AdaptingAdapting thethe curriculumcurriculum toto meetmeet differingdiffering needsneeds

MAGAZINEMAGAZINE May 2006 ISSN 1366-0799 From your editor Each year the May Magazine is based on the annual CONTENTS Articles from the conference Conference topic and forms a modfied ‘Conference Accessing the curriculum: deaf children with additional needs 6 Proceedings’. This year instead of asking notetakers to Supporting Students in FE and HE...... 8 record the disussion in workshops we asked the Presenters Language modification in FE ...... 9 to provide a text that could be used to inform the Including deaf children with ESL ...... 11 Interpreters as well as appear in the Magazine. Complex additional needs including MSI ...... 12 Unfortunately we do not have the text of Sue Lewis’ two Assessing early years development using video ...... 14 workshops but we hope to either add them to the website To see the world in a grain of silicon ...... 16 or to publish them in a future Magazine. Additional articles Adapting MFL in the curriculum ...... 17 Following the publication of the March Magazine ‘Facets Edward's Journey to ECDL ...... 18 of Sign’ I received several positive comments about the Adapting RE for children who are deaf in KS1 & 2 ...... 20 content of the Magazine. Basking in reflected glory I was Learning from success - high achieving deaf pupils ...... 23 brought down to earth by the comments about the pictures Adapting the Secondary Curriculum ...... 24 A new method to teach deaf children to play the clarinet ...... 27 on the cover (see page 30 Letters to the editor). All of our photographs are ‘real’ and often taken in informal Regular items and general information situations. We do not use ‘library’ pictures (unless, of Update on CSW training and Code of Practice ...... 9 course, they come from our own picture library!). In fact Letters to the editor ...... 30 we need more pictures of deaf children and Teachers of Calling all schools and services ...... 32 the Deaf to use in the Magazine so don’t be put off - send International - A Bird in the Bush ...... 40 in some photographs so that I have a wider choice for our ICT Newspage ...... 43 Update from NDCS Technology ...... 44 cover pictures. International Binaural Symposium 2005 ...... 49 We have changed the topic of the November Magazine to Print Screen command ...... 49 consider achieving potential - covering both deaf pupils Special Needs 4 You ...... 50 Limited Offer ...... 50 and Teachers of the Deaf. We are looking for suggestions This and that ...... 51 of examples and articles - so why not volunteer? Noticeboard ...... 53 Sept 2006 Literacy Advertising rates ...... 53 Nov 2006 Achieving potential Abbreviations in this Magazine ...... 54 Jan 2007 Numeracy/Maths Calendar - Meetings and training to know about ...... 56 March 2007 Life skills May 2007 Transition Reviews Personality Profiler ...... 45 Sept 2007 Keeping children safe My Discovery Pack ...... 45 Getting it right ...... 46 You and your child: making sense of learning disabilities ..... 48

Association Business Magazine editor In the driving seat ...... 1 Representing you ...... 2 Phoning 01964 544243 BATOD Magazine, Publications & Advertising? Unconfirmed minutes of the 30th BATOD AGM 11/03/06 ..... 3 I may not be available during the day What went on at NEC on 12 March 2006 ...... 31 so if no-one makes it to the phone to respond BATOD UK ...... 33 LISEN report ...... 36 ....PLEASE SPEAK, (don’t sigh and hang up!) and LEAVE A MESSAGE deafed.net website ...... 36 or email Education Research Consortium of Deaf Organisations ...... 38 [email protected] BATOD meets Jacqui Smith, Schools' Minister ...... 41 Informing the STRB ...... 47 Visit our web pages www.BATOD.org.uk Subscription rates 2005-6 ...... 55 articles should be emailed to I’ve moved... notification form ...... 55 [email protected] Officers of Regions and Nations...... inside back cover Cover Picture Need to contact BATOD? Using her signing communication aid at RSDCD, talk to Emma was able to take her Open College Signing National Secretary Paul Simpson Exam level 1. email: [email protected] answerphone/fax 01494 464190 In the driving seat Alison Weaver becomes President

When I first joined BATOD as a newly qualified Services. The remodelling of the workforce and the Teacher of the Deaf more years ago than I care to review of schools’ staffing structures has had and admit to, little did I imagine that today I would be will have an impact on others. Many of us also are moving into the driving seat and taking the wheel as concerned about the potential impact of the President of the Association. It is a privilege to take Education Bill which has recently been published. up this position and in doing so I thank Carole, the In the same way, across the UK, the educational out-going President, for all her hard work and context and legislation is changing, forcing us all to achievements over the last two years. I must thank consider how we as specialist teachers must also David Hartley, who, as he completes his two develop our rôles - while at the same time keeping years as Past President, retires from NEC to face abreast of significant developments in deaf new challenges. education.

As a professional working with deaf children in a As the political scene changes, BATOD has a range of settings during my career, I have found crucial role in lobbying government, responding to BATOD to be an invaluable support. The conferences consultation documents, raising the awareness of and training opportunities, the magazine and journal, decision-makers of the work of Teachers of the the website and the personal contact of colleagues Deaf and identifying implications of proposed across the country have all informed my practice changes. Positive outcomes of this lobbying in over the years and led me to a better understanding recent months include the reassurance that BATOD of the needs of deaf children and their families, and will be involved in the promised review of SEN of the schools and services that work with the allowances and in the proposed review of children. unattached teachers. In Scotland the introduction of the mandatory qualification for Teachers of the My fundamental aim as President will be to enable Deaf was due in no small measure to the pressure the association to continue to provide this valuable applied by BATOD members. Across the UK, support to the profession and to the children and BATOD will continue to work to ensure that families with whom we work. In order to do this, we appropriate training is provided to meet the must build on the work that has already been started, requirements of the mandatory qualification. to ensure that BATOD continues to develop and evolve to meet the needs of the profession in our In addition to keeping up to date with national rapidly changing world. developments, including all regions and nations which make up the UK, we must look at the Nationally, Teachers of the Deaf are facing a range association itself and how it is organised. of challenges. In England, in April, many teachers will find themselves part of newly formed Children's For many years the association was wholly dependent on voluntary support. For several years we have had a part-time paid secretary. The time has come now when we need to address other issues in terms of ‘succession planning’.

©BATOD Magazine May 06 1 The magazine editor, the treasurer and the consultant A significant area of work for which funding has are all roles which take up considerable time. been provided by the Burwood Park Foundation is BATOD has been fortunate in recent years in the the survey. As a Head of Service myself, I am level of commitment of the current holders of those aware of the time and effort that it can take to posts. However, it is no longer realistic to expect complete the current survey forms. Equally, however, such huge roles to be done on such a voluntary I am aware of the potential benefits of a national basis. BATOD is therefore looking at outsourcing survey of Deaf Education and have used data from aspects of the magazine production, appointing a past surveys to provide evidence for changes that I book keeper to support the work of the treasurer have wished to instigate within my own Local and identifying alternative ways of delivering the role Authority. A priority for me over the next two years provided by the consultant. is to continue the work started to link the BATOD survey with the Scottish Survey - to reduce the Funding for the above and for many aspects of the bureaucracy and to achieve a truly national survey work of BATOD is an ongoing issue. This year we which will see a high level of returns. have devoted considerable time and effort into exploring the possibilities of achieving charitable So, much work remains to be done, work that status for the association. There are many potential cannot be completed single-handedly. As I take on advantages for BATOD if our application is accepted these challenges, I look forward to working closely by the Charity Commission but our eligibility is by no with members of the steering group, with NEC and means clear-cut and changes may be required in with the wider BATOD membership so that, while I am our constitution and organisation. in the driving seat, I am steering us down the right road.

BATOD was there representing you... Between the NEC meetings, members of BATOD attend various meetings that are of particular interest to Teachers of the Deaf. This list is not exhaustive as some reports have not yet been received or meetings reported on. Your representatives at the meetings listed include: David Hartley, Fiona Mackenzie, Bev McCracken, Ted Moore, Peter Preston, Paul Simpson, Alison Weaver, Stuart Whyte. date external participants purpose of meeting venue

March 3 RCSLT Guidelines revision Whitchurch, Bucks 7 GTC(E) Subject and specialist associations London 8 NHS Scotland Audiology Modernisation Review Edinburgh 10 GTC(E) Disabled Task Force London 14 DCCAP Management meeting Reading 16 RNID and NDCS Termly tripartite meeting London 16 UKCoD Trustees' meeting London 21 DfES SEN Allowance 2 London 25 FEAPDA Committee meeting Friedberg, Germany April 21 QCA Reasonable adjustments in examinations London 25 NCPA Regular meeting tba May 3 UKCoD Launch of Deaf Awareness Week London 19 RCSLT Guidelines revision Whitchurch, Bucks June 8 Education research consortium Regular meeting RNID,London 9 Heads of sensory support services Annual conference Birmingham 15 UKCoD Trustees' meeting London 15 Nick Gibb, Conservative MP, Contact meeting London, House of Commons Education spokesperson 19 RNID and NDCS Termly tripartite meeting NDCS, London

Please inform Paul Simpson, National Secretary, if you know of any meetings where you feel representation on behalf of Teachers of the Deaf would be of benefit. Although there is no guarantee that BATOD will be able to attend every meeting, situations could be monitored and the interests of ToDs represented. A comprehensive list of meetings that BATOD has attended recently, is now published on the BATOD website along with the Calendar which is found at the back of the Magazine. Follow ‘Calendar’ and ‘coming events’ then ‘representing you’.

2 ©BATOD Magazine May 06 Unconfirmed minutes of the 30th BATOD AGM held on Saturday 11th March 2006 at St Cecilia's Church of England School, Wandsworth 1 Apologies received from : Jackie Parsons, Trish Flannery, Sue Archbold, Maggie Guiry

2 Minutes of the previous Annual General Meeting held on Saturday 12th March 2005 at Hinckley. These were proposed by Paul Simpson and seconded by Elizabeth Mackinder and accepted as an accurate record of the meeting.

3 Matters Arising There were no matters arising.

4 Members' Comments and Enquiries None

5 Presidential Address Carole Torrance, ended her second year by explaining the plans for BATOD to attain Charitable Status. The second submission is now ready to be sent.

In Scotland the Mandatory Qualification is now required (since September 2005) for all Teachers of the Deaf including peripatetic teachers.

Ann Underwood has announced her retirement as Editor of the magazine. Alison Weaver has drawn up options to develop the way the magazine will be compiled and produced.

The President said how much she had enjoyed her term as President. She emphasised BATOD's role in developing Excellence in Education for all Deaf Education.

Carole thanked members of the NEC who were standing down. Moira Butcher, Helen Donnellan and Hilary Ward were all thanked for their hard work as NEC committee members. Carole thanked David Hartley for his ten years on NEC and his period of President and the support he had given to her and the committee in general.

6 Annual Report The Annual Report will be available and sent out with May magazine.

7 Statement of Accounts  The Treasurer spoke to the accounts which were presented 'Year to 31st July 2005'.  He drew attention to the Balance Sheet. The Investment in the Charities Investment Fund has had to be cashed in as BATOD is not recognised as a Charity.  There is a drop in the accumulated funds. This is due to a significant deficit in the last year when £7,000 was lost on the annual conference due to a low turn out and the high costs of employing a conference organiser.  Magazine expenses appear lower as the invoice for the year's postage and packing was not received until this financial year.  The BATOD North Region still owes nearly £2000 to the National Funds. The money is safely held in their account but as the Region had to cancel its March meeting there is no signatory available to release the money.  The DCCAP project comes to an end at the beginning of April 2006. This will result in an apparent gain as the money spent is re-imbursed in arrears, thus the original apparent deficit at the commencement of the project will be cancelled out.  This year there was a deficit resulting in a small overall balance to carry forward. The overall picture for the present financial year is much more healthy.  Next year the Burwood Park Foundation Fund will support the Survey financially.  The Contingency Fund remains as before.

8 Acceptance of the Treasurer’s report The accounts were proposed by Valerie G (who is this?) and seconded by Sue Lewis.

9 Appointment of Auditors The Auditor may change in the coming year if we gain Charitable Status. Sheila Smith proposed and Peter Annear seconded that the Auditors be renewed.

©BATOD Magazine May 06 3 10 Results of Elections to NEC The following were elected on to the NEC: Elizabeth Beadle - new member Emma Kelty, Fiona Mackenzie, Chris Owen and Sharon Pointeer were all re-elected. The Post of Treasurer was uncontested and thus Bev McCracken was duly re-elected.

Three candidates stood for election as President-elect. Ann Underwood was successfully elected.

11 Presidential Handover Carole welcomed Alison Weaver to the stage and handed over the badge of office for her two-year term as President.

12 New President's Address The new President, Alison Weaver, thanked Carole Torrance, outgoing President, for all her hard work over the previous two years on behalf of BATOD members. She also thanked David Hartley for all his work and noted how much he will be missed on NEC. David has added thoughtful contributions and moved debates further on in meetings.

Alison went on to present her vision for the future over the next two years whilst ‘in the driving seat’ for her presidential term.

She highlighted the challenges in the coming years as being Children's Services Workforce Remodelling and the Education and Inspections Bill. A theme that can be expected is constant change.

BATOD will continue to be pro-active in its role of trying to influence government as well as keeping up to date with all aspects of education as well as those pertinent to deaf education.

BATOD has influenced the achievement of the Mandatory Qualification status in Scotland for all Teachers of the Deaf. Ted Moore has been a driving force in influencing the STRB and their review of SEN points: Meetings with Ministers at the DfES regularly take place. BATOD is committed to developing the needs of teacher training courses and the related funding.

Alison identified three areas for the development of the organisation:- 1 Succession Planning is very important to ensure that huge jobs do not fall to one or two people. The new commissioning arrangements for the magazine editor role should help develop this work. There will be the employment of a book-keeper to support the role of Treasurer. 2 The possibility of charitable status for BATOD will continue to be investigated. 3 The Survey will continue to be revised to make it more manageable and easier to complete. The funding from the Burwood Park Foundation should be helpful in achieving this.

Alison said how much she was looking forward to the support of the committee during her term of office.

13 Date of next AGM:10 March 2007 Venue: Manchester (exact location to be confirmed.)

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PART OF THE COCHLEAR GROUP OF COMPANIES Accessing the curriculum: deaf children with additional needs Wendy McCracken, Senior Lecturer In Deaf Education, Manchester University

Setting the scene and raising issues in her keynote speech to conference delegates Wendy McCracken challenged those present to think outside the box - but at the same time not to forget the content of their ToD ‘box’. Teachers of the Deaf (ToDs) have a responsibility to There is a range of professionals involved in the promote and support curricular access for all deaf assessment of needs and in ensuring access to both children. Given the heterogeneity of deaf children the curriculum and wider society. They need to this is a tall order. It can be very challenging to be have knowledge, understanding and skills in faced with children who are deaf and have a whole assessing the needs of deaf children. This is range of needs that are outside the immediate particularly the case for Educational Psychologists, knowledge or skill area of a Teacher of the Deaf. non-specialist Speech and Language Therapists and The complete range of intellectual, social, emotional, Social Care Workers, all of whom may influence physical, linguistic, psychological and sensory needs provision and support for these children. As specialists, may be met within any given caseload. Is it Teachers of the Deaf have a very specific specialist reasonable or even practical to ask Teachers of the knowledge and skills base. For any deaf child such Deaf to offer services to these pupils? For some skills are important but for those children who have children services may be reluctant or unable to offer additional needs they are essential. Such skills are support, children with profound and multiple summarised below. disabilities make many feel people de-skilled. Children with Down syndrome may not be referred In addition, the role most usually seen by mainstream to, or may be considered outside the remit of, local staff, other professionals and deaf children is that of Sensory Services. In some cases labels actually educator; supporting the ongoing development of start by ruling out children with sensory losses, thus communication skills, differentiating work, supporting deafness is described as a condition that may the development of literacy and numeracy skills, simulate ADHD. Children with specific language advising on Individual Education Plans and supporting impairment (SLi) are usually described as having all aspects of the National Curriculum. In their ‘normal hearing’. In both cases there is a suggestion specialist knowledge of communication, audiology that deafness and ADHD or SLi cannot occur and deafness, ToDs have the skill set to advise on together. Other Teachers of the Deaf know that this the educational needs of any child whose learning is is clearly not the case. A starting point then, for all affected by deafness. Whatever the mode of the professionals involved is their understanding and communication, a ToD has the skills to assess knowledge base. There should be a professional starting points and to identify developmental goals. commitment to ensure all children who have a degree Part of the core skill set is to assess communication of deafness that affects their development receive skills in fine detail and to build on this assessment to support from a qualified ToD. functionally support development.

Specific specialist knowledge and skills base needed by Teachers of the Deaf Communication and language: Audiology:  pre-verbal communication  interpretation of test results  pragmatics  functional assessment  lexicon  room acoustics  syntax  ongoing validation of amplification  semantics  proactive management of amplification  acoustic and articulatory phonetics  development of listening skills  spoken, sign, signed Advisory: Developing deaf child:  multi-agency working  models of deafness  joint working with mainstream staff  development of the deaf child  working with families  learning dispositions  INSET  Deaf culture  liaison with SENCO  deafness and mental health  liaison with other specialist staff  deaf/hearing working practice

6 ©BATOD Magazine May 06 Similarly, whatever the learning environment of a  Many children with complex learning needs child, knowledge of room acoustics and their effect have very high levels of stress and benefit from on auditory perception are pertinent as is proactive relaxation techniques - massage for example; management of personal amplification. Children  Many children with complex needs find with additional needs are most likely to have incomplete concentration is compromised because of audiological assessment of need. Functional severe constipation (see Information Exchange assessment of listening skills, developing phonology for a solution!); and room acoustics provides colleagues in  Children with visual impairments may find bright audiology with vital information and promotes light/highly polished surfaces intolerable; positive ongoing evaluation of hearing aid fittings.  Head-banging may be an identifier of tinnitus; Teachers of the Deaf are also able to be advocates  Intolerance of aids may be a result of inaccurate on behalf of these learners to ensure they have audiological assessment, failure to complete real optimum audiological management whether this is ear measurements, a noisy environment or an access to digital amplification, FM systems, overlong meatal tip on the earmould; soundfield amplification or a cochlear implant.  Children with autism may find hearing aids intolerable but may actively benefit from a Given a clear, evidence-based understanding of soundfield system or from using IT programmes deafness supported by an unambiguous assessment with headphones and white noise. This in itself of communication and language, it is possible to may be age dependant with younger children identify those children having other unmet needs finding soundfield disorientating and older and who need specialist attention. ADHD, SLi, children finding the clear signal helpful. autism, dysarthria, dyslexia and a whole range of other conditions can and do co-exist with deafness. There are two invaluable resources that all services ToDs, as professionals, can identify where behaviours should know about and use (many do already). are a result of deafness and or when they are a The Contact a Family Directory offers information result of additional needs. It may be important for a and resources on a wide range of syndromes and deaf pupil attending a school for children with conditions, see www.caf.org.uk learning disabilities to have access to a Deaf role Information Exchange (IE) was developed by and model and a wider community of deaf learners. This for those working with or caring for children or young can support the development of self-esteem, a sense people with sensory impairments and complex needs. of place within the community and encourage It includes a wealth of practical ideas, articles and signing skills. A class teacher is unlikely to be aware contact details. When visiting a child with profound of Deaf role models or of the potential importance of and multiple needs many of the ideas from IE are this to one of her pupils. ideal and include anything from making edible playdough - good for hand movement - to making a Many ToDs work in sensory teams with colleagues sound sculpture or sound wall. This helps to make from VI. We recognise that, for deaf children, vision ToDs more credible in specialist settings and gives and visual skills are very important and for blind and lots of ideas that can be adapted and used. For visually impaired children, the use of hearing is very more information contact: [email protected] important. Thus joint HI/VI teams have ideal knowledge and skill sets to share. Given that 44% In summary, ToDs can actively promote curricular of deaf children have ocular abnormalities, all deaf access by children should have their vision screened. For  identifying and understanding differing needs to children with severe developmental delay it may be ensure adaptation and adjustments are made important to check that basic visual skills are in basic to service delivery for all deaf children place; for example focus, scanning, tracking; or to  ensuring activities are relevant, functionally give extra support in developing these skills. These appropriate, and that all concerned have high will form a basis of communication whatever mode expectations is used.  recognising our skill set and the ‘value-addedness’ It is often the fragment of information gained from of our profession  others that we can use to better understand and ensuring that others recognise, understand and meet the needs of children, for example: value our specialism   Cerebral palsy can be linked with specific offering detailed assessments that differentiate problem in converting 3D images to 2D deafness from OTHER needs  representations; providing a coherent synthesis of all assessments  Hydrocephalus obliterates the ABR response and recommendations as bases for action. and is therefore an unsuitable test of hearing for Put simply, deaf children with additional needs subjects with this condition; demand that we think out of the box - but remember  Prader Willi syndrome is typified by hyperacusis, what we have in the box too!! an extra sensitivity to, and intolerance of, loud sounds;

