource or wish to contact us about becoming more involved in The database is available in three formats: as a expert witness work, it is worthy of a mention in your book (distributed free of charge to the top 3,000 UK publication. solicitor firms), as Windows-compatible software and now on-line. Members of The British Association of Teachers of Web Register launched the Deaf who wish to make known their availability The advent of web publishing and the creation of as expert witnesses to wider circle of the legal our Web Register means that we are now able to profession should contact Kate Porter at: promote an expert’s details immediately, rather than J S Publications, PO Box 505, Newmarket, Suffolk having to wait for the annual print run in April. The CB8 7TF (tel: 01638 561590; fax: 01638 560924). Web Register can be found by surfing to the ‘Using experts... ‘ section of our web site at: www.jspuhs.com. This new service gives 24 hour,

IT’S BIG, IT’S RED AND IT’S COMING SOON RED NOSE DAY - 12 MARCH 1999 ‘THE RECORD BREAKER’

Comic Relief wants YOU to help break zillions of This means that for every single pound raised by wild and wonderful records by taking part in the the public on Red Nose Day, that whole pound gets biggest fundraising event of 1999. So pop your Red to the people who need it most. Since its launch in Nose on with pride and get your thinking caps on 1986 Comic Relief has raised over £139 million. NOW - we want to know jolly japes you have in Help it raise even more this year. store for the nation between now and 12 March! Very Easy Ways to Make a Difference Lenny Henry said, ‘Hupla! And Dismount! Hello party B Ask Comic Relief for a copy of the colourful people, docu-soap watchers and funkateers. It’s that fundraising pack - just call the Fundraising Pack Line time once again! This Red Nose Day Comic Relief on 0891 900 000. aims to show that every single person in the country B Buy the brand-new-for-1999 Red Nose or Clothes can be a Record Breaker - and that means thinking Nose and display it with pride. (available from of the coolest, hottest, fastest biggest and February 4th) exclusively at Sainsbury’s stores and REDDEST fundraising ideas ever to help the Red Oxfam shops nationwide. Nose posse make 1999 the Red Nose Record B Impress your fashion conscious friends by wearing Breaker to beat all others.’ the mulitcoloured Red Nose Day 1999 ‘Record Breaker’ t-shirt, available from Littlewoods stores, YOUR record breaking contribution will go to help Index stores and through Index Extra and Littlewoods some of the most disadvantaged people at home in catalogues from 4 February. B Go Red for the Day of Comic Relief - pay to go into the UK and in Africa. What’s more, thanks to the work dressed up in red socks, red ties, red tights, red kindness and generosity of Comic Relief’s friends knickers , whatever takes your fancy! across the world of business, all fundraising costs B Hold a Malteser bobbing event charge people per go. are covered through sponsorship and gifts in kind. B Hold a juggling competition - every dropped ball is ten pence to Comic Relief! Magazine January 99 19 ICT NEWSPAGE Jane Frew

There is more “behind-the-scenes” work beginning to happen just now including the setting up of an ICT sub-committee which has just swung into action. A BATOD booklet about ICT and deaf children is soon to be underway - see advert for contributions below. Plans and projects also include more courses and raising the awareness of the government and their agencies to the importance and particular benefits of ICT for deaf children. A meeting at the DfEE with the Minister responsible for SEN/ICT (Charles Clarke MP) has been arranged by De@fax and a BATOD representative (yours truly) has been invited to attend. Watch this space......

I CAUGHT A VIRUS!!!! N. IRELAND - 1300 Schools to be connected to the National Grid for Learning Apologies to anybody who has tried to contact me by e-mail - my computer has caught 2 viruses All of N. Ireland’s schools and other educational despite being protected by an anti-virus program! establishments will be connected to the “NINE” This resulted in a complete blackout of my system. (Northern Ireland Network for Education). The If you have sent me an e-mail, please contact me service is provided and managed by DIALnet plc again by phone (0181 599 4820) or ‘snail mail’ and will provide secure communication services (19C Thomas Court, Haydon Road, Dagenham, such as electronic mail, conferencing and publishing Essex, RM8 2PA ). and has a filtered and secure connection to the internet. CALLING NORTHERN IRELAND, SCOTLAND For more details, contact Dawn Mulholland on 0990 AND WALES 665 665.