©BATOD Magazine May 06 7 Supporting Students in FE and HE Jane Barden, Sheila McIntosh and Linda Shields, Advisory Teachers for Deaf Students, Post-16 Team, Surrey

Context establishment they attend, suitable accommodation Surrey's Physical & Sensory Support Service is prepared, mobility training is provided and the (PSSS) Post 16 Team provides a countywide students have full support for all lectures, workshops, support service for any student in further or higher presentations, seminars and trips. The students education with a hearing loss, visual impairment have appropriate access arrangements made for their and/or physical disability. The team consists of a examinations and they receive tutorial support from Head of Department, Advisory Teachers, qualified a Teacher of the Deaf. Communication support for Student Support Workers (SSWs) and BSL interpreters. subject tutorials with the university or college We also have oversight from an equipment technician lecturers is also organised. and educational audiologist. All support is student-led and relies heavily on full Currently the team supports students at 42 different consultation between the PSSS and college or sites throughout Surrey and surrounding borders on university staff. courses at all levels of academic study. Note-taking skills Students enrolling at colleges and universities are We have developed a training course for SSWs first students of that establishment, therefore our starting with training for facilitators and input depends on good communication from the staff Communication Support Workers. The training we and the students about timetables, changes of offer is presently an Open College Network, one year, venue etc. The timetabling process for the SSWs is level 2 qualification in supporting students. For complicated and has to take into account the 2006 we have added an optional level 3 unit. location of the student, location of the SSW as well as the skills and the availability of the SSW. The course has a taught component of six weeks that includes professional note-taking skills and the Preparation range of modifications that may be required by We have developed a transition process, which has students with hearing losses and visual impairment. been endorsed by SERSEN. This begins in Year 9, The trainees learn to develop their skills in a range identifying students with support needs, proceeding of live lectures and videos. through to Year 11 and onto Further and Higher Education. By liaising with colleges and universities We cover all the basics, including many practical in and around Surrey, we are also able to identify tips and also the modifications and higher level skills sensory impaired students applying from outside the that may be required for individual students. We also county at an early stage. This process allows us to include examples of the challenges that the situations develop individual support solutions tailored to the and the students may offer us. learning issues of each student. The Post-16 Team Communication support designs bespoke support packages for all deaf Having the appropriate skill base is the key to students, who would like support, entering Further appropriate communication support in educational Education and Higher Education. We use the NATED settings. Also having the essential flexibility that is and VIEW assessments for support and discuss with required to meet the individual student's needs and the students the support options they would like. by the variety of workplaces. The changing nature We also invite them to lead or take part in staff of Post-16 education is another factor so, all together, development for the college or university staff. careful selection of further training for SSWs is We provide BSL or SSE interpreter support, essential. professional note-taking, Teacher of the Deaf tutorials Future issues for Post 16 support and examination arrangements for profoundly deaf Some of the current issues include BSL users. Similar arrangements without the BSL  the implications of the 'Little' report interpreter support are made for moderate/severe/  the Disabled Students Allowance (DSA) for HND profoundly deaf oral students as well as deafened students students.  examination arrangements in HE. Deafblind and physically disabled deaf students can Discussion is welcomed on Post-16 support practice. access both Further and Higher Education if they have full support. By working with the educational

8 ©BATOD Magazine May 06 Language modification in FE workshop presented by Jane Couper, Teacher of the Deaf at Doncaster College for the Deaf.

The workshop began with a brief look at guidelines My ToD colleague, who is adept at modifying for modifying language in any context: examinations, language, decided that it was important for the teaching materials, text for study etc. The most students to understand the practical task. On this important task is to reduce the complexity of the basis she had changed the brief from several language. There are other features, however, which paragraphs of dense text into a series of diagrams can enhance the understanding of text. The use of with labels that clearly described the work they had clear headings, an appropriate font and size of print, to do. and the general layout of a page are important. Bullet points and double spacing are also The second example was some teaching materials recommended. Diagrams, pictures, charts and for a Motor Vehicle Engineering course prepared by tables often make information easier to absorb. When a colleague who is not a ToD. Although there were thinking about appropriate vocabulary, it helps to be drawings and diagrams, it was clear that some of aware of how easy it is to be ambiguous eg, words the language was important, particularly the technical with double meanings, idioms and neologisms are to terminology. There were a few short sentences, be avoided if possible. with underlined headings and clearly labelled diagrams. This was followed by a more in-depth look at how to avoid grammatical complexities. The delegates were asked to look at a third We discussed: example, an unmodified handout from a Business  subordinate, relative and non-finite clauses Studies course. It was agreed that a great deal of  ellipsis the language in the handout would probably be  passive verbs essential for the course, so should we modify  adverbial connectors sentence by sentence? Or should we decide on the  unnecessary negatives general concept of the text, and explain it in a  questions contained within statements. couple of simple sentences? There was some discussion on this issue, as it was pointed out that in We moved on to consider language modification in Business Studies students might be expected to an FE setting. As a ToD, you might be modifying have good literacy skills. materials yourself. However, you might also feel responsible for promoting some good practices Our fourth example was from a text book on Health among the lecturers with whom you work and for and Safety. Again it was unmodified. There was whom you provide support. Also, as a ToD, you immediate agreement that, since the task was to realise that modification requires some analytical look at a picture of a building site and identify any understanding of language. Is this a realistic hazards, there was no need for the two paragraphs expectation for all tutors and lecturers working in FE? of complex and confusing text that accompanied it. This question leads to two other important The session ended with an overview of these considerations when looking at the use of text: approaches to modification. 1 Is the language itself important, thus requiring the text to be carefully modified, sentence by sentence? This may apply if the course or task Update on CSW training and Code of Practice is academic rather than practical, and if the Wendy Martin, CSW Officer, CACDP students have reasonable reading skills. Recently there has been some confusion over the 2 Is it a concept or a practical skill that you are availability of Edexcel's Professional Development trying to get across, and is the language of less Award in Communication Support Work with Deaf importance? This will definitely apply for more Learners. Although it is not listed on the Edexcel practical courses or tasks, and if the students website, the Award is still available: Edexcel has are weak readers. It may be possible to temporarily extended its life and several colleges are express the main idea in very few words, using currently offering it. Further information can be pictorial devices and labels. obtained from the CACDP Factsheet, available on the CACDP website (www.cacdp.org.uk) We examined these considerations in more depth by looking at examples from my colleagues at The CSW Code of Practice is now held by the Doncaster College for the Deaf. The first was a National Association for the Tertiary Education of Deaf People. Contact details are available on their brief for a Foundation Art and Design assignment. website (www.nated.org.uk)

©BATOD Magazine May 06 9

Including deaf children with ESL Rosalind Hope and Ruth Griffiths Manchester Educational Service for Hearing Impaired Children, based at Newbrook Working with the families of newly diagnosed deaf appointment, where new and previously unknown under-threes, where English is an Additional vocabulary is being used about their child. The use Language of allocated support time is flexible and is arranged so as to be of most benefit to the child and family. Although this is not a new concept to us, the introduction of the Newborn Hearing Screening Joint visits are often the norm for a number of Programme has meant an increase in the number of purposes; young babies being referred to our service. At time  to encourage interaction and play, of writing we are supporting and monitoring 32  to support parents in developing the skills families and their children who are under the age of necessary to interact and communicate with three. Of these families 19 have English as an their child,  to encourage and support amplification needs, additional language.  to introduce and use the Monitoring Protocol,  The most recent update of details on ethnicity and to address, in first language, emotive issues language use within the whole service produced the around identification. In this situation the nature of the relationship with the family changes for following information: the Teacher of the Deaf, and it is often the case  Currently, 125 of our youngsters are ‘taught’ ie that the main relationship forged is between the they receive at least one support session each bilingual support worker and the family. week.  Of that number, 42 live in homes where a In some situations it becomes obvious that it is going language other than English is spoken. to be difficult for a family to adapt to the type of play  Across the service, within the homes where required to encourage communication skills. In this English is a second language, the dominant first spoken languages are Urdu and Punjabi. case routines in the home which the child can  The dominant religion is Islam. access are useful activities which can be built upon.  In addition to the ‘taught’ children there are also Appropriate language can be explained, modelled 321 ‘monitored’ children, a large percentage and encouraged. attending special schools.  There is also a group of MSI children, plus a Parents need an opportunity to meet other parents.  group of children educated in the private sector A once fortnightly music group is thriving, or out of authority. offering activities for parents to join in and encourage their children to listen, sign and Adapting working practice to meet the differing interact. needs of families  A parent interest group, run by family support In developing a positive working relationship with a workers is also successful. Parents meet, a family, the golden rule is to listen. In the early days play session for the children is included and speakers are invited to present topics of interest it is important to observe the dynamics of the family around deafness and communication. and their life. How do we fit in and where do approaches need to be adapted and tailored to meet A transport budget is available to encourage needs? A positive relationship is seen as essential attendance and for appropriate taxi needs, such as in encouraging and empowering parents to meet the arranging for female drivers. Members of staff needs of their newly identified child. adapted a behaviour management and parenting skills course to help meet the needs of deaf babies. The Manchester Service has two family support Sign support and bilingual interpretation were workers, one of whom is able to speak Punjabi and available to ensure access. Urdu and the other who is herself deaf and oral with fluent BSL as her second language. Families have We are now looking towards setting up home groups the opportunity to ask questions which can be for families to learn cued speech. Home visits to answered by the Teacher of the Deaf, or passed on encourage and work on developing skills in sign are to audiology staff to be addressed in clinic. ongoing and proving popular with parents. We are Cultural differences are valued and accepted and constantly looking to extend, refine and improve what consideration is given to the type of equipment we can offer our parents and would welcome the taken into homes. Not all families agree to an sharing of strategies which have proved successful interpreter but will allow our family support worker to in other authorities. assist them. In this situation families can access email [email protected] information given, for example at an audiological

©BATOD Magazine May 06 11 Complex additional needs including MSI Anne Gough ToD & ToMSI, RSDCD Manchester

The workshop at the annual BATOD conference The challenge that these children have is that all of considered why we need individual approaches to their senses are impaired! Many are defensive teaching students with a multi-sensory impairment, about touch, they have not learnt to use their vision ways in which we can help them to learn and some or hearing and have a tendency to withdraw from practical advice and insight into the difficulties these outside stimulation into their own world. Within their students have in accessing the curriculum. own world things are predictable and they are in control. They begin to self stimulate - rocking, eye I work as teacher in charge of the Multi-Sensory poking, scratching, biting and developing obsessions Support Unit at Royal Schools for the Deaf and about certain stimuli. They resent outside intervention. Communication Disorders Manchester (RSDCDM). At this stage children are not receptive to learning We currently have nine students in the unit and about the world beyond them, we need to teach there are ten other MSI students integrated into deaf them to be! SLD classes in the U-16 department and a further eleven students in the college. If a child is blind, we hope to work with touch, smell, taste and hearing and to maximise opportunities to The students in the unit all have sensory impairments develop any residual vision. and severe to profound learning difficulties, all have severe to profound communication difficulties and If a child is deaf we hope to work with their vision, some students have additional physical difficulties. their touch, smell and taste and to maximise Some present with very challenging behaviour which opportunities to develop any residual hearing. is often self-injurious. All the students have difficulties processing sounds and visual information If a child is deaf and blind we hope to work with and, even when students appear to see and hear, touch and taste. they do not always know how to use or understand When children have additional learning difficulties in the information received by the senses and can addition to their sensory impairment, or when the become confused and over- or under-stimulated. extent of the learning difficulties is causing the The multi-sensory approach is simply that - an sensory impairment then it is not quite as simple as approach that aims to stimulate all of the child's learning through touch or sound or vision. available senses, to increase their development of Where children have no vision or hearing but cannot perceptions and to help them to form the correct (for physical reasons) or will not (due to tactile concept. defensiveness) touch, taste anything, it is then that In order to form perceptions we collect simple learning and communication become a real challenge. sensory impressions which are pieced together to form a whole. For example: we smell, taste, look at There are 4 stages of learning the colour,and feel the texture of, fruit, look at it on Co-active learning - the teacher helps the child to touch and manipulate or helps to move them the tree, in the greengrocers or in a book and piece through an activity. together a perception of that fruit. The whole becomes Co-operative - the child tolerates touching, a concept based on these concrete sensory looking at, tasting, listening to stimuli. perceptions. If the initial perceptions are incomplete, Re-active learning - they begin to react to stimuli eg if we can only touch and smell or we can see but eg pulling a face, rejecting, throwing things can't or won't touch, smell or taste, then the concept away, only reacting to certain stimuli, not others. we form can be wrong and misleading. (Longhorn, They may tolerate being assisted in an activity Flo 1993) or they may refuse. In some obvious way they show a reaction to the activity. It is, therefore, not beneficial to only teach through Preference learning - making choices and the media of speech, text and pictures. If we are decisions, taking control of their environment. talking about an object then the child needs to be able to experience with all the available senses to The multi-sensory curriculum covers the develop meaning, then they may begin to learn development of the senses and is part of the whole about it. Learning should not be isolated, meaningless school learning experience. Children need as many or mechanical - it should be INTERACTIVE. sensory clues as possible to make sense of the curriculum being taught. (Longhorn, Flo 1993)

12 ©BATOD Magazine May 06 An individual approach using the sensory curriculum stages to eventually form the perception that the can be designed to encourage children to begin to round shape on the paper is a circle. Our MSI communicate and form simple perceptions and learners have not gone through these many stages concepts. By finding and using what is most and need to experience everything through real motivating to that child (they may like to watch objects. flashing lights, they may like music, they may like to be tickled) we can begin to develop anticipation and They do not understand representation when they communication. At this stage, we can begin to give have limited experience of the real thing. They need control of that motivating activity to the child and to feel a variety of round shapes, roll on the round then start to extend their experiences by trying, for ball, feel something round in their hand. If they example, trying different coloured lights, different won't touch we need to find a way to help them. music and massage instead of tickle games.  For those children that like visual stimulation use a glittery ball or a fluorescent ball to encourage Once a strong working relationship within a reaching and touching. motivating activity has been established then  If they like music, present a ball on a switch. extended learning can begin to take place. A child They have to touch the ball to listen to the that has shown preference for flashing lights may music.  benefit from a dark room where optimum contrasts Do they like the sensation of wind from the fan? can be achieved, eg fluorescent lights highlighting They can activate the fan by pressing the round switch. yellow or white objects against black. If their interest is engaged, they may start to look at, then reach for Without motivation and awakening of the senses, objects. Touch can now be introduced - they are in MSI learners will not begin to piece together even a control, are interested and they want to touch very basic understanding of the very complex world something! The child can now be encouraged to we live in! touch something to gain a visual reward. Reference Others may not have useful vision but are so Longhorn, Flo (1988) motivated by sound that they can be encouraged to A Sensory Curriculum for Very Special People use touch to receive sound rewards. Souvenir Press Similarly, they may be so motivated by food or tactile stimuli that they can learn to communicate using appropriate rewards.

The main aim of the multi-sensory curriculum should be to meet the individual requirements of the child. Working with a deaf child? Need professional backup? Effective resources are required to back up a well planned sensory curriculum especially time, space, Learning Support Assistant material and human resources. (Children with Teaching Assistant Communication Support Worker profound educational needs require considerable Communicator help and support in the learning situation). Nursery Nurse Special Support Assistant Because of the level of intellectual development Intervenor children will need a great deal of repetition to learn you are welcome as an the most basic concepts. Therefore curriculum ASSOCIATE MEMBER delivery should ensure that, through repetition, the Special Membership fee learner can eventually understand a concept. There £21.00 should also be opportunities to present the same concept in many different ways. joining is easy... membership forms can be downloaded from the BATOD website Developing a mathematical concept This is an example of how a multi-sensory learner www.BATOD.org.uk may develop the mathematical concept that something is round. and follow the Association/BATOD membership benefits include We cannot teach a multi-sensory impaired child that 5 Magazine per year something is round by showing them a picture of a regional meetings for training and networking circle. A developing infant goes through many

©BATOD Magazine May 06 13 Assessing early years development using video Kathy Owston, West Sussex Service

This workshop was well attended in both the September 2005. An example of a video report of morning and afternoon sessions. Methods of video ‘Alex’ was included in that issue, when he was 2 analysis already in use and known to participants years 11 months old. Alex was one of the children were reviewed, including the Tait video analysis and who featured in the recent workshop. See how Parent-Child Interaction Therapy PCI. much progress he is making by reading the latest video report below: Speech Therapists who specialise in working with hearing-impaired children in West Sussex, are Sensory Support Team Hearing Impairment currently using PCI. Emma Brett, a Speech and Pre-school Video Analysis Language Therapist from West Sussex, gave an Name: Alex Date of Birth: 17.11.01 overview of PCI, its aims, target areas for parents, Age: Three years 10months and how it is done. PCI invites parents to enter into Hearing age: Two years 4months a course of hourly sessions over an agreed number Degree of hearing loss: Bilateral severe sensorineural loss of weeks. Video footage is taken of the parent and Date of video clip: 20th September 2005 - VIDEO FOUR child communicating through play, which is then reviewed with the therapist, and positive and Purpose negative interactions are identified. Aims for the We are looking for the development of listening and next session are identified. PCI aims to prevent vocalisation, communication skills, emotional and negative cycles of communication following the social development, play skills, and other diagnosis of a hearing loss. It identifies what works developmental milestones, as monitored by the well, encouraging more. It also identifies what the Early Support Project monitoring tool. A five minute child doesn't respond well to. Parents are video clip was taken of Alex to look at these areas. empowered, through watching themselves on video, Background information to take the key role in developing their child's Alex wore his two Spirit hearing aids throughout the language development. video clip. He wears his hearing aids all day. He The 'West Sussex Way' method of video analysis has had his aids for two years and 4 months. was developed to compliment PCI. Video footage of Listening environment a child is recorded twice per year. It is written up The recording was made at home. Alex kept his into a video report, which enables us to monitor attention on the play activities very well throughout progress in early years children. It is in a format the recording. His concentration is excellent. He that is helpful and accessible to parents and can be cooperates well in directed play activities. The shared with other professionals. It links in with acoustics of the room are good for a hearing aid Family Service Plans and the Early Support wearer. Little brother Ryan is included in play. Programme Monitoring Protocol for Deaf Children 0-3 Ryan makes quite a lot of noise at one stage in the (ESP) already being used. Examples of Family recording but Alex was not distracted and was able Service Plans being written in West Sussex were to hear what was being said above the background also shared with participants of the workshop. noise.

Video footage of four early years children was What happened? shown and copies of the video reports written were Alex is playing a board game with his Mum. They given. Participants were encouraged to look at the have been playing the game for the past ten ESP monitoring protocol to see how to fill in the minutes and Alex has concentrated well but is section entitled ‘Evidence of new skills’. It was beginning to tire of this game. Mum asks: "Alex suggested that the type and the degree of hearing where's the man with the white beard?" Alex loss of each child should be added to the box of doesn't understand the vocabulary, so Mum uses details at the start of each report. We all agreed gesture and explains what a beard is to him. Alex that this was a good idea and would help the report asks :"that one?" He finds it on the 5th attempt, to stand independently of other documentation on a after looking up to Mum for visual clues instead of child. This would be of benefit when it is sent to just guessing. Mum asks him to put it in the castle. other professionals. He understands this vocabulary and says "that one" I wrote about 'The West Sussex Way' in the Early and puts it in the correct place. Years edition of the BATOD Magazine, issue

14 ©BATOD Magazine May 06 Mum directs play again, asking for "the boy with the Communication (Stage B10 to B11) brown hair". Alex imitates "brown hair, there" and Alex uses sentences of four words and longer. chooses the right card. He puts it on request at the He uses language to ask about things and in his petrol station, on the 2nd attempt. Alex says "there, play activities. that - (f)alling down" substituting /t/ for /f/. He uses different verb forms. He selects the boy with the orange tee-shirt at He uses negatives "no want to play anymore" Mum's request correctly. Ryan, his younger brother, "no, get away" He can link sentences by using ‘and’. touches the board so Alex says "no, get away, Ryan away." "No want to play anymore". "Want (to) get Emotional/Social (Stage B11) another one" "I get another one" He looks in the Play: This video clip does not show evidence of bag for another game and finds Tummy Ache. Alex's development in the area of play as it is mainly a directed play situation using board games. "Look Mummy" "that one". He listens while Kathy However, he has made big strides in this area this gives an explanation to Mum of how to play the year. He now plays imaginative games, will dress game. He smiles in response and waits patiently. up, and will build stories around toys and play ideas Alex takes a card and says "ohh!" "egg" "look" including other children in his playgroup. "(k)ummy ache" "ooh! Look!" He is well in Stage B11. "Ooh, look, a 'mato" "my like".

Mum gives instructions and asks "what have you got Other Developmental milestones there?" Alex replies "a -mato" Mum says "no, not Alex is at Stage B11. This short clip of video does a tomato, it's a potato" Alex imitates "potato". Alex not show evidence of these skills. says "Mummy's turn" "yes!"

(Brother Ryan expresses his disgust at the pictures on the cards by blowing noisy raspberries!)

Alex asks "ooh, what's that?" "A carrot" "ohh look!" Mum keeps the game going and Alex says "Ohh look, like it strawberries" "ohh look, strawberry drink and it goes in there" "Not that one" "look…oooh look!" He imitates Mum by saying "tummy ache". "look!….wow!" He imitates "ice cream". Alex says "All done!"

Evidence of new skills Attending and Listening (Stages B9 to B11) Alex carries out simple instructions by listening alone. He understands questions in conversation. He accepts direction in his play. He listens and concentrates for over two minutes and responds appropriately to what is said.

Vocalisation (Stage B10 to B11). Alex uses appropriate intonation to ask two word questions. He has a sing-song quality to his voice and uses expression. His words are easier to understand and sound more like adult forms. He includes consonant sounds w and s in his speech. He speaks more accurately although word endings are still sometimes left off. He uses the correct volume of voice more often with less shouting.

©BATOD Magazine May 06 15 To see the world in a grain of silicon... Paul Bonsor, Training Manager DCCAP Paul provided a very practical workshop full of Using text information from websites in different advice on ways that we, as Teachers of the Deaf, applications can use on-line resources in our work with deaf  You can copy text from the web page by children and young people. Sections of his carefully selecting it with the mouse and then presentation will appear in Magazines wherever going to the Edit menu and clicking on Copy or space permits! right-clicking the mouse while the text is We can use the text and visual information from web highlighted and selecting Copy from the menu. pages to support our work on language and communication skills as well as increasing the pupil's access to the curriculum.

Here are some tips to help you make the most of this information by incorporating it into applications which you have access to and are familiar with.

Microsoft Office Word 2002 and PowerPoint 2002 The copied text is highlighted in blue and is being have been referred to in these notes. Other copied from the Edit menu. versions of Word and PowerPoint may behave  Once the text has been copied it can be pasted slightly (or very!) differently. into a Word document or a PowerPoint Saving web pages for use later on the same presentation. Use the mouse to position the computer or a different one cursor at the point where you want the text to be  We cannot always get access to the Internet inserted and then go to the Edit menu and click when we need it. One way around this problem on Paste or right-click the mouse and select is to save web pages on to your computer or Paste from the drop-down menu. memory stick so that you can use them later.  Sometimes text is laid out in tables on a web  Find the Web page that you want then go to the page. You can select and copy text from the file menu and select ‘Save As’, make sure that table and it will appear as a table when you the option to save the Web page complete has paste it into Word. been selected.  It is very useful to retain the above information in a table format but sometimes you might want the text to be taken out of the table.  You can always convert a table into text by selecting the table by clicking on the small square to be found just outside the top left corner of the table as the mouse hovers around  Navigate your way to a suitable file location and that area. Then use the Convert tool which is then click on save. found in the Table menu in Word.  You can open the saved page by opening your  By clicking on the Table to Text command the Internet browser (eg Internet Explorer) and table structure is removed and you are left with going to the file menu and clicking on Open. just plain text.  You will see this box appear:  You can also use this tool to convert highlighted text into a table format.  The Convert command will not be available unless a table or text has been selected.  If you are pasting text into PowerPoint a text box is created which may be so wide that it exceeds  You need to click on Browse… and then you can the width of the slide. This is not a problem. navigate your way to the location of the file. Select a different view using the Zoom tool (eg  Obviously the links to other web pages will not 33%). Click on a corner handle, resize and work when you are using the page offline. move it so that it fits on the slide. Select the ‘Fit  By saving the web page to a memory stick you view’ from the Zoom tool and carry on can then open the page later on a different developing your slide. computer. Future Magazines will have other tips from Paul taken from the handout provided during his workshop.

16 ©BATOD Magazine May 06 Adapting MFL in the curriculum Hilary McColl

Before considering how to adapt the MFL curriculum Deaf pupils/students themselves don't like being to meet the needs of deaf students, we first have to different from their peers. Why should they be consider why. How many of you, I wonder, have the only ones not to study a foreign language? supported youngsters who have been excluded from Yet, often, they are not asked; or they are modern foreign language classes? Perhaps you persuaded - and may well believe - that have even suggested that this should be done? withdrawal is best for them. Later in life they How many parents of deaf children do you know of may realise that this was a missed opportunity. who have willingly supported such a move? How Deaf adults, that I and my colleagues have many schools? I doubt if there are any statistics spoken to, sometimes resent the fact that this that can answer those questions authoritatively, but decision was made for them before they had a anecdotal evidence suggests the situation is by no chance to discover for themselves whether or means unusual. not the effort could have been worthwhile. Growth in literacy is dependent on growth in Some of the arguments in favour of disapplication language awareness. No one language has a are quite persuasive: monopoly here; all languages contribute. It is 'She has difficulty enough with English; why well attested, by teachers and pupils alike, that it burden her with another language she'll never was only when grammar and syntax were need?' 'He needs the time to do more important things, formally explained in the foreign language class, like improving literacy and numeracy.' and especially when compared with English, that 'Where else are we going to find the time for the 'the penny dropped'. English, as well as the extra tuition he/she needs?' foreign language, therefore, benefits from that 'Where are we going to find a ToD who knows improved understanding. (cf Angela Brown at the language and can support her?' www.ssc.education.ed.ac.uk/courses/deaf/dnov05b.htm) 'He's already learning two languages - English The benefits of MFL are deemed to include, and BSL.' along with competence in the language, The questions surrounding disapplication become students' initiation into other personally more urgent now, as MFL develops nationally into important competencies and dispositions. MFL an entitlement for all pupils in primary schools. It is seen as the gateway to: cultural and will no longer be a problem that can be put off until intercultural awareness; understanding and the youngster goes on to secondary school. What acceptance of cultural differences; reduction of advice are we going to give head teachers and the tendency to stereotype; European and parents at this early stage? The extension of the global citizenship...; the list is endless. DDA to cover education, and access to the By denying access to MFL, we may be denying curriculum in particular, also makes it likely that such all these other benefits too. Can we be sure questions will become more searching. that other parts of the curriculum will compensate for the deficiency? (cf McColl, Support for So, why should deaf youngsters 'do languages'? Learning Journal Vol 20/3 2005). Here are some points to consider: The assumption that 'deaf students can't learn As most deaf youngsters are now educated in foreign languages' is a false one. Like other mainstream schools, the second big question for groups, abilities vary. Some deaf students do MFL teachers and the ToDs who support in their very well as demonstrated by the fact that of 51 classes is how to make the experience rewarding deaf candidates presented for Scottish National and successful for those deaf students who embark Qualifications in Modern Languages in 2005, on such study along with their hearing peers. only one was unsuccessful; almost half of the Everything depends, of course, on MFL teachers others (23) obtained the top grade available at and ToDs being willing and able to make the their level. necessary adjustments. The only way we can find out which deaf students will succeed with MFL is to let them all There being little literature on this subject, two try and see how well they cope. They can colleagues and myself set out to provide some. We always be withdrawn later, but to deny them the consulted teachers, ToDs and deaf students opportunity to start their studies along with the themselves, as well as drawing upon our own rest is to close a door which may never again be combined experience of teaching and supporting in opened for them. MFL classes. The result has just been published

©BATOD Magazine May 06 17 online as ‘Deaf and Multilingual - a practical guide to  Group work - often difficult for deaf learners, but teaching and supporting deaf learners in foreign regular group members can be trained in deaf language classes’ (Mole, McColl & Vale, 2006). We awareness and this can make an enormous hoped that it would be useful not only to ToDs difference. supporting for the first time in MFL classes, but also  Board work - eg writing up instructions, and the to MFL teachers facing deaf students for the first main points of the lesson, clearly and legibly. time. The decision to include both perspectives in  Graphic representations - for example providing the one volume arose from our conviction that it is explanatory grids and diagrams, or pictorial only when professional educators with different and posters and helpsheets which can be consulted complementary skills understand and respect each before, during and after the lesson. other's work that they can work well together, and  Course notes - letting the deaf learner and only when they work well together that students support worker know in advance what will be become truly empowered. covered during each lesson; providing previews in the form of course notes, tape/video scripts, There is space here to give only a few of the vocabulary lists. principles that are covered in the book:  Language learning technology - including using 1 Deaf students respond well to lessons and subtitled/captioned videos/CDs/DVDs whenever courses that are clearly structured, well possible. Audiotapes may be of use to some explained and well supported by textual learners if tapescripts can be provided and if the material. sound quality is very good. Other language 2 Oral language, of its nature, is fleeting, so any learning technology can be very helpful, measures that aim to 'capture' the oral language especially when it is multi-sensory. What is and make it visible is helpful for deaf students. available and how access can be maximised are Ways of doing this will vary according to the age areas for discussion between professionals. and stage of the learners but, broadly speaking,  Communication support - sign support, note- this has implications for: taking, acoustic improvements, additional 1-1  Whole class work - for example always facing tutorials. the deaf learner, speaking clearly, and making For links to further materials on this subject and for lip-reading as easy as possible; making sure the a taster of the book, see my website: deaf learner is 'following'; pointing to members www.hilarymccoll.co.uk/deafness.html of the class who are responding. There is a link from the page to the e-book which can be purchased from Direct Learn. Edward's Journey to ECDL Linda Morris ToD, Alun School, Mold Meet Edward, a seventeen year old who has a He developed a thirst for knowledge. The more I profound bilateral hearing loss, wears only one post taught him, the more he wanted to learn, and I spent aural aid and has a language disorder and a love of a great deal of time preparing tasks for him to all things technological. Edward's language disorder complete. The tasks I gave him contained the means that he has difficulty expressing himself in minimum amount of reading and initially he learnt both spoken and written language, his sentences from watching and copying my actions as I worked having non-standard syntax and grammar. alongside him. He became familiar with many of the Emphasis has had to be placed on his linguistic functions of the keyboard and would make use of development in all subjects, with carefully selected the software available. He progressed swiftly from strategies, to this end. Introducing Edward to IT has word processing to DTP, spreadsheets, databases, been one such strategy. graphics and PowerPoint. He mastered his new skills quickly and, if given the chance, would transfer I introduced Edward to computers when he was in much of his written work onto computer. The spell- year 7 and realised very quickly that doors had been check and thesaurus became his best friends and opened for him and once he had stepped through his spelling and vocabulary improved. He discovered them, there was no turning back. He quickly the internet and 'Ask Jeeves' and his research and became adept in the relevant skills because he investigative skills improved significantly. enjoyed the routine and familiarity of the keyboard. He realised that he could out-perform many of his In year 10 Edward began studying AQA Certificate hearing peers. Wanting to share his knowledge, he of Achievement Modules. He hungrily devoured the would often help those who did not have his core modules and progressed to the more technical aptitude. He did this patiently, guiding them, modules available. More doors opened. sensing their needs.

18 ©BATOD Magazine May 06 Edward realised that computers had wires that could Another profoundly deaf pupil, Karthik, joined be connected to other hardware and other Edward in his studies. Karthik was completing The computers. I produced booklets, specifically written ECDL as part of his Gold Duke of Edinburgh's for Edward, modifying the language and catering for Award (but that's another story!) Edward took great his language disorder. Many of the worksheets pleasure in demonstrating his skills to Karthik and contained cloze paragraphs, simple comprehension, they both learnt quickly together, helping each other matching exercises, cartoon-like diagrams and and sometimes even choosing to exclude me; photographs. He was encouraged to mind-map and preferring to discover for themselves. thought-shower wherever possible. I would always work alongside him so that he could see what was Karthik has since gone on to study IT at 'A' level and expected of him. The IT Manager, along with the has a projected 'A' grade. He has secured a place office, library and pastoral staff at the school, were at Bristol University studying computers and maths. very helpful and showed Edward how computers Edward has now left the Alun School and is were employed in their areas. This allowed my beginning another journey studying IT as a practical teaching to be both contextualised and reinforced. subject at a local college. His journey so far has As a result, Edward volunteered to help out in the been eventful, to say the least, but I am proud to library during his lunch hour and in year 12, he was have accompanied him on those first important timetabled one hour a week to help the librarian steps. For both of us the road has been steep and catalogue and record on the computer. meandering and we've come up against many By year 12 Edward had completed many of the AQA obstacles but with perseverance, patience and Certificate of Achievement modules and I had begun resourcefulness we've overcome them. to look further afield for an IT course. The youth I wish Edward every success for the next stage of worker at the school had won a grant enabling his journey and hope the outcome is equally as fourteen students to take the ECDL (European successful. Computer Driving Licence) course. I had sat the ECDL exam myself in 2000 and realised that this was a wonderful opportunity for Edward.

I enrolled Edward and we duly attended the first session. I quickly realised that, although Edward could acquire the skills necessary to complete the ECDL, he would struggle greatly with the language contained in the prescribed tasks, many of which contained highly complex sentences, for example, "Create a new paragraph at the text beginning…This is a call….and create a new paragraph at the text beginning….Election of the treasurer…."

Phew!!!! Modifiers of the language of examination papers So under the guidance of the youth tutor I taught training course Edward myself. As Edward's method of learning is 8 July 2006 visual/kinaesthetic, I had to make his handouts both Edexcel, 190 High Holborn, London visually appealing and easy to read. To ensure £10.00 familiarity with the skills required, I worked through A one-day course is planned to train modifiers of the language practice papers methodically providing a task of examination papers. BATOD is able to offer this course at number tick list system. This ensured that Edward the low fee of £10 because Edexcel has generously offered didn't lose his place as he could tick each task off sponsorship. himself as he completed them. I taught new skills This course will be suitable for people who have not as and when necessary, demonstrating how to previously attended such a course. A further course will be offered for people who have already perform them. Each demonstration was only attended a BATOD course on language modification if there is required once as Edward's motor memory is sufficient interest. exceptional. The multiple-choice questions became Details and an application form will be available on the a game to him. BATOD website and the ToD forum. Further details may be obtained by email from: [email protected]

©BATOD Magazine May 06 19 Adapting RE for children who are deaf in KS1 & 2 Juliet Lyal, Cunningham Hill Infant School Convenor of SARETT (St Albans RE Teachers Together) When asked to lead some RE INSET at Heathlands Heathlands I could see that this approach was School for Deaf Children in St Albans, I hadn't quite appropriate for children who are deaf. realised what an 'eye-opener' it would be. Whilst I was confident with RE in mainstream schools, I had Using 'Special Places' to introduce children to no experience of special schools. However, 'Places of Worship', I suggested asking them to 'inclusion' is something of which I am highly aware choose somewhere in the classroom, playground or through my role as support class teacher with EAL school that they like being. Leaving the word (English as an Additional Language) children. 'special' until later on, young children could play a game in which a Teddy is placed in a part of the I reflected on our own EAL children: their acquisition classroom that a child likes. Others would find of a second language whilst mastering the Teddy and ask the child to explain why they liked curriculum; possibly speaking one language at home that spot. The teachers could record answers and and another at school; how a beginner bilingual leave labels in the places with 'Daniel likes to be must feel when listening to stories that appear here'. Older children could write out their own incomprehensible and, despite our efforts to include labels, placing them around the school for the others them, how excluded EAL children must sometimes to find and later explaining their reasons for the feel. I wondered if there were similarities for choices. children who are deaf. This activity allows children to explore thoughts and I believe that all children learn and respond well feelings. After a few days, the children should be through multi-sensory activities so my first ready to understand why their chosen places were suggestion was that each class had a permanent 'special'. It is then just a small step to understand 'reflective corner' just like the computer or art table. about special places for people who are religious; For each term's religious topic, there could be places where religious people like to go, and then artifacts to handle, posters or books to read and on to 'Places of Worship'. flowers (Buddhism, Hinduism), spices or resin (Christianity, Judaism) to smell. Above the 'corner' Visits to places of worship are multi-sensory and could hang a large question mark or thought enable children to deepen their understanding of bubbles. Reflective corners work well in any school religious beliefs and practices. Back at school, - just a chair with a prayer shawl would even be digital photographs are a good record of the visit as 2 enough. well as posters and place of worship puzzles . Return visits allow children to find their 'favourite' A multi-sensory and cross-curricular approach offers spots, look at something in more detail and ask children broad learning experiences. Strategies further questions. The recently published Resource presented to the teachers for RE included dressing Pack 'The Spirit of the Church'3 has pages of up, reflective walks, cooking festival foods, clay creative activities to try which can be adapted to modelling, sliding puppet theatre; anything through other places of worship. which the children could use their senses to learn more 'about' and 'from'1 the religion being taught. The more pupils who are deaf can explore topics across the curriculum the better, and RE is no This need not be restricted to the classroom. We exception. Stained glass window collages, discussed 'thinking' time in assemblies and how the designing and making puppets or a child size flickering flame of a lit candle might help to focus Sukkah, movement to express a Christian's Good thoughts. Lighting it for a few seconds, the children Friday despair and Easter hope, digital photos of could, at first be guided, eg thinking about someone 'Special Places' in school or in a place of worship, they know and like or who is poorly. Each day the poems, stories, calculating how many people a candle lighting could be extended and the 'thoughts' place of worship can hold, or how many square become more global. Gradually the lit candle would metres of carpet will be needed for a Mosque. It's be associated with peace and quiet. never-ending!

Starting with children's experiences and leading into This also enables the teacher and children to follow an RE topic, results in reflective thought and the the appropriate objectives as well as those of the children gaining a deeper understanding of what is 'link' subject4. Another important outcome is it being taught. Working with the teachers at shows children that, for religious people, 'faith' is their whole life, not just a part of it. 20 ©BATOD Magazine May 06 The use of religious artifacts enables children of all Finally, we looked at teaching abstract concepts to abilities to gain a deeper understanding of religion. children with limited language experience. The Artifacts arouse enquiry and mystery and through teachers chose 'Giving and receiving at Christmas'5 careful handling and observation, these items, used through which they wanted to convey 'Christians by believers in the practice of their faith, provide believe that Jesus is a gift from God'. I suggested pupils with an insight into beliefs and attitudes of starting with experiences with which we were sure religious people. Artifacts can encourage empathy, the children would be familiar. It was important to evoke respect and help children convey feelings and build upon what they knew the children had emotions. For reluctant readers, artifacts will experienced rather on what they might have motivate thought and stimulate reaction. A well- experienced. arranged display of religious artifacts with comments  Through unwrapping a 'real' gift, the children or questions is irresistible! However, the teachers could choose and wrap a present for someone were concerned about using them in school. We else, writing their own labels. discussed the handling and storing of such artifacts  In another session the children could describe, and how some objects, such as the Qur'an, need draw or write about what they would like to give particular care. or receive for Christmas, displaying their work to resemble a present. Teaching with religious artifacts can start at  Another present for the class would be a red Foundation Stage. Begin with a household item that heart shape in a shoebox, beautifully wrapped; has to be 'treated with care' and share ideas of how the children's responses could be noted and it might be looked after. Then explore the religious kept for later. Talking about 'love' as a 'gift' that artifact itself, asking the children how they could go can't be seen can lead to drawings or writing about looking after it. I suggested that teachers did examples of giving 'love'. not introduce the 'sacred' artifacts such as Torah  Telling the Christmas Story in a cross-curricular scrolls or the Qur'an until the children were way, aids understanding. comfortable with artifacts in general.  Explaining the Christian belief associated with Christmas makes more sense when using the Story telling is another good medium for teaching display of work interactively. RE. When I first visited Heathlands, I was as entranced as the children by the teacher who was Working with the teachers at Heathlands was a reading. She scanned the page, translated into wonderful learning opportunity for me. Within BSL, showed the children the pictures, and mainstream teaching there are dangers of by- commented to them in BSL! passing children with special needs and having the opportunity to focus on teaching RE to deaf children I discovered that the key to telling stories to deaf was a privilege. children is retaining their attention whilst imparting enough of the story to understand its meaning. Notes 1 Religious Education Attainment Targets: AT1 Learning about Young children, in particular, have very limited religion; AT2 Learning from religion language experience and, despite their expertise, 2 Available from 'Religion in Evidence' catalogue published by the teachers were concerned that having translated TTS Group and 'Articles of Faith' catalogue the text into BSL at the child's level, the whole point 3 Published by SARETT, June 2005. Available from SARETT at of a religious story could be lost. My suggestion of Cunningham Hill Infants School, St Albans AL1 5QS 4 Look on the QCA website for 'Embedding English and Maths' using puppets was not practical as it would be very KS1 & 2 ongoing - RE still being written (27/04/06). hard to hold puppets and use BSL all at once! 5 Hertfordshire Scheme of Work for RE However, the teachers thought that Personna Dolls might work and possibly sliding puppets which the children could operate. Even so, the teacher still needs the children to be looking at her hands and facial expressions.