Are there any ToDs working in N. Ireland, Scotland BETT ‘99 taking place or Wales with an interest in ICT who would like to between13 - 16 January 1999 at join a network linked to the ICT sub committee? We BETT logo here the Grand Hall, Olympia, would appreciate any information about any aspect London will bring together over of ICT being used with deaf children in schools and 360 suppliers of equipment, services in other parts of the UK. products and services from the Please contact: IT sector. Education Jane Frew on 0181 599 4820 professionals can also learn more about the use of IT in all VOICE RECOGNITION AND HI CHILDREN aspects of the curriculum, Details of the use of voice recognition at Tewin management and administration Water School (as well as other aspects of ICT in a comprehensive, non-commercial seminar including the subtitling facility which is being programme.These seminars were widely used for developed) can be found at: INSET in 1998. For further information about BETT www.campus.bt.com/CampusWorld/orgs/org10021. ‘99, free tickets and subsidised travel offers contact the ticket hotline on 01203 426458.

BECTa - setting up a communications network IT for All logo here for professionals working with deaf learners BECTa is keen to support special interest groups that wish to communicate with each other. As the Teacher Training Agency begins to consult on standards for specialist SEN teachers and the DfEE ‘IT for All’ is a partnership between business and looks at revision of the Code of Practice BECTa Government providing opportunities for people with would like to develop a range of e-mail lists that little or no experience with ICT to get first hand focus on professional development issues. If you experience in a friendly, non-threatening can suggest who BECTa should be talking with environment. IT for All Centres offer clear, jargon- (BATOD will be making a link) to set up a list to free guidance. support Teachers of the Daf and those supporting Contact the ‘IT for All’ project office: deaf and hearing impaired learners in mainstream on 0171 215 1327 and special schools and units, contact Terry Waller Tel: 01203 416994 Fax: 01203 411418 E-mail: [email protected] Audiology and ICT Committee 20 Magazine January 99 NEEDED WANTED NEEDED WANTED NEEDED INTRODUCING A NEW NATIONAL RECORD OF ACHIEVEMENT Short articles about ICT and deaf children The DfEE NRA Review Team recently sent out Are you using ICT with deaf children? Information Note 4 - the latest in a series of What form of ICT are you using? Information Notes to keep colleagues in education, PLEASE write a short(ish) case study outlining what training and employment up to date with the you do and how you do it. development of Progress File.

BATOD ICT sub-committee are looking for The Note announced a CD-ROM which should help contributions for an “ICT and deaf children” booklet schools to develop, plan and deliver programmes of to be published as soon as is humanly possible i.e. careers education. It has been designed to help 1999 / 2000. organisations plan how they will introduce and use Progress File. One copy of the CD-ROM is available For more details contact: free of charge per organisation. Jane Frew on 0181 599 4820. The CD-ROM contains all the current Progress File WANTED NEEDED WANTED NEEDED WANTED materials and a full range of careers education and guidance publications. This should be of particular use to schools who are designing careers education PRESS RELEASE programmes for pupils aged 13 to 16 - now a statutory requirement. Other organisations will be New Resource Package integrating ICT and interested in the Progress File guides which Traditional Teaching Methods have been written for colleges, careers services, training providers and employers as a result of the In September 1998 Literacy Hour was established in trials. Whatever your business, if your organisation primary schools and in 1999 this will be followed up is committed to developing people you will find with Numeracy Hour. In parallel, the National material on the CD-ROM which is of use to you. Curriculum expects children to be computer literate by the end of Key Stage 2. Teachers at present are Ministers will be invited to decide this autumn already under pressure, and there is a dearth of whether the plans to phase out the National Record integrated resource packages available to help of Achievement (NRA) and introduce Progress File teachers to help ease this problem. should proceed. The announcement will probably be made in early January. To meet this need, a Tamworth based company IMMPs Ltd, (run by experienced teachers) has Copies of the Autumn 1998 Progress File CD-ROM produced a range of packages including interactive can be ordered via DfEE Publications on: CD-ROMs and topic books with photocopiable 0845 60 666 60 (product code PFCD1) material that integrate ICT and “traditional teaching methods”. The company will be exhibiting at the Ken Carter from Deaf@x emailed The Magazine to NEC Birmingham from 11th - 13th March 1999. For say that it was impressive how BATOD, College of more info. contact Ken Johns, IMMPs Ltd., 47 Teachers, BT and Deaf@x spoke with one voice at Church Road, Dordon, Tamworth, Staffs B78 1RN the recent meeting with Charles Clarke MP. Tel: 01827 893010 or Mobile: 07970 448275. Following the brief discussions Ken hopes for success with the TTA Training Provider application which involves BATOD; also with some research concerning ICT and Deaf Schools/Units, as well as extending the Deaf@x ITC work programmes nationally with possible matched funding. Obviously all of these areas concerning deaf children, teachers, parents and deaf role models need to be given serious consideration when writing a variety of applications. Deaf@x hope to organise a one day Conference possibly in June at the University of Reading in partnership with BATOD and others focusing specifically on ‘ICT and Deaf Children’. Ken will be asking the Prime Minister or Charles Clarke to open it via Video Conferencing.