I also suggested making storytelling videos. Talking it over, we agreed that 'live' storytelling has more impact but possibly filming two teachers sitting together, one with a big book or puppets/dolls and the other translating into BSL might work. We agreed to contact our LEA ICT advisor who also happens to be interested in RE!

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Siemens Hearing Instruments • www.siemens.co.uk/hearing Printed Apr 2006/JN2025 Learning from success - high achieving deaf pupils Dr Steve Powers, University of Birmingham The final report of this research project is now The young people in this study all had high available on aspirations, but several felt uncertain about how www.education.bham.ac.uk/research/proj/lfs/default.htm deafness might restrict their future careers, about Hard copies are available from Dr Steve Powers, the support they would have after school, and about School of Education, University of Birmingham - how well they would communicate with hearing email: [email protected] people at college and work. Others were critical of the careers advice they had received. Also, it was The report is based on in-depth interviews with clear that many of the young people had little twenty-seven deaf young persons across England knowledge of the experiences of successful deaf between the ages of 14 and 18 who were nominated adults. There are clear implications here for practice by their teachers as high achievers. Interviews were as well as indicators for future research. also conducted with the parents, Teachers of the Deaf and other professionals. Of the young persons The report identifies key findings and makes some interviewed most had been educated in mainstream recommendations, but probably its greatest value is schools, almost all had been born deaf, six used in the richness of detail in the individual narratives. sign language and three had one or two deaf The report should leave the reader with no doubt of parents. the outstanding potential of deaf children. The stories told by the deaf young persons and their The two main aims of the study were first to raise parents and teachers should be inspiring to younger expectations by highlighting the potential and deaf children and their parents, as well as being achievements of deaf pupils, and second to learn instructive to teachers and other professionals. from the perspectives and experiences of high achieving deaf pupils, their families and teachers to improve the quality of provision for all deaf children.

The study was not seeking the 'truth' in any objective sense. Rather it was based on the assumption that we have much to learn about high achievement and deaf pupils from the perspectives and experiences of those most directly involved - the high achieving deaf young persons themselves, their School of Allied Health Sciences parents, teachers and other professionals. Questions asked in interview included those MSc in Human Communication concerned with perceived reasons for success, and This programme provides in depth teaching on current the advice that the young persons, their parents and theoretical and service issues related to speech and language teachers would give to younger deaf children, therapy and deaf studies. It is delivered by leading researchers and clinical practitioners. The flexible modular structure allows parents, teachers and hearing children. students to tailor their own curriculum and pace of study. Current modules include: acquired cognitive communication The findings show that one of the most important impairments; acquired language impairments; clinical management; developmental language impairments; factors behind the success of the young persons dysphagia; evidence based practice; habilitative audiology; was their determination and positive outlook. Many identity inclusion and living with disability; language learning and development; research design and statistics; sign had shown an ability to take knocks and had shown linguistics; speech acoustics and speech perception; speech resilience in overcoming difficulties. Many had and language therapy with deaf people. excelled in a wide range of extra-curricular activities. This programme is ideal for practitioners seeking to progress their careers within the Knowledge and Skills Framework Most had excelled in English and were keen (Agenda for Change). readers. The stories told in the interviews also Cost of programme: provide examples of remarkable commitment and £4500 (home/EU students); £10300 (Overseas students) sacrifice made by parents. There are many (Fees are subject to change) instances of parents refusing to accept their child For application forms contact: Admissions Office, School of would be an underachiever, putting in many hours in Allied Health Sciences, City University, London EC1V OHB, the early years, researching extensively, sometimes tel: 020 7040 4194. going against the advice of the professionals, and For further information contact: Jane Marshall, 020 7040 4668; often having to fight for what they believed was right [email protected] for their child. Closing date: 16th June 2006

©BATOD Magazine May 06 23 Adapting the secondary curriculum Differentiation at Key Stage 3: a Special Needs Course Angela Cordingley and Mary McAleer St John's School for the Deaf, Boston Spa Introduction. programmes of study. These modules are taught Ofsted's report (October 2004), ‘Special educational across the three years of Key Stage 3 and where needs and disability: towards inclusive schools’ was possible these modules are taught by two teachers critical of the curriculum offered in inclusive settings for 16 lessons per week. The modules have and noted that, ‘few of the schools visited had made targeted language, which is issued to other substantial adaptations to the curriculum they offer’ members of staff who teach the children, so that [para 52]. Furthermore, ‘it was rare to find examples they too, can reinforce the language when the of overall planning of the Key Stage 3 experience opportunity arises. that recognised and attended to particular needs in a thorough and imaginative way and set learning in Year 7 Year 8 Year 9 the broader context of personal development.’ Medieval England Industrial Revolution Second World War French Revolution Health through the ages How things work [para 58] Safety and Materials Dangerous things Light and Sound At St John's we operate three tiers of curriculum Living things Life cycles Energy differentiation at Key stage 3, ensuring continuity, Where do we live? People and Places Kenya Water and Weather Farming Rainforests progression and accreditation up to post 16. These are: The children are taught using the Maternal Key Stage 3 course Key Stage 4 course Post 16 (NQF) Reflective Method, through conversations based, Mainstream GCSE A* - C Level 2 where possible, on first hand experiences. Texts GCSE C - G Level 1 based on these experiences are written by the Special Needs course Entry level Year 12 link/Entry teacher and reflective language activities based on Curriculum Plus ASDAN Transition Pre-Vocational Challenge provision the texts are used to develop vocabulary, reading, syntactical awareness, sequencing and short term The Key Stage 3 mainstream course is based on the memory. The children have a test at the end of National Curriculum Programmes of Study and each unit based on the work covered, with the aim culminates in statutory assessments at the end of being that all children achieve at least 50% success year 9. However we admit a significant number of rates. This way the children achieve success not pupils at year 7 who have been disapplied from their only in each lesson, but also in the test situations in SATs by their primary schools and who arrive with which many have previously only 'failed'. KS2 levels P - 2 in the core subjects. They have The children also have a formal free writing reading ages below 7y on Stage 1 of the Edinburgh assessment annually and this is used to target Reading Test. They are not independent learners, specific areas which can then be monitored in the often have poor self esteem, poor receptive and free writing questions at the end of each module.In expressive language, and may have speech and addition, AQA Units of Accreditation have been language disorders. written to accompany the scheme. The children are so proud to get their certificates at Presentation As a result we have had to review our curricular Assemblies. provision. All children are entitled to have access to This unit is the French Revolution: the National Curriculum but, in order to give many St John's School Special Needs Curriculum children the time to assimilate language, we felt that Key Stage 3 Year 7 we needed a course which was based on the Module/Theme title French Revolution National Curriculum but differentiated downwards. Learning Objectives To this end, we devised a Special Needs course, to use an atlas or map to locate a country which has been further differentiated to form the to be able to describe where places are in basis of our Curriculum Plus course. relation to other places, countries or towns to appreciate that all countries have a history, This article aims to demonstrate what is possible in and to explain the reasons for and results of the terms of planning, writing and delivering a special historical events, situations and changes in the needs course. period studied The Special Needs course consists of eighteen to learn about significant events, people and language-based modules covering aspects of changes from the more recent and distant past History, Geography, Science and English (A European study before 1914)

24 ©BATOD Magazine May 06 Weekly Content/Learning Outcomes Week 4 The Bastille 1 Find out what the children know about France/ Nouns: prison, prisoners, soldiers, gang, crowd, the French. Locate France as a country in weapons, knives, guns, gunpowder Europe, and the main surrounding countries. Its Verbs: attack, escape, break down, blow up, knock size in relation to England. How to get there. over, catch/caught, steal/stole Know that people and things from France are called French. Week 5 Revolution and Massacres 2 The idea that France, like any other country, has Nouns: guillotine, problem, war, revolution (turn a past ; a history. (Like we had the plague/fire). around) Context of the French Revolution. Verbs: kill, throw, drop, build, catch Dissatisfaction of working class. Week 6 The Play Social inequality (development of empathy) A vocabulary sheet accompanies each unit, and What could the poor do? What would you do? spelling homework is set using the most appropriate 3 Two central characters. The King (Louis - vocabulary for the children's needs. crowned in 1774) who was married to Marie-Antoinette. Their characters. Pupils learn the correct terminology and enjoy The deterioration in the social conditions and classifying the vocabulary. This aids them when prosperity of France. (It was rich in the past). improving their own writing. The influence of the upper social class in Government. What follows is a section from week 3 of the French 4 The poor people revolted - on 12 July 1789 a lot Revolution Module with a selection of possible of fed-up people, about 8,000, went to the follow-up activities. With the advent of computers Bastille - it was stormed. and especially interactive whiteboards, the range of The poor began to rebel. easily prepared activities has grown. Flash cards to The King's inability to resolve the conflict, and sequence, sequencing activities on the interactive his subsequent loss of power. whiteboard, drop down text activities in Word, the 5 Development of the crisis. On 2 September possibilities are endless. 1792, more problems - massacres/ methods/ Specific Learning Objective guillotine - innocents die. To learn about significant events, people and 1793-1795 - Reign of Terror - a real revolution changes from the more recent and distant past (A (turn around). European Study before 1914). Outcome - no more Kings. Content Time scale for recovery. to learn about Napoleon. King Louis XVI and his wife Marie Antoinette, 6 Assisting with play. Assessment. their characters and life styles. English Links the poor people and their life styles. Assist in the production of the play, produce a video the effect of taxes. recording Target language: Nouns: men, women, people, husband, wife, French Revolution - Target language: money, rules, laws, taxes, palace, Week 1 Countries and their people jewellery, clothes Nouns: France, Spain, Italy, Austria, Belgium, Adjectives: rich, poor, hungry, starving, beautiful, Germany, Britain, England, Europe, angry, unhappy English, British, French, Spanish, country Verbs: have, spend, buy, get. Verbs: colour (in), write (down), find A stimulus such as a DVD, book, picture or acting is Other: size, next to, beside, near to used to prepare a text. The text then forms the basis of at least one week's work. Through a range Week 2 French History of activities, the pupils become familiar with the text, Nouns: men, women, people, rules, laws, taxes, read and reread it, are encouraged to recall it, money sequence it and so on. The activities are presented Adjectives: rich, poor, hungry, starving, beautiful in fun ways, which the pupils perceive as games. Titles: King, Queen, Mr, Mrs, Duke, Lord This increases their motivation and hence leads to Week 3 Louis and Marie Antoinette success. What follows is a selection of possible Nouns: husband, wife, palace, jewellery, clothes activities used during the lessons: Initially a text is Verbs: spend, buy, get, spread written, which would be illustrated with pictures of Other: greedy, expensive, angry, unhappy the King and Queen, Versailles Palace, etc, to enhance the pupil's understanding.

©BATOD Magazine May 06 25 An example As the children gain confidence, work on specific A long time ago in France, there was a king called areas can be encouraged through Cloze procedure King Louis XVI. on the text - omitting all the verbs, pronouns or other His wife was very beautiful. aspects the children need to develop. Her name was Marie Antoinette. They lived in a magnificent palace near Paris. Pupils are given approximately six spellings from the The king and queen were very rich. text each week to learn. Spellings are tested initially They had lots of money. as single words. However this does not encourage The king bought his family lots of nice clothes and the pupils to understand how to use the words furniture. appropriately. Hence they are also tested by The king and the rich people did not pay taxes. choosing the correct word to complete each sentence. The follow-up activities based on the text could eg Marie Antoinette was very ______. include: (wife unhappy beautiful)  reading the text aloud with expression - listening or by including them in a sentence of their own. The to each other, following on when one sentence latter often highlights difficulties with syntax which has ended. can then be targeted.  cutting the text into strips (without illustrations) Once the pupils have demonstrated a good and using to sequence, eg understanding of the text, they are given comprehension questions. These initially only use Her name was Marie Antoinette. one question form. This allows the children to become familiar with the type of response to that A long time ago in France, there was a king called particular question form. King Louis XVI. eg Who? Who was the King of France in 1789? His wife was very beautiful. Who lived in the palace in Paris?

 This can be made more challenging by adding In the following weeks, an edited video of 'Les more strips or by timing to see who is first to Miserables' is used as the stimulus for the next text sequence them. The timing element increases about the lives of the poor people in France in 1789. their reading speed and enhances short term Then, once the whole section is completed, the visual memory. pupils produce their own play about the peasants.  To encourage auditory memory the teacher They write the script together as a group and act out reads one sentence without lip-reading, pupils the play for other classes. identify on their own text, or the teacher may stop half way through a sentence and the pupils Finally, at the end of the unit, the pupils complete a have to complete it. written test which includes many examples of the  At sentence level, pupils enjoy sequencing and above activities. The pupils are familiar with the vocabulary work text, the language used and the format of activities.  Cutting up one sentence and sequencing it Error analysis from the end-of-unit test allows the correctly teacher to identify particular areas of weakness. It is very was his beautiful wife used to set pupil targets for the next unit or to identify teaching points.  This can be extended to two sentences and children encouraged to think about Having successfully taken groups of children punctuation, or about SVO word order through this curriculum, we have seen the children  Once pupils are confident at sentence level, make very encouraging progress in both their word level activities can be used such as literacy and self confidence. When children make  Identifying all verbs in red - they are progress in literacy, not only does their motivation dangerous! increase, but also their self-esteem improves. In  Ringing pronouns in green and identifying addition, they experience less stress than they 'who' or 'what' in the text would have previously experienced through failure. Louis As one pupil remarked, "I never got 40 out of 50 His wife was very beautiful. before!" Louis and Marie (Examples of worksheets, tests and analysis are available They had lots of money. on the website. Please contact the authors for further information if required.)

26 ©BATOD Magazine May 06 7 27 www.DeafEquipment.co.uk .musicfordeaf.com However, we do not want to finish activities in 2007. we do not want to finish However, happy to see is the evolution of a What we would be implementing this methodology, Europe-wide network of deaf children the many thousands thereby offering that their music. Remember, opportunity to play also to their self-esteem, musical training contributes to their learning subsequently, socialisation and, fields. performance in other please visit our website If you are interested, www We hope to have attracted your attention. Please We us (see website for contact to do not hesitate will find an opportunity to work We contacts). together to reach our common targets. D E T I M [email protected] I to view our online L L S N www.DeafEquipment.co.uk A V E N N www.connevans.com O www.connevans.com C catalogue plus extended product information, catalogue links and useful ideas. Shop online from our helpful secure website at PEOPLE EQUIPMENT FOR DEAF AND HEARING IMPAIRED IN EDUCATION, EMPLOYMENT, THE HOME & LEISURE Albert Road North, Reigate,54 Surrey RH2 9YR SERVICES:CUSTOMER 01737 243134 Fax: 01737 223475 247571 Text: 01737 Visit Visit Our new 180 page catalogue offers an catalogue Our new 180 page a wealth of unrivalled range of products, information and practical solutions helpful people. for deaf and hearing impaired Have you seen the new Have you seen Connevans Catalogue? BATOD Magazine May 06 Magazine May BATOD © A the to play deaf children to teach method new clarinet has been running in The Beethoven programme years, and a couple of deaf Hungary for a few The clarinet. to play the taught children have been led by the well-known programme has been József Balogh. Hungarian clarinettist by the co-funded started, Last year a new project which you might programme, Leonardo da Vinci ‘Music for Deaf’.This project know under the name training materials methodology, aims to develop a for children for the musical training and instruments hearing. with impaired the new The project is due to end in 2007, when instruments training material, repertoire book and deaf children) (with special resonance facilities for and will be finalised, and when pilot training undertaken. evaluation of materials will have been deaf and As a closing event, a joint concert of place in the Concert Hall of hearing children will take Vienna.

Letters to the editor

Access to Phonics In developing 'Visual Phonics by Hand' (VPbH) (March issue) Babs Day said that she wanted Cued Speech without the 'challenge' of 'that much learning work'. I admire Babs’ determination to do her best for her pupils but I am confused. Why invent a new system to do a job which Cued Speech is proven to do so well and why does she think it is a 'challenge' to learn Cued Speech?

Cued Speech has only 12 cues (8 handshapes and 4 positions). You cue as you speak so the rest of the information is on the lips. If you want to use it on a single sound level I can teach you in 10 minutes. In fact I can teach you to cue simple CVC words in 20 minutes. Challenge me; invite me to give a workshop for your local BAToD group.

Cued Speech can be used on a sound-by-sound level but it can do so much more. It can make not just sounds but all spoken language fully accessible. Children brought up with it (and there are many thousands of such children internationally) can code and de-code words, rhyme and spell using an internal lexicon of sound-based words. They can think in sound-based language and have literacy levels equal to hearing children. Contact me for the research details.

With the national curriculum in the process of being revised to teach reading primarily through synthetic phonics, Cued Speech should become an essential tool for all ToDs. With Cued Speech the sounds of speech can be quickly taught and the individual sounds can be easily combined into words. It is the only way that sound-based language can be represented visually in real-time and its use can transform deaf children's use of spoken and written language. On our 20-hour foundation courses students learn to cue - of course - and they practise cueing but much time is also spent looking at how phonemes combine into spoken English. These are vital skills for all types of phonic teaching.

Babs says that she 'can't imagine how we ever did without it [VPbH]'. I can't imagine how anyone manages to teach literacy successfully to deaf children without giving them a phonetic key but I can't think of one single reason why anyone would chose VPbH, a limited and largely untried system of 44 symbols,Anne over Worsfold Cued Speech which uses 12 cues to totally clarify, not only the 44 sounds of English, but the whole of spoken language. Executive Director, Cued Speechwww.cuedspeech.co.uk Association UK [email protected] (v & t): 01803 832784

I was just about to put away my March 2006 copy of the Whilst there is a disclaimer below at the back of the magazine when I noticed the hearing aid on the girl on Magazine, the front cover was hanging off. I wondered if it was The Editors and the Association do not necessarily properly fitted but thought it was a poor advert for endorse items or the contents of advertisements whoever was responsible for the photograph. If people published in the Magazine and cannot accept are to be encouraged to wear hearing aids, they should responsibility for any inaccuracies. at least see them fitting properly. When I looked on the back, at the Starkey advert, I have contacted Starkey and they responded: neither of the earmoulds was fitted properly. If these At Starkey Laboratories, we are constantly striving to were real hearing aid wearers and not just models, move the Better Hearing Initiative forward and those aids would have been whistling and causing great encourage children to wear their hearing aids with pride. discomfort. If Starkey were using models, shame on We spend much time applying for permission and them! There are many real hearing aid wearers who licensing, in order to fulfil the requests from children for would love to show off their aids fitting properly. For a new characters to be inserted into their moulds and so firm who want to sell hearing aids I would have thought the latest addition is ‘Noddy and Friends’. they would make sure they looked good. I am only sorry that BATOD allowed the pictures through the Normally we would never advertise an incorrectly fitted editing process as it might look as if we leave children earmould. Unfortunately this picture slipped through the to wear ill-fitting aids. net and we will not run this again.

Ed’s Note: We apologize for any offence that this advertisement The Midland region committee report also mentioned may have caused. The boy and girl in the advert are these pictures. Whilst I admit I did have misgivings children of Starkey employees. about the hearing aid on the front cover I decided that it was a picture of the moment - at the time of the photo the youngsters are fully engaged in the action and the ToD is busy teaching them!