Audiology and ICT Committee Magazine January 99 21 Forest Prizes Doug McLean

Alison Ramsbotham, from The Forest Bookshop, signs ‘winner’ after the business ceremony at the Park Lane Hotel.

It does not seem that long ago since I first produced a The Forest Bookshop, scissors, paste and photocopy job of our first Specialist in Books/Videos/CD-ROM about ‘Deafness and Deaf Issues’ catalogue from the back Deafness and Deaf Issues. of our little country bookshop in the Forest of Dean. 8 St John Street, Coleford, Gloucestershire, The bookshop continues as a busy country bookshop, GL16 8AR. but the Deaf service now employs fifteen people, Tel: 01594 833858 (Minicom/TDD/Voice) prints 50,000 catalogues twice a year, and operates Fax: 01594 833446 Videophone 01594 810637 from a nearby 2,000 sq. ft industrial unit. e-mail: [email protected] Webpage: Those who have watched the extraordinary growth of http://www.forestbk.demon.co.uk the Forest Bookshop over the past eight years may not be surprised to learn that we were recently nominated for the prestigious 1998 Small Business Excellence awards. We were delighted when we ADVERTISING RATES heard the judges had given us the prize for the South ASSOCIATION MAGAZINE of England and that we were to go forward for the Format A4 National finals held at London’s Park Lane Hotel on November 26th. Black & White: Full page (fp) £150 Because of commitments at the Heads of Service Half Page (1/2p) £100 Quarter Page (1/4p) £ 70 Conference in Hull, I could not attend the awards but Job Advertisement £200 (includes web-site position) volunteered Lyn, my wife and Alison, our Customer Join a Course (jac) £25 (up to a 10 line entry) Services Manager to go and join the fun. Later that day, I received an excited call from Lyn to say that we had been awarded the National Prizes for both ‘The Full Colour: Magazine Back Cover (bcc) £500 Best Use of IT in Business’ and the ‘Small Business Full Page (fpc) £400 Prize for Export’! She informed me that we had narrowly missed the main award, ‘The National Award Loose Inserts with Magazine mailing for Business Excellence’. Altogether, the Forest Supplied (1800 copies) £100 Bookshop won 5,000 pounds worth of IT equipment Duplicating (dup) £50 etc, including a very smart Compaq notebook computer. Bromides, Colour Separations and Chromalins should be supplied wherever possible according to published copy The awards have gained us much publicity in the dates. Confirmation of space requirements should be in business world and a good deal of media attention, writing as far in advance as possible for both publications. Please contact the Advertising Manager but I have to say the most satisfying thing about the for further details. (01964 544243 answerphone and whole affair, is the raising of Deaf Awareness in areas fax). that have hitherto remained ignorant of the subject.

22 Magazine January 99 whole page PC Werth

4 colour film separation

White Horse holds this

Magazine January 99 23 In the mail box....

Dear Ms Barnes Dual Provision: BATOD Magazine September 1998

In response to your letter may I make the following comments from my own experience. I am a Teacher of the Deaf in a large comprehensive school with a unit for about 10 - 12 children who are either severely or profoundly deaf. All are from hearing families.

The children arrive by two main routes. F Those with a severe hearing loss have usually attended their local primary school with peripatetic teachers of the deaf in support. They have been educated orally and know little if any sign language. Their speech in all cases is clear enough for participation in lessons without confusion. F Profoundly deaf children have usually been to the primary unit, often with very little integration into mainstream classes. They have signed for many years: starting between 2 and 5 years old. Most do not have clear speech.

What happens when the two groups arrive? F We integrate children into mainstream lessons to the maximum appropriate for each child. F We usually start the two groups separately therefore giving oral or manual support in separate lessons but as they are set in different subjects they often come together for lessons (which is more of a challenge for the helpers than the children). F The children usually know each other from local Deaf Children’s Society activities but they begin to spend more time together socially in and out of school. Most of the children who come without sign learn very quickly - without harm to their speech and with the added advantage of communication with a wider range of deaf adults than previously. Some of their parents have started to sign. F The children with sign and poor speech have deaf children who speak well as role models which could be a factor in the improvements experienced.

I believe that situations should be looked at very carefully in each area and trust that your final contribution to the debate will not be an oversimplified, blanket disapproval of all dual schemes. Yours sincerely, Stuart Arnold

The response from Delta accepted that there were likely to be differences between primary and secondary. Another colleague commented in response to Stuart’s points: The issue is not to do with SECONDARY PROVISION when many children have acquired language but PRIMARY provision when they are still in the language acquisition process. What was said would not apply to profoundly deaf children still in the throes of developing language through auditory means.

24 Magazine January 99 In the Annual report to BATOD 1998, published in the November Magazine, the report of the educational management Committee section states that "The Teachers' Panel for English SATs has been disbanded, so that there is no longer prior access to the papers...."

For several years I have been the BATOD member checking / vetting / and making suggestions on the draft KS3 English papers for VOLES. This month I have done this for the draft English for Wales KS3 papers for the year 2000, again for VOLES.

I have received no communication from BATOD or from VOLES that there will be no longer an opportunity for a Teacher of the Deaf to check the carrier language of the questions in KS3 English.

I hope I have misread the report or hearing-impaired pupils may again be disadvantaged!! Lesley Peers

‘Deaf Awareness’

A Video and Resource Pack ‘Journey Through Sound’ from Village Films has recently come to our attention and as a Service we watched it at a recent staff meeting. Despite good production values and associated training materials, which have been put together in some detail we would like to express our concerns over the ideas and points of view this particular training package is putting over to its audience.

There has been a recent growth in the number of organisations and individuals offering Deaf Awareness Training. Whilst it is obviously beneficial for the wider public to be made aware of the experiences of, and issues around deaf children and adults, we are concerned that often negative, patronising and perhaps one sided views are being promulgated to a wider and necessarily naive public; in this case targeted at secondary school pupils.

We feel it would be helpful to all concerned for some kind of guidelines, agreed 'curriculum' or 'kitemark' to be established in order to ensure quality of delivery in the messages conveyed. We are unsure who might oversee such an accreditation scheme or how it might be best organised, but we feel most strongly that the need for balanced material offering positive examples of the many views and needs of the wider deaf community is overdue. Otherwise the banner term ‘Deaf Awareness’ will become discredited and the public will be missing out on a valuable opportunity to really understand the various lifestyle choices and multifarious needs of deaf people of all generations and backgrounds. Perhaps you missed the review of this video published in the Magazine in January 1998 (page 27)? The idea of a ‘kitemark’ is good but it could be very hard to find the right organisation to manage the standard. What to BATOD members think? Editor.

Magazine January 99 25 JAMIE HARRISON

As a typical boy, Jamie likes to be in the middle of things! He readily approaches other children and adults at Toddler Group and gets much pleasure from exploring the environment. I will leave this update with Mum’s personal comments on Jamie; he is such a happy little person.

A few months ago, I asked Susie if she would like to write a short piece to include with my update - a mother’s perspective of her son’s development and I am delighted to include this information below.

Nicki Harris I do hope you all enjoyed sharing in Jamie’s Communication Support Coordinator, Surrey christening (featured in the last issue). Certainly everyone who was lucky enough to be with him in September thoroughly enjoyed the day. Dear Nicki I’m writing about Jamie while he’s asleep. Since then, Jamie has re-visited the Audiology Department for another hearing test. Jamie has The family spent two weeks holiday in Poole last been wearing a body worn BW82. As with all August. Jamie disliked the feel of the sand but babies, it has been difficult to get Jamie to wear this loved to splash in the water. at times; he either pulls on the leads or, occasionally bites the case of the hearing aid. As a result of this, Jamie’s christening was on 13 September. You Susie and Andrew requested consideration for post were there: Jamie would not stand still in the church. aural hearing aids for Jamie. With that in mind, the He has been walking since 8 October and is now 15 Advisory Teacher of the Hearing Impaired (ATOHI) months old. wrote to the consultant and it was agreed post aurals would be considered but only after Jamie’s His hearing test was on 9 October 1998. He has true hearing levels had been ascertained. It was got wax in his left ear and his right ear was a bit with this aim that Susie took Jamie for his latest sore. Without hearing aids his hearing test results hearing test on October 9 1998. Jamie was on good were 75-80dB. We are so pleased. His next form and his usual smiling self when he was taken hearing test is in four months time. Before that he in for his unaided distraction test. He co-operated gets his first behind-the-ear hearing aids. brilliantly considering he was all of 15 months, but this could also be due to his nosiness!! The results We go to Mother and Toddler Group every Tuesday reinforced Susie’s long-held belief that Jamie has morning. He enjoys it and the music. He more useful hearing than his sister Emma. The sometimes sounds very loud. He enjoys banging findings indicated that he has a severe hearing loss the drum or saucepans with sticks. and the professionals involved agreed with Mum that the fitting of post aural hearing aids is now Jamie is very excited when Emma comes home appropriate. Jamie had his ear mould impressions from school. He is always happy and smiling. taken the following week and we are all now He can wave and say the words “Bye”, “Emma” “Da” awaiting the arrival of the aids. and “Hello”. He points with his finger and tries to say “What’s that?”. The ATOHI regularly visits Jamie both at home and at the Mother and Toddler group he attends, where Susie she advises on hearing aid management, language acquisition and the development of listening skills. Jamie continues to vocalise and tries so hard to say Hello (“e-o”) and Emma (“Em”). Recently he has started to turn take in ‘conversation’ and it is so exciting to watch him. His ability to grasp concepts visually is evident yet he listens well, turning to his name and making good eye contact.