30 ©BATOD Magazine May 06 What went on at NEC on 12 March 2006 Andrea Baker and Patricia Gibbons

Saturday 11th March 2006 witnessed a highly David Hartley has stepped down from BATOD NEC successful National Conference at St Cecilia's after many years of excellent service and received School, Wandsworth. In sharp contrast to last year's many warm wishes and tributes from fellow members. event at Hinckley, delegate places were over Stuart Whyte has agreed to replace David as a subscribed. This excellent attendance and BATOD representative on the NCPA. enthusiasm set the scene for the NEC meeting the following day, the first to be presided over by new Whilst controversy continues at a National level BATOD President Alison Weaver. As many BATOD regarding the White Paper on Education, BATOD members will be aware, Ann Underwood is the new has received messages of support from both Angela President-elect. Eagle, MP and Lady Estelle Morris. BATOD has also been assured by Government Minister Jacqui In typical form, Alison set the meeting off at a Smith that LEAs will continue to be able to provide cracking pace and updates on actions taken since support for youngsters with Sensory impairments the December NEC meeting were given. Ted Moore rather than being sidelined into a commissioning is continuing to work on the pensions article role - see the website for more detail regarding the following his meeting with ATL. This will be published meeting with Jacqui Smith. There remains a concern in the Magazine and on the website at a future date. about the possibility that 'independent' Trust Tina Wakefield has been collating comments secondary schools might not choose to buy in regarding the implications of synthetic phonics for services and whether admission policies would deaf youngsters and has received some excellent disadvantage deaf children. contributions which she discussed with Professor Jim Rose. We await his report with anticipation. There followed some discussion about examinations Many thanks to teachers, school and services who and the need for clarity, given that oral communicators have contacted Tina. will no longer be allowed particularly when an examination paper has not been modified. There Work is continuing on the TDA publication focusing have been suggestions that the speaking and on good practice for Teaching Assistants working listening elements of GCSE English be removed or with deaf children. Trish Gibbons has co-ordinated that a general 'communication' option be available examples of excellent practice that will be filmed for but it seems unlikely that these will be seen as the accompanying DVD. There is also progress on viable. There will be a period of 15 months from the collation of examples of ToDs and Speech and when dispensation for deaf children is removed but Language Therapists working effectively in the protection of the Disability Discrimination Act collaboration and the updating of the guidelines for does not come into force from Summer 2006 to cooperation will be published in due course. September 2007. Several bodies, including BATOD, are to meet with the QCA about this. Issues regarding the modification of examinations at source continue but reassuringly Edexcel have Decisions had to be made about the strategy for made a decision to modify all exams at source and producing the magazine in the future, and several have asked BATOD to try to provide accredited different models were considered. We agreed to modifiers. However, at present there are insufficient incorporate the rôle of editor in the rôle of secretary, qualified modifiers so Jenny Baxter is at present maintain the commissioning editor rôle but outsource selecting exams according to priority order. It was the rôles of project manager and designer. It was felt felt that Astronomy would probably be fairly low on that this would ensure a professional publication, the list! Further information is available in an article which would be viable financially, with reduced need in this Magazine. for dependence on volunteers.

The QCA has now finally declared that oral Members will find a contribution to QCA on Shaping communicators will not be allowed in examinations the Future of the Curriculum, put together by Emma and that this is a consequence of the DDA. There is Kelty, Jenny Baxter, Ted Moore and Paul Simpson, considerable disquiet about this particularly where incorporating comments from other members, on the students are faced with papers which have not been BATOD website. modified and BATOD and other bodies will pursue this matter at a forthcoming meeting with the Chief The Treasurer reported healthy finances. Executive of the QCA. Membership subscriptions will go up only in line with the teachers' pay rise. ©BATOD Magazine May 06 31 Reports from the Regions and Nations followed. US; that Oticon is keen to fund research; and that North Region is still in need of officers. Committee the NSPCC is about to launch some materials with a Members in Lincolnshire have recently organised a DVD about safeguarding deaf children. successful meeting, and the North Region committee is prepared to support other such mini-meetings in There was some exasperation voiced that GTC the region. However, longer term effectiveness and does not appear to have correct information in its support depends on new volunteers for officer records about who does or does not hold the positions. Mandatory Qualification. On a positive note they are trying to improve the accuracy of their records. The report from the Midland region expressed concerns about TLRs, and vacant posts, as well as We heard that, from April, support staff in residential the fact that support for under twos is not statutory. schools will have to be registered with the Social There have been positive developments in terms of Care Council at a cost of £30 approximately. joint funding with Health for a Deaf Tutor, and joint In the plenary session after individual committees training in two authorities. They also seem to have had met it was decided that the 'audiology refresher' a thriving social element to their committee meetings. CD would be made available for sale. We already South region raised concerns about reductions of sell the pamphlet 'Hearing Assessment for Children lip-reading classes. In some places funding is with Complex Needs', as well as back issues of the available, but no teacher. In others, students struggle magazine. The pricing will reflect the cost to afford courses, and in some areas courses may implications of producing the materials, as well as be seen as a life-skill and therefore are free. the need to maintain healthy finances to protect the association's work. An important issue in Scotland is the issue of Teacher of the Deaf training at Moray House, which We considered whether there should be a secure, does not have a teaching element. Scotland now members-only area on our website, and we would has the mandatory ToD qualification, but it can take like opinions about this. We want members to use up to nine years in Scotland to become qualified. the website, but without removing incentives for non- The situation for maintaining a pool of trained members to join. It was also suggested that we professionals is very uncertain. Carole will keep us might develop a booklet of games and activities, updated about this issue, and the committee felt it through the magazine for teachers to share good would be helpful for BATOD to assist in the ideas. A project suggested by Stuart is to consider discussions. getting translations of information about aids in community languages, to be downloadable from the During committee reports, thanks and appreciation BATOD website. were given to Hilary Ward and the Professional Development Committee who had worked so hard to make the Conference a success. Hilary spent some time analysing the evaluations. There were many Calling all Schools and positive comments. The venue and the lunch were Services… both appreciated. The workshops were all well received, though some people wanted more time, In education we are always managing changes of all and more suggestions about teaching strategies. varieties, new legislation, new policies, new staff and It was a good move to have lunch after the AGM, new pupils. Some of you are also managing a which was well attended as a consequence. change of location. Moving house (or school or The PD committee will discuss all the suggestions to service) is recognised as one of the top ten stresses inform future planning. A question raised in life so it is understandable that some things are (unconnected with the conference) is whether this overlooked. If you have moved location in the last should be the committee to deal with Professional two years please let BATOD know your new address Development issues of Teaching Assistants who so we can keep you informed of latest developments may become members of BATOD. with us.

We heard about representation of BATOD at various Please send on your details to Paul Simpson other meetings and events, and about some [email protected] in order to keep our developments and opportunities, including an on-line directory up to date. conferencing facility called iVisit which Paul is to use to develop contacts with Professor Harold Johnson, a trainer of Teachers of the Deaf in the

32 ©BATOD Magazine May 06 In August 2005 BATOD Northern Ireland, in conjunction with the Heads of Service group held the first ToD Baker Day on the Hanen Approach to Language Development. Members received a short questionnaire afterwards asking for comments. BATOD UK Feedback was very positive and it was decided to BATOD UK try and make this an annual event. Arrangements are underway for August 2006. Speakers will be Dr Margaret du Feu, Consultant Psychiatrist, NI Adult Mental Health and Deafness Service and Mr Stephen Brown a psychiatric nurse from her service. BATOD Wales committee met in Bridgend in February, 2006. Contact has been made with Sue Lewis of Mary Hare Training Services delivered schools and services in North Wales seeking their the annual Mary Hare NI seminar in the Stormont views on a number of alternative routes to organise Hotel in February. Her topic was 'Effective Early their involvement in BATOD meetings. The responses Intervention for Deaf Babies and their families'. are awaited. It was an excellent presentation, informative and thought provoking, and especially relevant following Sue Lewis has been invited to talk at our next the introduction of the NBHS in October 2005. members' meeting in March on work with LSAs. Arrangements were planned. In response to the introduction of the NBHS DENI has commissioned Mrs Wilma McCreary, retired Annual Conference sub-group reported on progress Head of Service in the SEELB to carry out an audit. and arrangements for Wales Conference. This audit will examine current practice in the Following our recent annual meeting with the management of 0-2 year olds and identify training Minister, we will respond soon to WAG with details needs and additional resources required to support of TLR experience for Teachers of Deaf in Wales the needs of under twos and their families. ToDs and differences that we are able to record. are very hopeful that DENI will respond positively to the results of the audit. Request to build an article explaining curriculum adaptation for Welsh first language deaf learners The Spring meeting was held on the evening of 30 has been received. We discussed possible authors March 2006 and our speaker was Raymond but were unable to identify any. Members who are Flanagan, Head of Audiology at the Royal Victoria involved in this adaptation are asked to contact Hospital, Belfast. His topic was 'Speech in noise as Steve Dart via email [email protected] a predictor of benefit from grommets (ventilation tubes)'. After answering questions related to his A report was received from a committee member on talk, Raymond took other questions from the floor on the initial meeting of the Newborn Hearing Screening matters audiological. This was a valuable quality assurance group. A main issue of cover opportunity for teachers to ask general questions availability problems was considered. and also to discuss local issues, for example with regard to the provision of hearing aids and problems The UWIN MQ ToD Steering Group report regarding arising out of the use of FM systems with some the future contact with professionals in Wales was hearing aids. The opinions of teachers were also of received. value to the Audiology Department at the Royal Victoria Hospital and I understand that they have A second meeting has taken place with Sue Lewis already been taken into account in considering and BATOD representative regarding the future hearing aid provision. development of support materials. Schools and Heads of Service have been contacted regarding In April 2006 primary and pre-school hearing- access for video profiles of work in Wales. impaired children in the SEELB will take part in a series of music workshops organised by Mrs Olive RNID is leading a group involving NDCS and McManus, Head of Service in the SEELB and Mr BATOD on Mental Health services. An initial meeting Ricky Mattison, Musical director of 'Rich Music'. to take this further has taken place. 'Rich Music' is the educational outreach section of the Ulster Orchestra. The children will work with Details of the BATOD survey non-responses were members of the orchestra to 'compose' music to received and details distributed to individual illustrate two stories, The Storm and The Rescue committee members for follow up and encouragement. Party, by Nick Butterworth. The final event will be a Steve Dart Wales representative

©BATOD Magazine May 06 33 performance of their compositions, attended by The next BATOD Scotland conference will be a half- parents and teachers in the Elmwood Hall. Nick day one on Saturday 13 May 2006. Patricia Butterworth hopes to attend. Macdonald from the SQA will be speaking on the topic of exam modification. There has been concern At our Annual General Meeting last October we said about the lack of modification of papers for oral 'au revoir' rather than goodbye to Lesley Flack, hearing-impaired pupils. former Head of Service for the Hearing-Impaired in the Southern Education and Library Board. Lesley's BATOD Scotland would like support from NEC in successor, Rosemary Gardiner, paid tribute to addressing the situation with Moray House regarding Lesley's long and varied service as a Teacher of the the lack of a teaching element in the course. Deaf. We all wish Lesley a long, peaceful and Moira Callan, Scotland representative fulfilling retirement. At recent meetings the Midland Region committee At the same meeting we also congratulated Wilma welcomed new committee members Kath Apperley McCreary, former Head of Service in the South (Dudley) and Sam Belton (Birmingham). The Eastern Education and Library Board who is feedback from Services was extended and this is continuing to enjoy her own retirement, on her the most popular and supportive part of the recently awarded MBE. During her retirement committee meeting. Wilma is performing the invaluable task of archiving BATOD (NI) material. The main concerns across the region continue to be TLRs, restructuring, the move to Children's Services And finally….further warm congratulations were also and the difficulty filling job vacancies and maternity extended to Mary McCartan, another long-serving leave. The Midlands committee is also concerned Teacher of the Deaf for being the Special Needs about the potential threat to Early Years support as Teacher of the Year category winner for Northern under twos support is not statutory. Ireland in recent education awards. Mary is enjoying the opportunity of being a judge in the Interesting developments are joint funding with current competition. Health of a Deaf Tutor in Dudley and joint training Teresa Degnan, Northern Ireland representative for HI professionals in Warwickshire and Coventry. There is also good news from Nottingham Cochlear Implant Centre as waiting times are now down to BATOD Scotland has not met since the last report less than six weeks from referral to first appointment. but has had successful conference calls. This has been found to be more convenient for committee We were pleased to part fund Barbara Wolter from members, to save travelling times and of course is Telford, Wrekin and Shropshire to attend the more cost effective. FEAPDA conference. Her feedback was extremely positive. Following our last conference, all Scottish BATOD members are to receive a letter and questionnaire There have been comments from a couple of teams from Aileen Watson, Chair of BATOD Scotland, about the latest BATOD magazine. Although it was asking for their input for future conferences. agreed that the articles were extremely thought Members will be asked about conference content, provoking and the children shown appeared to be the format and also the venue. This information will thoroughly engrossed in communicating, the be collated to help the committee organise future photograph on the front cover did not represent events. good audiological practice.

Members will also soon receive the first BATOD Our twilight meeting is organised for 24 May at The Scotland newsletter. It is hoped that members will Ear Foundation when Ted Moore will speak on the become involved in this, supplying articles, useful future of the Teacher of the Deaf. With all our websites, relevant information etc. concerns around the Upper Pay Scale, TLRs, Soulbury and Children's Services (and this is just Scotland now has the mandatory Teacher of the the start of the list) this will undoubtedly be an Deaf qualification. This now needs to be brought to excellent event. the attention of the organisers of the Moray House course in Edinburgh as their course still does not Plans are under way for our annual conference have a teaching element. This means that those which we hope will take place on 7 October. We will trained at Moray House will not be able to work as be looking at assessments and we want to explore Teachers of the Deaf outwith Scotland. how we use the information that they give us. Assessments/areas that we are particularly

34 ©BATOD Magazine May 06 interested in looking at are ACE, SNAP Dragons, A questionnaire was given to teachers about the Auditory Processing, BSL and reading. future of the North Region. The returned questionnaires showed overwhelming support for We received some extremely sad news from sharing one another's INSET (like the meeting in Oxfordshire: one of the team's members died Scunthorpe) and for weekday meetings with a slight suddenly a couple of weeks ago. Our deepest preference for Fridays. There was limited interest in sympathy goes out to all family, friends and work reviving the North Region conference and no colleagues. volunteers to be on a committee! Future topics requested more than once were, in order, Audiology, And finally I'm pleased to report that the social side Early Years, Literacy, Numeracy and PSHE and the of our committee is alive and well. After our meeting venues requested were Leeds, Doncaster, York and we enjoyed a really tasty curry - well you have to Sheffield. celebrate the New Year, thank David for all his hard work on the NEC and welcome Kath to committee! Thank you very much to Pam Grant and the North Lincolnshire Hearing Support Service for inviting us Ursula Walker, Chair, Midland region to share their Inset and to Oticon for the speaker, lunch and expenses. The North region conference had been planned for January 21 2006 at Boston Spa. The title was 'I'll If any other Services would like to volunteer to show you mine if....' Unfortunately, this had to be organise a meeting please get in touch. The cancelled due to a lack of support. It would appear success of Pam's meeting in Scunthorpe shows that that the main reasons for the poor uptake were the this is what teachers want in the area so perhaps we time of year, a weekend date and the possibility of could aim for one a term and try to get a list out travel problems connected with inclement weather. early to aid planning and prevent clashing with other Offers of help to participate in this interactive event meetings. came from almost all of the keen delegates who did Sue Searle sign up for the conference. It is hoped to rearrange the conference later in the year. A telephone BATOD South committee met in December 2005 conference call is being planned to discuss the and had a conference call at the beginning of current more local initiatives and how this can be January 2006 in order to start planning the region's built into how the region supports its Teachers of the annual Conference that is to be held in Central Deaf. It is hoped that the conference will be London on Friday 10 November 2006. The focus is rearranged later in the year. on Assessment across the years and there is an intention to have a mix of key speakers and poster Bev McCracken is sorting out the Region's financial presentations. difficulties and it would seem that a solution is in sight. In addition, final additions/amendments were added Chris Payton North region representative to the newsletter that can now be viewed on the BATOD website. The newsletter was distributed to The Scunthorpe meeting 'CI and FM' on Friday 11 the region at the beginning of February and we hope March was very well attended. Sharon Robb from that the articles in support of the BATOD conference Oticon gave us two talks, ably filling in by doing all in March will be beneficial. of the session rather than a part because a colleague could not make the meeting. The next conference call will be on the 4th May 2006. The first talk detailed research showing the clear advantages of FM for CI users, even better than BATOD South wishes to pass on thanks to the NEC using Soundfield Systems. There was opportunity to for their recent article in the BATOD Magazine about ask questions and discuss issues with colleagues SEN points and direction for TLR support. from other areas. The South Committee expressed concern at the The second talk gave information about developments reduction of lip reading courses and lack of funding in digital aids, particularly the Spirit 111. The next for adult education. Lack of funding has meant that generation of digital hearing aids have automatic lip reading courses are disappearing across the systems so there is no need for the user to change region. Is this common elsewhere? programmes because the aid itself analyses the sound coming in and reacts quickly to decide which features to use, for example noise reduction or directionality.

©BATOD Magazine May 06 35 LISEN report deafed.net website Paul Simpson, National Secretary, BATOD Paul Simpson, National Secretary, BATOD

The DfES has published a national audit of support, Context services and provision for children with low Meeting with Ken Carter, Deafax and Professor incidence needs. A summary of key points of Harold Johnson. Professor Johnson runs the interest to BATOD members has been put on our deafed.net website which brings together schools for website in the section called ‘Information for the deaf and many Universities training Teachers of members’ (in the Association section) with the the Deaf in the USA. He was in the UK to attend the report's recommendations reproduced in full. 21st birthday celebrations of Deafax and Ken Carter The full report is available, at the time of writing, at asked me to meet him as I was in London for www.dfes.gov.uk/research/data/uploadfiles/RR729.pdf another meeting

The purpose of the Audit was to: Summary of the main points of the meeting (i) gain a picture of how Local Authorities meet  Prof Johnson has instituted a Master Teacher the needs of children with low incidence SEN scheme based on video conferencing and other and potential local/regional/national examples technology; he would like to consider extending of good practice/expertise. it to the UK so that good practice could be (ii) explore gaps in services, support and exchanged between the US and UK. provision, and how these gaps can be/are  Technology can also be used to cut isolation of being addressed. both teachers and deaf pupils. (iii) use the above to support and inform policy and  He was very impressed by all BATOD's work. practice development for regional and local  He is very interested in the potential of debating planning and provision, so that more children as a language development and assessment have their needs met locally, as well as tool (we met at the English Speaking Union - the informing the development of 'Regional Centres heart of debating). of Expertise'.  Also he was interested in examining the use and nature of questions by deaf children to show The term 'low incidence' is used in the report to where they are in terms of linguistic development. describe needs that occur less frequently and may  Prof Johnson is keen to develop on-line CPD require a more specialised response including opportunities. severe multi-sensory impairments and severe and  Colleagues can put forward suggestions for profound hearing impairment. such events (full details of how to do so on the website: http://acedhh.org/CEPilot/propose.htm)  Possible expansion of the Master Teachers Mary Grace Wilkins Travelling Scholarship project to include UK and European teachers; details on the website at Grant Activities (left hand menu) and choose 'master teachers'. Recommendations/ discussion/ action points  Ken Carter to approach the DfES for possible planning funding to look further into collaboration; also he is approaching Google for funding in Want to carry out relation to impoverishment of language in deaf small scale children. (Google is currently donating money to classroom research ? relieve poverty throughout the world.) BATOD members with ideas for small scale  research or study which has direct relevance to Supply contact details re training universities to deaf pupils/students in the British Isles.are invited Harold to follow up. to apply to the MGWTS. Visit the BATOD website for more information  Video or webcam conferencing: to consider how www.BATOD.org.uk to proceed. funding available up to £ 1,000

further details from: BATOD Secretary Mr Paul A Simpson 175 Dashwood Avenue High Wycombe HP12 3DB email [email protected] tel: 01494 464190 Mary Grace Wilkins Travelling Scholarship

36 ©BATOD Magazine May 06

Education Research Consortium of Deaf Organisations notes from Kathleen Grehan (RNID)

The ERC is made up of BDA, BATOD, DELTA,  DRC is seeking legal advice and looking for NDCS, RNID, SBC, NATED. case studies so they can use them in law. February 2006 at RNID  The list of qualifications in the JCQ handbook to Present: permit teachers to request certain access Karen Simpson (SBC) Frank Barnes School arrangements was random and incomplete and Paul Simpson (BATOD) (Chair) the JCQ has itself proposed abolishing it from Stevie Mayhook Auditory Oral Consortium next year allowing Heads of Centre to decide Kathleen Grehan (RNID) who may complete the forms. BATOD has proposed that such teachers should hold the 1 Apologies Brian Lamb (RNID) mandatory qualification. Amy Skipp (NDCS) Mary Kean (DELTA) Fees for training Teachers of the Deaf  Herts - £2,500 for a 2 year part time course 2 Minutes and matters arising  Birmingham - £2,640 for a BPhil course Re two bids for data collection: one from the ESR including supervision, accommodation and food Council and another from EC for data collection of for residential weeks Europe - no outcome yet waiting to hear from them.  £2,475 for a postgraduate diploma in Parliamentary issues - UKCoD had sent an extract Birmingham from Hansard giving a response to an MP's question Membership of the group which was "How many special schools make The Auditory oral consortium is now represented. provision for deaf children?" We expected 25-26 but The Ear Foundation has not yet been contacted. they mentioned that there were over 1000 so this Mary Kean contacted Chris Rees and invited her to could mean that they calculated one deaf child per the meeting, however she was busy so Stevie special school (not just for deaf children). The Mayhook is representing the group at this meeting. implication may be that every special school has to care for disabled children so the DfES may have Agnes Dyab from Blanch Neville School would be calculated that these schools would cater for deaf interested in joining this group to represent the BDA. children. Paul has written to the DfES for clarification. Tony Pilkington of the BDA also expressed interest in joining the group. The BDA don't have a named ACTION: Paul to send all this information about education officer at the moment but Karen will ask making provision for deaf children. Agnes what the situation is. The BDA has ACTION: Kathleen should ask Brian Lamb if he withdrawn from UKCoD. could arrange a meeting of this group with the parliamentary group. ACTION: Karen to speak to Agnes Dyab ACTION: Kathleen to email Sue Archbold of Ear Examination issues Foundation The QCA have arranged a meeting that Kathleen ACTION: Kathleen to follow up with NATED - will be going to in Cardiff. This meeting will be Elizabeth Wootton. discussing English GCSE; one proposal is to produce a different GCSE which will not include the 3 PLASC Update speaking and listening elements - it would parallel O Paul has contacted Pat Griffith at the DfES about level - an option for deaf and other students to gain the PLASC outcomes but has had not had any a fully fledged GCSE in reading and writing. In four responses to his emails. There is also no obvious yrs time the English GCSE will change to be more information on the DfES website. functional; but this shows that the QCA is trying to address the issue. There may also be a possibility ACTION: all individuals to write to Pat Griffith for extending access to GCSE modern foreign separately languages. 4 Explore research into Education There was discussion on several points. Sign Bilingual Research Meeting: 1 March 2006 -  Oral communication and GCSE support: - QCA Gary Morgan has organised the meeting and found had said that ToDs had been abusing the eight researchers to give updates. Karen and Gary system; however the allegations have now been plan to present a model code of practice for schools retracted.