26 Magazine January 99 Obituary BENJAMIN PITCHERS 1928 -1998

Ben will be remembered by many Teachers of the Deaf as a perceptive, helpful and above all, kind man. After a short period teaching in mainstream schools he qualified as a Teacher of the Deaf in 1952 and then gained wide experience over fourteen years working in residential and day schools for the deaf and as a peripatetic Teacher of the Deaf. In 1965 he was appointed to the Kent Education Committee as Head of Services for Deaf and Partially Hearing Children with responsibility to establish and develop a comprehensive service for hearing-impaired children outside of special schools. Ben was prominent amongst that group of young Teachers of the Deaf who, in the late fifties and sixties did so much to change the face of the education of the deaf by developing services to support deaf and partially hearing children in mainstream classes and in units. Ben remained in Kent for 6 years during which time the service had grown to 40 Teachers of the Deaf working on a mainstream visiting basis or in one of 12 special units which had been established. Such a rapid and comprehensive development says much for Ben’s energy and dedication.

In 1971 Ben was appointed to the position of Inspector for Special Education with the Surrey Education Committee and broadened his responsibilities to include the oversight of provision for all children with special educational needs and for in-service training and advice for teachers both in the special educational and mainstream fields. Ben’s broad experience in special education was extended by his appointment as one of Her Majesty’s Inspectors of Schools in 1974 in which position he continued until his retirement in 1986. His particular interests in his work with HMI were with the education of both hearing-impaired children and visually-impaired children.

Ben was a thorough worker who was very concerned with the maintenance of educational standards. He had a sharp eye for detail and was a gentle persuader having a personal concern and appreciation of others. His advice and guidance were sought long after his retirement and this was a period when he proved to be very supportive of voluntary and professional organisations particularly in the discipline of the education of blind and partially sighted children and young people. People who were professionally associated with him found him a joy to work with and always well informed, learned, competent and efficient.

For two or three years Ben helped with the Distance Education Course for Teacher of the Deaf at the University of Birmingham and many are still grateful for his calm support at residential school and also for the efficient way in which he ran a semi official bar! Ben will be remembered with affection and respect. A fine and gentle man and an esteemed colleague.

Benjamin Jack Pitchers, Teacher of the Deaf and Special Education Inspector; born Oulton Broad, Suffolk, 28th June, 1928. Married Edith Bramwell (Bram), 1959 (one son). Teacher’s Certificate, 1951; University Certificate of Teacher of the Deaf, 1952; Diploma in Audiology, University of Manchester, 1970; B.A. Open University, 1973. Head of Service for Hearing-Impaired Children, Kent County Council, 1965-1971. Inspector for Special Education, SurreyCounty Council, 1971-1974. Her Majesty’s Inspector of Schools, 1974-1986. Died, Lichfield, Staffordshire Brian C. Fraser

Magazine January 99 27 Danavox advert

B & W

28 Magazine January 99 ...NEWS... MIDLAND REGION ...NEWS...

We hope this will be the first of a series of pages of information about what is going on in the Midland region. The committee welcomes items of news, information about staff changes, new initiatives, snippets of gossip, etc that we can share with each other. Members work in very different environments: rural counties contrast with urban metropolitan boroughs and city councils. We often meet and exchange ideas at conferences and meetings and we thought it would be good to continue our friendships through the Magazine.