38 ©BATOD Magazine May 06 and research organisations. An overview system is 6 Low incidence audit research report planned so research requests go to a central point, The draft report went to the DfES steering group and so research can be led by a school for example is being adapted so it should be available soon in rather than imposed on it. The focus is research in full. sign bilingual education but such a code of practice could have wider use. 7 AOB Kathleen mentioned the SEN Education and Skills If schools agree they should be entitled to know the Committee website which included a list of future outcome of the research that they have been events and how to access meeting transcripts. involved in. This research could be mentioned at the next conference of the Heads. ACTION: Kathleen to give the website address. www.parliament.uk Action: Karen to send list of what the 8 Then choose Parliamentary Committees, researchers and others are doing. She Education and Skills committee. also mentioned the development of a website for the Sign bilingual Consortium. 8 Date of the next meeting Thursday 8 June, 10am at RNID. 5 Research Database Here is a list of the research of which we are currently aware.  Joy Jarvis, Hertfordshire University, has finished a project on support for SEN student teachers.  Steve Powers, Birmingham University, has now completed Learning for Success, based on 25 case studies supported by and due for publication as a 24 page summary with the full report to go to the website and be sent to heads of services and schools etc.  Three overseas students at the University of Birmingham are doing research: 1) sex education in deaf children (a researcher is from Zimbabwe). 2) M.Ed in Pedagogy (student from Ghana) - inclusion and deaf children. 3) A Malawi researcher is also doing the same subject.  Linda Watson, Birmingham University, has a student researching the written language of deaf children, one on musicality in pre-two year olds implanted and another is studying the curriculum for MSI children; there is also research into literacy development at home and its implications for intervention funded by ERSC.  RNID is funding £10k to the Ear Foundation to support research on parents' views and decisions on whether children should have implants or not.  Linda Watson is investigating, with The Ear Foundation, choice of communication methods five years after implantation.  Recent work on ‘Thinking Skills’ by Isobel Gibson as a Mary Grace travelling scholarship (see BATOD website) and another is concerned Royal Academy of Arts with drama and deaf children BSL & lip speaking gallery tours for deaf and hard-  There are also some current proposals for the of-hearing people Mary Grace Wilkins Travelling Scholarships - including thinking skills and the impact of sign Visit the website for more information on the language in a TC unit. exhibitions: www.royalacademy.org.uk

©BATOD Magazine May 06 39 A Bird in the Bush Volunteering with VSO in Southern Africa Julie Gemmill

Of course they told us that it would be different: but 'repeaters' to return for a further year and try the just how different and, in how many ways, we had to exams again. Of course this exacerbates the find out for ourselves. After eleven months at existing situation of over-large classes, making for Magwero School for the Deaf, near Chipata in the serious problems where there is no classroom Eastern Province of Zambia, I am still learning. assistance and only limited facilities for producing differentiated resources. I would never have believed, a year ago, that I would be nostalgic for the National Curriculum and Having said all this, the school is a good place to be its entire works, but so I am. I truly miss a system for its pupils. Life at home is not easy for many deaf which encourages all teachers to focus on children in Zambia, since they are often rejected as appropriate learning and allows them to assess in misfits who are not going to be productive members meaningful ways what their pupils understand and of society. At school they experience companionship can do. Experience has taught me that these and a shared method of communication. They learn opportunities should not be taken for granted. to look after themselves and each other and many In Zambia the curriculum is not modified for pupils develop significant leadership qualities. with special learning needs and teaching resources are largely limited to sets of textbooks published for The limitations of a curriculum without Art, Music, mainstream pupils of equivalent grades. ICT, PSHE or Citizenship, or even an extensive The required form of assessment at the end of each programme of PE, are no doubt more of a problem term is a written test in every subject and the to a teacher from another educational culture than to reporting procedure is based simply on the outcome the pupils themselves. Certainly, in my experience, of these tests. Within this system my lessons have they are all prepared to come to lessons regularly, become a matter of working our way through the behave themselves well and make a good effort to published English course, or at least, those parts of learn - even from a teacher who struggles with a it which are accessible to deaf children dependent new signing system and still sometimes tries to use on sign language for communication. Since that two hands for finger spelling! communication is based on American, not British, Having reached the end of the school year (which Sign Language, I have faced significant learning runs from January to December) I recognise the challenges of my own. wisdom of VSO's emphasis on the need for The only way for any pupil to get as far as education Volunteers to adapt, to learn, to share and not to try at senior secondary level (Grades 10, 11 and 12) is to offer imported 'solutions' likely to do more harm to pass the national exams at the end of Grade 9 in than good. Already I have many ideas in my head a minimum of five subjects, of which two must be for next year and hope that some of them at least English and Maths - easier said than done for will take practical shape and prove useful in our profoundly deaf children, for whom no concessions situation here. (I have found myself thinking recently, are available. Those who do clear this formidable "Only another year to go, with so much still to try.") hurdle need to leave Magwero, which is called a My life as a member of the local community has Basic School and finishes at Grade 9. They may offered many experiences hugely different from then be admitted to Grade 10 in another special those of our lives in western society. There has school in the Copperbelt (hundreds of miles away), been one wedding, a tremendous day-long or to a school in Lusaka which has a resource base celebration in the local church and village, with for deaf children. Pupils whose capabilities are generous hospitality for huge numbers of people better suited to a placement at a college for and rousing tribal dances to round off the festivities. vocational skills at that stage must also first obtain a However there have been far too many funerals. full Junior Leaving Certificate. In a country where Mourning is a communal responsibility here and salaried employment is enjoyed only by a minority of school activities come to a halt for several days the population, the outlook is bleak for pupils when someone closely connected to the school (hearing and deaf) who progress no further than dies. When I had my sixtieth birthday in October, I Grade 9. As a result this school encourages

40 ©BATOD Magazine May 06 was shaken by the matter-of-fact comment by a young Zambian colleague who said, "Most us won't BATOD meets Jacqui live to be that age." Smith, Schools' Minister Sadly this is true, and owing to the prevalence of Paul Simpson, National Secretary, BATOD malaria in particular, many children here will not even live to be five years old. Domestic arrangements On Thursday, 16 February 2006 Ted Moore (BATOD have proved challenging in a number of ways. The Consultant) and Paul Simpson (BATOD National house where I live was described as having running Secretary) met Jacqui Smith, the Schools Minister at water and electricity, but it was not mentioned that the DfES. This was a meeting arranged following the water pump on the school site only operates BATOD's annual submission to the School Teachers' three times a day (at best), or that the electricity Review Body. We used the opportunity to press supply is frequently affected by local power cuts. home the importance of recognising and valuing the I am now well equipped with plastic buckets, role of 'unattached' teachers and reiterated our view candles and a charcoal brazier and have adapted about SEN allowances. During the meeting Jacqui quite happily to these inconveniences - but it has Smith underlined the fact that SEN allowances would taken time. I really can't feel hostile towards the indeed be reviewed this year and that BATOD would diminutive mice which occasionally appear in be involved. Furthermore, and we had not been corners, but I am finding the burgeoning insect life of aware of this, a wide-ranging review of unattached the rainy season quite hard to take: sitting at the teachers will also take place and there will be kitchen table at night, under a light bulb or with a consultation on this. candle beside me, is like living on a mini airfield as bugs of all shapes and sizes zoom past! My most Finally, when we questioned her about the implications alarming insect encounter so far has been a swarm for specialist support services for low incidence of bees under the bath, but effective help was soon special needs in the Schools' White Paper she stated at hand and their point of entry has now been categorically that it is not the Government's intention, permanently sealed off. despite the impression given by the paper itself, that LEAs would not be allowed to continue to deliver I have been lucky enough to experience Zambian such services. We had feared that LEAs would only wildlife at the other end of the scale too, watching be allowed to commission services. We were very hippos in the river and lions on the plains during an pleased indeed to learn that, as should become clear idyllic holiday in the west of the country. This was when the Education Bill is published, LEAs will followed by a journey south to visit Victoria Falls, continue to be able to provide specialist support which lived up to all my expectations in their services for deaf children as now. breathtaking beauty and power. In so many respects, it seems, this fascinating country does nothing by We are still concerned however that 'independent' halves. secondary schools envisaged under the White Paper will choose not to buy in specialist support services because of the cost - this occurred when schools At the village well with Edward Mtonga became Grant Maintained in the past. (Embangweni, Malawi), and the clinic sister A document which formed the basis of our meeting and was left with the minister as an aide-mémoire can be found on our website. (Follow: Association/Latest document).

Julie and Magwero staff Not a BATOD member? Membership fees help to provide this Magazine and support the work carried out on your behalf as a ToD.

Missionaries graveyard If you value this provision then join Magwero BATOD and ensure the work continues. Don't delay - join BATOD today

©BATOD Magazine May 06 41

ICT Newspage

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

Have you noticed that it is never the correct time to Good Coach, Bad Coach buy a new computer; there is always something This DVD from BT Education is designed to teach better on the horizon? I had personal experience of communication skills at KS2, however it would be this recently with the purchase of a new Apple iMac suitable for older hearing-impaired children. for use at home. I had been toying with the idea for It follows the experiences of a primary school some time, but was finally convinced when Apple football team being trained by two different coaches, announced an interest-free finance offer. I duly went Brad and his twin brother Gerry. Brad's approach to online and ordered a very slick looking beast with as communication is comically ineffective. He criticises, many features as I could afford. Within hours of but never praises, he is vague and sarcastic. Gerry making the order I was contacted by Apple to tell me on the other hand is an exemplary role model, clear that they were shortly to release a new model, four and precise, encouraging and involving. The DVD is times faster, and would I like to upgrade to that one. designed to stimulate discussion and help pupils A difficult decision, as I already knew that not all my discover for themselves some of the key principles software would run on the new version of the of effective face-to-face communication. The DVD machine. My main use is for digital video, particularly will play in a domestic DVD player or on a DVD transferring my family's entire cine collection on to drive of a computer and has selectable English DVD. I knew that the faster machine would be subtitles. To order your copy which only costs £3.00 better, but what if there were teething problems? for handling and postage look at I ordered the new one and hoped that upgraded www.bteducation.org where you will also find many software would follow soon. After a somewhat other resources which can be ordered or longer wait than I had been led to believe my new downloaded, all of which are designed to promote toy arrived, amazingly at a cheaper price than the good communication. original model would have been. What is it like? Lovely! I only wish I had the time to exploit its Press Releases capabilities (play). Still there are always the Another example of inclusive software design, Summer holidays... ChooseIt! Maker 2 from Inclusive Technology is their latest activity-making program. Decision- “Sorted” I thought, but of course, the new Mac Mini making activities and quizzes are easy to create as which arrived in school only a couple of weeks ago it turns text, images and sounds into on-screen has now also been made obsolete by a new model. activities that are automatically accessible using a Like I said, it is never the correct time to buy a new mouse, whiteboard, touch monitor, keyboard or computer. switches. The program has enhanced flexibility, with the ability to offer text choices as well as images Resources and to have more than one correct answer if Video Conferencing Support Material required. There is also a new export feature that If you are contemplating video conferencing, there allows the transferring of activities on to other are support materials from the West Midlands computers or a CD. Also included is a freely Broadband consortium. As part of a series of copiable 'player' version to help share activities so DfES/Becta funded activities in 2004-05 this that children can even take them home. ChooseIt! resource is designed to support potential and Maker 2 includes a huge resource library with over current users of video conferencing. Animation and 1,500 pictures and sounds, including a selection of video clips are used to illustrate what video PCS symbols from Mayer-Johnson. Further details conferencing is and how to set up a conference, as are available at www.inclusive.co.uk or at well as useful tips and checklist. The site does not www.chooseitmaker2.com contain lessons plans or case studies, but there are links to these where appropriate. Semerc Training www.wmnet.org.uk/vc/pges/homepage.htm or Semerc offer a wide range of ICT training courses, www.wmnet.org.uk and follow the link to video from cause and effect activities to curriculum access conferencing. issues for dyslexics. Their courses offer something

©BATOD Magazine May 06 43 to interest all those working with students with Staffordshire Network additional needs. A number of the courses, although This website has been developed to provide help, not specifically targeted at Teachers of the Deaf, support and information on all things e-learning for would also be applicable to them. Some of the Staffordshire's UK online centres and community courses also provide delegates with their own copy organisations. The website provides learning of the software or equipment used. Courses take resources including taster courses, network place in the Granada Learning Training Centre in message boards (forums), development opportunities Chiswick and in a number of venues across the for staff and volunteers, funding news, information to country. Semerc will also run some of their courses help support people with disabilities or learning in schools so that they can be tailored to the specific difficulties, news and views about e-government, needs of the pupils. Feedback from delegates is and a centre-users tracking database. The courses good, with comments such as "The best course I've section has fun and hobbies resources as well as been on for ages" and "Excellent value for money." more serious topics. You can find out why we love Find out more by clicking on the training link at chocolate, learn to sell on eBay, find out about using www.semerc.com ICT to help you with your cross stitch and lots more. Follow the course link on www.staffselearning.net Websites worth a visit TRAIN (Teaching Resources And INformation) The webmaster for this website is Wendy Pallant, a Teacher of the Deaf. The initial drive behind the Update from NDCS Technology website was the lack of accessible websites for KS2 Richard Vaughan, Technology Services Manager deaf children, so the resources are written in simple text and are well illustrated with photographs and DVDs with subtitles pictures. Reported to be very useful with youngsters I have recently added to the NDCS website a new developing their use of English as a second batch of BBC titles that are useful for the secondary language, there are also links to information about curriculum - DVDs with subtitles. A short link to the deafness and language disorders. The teaching relevant page is: www.ndcs.org.uk/go.rm?id=4115 resources include a history of Royal Cross School in Any further suggestions can be posted up, please Preston where Wendy was deputy head for a email them to me. [email protected] number of years, audiology and deaf studies. www.schooltrain.info Launch of the Young Film Critic Awards 2006 The NDCS has been working with Film Education to ICT Test Bed ensure that deaf children are fully included in many The ICT Test Bed Project was set up by the DfES to of their activities this year. Deaf children, who may explore how ICT can be used to support the for example have seen a subtitled film at the cinema Government's wider agenda for education reform. recently, are particularly encouraged to enter this The independent evaluation is managed by Becta competition and there will be an additional prize and there is an evaluation website giving details of category for them. There are prizes for both the the research. There are a number of studies which winning children and their school. Details are relate to SEN, including use of digital cameras and available here: digital video, interactive whiteboards and www.filmeducation.org/youngfilmcritic/index.html home/school links. All the reports have been written by teachers and teaching assistants who have NDCS has just added a link on the professionals carried out the research as part of their normal news page to the Teachers' TV website, which is lessons. The descriptions of the research are currently showing several interesting programmes generally fairly short and can be downloaded as pdf about deaf children. The videos can be viewed or files. Details of the project can be found at downloaded from the website. www.evaluation.icttestbed.org.uk with a full list of www.ndcs.org.uk/information/professional_focus/late studies available on st_news/ www.evaluation.icttestbed.org.uk/ar_studies_list.cfm Not a DVD, but you might find www.sciencesigns.ac.uk useful. There is a whole section on geography, geology and earth sciences. The BSL videos are accompanied by images or animations and plain English definitions. www.BATOD.org.uk

44 ©BATOD Magazine May 06 were used with deaf pupils, the language would need to be modified and the concepts explained clearly, but once this was done there would be a bank of useful materials for future use. Exploring how individuals work together and the roles they may undertake in different situations would be very useful. Its application in a teaching setting would Title Personality Profiler: dozens of depend very much on the inclination of the teacher proven ways to assess your involved. character and see if you have ☺☺☺ Quality what it takes to succeed in ☺☺☺☺ Value for money business and relationships ☺☺ Educational usefulness Editors Claire Gordon ☺☺☺ Overall Publisher Carroll & Brown Publishers Limited Published 2005 ISBN 1-904760-14-7 Price £ 9.99 Title My Discovery Pack Reviewer Stevie Mayhook, Education Consultant, Editors Lynn Huggins-Cooper Ewing Foundation Published November 2005 ISBN 1-904760-13-9 General overview Price £14.99 This book is not aimed specifically at deaf people or Reviewer Helen Maiden - Peripatetic Teacher of the professionals who work with them, but it was the Deaf, Surrey written by a deaf person with a background in health and psychology. It is easy to read, with a series of General Overview exercises to identify various personal characteristics. This 'pack' has been designed for parents - how to use your home as an educational tool for your Content evaluation child's learning. The pack could also be used in This publication doesn't fit directly into the school as short 'filler' or even 'extension' activities curriculum, but for the teacher who likes to generate linking in to certain topics. their own resources this is a good starting point and could provide some useful activities for use in The pack is presented in a tough/hard back 'wallet' PSHE/tutorial periods. which when closed looks like a hardback book. Within the pack is a Parents' Guidebook, an It is split into four sections, each with a series of Achievement Album and 80 double-sided wipeable activities that help individuals identify their internal activity cards. The pack is grouped into four traits, external traits, internal types and external different colour bands aimed at 5-11 year olds, types. The activities address issues such as 'Are (ages 5-6, 7-8, 9-10 and 11+), however with some you a pack animal?', 'Are you modest or forward?', modification the activities are suitable as a starting 'Do others follow you?' or 'Are you a shaper?' They point with younger children and could probably also include exercises introducing numerology, extend older pupils too. graphology and Egyptian goddesses - so something for everybody! As the title indicates, it would be Content Evaluation more appropriately used with older pupils - Y11 or The Parents’ Guidebook has a chapter giving ideas post-16 - but some of the activities could be used of the types of activities that could take place in with younger learners. different parts of the house - and garden. A chapter discusses how (and why) to display work. Another Obvious applications would be for planning transition, chapter 'Essential Toys' looks at the items/resources preparing for work experience or completing UCAS that can be used in and around the house, what to forms. It would be important to stress that any of use them for, it also gives ideas on where to look for the activities and outcomes are only trends and not inexpensive materials for art and craft activities. definitive/prescriptive descriptions of them as people. The next chapter discusses what makes a good story and is about fostering a love of books, there Classroom/workplace evaluation are ideas and guidelines on making your own books. I haven't had an opportunity to use this with a group The following three chapters discuss areas of of learners but it is certainly something that I would learning (literacy, science etc), styles of learning and have chosen to include in vocational courses. If it about using 'The World' as a classroom.

©BATOD Magazine May 06 45 The Achievement Album has two pages of star stickers. There is a section in the book for pictures about 'yourself' - photos of the child, the family etc - some blank pages for sticking your 'awards' and then a 'record of achievement' list crossing several areas of the curriculum. A nice little book to keep for recording progress which can also be quite motivational for some pupils and there is room to Title Getting It right: effective use of a date the achievements if you want to. personal FM system Editor Ros Pither The main part of the Parents’ Guidebook covers the Published December 2005 activity cards, giving the objective of the activity and Publisher Ewing Foundation also offering a 'booster activity' for each card. Price £ 75.00 complete pack There is a miniature image of the card next to the Reviewer Andrea Baker, Peripatetic Teacher of information in the book; this, along with the colour the Deaf coding, enables a quick visual recognition of the relevant card, while the index at the back of the There have been several recent additions to the book enables you to see what topics the cards catalogue of training materials designed to be cover. The cards are centred around topics such as delivered with the use of CD and Teachers of the pirates, bugs, dinosaurs, friends and castles. There Deaf may question the need to buy yet another. are symbols at the top of each card indicating However, this latest publication from the Ewing whether the activity is scientific, historical, language Foundation is well worth the investment! based etc and there is also a list at the top of each card of the resources needed. A segmented circle Focusing on the effective use of FM systems in gives a visual indication of how much time the mainstream classroom settings the pack is divided beginning/ middle/end of the activity should take. into three main sections. The first observes William, a cochlear implant user in a Year 6 classroom, as he Workplace Evaluation is taught by a 'Jekyll and Hyde' teacher who initially As a peripatetic teacher I found the compact 'pack' makes many fundamental mistakes before ideal as a resource to have in the boot of the car. demonstrating good practice. Section 2 follows It doesn't take up much space and, when using the Grace in her Reception class and illustrates the activity cards, the resources needed were clearly importance of planning and teamwork to fully listed. A small bag with the resources and the integrate the use of the FM system in a variety of activity card are all you need to take with you into a class activities. The final section demonstrates the home or school and it gives a good focus for debilitative effect of noise and distance by watching language. With some modifications, many of the Louisa, age 6, carry out a series of speech activities can be used with pre-school children. discrimination tests in a variety of settings. The pack gives ideas which can be used for extending books or creating a focus for language in Each section lasts approximately 15 minutes but is the home. The cards have activities on both sides, divided into shorter sub-sections that can be viewed aimed at different age groups but with the same and discussed. Section One has the added benefit topic. At the end of each card is a 'review' note, of offering two versions of the video-clips, the first which looks back at what has been done and with no commentary so that trainees can make their suggests further discussion points. It takes little own observations, the second with a commentary, adaptation to use both activities with the same child highlighting examples of good and bad practice. or the harder activity can be used as the main focus Section Two offers the first version with normal with the second activity as an extra or as a follow sound and the second through an FM system, up. demonstrating its effectiveness for the child.

A final page gives some useful websites and The handouts that accompany each section are acknowledgements. clear and encourage participants to observe in detail. None are too onerous to carry out and are designed to be accessible to non-specialists. ☺☺☺☺☺ Quality Usefully, handouts are included in the Manual but ☺☺☺☺☺ Value for money are also supplied on separate cards for ease of ☺☺☺☺☺ Educational usefulness photocopying. The manual is clear and provides the ☺☺☺☺☺ Overall facilitator with step by step guidance on how best to

46 ©BATOD Magazine May 06 use the materials in different situations. Usefully, it Informing the STRB also includes a full transcription of each of the video Paul Simpson, National Secretary, BATOD commentaries. Post-STRB report 'Wash-up' meeting at the Throughout, the video is well-paced and should Office of Manpower Economics maintain the interest of even the least committed Present: Ted Moore, Paul Simpson, Alison Weaver trainee at 4.30 on a Monday afternoon! Situations (BATOD) Ralph Matthews, Helen Kelman, are realistic and mainstream teachers should easily David Wilson (STRB) relate to what is going on. Regular close-ups of Context pupils' expressions and their comments bring home The purpose of the meeting was for the secretariat how important the auditory environment is and how of the STRB to review the process and outcomes of essential it is for teachers to manage it effectively. the latest report and increase their knowledge and Few could fail to react to poor Louisa's frustrated understanding of BATOD, its functions and outburst to her noisy classmates "I can't hear membership. anything!!!" Summary of the main points of the meeting The pack is designed to be used flexibly and After initial discussion about the purpose and requires minimum preparation by the facilitator. It function of BATOD, much of the meeting centred can be used 'off the shelf' or adapted to specific around BATOD's comments on the report's situations. Each section can be used as a stand- recommendations about alone, although it would be possible to show it in its SEN allowances entirety at a longer training session as each section Unattached teachers. is sufficiently different. It was agreed that the failure of the DfES to follow Having used this at a recent training session for up previous STRB recommendations to look into students, this comes highly recommended. The SEN allowances was frustrating. It was pleasing participants were engaged throughout and eager to that the Secretary of State has now stated her talk about what they had observed. The resulting intention to pursue this in the coming year discussion was animated and encompassed many (a statement not made before). The STRB issues relating to the auditory environment. An secretariat agreed to support BATOD's desire for important addition to the toolkit of anyone involved in movement in this matter through contact with the advisory work with deaf children and their teachers. DfES. Difficulties of taking PPA time for peripatetic ☺☺☺☺☺ Quality teachers was also discussed. ☺☺☺☺☺ Value for money ☺☺☺☺ Educational usefulness The STRB secretariat recognised the need to give BATOD as much notice as possible of submission ☺☺☺☺☺ Overall dates in order to gather comments form the membership. They also strongly encouraged BATOD to pursue a meeting with Minister Jacqui Smith where unattached teachers would be the main BATOD Magazines 1999-2005 subject. a complete set of Magazines Recommendations/discussion/action points for BATOD in electronic format - on CD Send electronic copy of BATOD's response to DfES re consultation on report; also BATOD's £35 comments on response to HMI report into This valuable resource allows you to print out articles and sheets for specialist services. reference in full colour as well as track down information and contacts. Make space on your shelf! Arrange meeting with Jacqui Smith at the DfES to discuss role and concerns of 'unattached Cheques payable to BATOD, invoicing available teachers' including the name. BATOD Magazine, Publishing and Advertising Contact STRB secretariat if no movement 41 The Orchard, Leven, Beverley occurs in relation to review of SEN allowances East Yorkshire HU17 5QA Contact STRB towards the end of the year to review situation.

©BATOD Magazine May 06 47 Parents of deaf children would find much common ground here, but careful consideration would need to be given to which families might find it helpful: it is a slight volume and so although there are some interesting sections on school, communication, mental and social development and self-esteem, none is in much depth. There may not be enough detail for some parents but for others it could provide a good clear overview of some important Title You and your child: making areas, for example the short section on current sense of learning disabilities legislation may be more than enough for some! Editors Sheila and Martin Hollins The authors have a 'no nonsense' approach to Publisher Karnac delicate subjects that need to be addressed (for Published 2005 example changes in puberty or abuse). They also ISBN 1-8775-363-1 provide helpful insights that will prepare parents for Pages 135pp the challenges that the next stages may possibly Price £ 8.99 bring, such as being prepared for long journeys, Reviewer Jo Franklin, Advisory Teacher for the potential transport problems and not knowing so Deaf much about what your child is doing once they enter The stated aim of this book is to give parents of the secondary stage - something that most families children with learning disabilities access to work by of deaf children would recognise. academically and clinically acknowledged writers who remain firmly grounded in the practical needs of The authors' ability to face difficult subjects is most such families. As the parents of a (now adult) child clear in the final chapters. Whilst 'making the most with learning disabilities themselves, the authors' of being different' is still a core theme and there is a desire is to give parents confidence that they know very positive example of a young adult with learning their child best and that they can adapt what they disabilities being employed by St Georges' Medical already know about general child development to School to train doctors about disability awareness, their child with learning disabilities' specific needs. they do not shrink from the fact that there are very few such opportunities. They unflinchingly address The ethos of the book is in tune with current thinking what must be the stomach-churning issues for on working in partnership with families. For me, the parents of increasing independence and work (or most memorable sentence in the book, and one lack of both) and difficulties surrounding facing the which is pertinent to those working with deaf future, separation and death. Again, these are short children and those with learning disabilities, was the sections but would resonate with many families of distinction made between professionals - whom the deaf young adults, particularly those with more authors describe as 'part-time experts' and parents complex special needs. The 'Where are they now?' who are 'full-time experts'. Parents have also not section at the end about the six families makes for usually chosen their field of expertise - 'we' have. slightly depressing but probably realistic reading.

The authors emphasise that this is not a This book does, I think, fulfil its aim. I believe it has homogeneous group and they offer no 'one-size fits much to recommend it to parents of a child with any all' solutions. They use the experiences of six disabilities, but probably would be of most use to families to illustrate their work, and hope, whilst families of deaf children with additional disabilities emphasising that each family's experience is unique, who need empowering but don't want to be that parents reading the book will be able to identify overwhelmed with too much information and who with these families and be encouraged to see their want to hear other parents’ stories. For these child from a different perspective. parents this could prove to be a very helpful book, and one that we 'part-time' experts could happily The book's structure makes it a very 'easy read'. recommend. The chapters are in developmental stage order from babies and toddlers through pre-schooler, primary and teenagers to young adults. In each section, the ☺☺☺☺ Quality authors give an overview of 'typical' expectations as ☺☺☺ Value for money a useful benchmark, before looking at how ☺☺☺☺ Educational usefulness 'differences' can be recognised and parents ☺☺☺☺ Overall encouraged to 'know their changing child'.

48 ©BATOD Magazine May 06 International Binaural Symposium 2005

The International Binaural Symposium 2005 event social life. Further research is urgently needed to examined 25 years of research and technology in show the benefits of personalised support from the binaural hearing. exciting new generation of hearing aids that are being made possible by miniaturisation, by new Leading figures in the world of audiology met at a approaches to making aids more comfortable and by recent high-level conference in Manchester to demonstrating the benefits of hearing instrument consider the latest research into binaural hearing technology there and then in an initial appointment. and its scientific, clinical, social and economic implications. The MRC's Hearing and Communication Group was formed at the University of Manchester in 2004. It is The International Binaural Symposium 2005 (29-31 part of the Audiology and Deafness Research Oct), organised by the Medical Research Council's Group, one of Europe's foremost centres of Hearing and Communications Group, marked the excellence in hearing research. Professor Davis, a 25th anniversary of the release of the influential leading researcher in the area of hearing impairment, report, Binaural Hearing and Amplification Vols 1 & 2 heads the team. (Libby, E R, 1980). The International Binaural Symposium was The event attracted around 200 delegates from Asia, sponsored by Siemens Hearing Instruments (UK) Africa, Australia, North America and Europe, and Siemens Audiologische Technik, Germany. demonstrating the importance of binaural issues around the globe. There are some 560 million More information on the event is available from people with bilateral hearing impairment in the world, Naomi Stocks of the MRC a number that is expected to grow to around [email protected] 703 million by the year 2015. Reference Libby, E R, (1980) The dissertations of over 25 scientists and academics Binaural Hearing and Amplification Vols 1 & 2 at the symposium offered a comprehensive and unique account of the advances made in research and technology in binaural hearing over the past 25 ‘Print Screen’ command years. Their papers will be peer reviewed and Paul Bonsor’s useful tips published in 2006 in a journal and a synopsis will be available from the MRC Hearing and Communication You might find that there are times when you Group. (tel: +44 (0)161 275 8570) cannot directly copy images from websites to Word or PowerPoint. For example you might Presentations at the symposium covered topics from want to take some snapshots of a video playing psycho-acoustic considerations and public health in a website. policy on bilateral fitting to signal processing of Use the PrtSc (short for Print Screen) key you binaural devices and bilateral versus unilateral fitting can take a snapshot of whatever happens to be strategies. displayed on your computer screen at the time. A copy of the image is stored on the clipboard The vast majority of speakers agreed that bilateral and this can then be pasted into a Word or amplification can offer huge benefits, especially in PowerPoint document. difficult environments like understanding speech in However, you may not want to have the complete screen with menus etc in your image. competing speech noise, the so called 'cocktail party Use your cropping skills to slice off any parts of effect'. Bilateral amplification also helps to localise the image which you do not want. sound sources and to make following conversations Here a video of a scene from EastEnders has in rapidly changing environments less tiring. been paused and PrtSc pressed. This image has been pasted into this document and then Prof Adrian Davis of the MRC's Hearing and cropped. Communication Group felt that the symposium also highlighted the need for improved and harmonised The final image can scientific methods to evaluate the benefit of bilateral then be enlarged amplification and advanced signal processing and a border can features in hearing aids. Traditional, laboratory- be applied. based methods often do not adequately reflect the challenging environments of today's work places and

©BATOD Magazine Mary 06 49 SPECIAL NEEDS 4 U Limited Offer! www.spn4u.com Open to Schools/Organisations to set up Angie Ray Library Resources relating to Deafness We are two mothers (Angie and Yvonne) with In October 2004 Sign donated bulk copies of the special needs sons who will be 20 this year (2006). ABC WOW Book to selected schools. In April 2005, We have created a website through which we aim to Sign and WOW won a project award. The publicity help as many people as we can to avoid the pitfalls from this project generated funds enabling Sign to that we went through. There still seems to be a extend this donation of books to schools and limited perception of special needs; only last week I agencies. took my son to a pub and was told by the manager that he wanted him out "as he might upset my In July 2005 with some of these funds Sign customers"! Charming - but if it is the first time that launched a FREE Books project donating books this has happened to you, the effect can be relating to deafness and sign language to 150 deaf traumatic - another reason why we hope people will children and their families to promote positive self- log on and gain help and support from those who esteem. have been there before them! Sign are now selecting 23 schools, or organisations My son was diagnosed with Down Syndrome almost working with deaf children to receive £100 worth of immediately after birth. As he grew older I knew he books from Forest Book Shop focusing on deafness had other problems. There followed years of many and sign language to enable the set up of library tests including hearing and sight but as he could not resources to encourage both deaf and hearing talk he did not respond to any tests. The reason for children to learn more about being deaf. this was made clear when I read an article by chance - on Autism! He was then seven and was We want children to become more deaf aware not professionally diagnosed or placed in the correct learning through stories about how to communicate educational placement for another two with their peers and be encouraged to learn sign years! language. We want deaf children to develop a positive self image and understanding of deafness Yvonne knew there was something wrong with her by reading these books. This project includes BSL son. The same thing followed, years of various tests videos with books. until he was finally diagnosed with Prader Willi This project aims to start the set up of library Syndrome when he was 10!! resources to improve Deaf children's well-being as well as to educate their hearing peers to be more We would both have appreciated a helpline from aware of deaf issues. birth/diagnosis to help with the continuous questions and advice that we seemed to require endlessly and Sign wants to make sure that: still do! Information is not always easily accessible.  the books are read by hearing/deaf children at It also depends very much on the area you live as to school and at home;  the help that is available. that all children have the opportunity to take the books home and read them with their parents Our website site contains information on four main and siblings;  the books do not sit on the shelf tucked away for areas. the select few, but are a growing resource.  Finance to advise you on benefits to which you may be entitled This is a limited offer, due to limited funding, but if  Education with lists of schools and colleges your school/organisation includes deaf children, is  Fun/games interested in developing its library resources relating  Leisure/days out which includes holidays specifically for families with special needs. to deafness and is prepared to fundraise to increase these resources we want to hear from you!

Obviously we cannot make diagnosis of conditions, To apply please email Wendy Kelly nor would we attempt to, but we hope that by [email protected] sharing information with others in a similar situation telephone: 01494 687 600 we can at least help lessen the frustration that our fax 01494 687622 special world of special needs can bring. textphone 01494 687626

50 ©BATOD Magazine May 06 Missed it? See it on DVD Many of Teachers' TV's most popular programmes are now available on DVD. Ten have been This and that... released, each focusing on a primary or secondary email news to: [email protected] subject or role - from 'Primary Maths' to 'Teaching with Bayley - Secondary Behaviour'. With a higher The best bits of BETT 2006 are in the BETT picture quality than our online downloads, the DVDs Review - an online video magazine that looks at are a perfect resource for group or individual CPD highlights from the show, and some of the big issues and cost only £12.99 each, including delivery. To that were being talked about. learn more, visit www.teachers.tv/dvd Click www.frederation.com/bettreview2006/ to start watching now. It's free to watch, you won't need to Guy's and St Thomas' is the first NHS Trust in the sign-in or register. country to use new British Sign language (BSL) video interpreting equipment for deaf patients who You'll find interviews with key people, analysis of use British Sign language and need a signer to some of the major happenings - including Ruth communicate. Kelly's opening address at BETT - a look at issues such as virtual learning environments and online The Trust currently sees 30 BSL user patients every learning, as well as some of the best products and month, and there are approximately 19,000 resources on show. profoundly deaf people living in Lambeth, Southwark and Lewisham - where many of Guy's and St Broadband technology and BSL users Thomas' local patients live. To mark the third anniversary of British Sign Language (BSL) on March 18 2006, BT is launching If a deaf BSL user comes to the hospitals as a a campaign in BSL to raise awareness of the patient we normally book an interpreter in advance, benefits of broadband technology for deaf people. which can take between two and six weeks. It is the first time a corporate organisation has run a However in an emergency, or if staff were not aware commercial internet campaign in sign language. of the need for a BSL signer, this is not always possible, leaving both patient and staff in a difficult However, broadband technology is delivering a position. revolution for deaf people, as high speed internet coupled with the use of web-cams and video The new equipment is similar to that used for streaming now allows BSL users to communicate via teleconferencing, and is located at A&E at St the internet, regardless of their location. But many Thomas' and the Minor Injuries Unit at Guy's. The BSL users don't know about the benefits this new patient and health professional are connected to the technology offers them, as only written broadband BSL interpreting service via a video link. Through a guides have been made available. large screen, they are able to have a conversation translated via the interpreter who is based in The guide has been created on behalf of BT by Blackheath. Ultimately, with wireless technology, the SignPost, Britain's largest supplier of BSL on-screen equipment will be mobile, so that it can be used in services for all platforms from television to the any clinical area, 24 hours a day. The state-of-the- internet. SignPost's aim is to provide access to all art equipment was funded by a generous grant from essential information in BSL and English, and its Guy's and St Thomas Charity. team of both deaf and hard of hearing individuals work closely with the deaf community to ensure this Newborn hearing screening available for all target is realised. From 16 March 2006, the parents of every newborn baby in England will be offered the opportunity to BT's BSL Broadband Guide will be launched on have their child checked for hearing impairment March 18th to increase awareness of the benefits of shortly after birth. Over 1,600 babies will be broadband within the deaf community. Please visit screened every day as part of the NHS Newborn www.btplc.com/age_disability/ to view the guide. Hearing Screening Programme. Commissioner of the Disability Rights Commission The programme uses a new test which is delivered Susan Daniels OBE, Chief Executive of the National either in hospitals, by specialist screeners, or in the Deaf Children's Society (NDCS), has been community by health visitors. This new technology reappointed as a Commissioner of the Disability reduces the possibility of hearing impairment or Rights Commission (DRC) for a second term. She deafness present at birth being missed. It enables was first appointed in 2003. hearing to be tested at an earlier age than the traditional, less reliable, Infant Distraction Test.

©BATOD Magazine May 06 51 All parents in England are now automatically offered multimedia resources, video case studies and ICT the opportunity to have their baby’s hearing tested. support materials. The new test identifies hearing loss and impairment on average two years earlier than previous methods. Communication with the deaf community made simpler for GPs RNID and ASLI, the Association of Sign Language A program, SignHealth, has been created to enable Interpreters have joined forces to launch the first doctors and nurses to communicate with the Deaf ever professional development website for Sign community and people whose first language is not Language Interpreters worldwide, at ASLI’s AGM English. and Conference in Durham on 1st April. Health professionals often have a number of The website, www.pd4me.info aims to make difficulties communicating with patients who have a professional development resources accessible to hearing impairment, particularly those who use sign all interpreters, including those who may not be able language or have difficulty understanding English. to access them for geographical, financial, or other There are often misunderstandings, sometimes even reasons. This initiative aims to bring together mis-diagnoses. Recent research carried out by the resources, experience and good practice to raise the DH demonstrates a disturbing picture where deaf existing high standard of interpreting for deaf and people face difficult and often distressing obstacles hard of hearing people. in order to access the NHS. Consequently, the program has been developed to give doctors and pd4me will make available a wider range of tools patients a simple way to communicate easily and than ever before, such as exercises for developing quickly. skills and guidance & templates for recording development. This will increase the opportunity for SignHealth allows a GP, nurse or receptionist to trainers and interpreters to find the right resource/s choose what they want to ask a patient from a list of to match a particular need. Making these available questions on the computer screen. The computer in just one place will encourage a cross fertilisation then shows a video clip of someone signing the of ideas which will lead to innovation and creation of question and the deaf patient can answer, mostly by further new resources. yes or no, but sometimes by selecting from a list of on-screen answers. Through developing this website, RNID and ASLI aim to encourage a culture of open learning and For people who neither speak nor read English, professional development, and to support trainers SignHealth offers healthcare professionals and who have developed useful tools to share them with patients an option to choose from 12 different others, ensuring a maximum impact on the foreign languages. A question asked by the doctor profession as a whole. is translated into the chosen language and appears on the screen whilst being played over a loud The future of the Deafness@birth website was in speaker. danger when the funding stream dried up. RNID have agreed to take over technical support for the In addition, the program prints out information website. This is a substantial piece of work as it sheets for the patient about their medical condition, involves the transfer of the site to fit in with RNID's or simple advice on how to take their medication. content management system and is likely to take SignHealth also enables GPs and receptionists to several months because of the sheer size of our send appointment reminders to deaf patients via website. For this reason, RNID will incorporate the SMS text messaging, helping to avoid the difficulty site into their own website (in the section for deaf people experience when contacting the surgery professionals) to minimise redesign and to book an appointment. There is an estimated cost re-engineering. They will keep the domain name efficiency saving of up to £20m per year by reducing going (www.deafnessatbirth.org.uk) and point it to missed appointments by Deaf people. the new location so that users will still be able to find The program is not a replacement for an interpreter, the material. All the supporting partners in its but when no interpreter is available, it is an essential development will be acknowledged. aid.