As you probably know we try to involve everyone through a representative in each LEA who has kindly offered to pass information between the committee and the members in their Authority. Many of these representatives also come together to make up the Midland Region Committee.

In this ‘opening edition’ we would like to introduce you to the geography of the Region and to the people who are your contacts in each Authority. The unlabelled map is given by way of a ‘Name that LEA’ quiz to see if you can put names to places! If your area is not represented in the list below..... please do something about it!

Please forward your contributions for the next Midland Page to: Helen Griffith The Cherry Yard Claverdon Warwick CV35 8HG

Birmingham N.Cambridgeshire Coventry Derby City Mr J S Dunn Eileen Robinson Janette Springall 0121 359 0883 01733 26886 01203 417415 01332 716973

Derbyshire Dudley Gloucestershire South Gloucestershire Debbie Marsden Beryl Rayner M Geraghty M Geraghty 01773 712477 01384 271762 01452 541108 01452 541108

Hereford Leicester City Leicestershire Northamptonshire Monica Tomlin Robert Miller Ruth Piggot G E Williams 01432 356438 01455 284746 0116 265 6131 01604 237162

Lincolnshire North Lincolnshire N E Lincolnshire Norfolk Geraldine Ham Geraldine Ham Geraldine Ham 01522 595965 01522 595965 01522 595965

Nottingham City Nottinghamshire Oxfordshire Peterborough Alison Weaver Alison Weaver Ted Moore J S Dunn 0115 915 0812 0115 915 0812 01865 875165 01733 268868

Rutland Sandwell Shropshire Solihull Ruth Piggot Andy Convery Janet Guest Joanne Appleton 0116 265 6131 0121 588 8452 01743 246997 0121 430 6733

Staffordshire Stoke on Trent Telford and Wrekin Walsall David Hartley Neil Walker Janet Guest Tricia Lockley 01785 356830 01782 746585 01743 246997 01922 711931

Warwickshire Wolverhampton Worcester Trish McClachlan Anita Borgardts 01926 470970 01902 556400 01905 765630

Magazine January 99 29 There is a range of material available: Practising Teachers of Volume 1 - is the main handbook. This details the the Deaf use these history, sets out the principles and gives illustrated materials with their pupils before signs for the grammatical features of English. commenting for these Volume 2 - is available in five sections, giving a reviews. range of additional vocabulary A - people and clothes B - food, animals and colours C - adjectives Title: SIGNED ENGLISH FOR SCHOOLS D - verbs part 1 (A - K) Author: Working Party on Signed English D - verbs part 2 (L -W) Year: 1984 revised 1997 E - useful additional vocabulary Publisher: WPSE plus a complete index for Volumes 1 and 2 ISBN: 0 950 8987 0 8 & 0 950 8987 1 6 Pages: 108pp & 22pp There are also two videos to support volume 1. Price: see below Reviewer: Barbara Norris, Specialist Speech and Signed English is not a communication system but Language Therapist, RSD Exeter rather a tool for demonstrating the grammatical features of English to assist in the teaching of What is Signed English? reading and writing English. It helps the teacher or It is a system to show the grammatical features of therapist to see if a pupil is reading accurately and English using traditional and generated signs. It for meaning when her/his speech is not fully uses British Sign Language as a primary source intelligible. but presents it in English word order and includes standardised markers, generated signs and finger Another benefit of using this system is that it is spelling to reproduce accurately the components of closely related to BSL. For deaf pupils or students grammatical English. There are a number of who are already using BSL it just means adapting principles on which Signed English is based eg all what they already have. For Makaton users it can signs are produced so that the lips are not be used as a means to expand their knowledge of obscured thus enabling the lip patterns of the English vocabulary and grammar in a similar way. spoken English to be clearly visible. Also, as far Training is essential for anyone using a manual as possible, the features of BSL such as system. It is difficult, if not impossible, to learn the placement, direction, time lines and facial orientation and movement of signs from a picture expression etc are used so as to enhance the and the feedback from an experienced, competent meaning of the spoken /manually encoded words. user is vital for the correct production of signs. The Working Party on Signed English provides training at Signed English has been developed under the a very reasonable cost and offers assessment at guidance of the Working Party on Signed English. two levels. The pre-requisite for course participants This was formed in January 1980 by a number of is that they hold CACDP Stage 1 BSL. This Teachers of the Deaf working across the South of understanding of the source language is essential in England at a time when manual communication ensuring that Signed English can be used most was beginning to be recognised again as a useful effectively. tool in deaf education. The system is continually being developed and refined, with the membership The substance of this review appears in the Bulletin of Speech and of the Working party coming now from a wider Language Therapists and is re-printed here with permission. geographical area. ☺☺☺mm Quality ☺☺☺mm Value for money ☺☺☺mm Educational value ☺☺☺mm Overall