Learning and teaching using ICT Looking for practical help to teach using ICT? Then visit learning and teaching using ICT - Practical Support Pack. The pack is a new area on TeacherNet, designed to help develop teaching practice using ICT. You'll find lesson plans,

52 ©BATOD Magazine May 06 NOTICEBOARD NOTICEBOARD

BATOD Association Magazine ADVERTISING RATES circulation 1,900: Teachers of the Deaf and associated professionals, readership estimate 7,000 Format A4 portrait width x height Complete spoken language Black & White: through vision Full page ...... £260 170mm x 270mm Half Page ...... £150 170 x 125 or 80 x 270mm Research shows that children brought up Quarter Page ...... £ 88 83mm x125mm Full Colour: with Cued Speech can: Back Cover ...... £550 170mm x 270mm Full Page ...... £440 170mm x 270mm x achieve literacy levels equivalent to hearing Half Page ...... £220 170 x 125 or 80 x 270mm Join a Course ...... £33 - £55 children of the same age Job Advertisements also appear on our website Entries to the website only...... £150.00 x think in spoken language (Entry from receipt to deadline date, live email link) Courses Learn in 20 hours: Information and registration forms plus a calendar entry £260.00 plus VAT professionals £60, parents & carers free Loose Inserts with Magazine mailing Supplied (1900 copies) ...... £200 Cued Speech uses eight handshapes in four Duplicated from master ...... £250 positions near the mouth to clarify Electronic copy should be supplied wherever possible (eg: eps, high quality pdf, tiff). the lip patterns of normal speech Confirmation of space requirements should be in writing as far in advance as possible. For information and training contact: Please contact the Advertising Manager for further details: Cued Speech Association UK 41 The Orchard, Leven, Beverley Tel (v&t): 01803 83 27 84 email: [email protected] East Yorkshire HU17 5QA web: www.cuedspeech.co.uk charity number: 279523 (tel 01964 544243 answerphone and fax) (email: [email protected])

ATTENTION Course Organisers Bring your course to the notice of all our readers via this page. An advert on this page costs £33-£55 per entry, including an entry onto the Calendar. Copy must be available five 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 tel/fax 01964 544243 email: [email protected]

Searching for a QToD? Job vacancies can be advertised on the BATOD website at a cost of £150.00 Teaching Section - Situations Vacant www.BATOD.org.uk

one of our most popular pages - especially on a Monday with hundreds of ‘hits’!!! email your Word file to [email protected] with instructions about invoicing and your advert should appear very soon afterwards AND REMAIN VISIBLE until after the deadline! If you put in an email contact this will be an active link so potential applicants can contact you directly. Embedded logos should be sent as additional .jpg or .gif files as well. Value for money advertising

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©BATOD Magazine May 06 53 ABR Auditory Brainstem Response NQF National Qualifications Framework ADHD Attention Deficit Hyperactivity Disorder NSPCC National Society for Prevention of Cruelty to Children AGM Annual General Meeting OBE Order of the British Empire AQA Assessment and Qualifications Alliance PCI Parent-Child Interaction ASDAN Award Scheme Development and Accreditation Network PCS Picture Communication Symbols ASLI Association of Sign Language Interpreters PD(C) Professional Development Committee (BATOD NEC) ATL Association of Teachers and Lecturers PDA Personal Digital Assistant BATOD British Association of Teachers of the Deaf pdf portable document format (for Acrobat Reader) BBC British Broadcasting Corporation PE Physical Education BDA British Deaf Association PPA Planning, Preparation and Assessment BETT British Education and Training Technology PSHE Personal, Social and Health Education BSL British Sign Language PSSS Physical and Sensory Support Service BT British Telecom pt point (font size) CACDP Council for the Advancement of Communication with Deaf People QCA Qualifications and Curriculum Authority CAF Contact a Family QToD Qualified Teacher of the Deaf CD ROM Compact Disk Read Only Memory (also CD) RCSLT Royal College of Speech and Language Therapists cf Compare (Latin: Confer) RE Religious Education CI Cochlear Implant RNID Royal National Institute for Deaf people cm centimetres RSDCD Royal School for the Deaf and Communication Disorders CPD Continuing Professional Development SAT Standard Attainment Test CSI Communicator Support at Interview SBC Sign Bilingual Consortium CSW Communication Support Worker SEELB South East Education and Library Board CVC Consonant, Vowel, Consonant SEN Special Educational Needs DCCAP Deaf Children's Communication Aids Provision SENCO SEN Coordinator DDA Disability Discrimination Act (1995, UK) SERSEN South East Regional Special Educational Needs partnership DELTA Deaf Education Through Listening and Talking SLD Severe Learning Disability DENI Department for Education in Northern Ireland SLi Specific Language impairment DfES Department for Education and Skills SLT Speech and Language Therapist DH (DoH) Department of Health SQA Scottish Qualifications Authority DSA Disabled Student's Allowance SSE Sign Supported English DTP Desk Top Publishing SSW Student Support Worker DVD Digital Versatile Disk STRB School Teachers' Review Body EAL English as an Additional Language SVO Subject, Verb, Object ECDL European Computer Driving Licence TA Teaching Assistant EDDE European Days of Deaf Education Tba to be announced eg example TC Total Communication eps Encapsulated PostScript TDA Trade and Development Agency ESL English as a Second Language tif Tagged Image File (file name extension) FE Further Education TLR Teaching and Learning Responsibilities FEAPDA European Federation of Associations of Teachers of the Deaf ToD Teacher of the Deaf FM Frequency Modulation ToMSI Teacher of the Multi Sensory Impaired GCSE General Certificate of Secondary Education UCAS Universities' and Colleges' Admissions Service gif Graphic Interchange Format (file name extension) UK United Kingdom GP General Practitioner (Doctor) UKCoD United Kingdom Council on Deafness GTC(E) General Teaching Council (England) URL Uniform Resource Locator (world wide web address) HE Higher Education UWIN University of Wales in Newport HEA Higher Education Academy v/f voice/fax HMI Her Majesty’s Inspector VAT Value Added Tax HND Higher National diploma VI Visually Impaired HSSS Heads of Sensory Support Services VPbH Visual Phonics by Hand htm hyper text markup language (html) VSO Voluntary Service Overseas http hyper text transfer protocol WAG Welsh Assembly Government ICT Information Communications Technology www world wide web IE Information Exchange If you have found an acronym in the Magazine that isn't explained in ie that is this list.... then use www.acronymfinder.com to help you work it out! ISBN International Standard Book Number ISSN International Standard Serial Number KS Key Stage Reviewers wanted LA Local Authority LEA Local Education Authority Looking for new materials? LISEN Low Incidence Special Educational Needs LSA Learning Support Assistant Run out of cash in the budget? MBE Member of the British Empire MFL Modern Foreign Langauge If you are willing to give some time to reviewing MGWTS Mary Grace Wilkins Travelling Scholarship materials and writing a report - in the context of MHTS Mary Hare Training Services your work with deaf children - maybe you mm millimetres should consider becoming one of the team of MQ Mandatory Qualification reviewers for the BATOD Magazine. MRC Medical Research Council MSI Multi-Sensory Impairment You are given a format/structure to report on NATED National Association for Tertiary Education for Deaf people items and usually the publisher/supplier allows NBHS New Born Hearing Screening (NI) you to keep the materials. NCPA National Committee for Professionals in Audiology BATOD members get to read your comments NCSL National College for School Leadership when the review is published. NDCS National Deaf Children's Society NEC National Executive Council (of BATOD) NHS National Health Service Contact the Reviews editor - Corinda Carnelley NHS Newborn Hearing Screening email: [email protected] NI Northern Ireland Abbreviations and Acronyms used in this Magazine Abbreviations and

54 ©BATOD Magazine May 06 Membership subscription rates 2006 - 2007 due 1 August Annual Quarterly Cheque Direct Debit Direct Debit Full members in employment £ 58.50 £ 15.50 £ 63.50 Associate members in employment £ 58.50 £ 15.50 £ 63.50 Full members taking a career break £ 29.25 £ 7.75 £ 31.75 Associate members - unwaged £ 29.25 £ 7.75 £ 31.75 Retired members £ 29.25 £ 7.75 £ 31.75 Special members £21.00 single payment

Members are reminded that membership of the Association is only open to individuals. There is no category for Service or School membership. We are aware that some members have their subscription paid for them and that some have their mailing to their work address, but please remember, only the named individual is the member and no other person at that address can claim any benefits of membership. This subscription can be claimed against income tax. You do not normally need a receipt for this; just put it on your income tax form. A list of previous subscription details can be found on the BATOD website, follow: The Association, BATOD membership, back-subscriptions information. Full membership is open to those teachers who have successfully completed training as a Teacher of the Deaf. As a Full member you will receive the Association Journal 'Deafness & Education International' four times a year and the Association Magazine, five times a year. You will have a discounted admission to any BATOD run event and you will be entitled to vote at any meetings called. Associate membership is open to anyone else who is interested in the education of deaf pupils: Teachers, Speech & Language Therapists, those in training as a Teacher of the Deaf, parents, social workers etc. Associate members have the same privileges as full members except they have no voting rights. Special membership is open to those working with deaf pupils in a support position, LSAs, CSWs, TAs etc. As a Special member you will receive the Association Magazine five times a year and be entitled to members' rates at events, but you will have no voting rights. Members may seek Retired status on retiring from paid employment. If members return to work it is at their discretion to inform the Membership Secretary of their changed circumstances. For those retired members who no longer wish to receive the Journal there is a concession to pay a reduced subscription, please contact the Membership Secretary. Current Full and Associate members who are entitled to a reduced subscription should notify the Membership Secretary of their circumstances by 30 June for the following year's membership, to enable the necessary paperwork to be completed. Members with a change in circumstance or personal details should inform the Membership Secretary as soon as possible. Our financial year runs from August to July. Cheque payers will be sent a reminder about payment in June. Direct Debits will be altered automatically for payments in August and beyond. Only the named individual is the member and no other person at that address can claim any benefits of membership. Any enquiries should be made to: email: [email protected] BATOD Membership Secretary 112 Deas Avenue, Dingwall, Ross-shire IV15 9RJ All members are reminded that the Membership Secretary MUST be notified of any change of address to ensure that labels are changed and Magazines and Journals reach the new address.

Name changed to: Address changed to:

Post code Post code: Telephone: membership number email:

©BATOD Magazine May 06 55 Meetings and training to know about Calendar

Date Organisation Meeting Topic Venue

May 2 VSO Talking Teachers: a VSO event 7.00pm London, SE1 9NH 3 Primary Movement Primary Movement Stage 1 course - day 1 Central London 3 The Ear Foundation Deaf professionals and CI's Nottingham 4 The Ear Foundation Making multi-agency work happen Nottingham 4 Primary Movement Primary Movement Stage 1 course - day 1 Preston (Lancs) 5 - 6 Teaching Exhibitions Early Years & Primary Teaching Exhibition Manchester 9 The Ear Foundation Cochlear Implantation and ethnic minority families Nottingham 10 VSO Talking Teachers: a VSO event 7.00pm Birmingham B1 2NP 10 Primary Movement Primary Movement Stage 1 course - day 2 Central London 11 VSO Talking Teachers: a VSO event 7.00pm Edinburgh, EH8 8AS 11 Primary Movement Primary Movement Stage 1 course - day 2 Preston (Lancs) 10 - 11 The Ear Foundation Profile of Actual Speech Skills (PASS) 2-day workshop Nottingham 12 The Ear Foundation Learning to talk: early speech production abilities Nottingham 13 BATOD Scotland 'Updater: SQA 'The Support for Learning (Scotland) Act' Donaldson's College 13 The Ear Foundation To Infinity Nottingham 12 - 14 DELTA Family Weekend Tenby 17 Primary Movement Primary Movement Stage 1 course - day 3 Central London ot necessarily the organising body. ot necessarily the organising body. 18 Primary Movement Primary Movement Stage 3 course - day 3 Preston (Lancs) 20 St John's School Helping your hearing-impaired child in primary school Boston Spa 23 The Ear Foundation Speech Acoustics: what is the deaf child hearing? Nottingham 24 The Ear Foundation Overview of Nottingham Early Assessment Package (NEAP) Nottingham 24 BATOD Midlands The future of the Teacher of the Deaf - Ted Moore; 530-7pm Ear Foundation 26 Auditory Verbal UK Auditory Learning Beyond the NHSP Birmingham 27 - 2 Jun Cued Speech Association UK Foundation, Intermediate, Advanced & Children's courses Exeter (residential) June 7 The Ear Foundation Working with Teenagers with CI's Nottingham 7 Healthy Deaf Minds Topic to be announced 6.30 until 9.00 Entry fee is £4.00 Euston, London 10 HSSS Annual Conference University of Birmingham 10 The Ear Foundation Pre-Implant Information Day Nottingham 10 DELTA Family Day at Conkers Northampton 12 The Ear Foundation Developing Language through the Primary Years Nottingham 13 The Ear Foundation Working with children with CI's in sign bilingual settings (Day 1) Nottingham 14 The Ear Foundation Working with children with CI's in sign bilingual settings (Day 2) Nottingham 15 - 16 The Ear Foundation Story & Narrative Assessment Procedure (SNAP) 2-day course Nottingham 16 NDCS Informed Choice – conflicts and resolutions Birmingham Metropole 17 BATOD NEC Association business Birmingham 17 - 18 The Ear Foundation Ready Steady Go (2-day course + follow-up on 8-07-05) Nottingham 21 BATOD Midlands Committee meeting; 630pm Birmingham University 21 University of Oxford Deafness: Issues in Language, Literacy & Numeracy University of Oxford 22 The Ear Foundation Profile of Actual Linguistic Skills (PALS) Nottingham 25 DELTA Delta Bike Ride Reigate - Brighton 26 The Ear Foundation Seminar: Educational Implications of Cochlear Implantation NCSL July 1 DELTA Family music day Mary Hare, Newbury 3 BATOD Wales Welsh AGM & Conference - Audiology Llandrindod Wells 8 The Ear Foundation Ready Steady Go (Follow-up to 2-day course on 17-06-05) Nottingham 24 - 27 DELTA Summer school 2006 Lancaster 29 - 1 Aug DELTA Summer School 2006 Winchester 31 - 4 Aug Cued Speech Association UK Foundation, Intermediate, Advanced & Children's courses Exeter (residential) August 1 - 3 Cued Speech Association UK Skills Development course Exeter (residential) 2 Healthy Deaf Minds Topic to be announced 6.30 until 9.00 Entry fee is £4.00 Euston, London September 8 - 9 BATOD Steering Group of NEC Paragon Hotel, Birmingham 20 - 22 The Ear Foundation Hanen: Learning Language and Loving It (3-day course) Nottingham 30 BATOD NEC Association Business Paragon Hotel, Birmingham October 4 Healthy Deaf Minds Topic to be announced 6.30 until 9.00 Entry fee is £4.00 Euston, London 7 BATOD Midland Conference: Assessment and then what? TBA 6 - 8 DELTA Secondary weekend Northampton 19 The Ear Foundation Seminar: Parenting in the Cochlear Implant Era NCSL 19 - 22 EDDE Communication and Language Development Örebro, Sweden November 2 The Ear Foundation Seminar: Cochlear Implants 2006 - The State of the Art NCSL

Please contact the Organising body (column 2) for details of conferences, NOT Editor this Magazine. 4 BATOD Scotland AGM & Conference Donaldson's College 10 BATOD South Annual Conference Central London - TBC 17 - 18 BATOD Steering Group of NEC Edinburgh December 2 BATOD NEC Association Business Paragon Hotel, Birmingham 6 Healthy Deaf Minds Topic to be announced 6.30 until 9.00 Entry fee is £4.00 Euston, London

If you know about, or are organising, an event that you think other Teachers of the Deaf may be interested in please email the details that can be added to the calendar to [email protected] (date, organiser, title, venue). Remember to decode the

Items noted on this Calendar may have been advertised within the Magazine or the information reported by telephone. BATOD is n Items noted on this Calendar may have been advertised within the Magazine or information reported by telephone. BATOD acronym so we know who is the organiser! There are already entries on the website Calendar for 2007. The Calendar on the BATOD website is edited as soon as we know about meetings. Additional information about courses and registrations forms may also be linked to the calendar entries.

56 © BATOD Magazine May 06 Officers of Nations and Regions BATOD contacts and Magazine Distribution

Northern Ireland Chairperson: Sue McCrum, 6 Millhill Drive, Ballynahinch, County Down BT24 8LL Secretary: Margaret Hanna, 19 Traherne Gardens, Lisburn, Co. Antrim BT27 5QW Treasurer: Paula McCaughey, 23 Tullynacree Road, Crossgar BT30 9AH Scotland Chairperson: Aileen Watson 14 Gullion Park, East Kilbride, Glasgow G74 4FE Secretary: Fiona Mackenzie, 112 Deas Avenue, Dingwall, Ross-shire IV15 9RJ Treasurer: Ann Dykes, 4 Grieve Croft, Silverwood, Bothwell, Glasgow G71 8LU Wales Chairperson: Maggie Denholm, Gowanlea, Hoel y Delyn, Camarthen SA31 1EE Secretary: Marian Williams, ‘Ty’r Grofften’, 19 Pen y Graig, Alltwen, Pontardwe SA8 3BS Treasurer: Norma Moses, 28 Pen y Groes, Groesfaen, Pont y Clun, Mid Glamorgan CF7 8PA Midland Chairperson: Pauline Wells, 9 Plantagenet Way, Ashby de la Zouch, Leicestershire, LE65 1LE Secretary: Ursula Walker, 207 Bentley’s Lane, Walsall WS2 8SP Treasurer: Robert Miller, 13 Derby Close, The Meadows, Broughton Astley, Leics LE9 6BE North Chairperson: Colin Peake, 17 Vickers Close, Hawarden, Clwyd CH5 3HU Secretary: post vacant Treasurer: post vacant South Chairperson: Emma Kelty, 14 Lovelace Gardens, Surbiton, Kingston, KT6 6SD Secretary: Mary Ensor, 9 Landrock Road, Crouch End, London, N8 9HP Treasurer Cindy Paulding, Primary Hearing Centre, Kingsley Primary School, Chapman Road, Croydon CR0 3NX South West Chairperson: Sue Barnsley, 100 Uppleby Road, Parkstone, Poole, Dorset BH12 3DF Secretary: Lorna Warden, 57 Sunrising Estate, East Looe, Cornwall PL13 1ND Treasurer: John Shaw, School House, Weirfield Road, Exeter, Devon EX2 4DN

Articles, information, contributions and Submissions to the Journal advertisements for the Association Magazine ‘Deafness and Education International’ should be should be sent to: sent to: Mrs Ann Underwood Dr Linda Watson BATOD Magazine Editor School of Education 41 The Orchard University of Birmingham Leven, Beverley Birmingham B15 2TT East Yorkshire HU17 5QA email [email protected] tel/fax 01964 544243 email [email protected]

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

BATOD Magazine distribution from: Royal Schools for the Deaf and Communication Disorders, Stanley Road, Cheadle Hulme, Cheshire SK8 6RQ Association Magazine ISSN 1366-0799 Published by The British Association of Teachers of the Deaf, 41 The Orchard, Leven, Beverley HU17 5QA Printed by The Nuffield Press Ltd, 21 Nuffield Way, Ashville Trading Estate, Abingdon, Oxon OX14 1RL