Working Party on Signed English Videos

Manuals Volume I 2 cassettes £ 20.00 Volume I Structural Language £ 10.00 Volume I video & manual £ 28.00 Volume II A People & Clothes £ 3.00 Volumes I & II video & manuals £ 40.00 B Food, Animals & Colours £ 3.00 C Adjectives £ 3.00 All prices are inclusive of postage & packing. D Verbs part 1 (A-K) £ 3.00 D Verbs part 2 (L-W) £ 3.00 Further information can be obtained from: E Useful additional words £ 3.00 Treasurer & Information Officer Volumes I & II complete £ 23.00 David M. Baker Volume II complete £ 15.00 20 Magdalen Road, Exeter, EX2 4TD

30 Magazine January 99 CONSUMER PANEL MEETING REPORT

This is a report on the meeting of the Typetalk Various matters were raised by Panel members. Consumer Panel held on 10 August 1998. This One was whether Typetalk would be able to cope report can only give a brief summary of some items with an increase in calls from both text users and covered. If you would like more information or have hearing people if the development of the VTN any queries please write to me via Typetalk or my proves as successful as hoped. Typetalk’s growth home address, both of which are given at the end of plan aimed to be as flexible as possible to allow it to this report. react quickly to any changes in usage patterns the VTN might bring about. Another issue raised was The Panel discussed the fact sheet on the text what would be shown on Caller Display once the emergency service. It was suggested that Typetalk VTN was implemented. It was hoped that the Caller might produce a small card with the essential Display would show not only the number of the information for using the text emergency number. calling party (rather than the number of the relay Some users were using the emergency number for service as now) but also give some indication that it inappropriate calls - a future article in Go Ahead was a text call. This was welcomed. The need for a would deal with this. short access code for the text emergency service was also mentioned. It was confirmed that it is not currently possible to use Voice Carry Over with text mobile phones. The Typetalk is producing a training video that will show “Person out, leave message” banner should not be users how to use various types of textphone with the used from the end of October - instead the operator relay service. The video will be both signed and would relay what was actually said to the text user. subtitled. The Panel welcomed the video and felt it Panel members said that the answerphone banner would be very useful in helping people to gain was being used when it was really a recorded confidence in using the service. message such as an indication that the call was being queued. Typetalk would investigate this. As was stated earlier, this is only a very brief summary of the matters dealt with. The next meeting BT had provided an outline document for the Virtual of the Consumer Panel will be on 14 November, Text Network (VTN) which posed a number of 1998. questions that needed to be resolved before it could proceed. Typetalk were looking at ways in which Ross Trotter interim improvements could be introduced, such as reducing call set-up times. Typetalk Consumer Panel Chairman

In his report, the Quality and Resources Manager, Write to me at: or: Roger Clayton, said that the target for calls answered within 16 seconds was being reached Typetalk 36 Victoria Street consistently now that recruitment problems had PO Box No. 284 WETHERBY eased. It was planned to open a second switch LIVERPOOL West Yorkshire room at the Harrington Dock building at the end of L69 3UZ LS226RE the year as by that time the current switch room at Harrington Dock and the one at Speke would both Apologies be full to capacity since the number of calls continue to increase, and was now around 58,000 a week. An automated staffing system was used to analyse and Typetalk Consumer Panel holds its predict traffic flows to ensure there are normally meetings just before our Magazine sufficient operators on duty. The Chairman reported deadlines. It seems no matter how hard that the Oftel statement on telecommunication we try we are several months ‘out of services for people with disabilities was expected synch’. Nevertheless the information shortly. This, and the development of the VTN, would influence the future shape of the relay should help you to keep everyone up-to- service. date developments within Typetalk.

Magazine January 99 31 Meetings to know about Date Organisation Meeting Topic Venue

January1999 22 BACDA Eyes and Ears Brunei Gallery 23 BATOD NEC Association Business London 23 BATOD South West Committee RSD Exeter

February 3 BATOD Midland Committee Univ Birmingham 7 South region Ed.Aud Grp Research in progress or planning London

March11-13 EMAP The Education Show NEC Birmingham 20 BATOD Language of Deaf Learners Newcastle 27 BATOD NEC Association Business London

May 22 BATOD South West AGM RSD Exeter 22 BATOD Midland Teachers of the Deaf -making a difference Warwickshire

June 18/19 BATOD NEC Regional & Association Business Birmingham 17-19 British Dyslexia Assoc. Multilingualism and Dyslexia Univ Manchester 25 BAEA National Conference Birmingham

November 20 BATOD AGM and Conference

2000 January 22 BATOD NEC Association Business London March 25 BATOD NEC Association Business London April 6-9 BATOD/BAPO Communication 2000 Nottingham June 23/24 BATOD NEC Association Business TBA July ICED International Congress Australia October 7 BATOD NEC Association Business TBA Nov 18 BATOD AGM Manchester

Add your own Calendar dates here:

Items noted on this Calendar may have been advertised within the Magazine or the information reported by telephone. BATOD is not necessarily the organising body. Please contact the Organising body (column 2) for details of the conference, NOT the Editor of this Magazine.

DISCLAIMER The Editors and the Association do not necessarily endorse items or the contents of advertisements published in either the Magazine or the Journal and cannot accept responsibility for any inaccuracies.

British Association of Teachers of the Deaf 32 Magazine January 99 Region Chairpersons, Secretaries, Treasurers Magazine and Journal Distribution

Northern Ireland Midland region Chairperson: Mrs Olive McManus Chairperson: Mr David Hartley 22 Cregagh Park 83 Christ Church Lane Belfast BT6 9LF Lichfield, Staffordshire Secretary: Mrs Wilma McCreary WS13 8AN 41 Knightsbridge Park Secretary: Mrs Janet Guest Belfast BT9 5EH ESHIC Owen House Radbrook Centre Treasurer: Ms Ann Toner Radbrook 5 West Avenue Shrewsbury SY3 9BL Portstewart Treasurer: Mr Robert Miller Co. Londonderry BT55 7NB 13 Derby Close The Meadows Scotland Broughton Astley Chairperson: Ms Sylvia Gordon Leics. LE9 6NE Earnock High School Wellhall Road North region Hamilton ML3 9UE Chairperson: Mrs Tina Wakefield Secretary: Ms Margaret Highet Melrose House, 46 Steade Road 26 Sinclair Drive, LARGS Nether Edge Ayrshire KA30 9BL Sheffield S7 1DU Treasurer: Mrs Marion Stewart Secretary: Mr Chris Payton 45 Airthy Avenue 19 Lawnswood Park Road Glasgow G14 9LY Swinton Manchester M27 5NJ Wales Treasurer: Aftab-i-Haque Chairperson: Ms Rose Taylor 67 Belgrave Road Ysgwydd Gwyn Uchaf Farm Oldham OL8 1LU Deri, Bargoed South region Caerphilly CF81 9NT Chairperson: Mrs Corinda Carnelley Secretary: Mrs J.Evans Hearing Impaired Peripatetic Service Milford House, Ithon Road Selhurst High School For Boys Llanddrindod Wells, Powys LD1 6AS The Crescent Treasurer: Mrs Norma Moses Croydon CR0 2HN 28 Pen Y Gros, Groesfaen Secretary: Mrs Lynne Williams Pont Y Clun, Mid Glamorgan North West Kent AEO CF7 8PA Joynes House, New Road Articles, information, contributions and advertisements Gravesend, Kent DA11 0AT for the Association Magazine should be sent to: Treasurer: Ms Viv Ogg Mrs Ann Underwood Mary Hare Grammar School BATOD Magazine Editor Arlington Manor, Snelsmore Common 41 The Orchard Newbury RG14 3BQ Leven, Beverley East Yorkshire South West region HU17 5QA Chairperson: Mrs Linda Lang E-mail [email protected] 5 Tamar View, Launceston Cornwall PL15 9EX Submissions to the Journal ‘Deafness and Education Secretary: Mrs Fiona Elsworth International’ should be sent to: Sunspot, Liston Down Dr Clare Gallaway Cornwall PL16 0DB CAEDSP, School of Education Treasurer: Miss Annabel Ewbank-Smith University of Manchester 9 Langsdown Mansions M13 9PL Bath BA1 5ST E-mail [email protected] Journal Distribution from: Royal Schools for the Deaf Stanley Road Cheadle Hulme Cheshire SK8 6 RQ Association Magazine ISSN 1366-0799 Published by The British Association of Teachers of the Deaf 41 The Orchard Leven Beverley HU17 5QA Printed by White Horse Press, 1 Hambridge Lane, Newbury, Berkshire RG14 5TU Starkey advert

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