MAGAZINEMAGAZINE May/June 2004

ISSN 1366-0799

2121stst CenturyCentury TeacherTeacher ofof thethe DeafDeaf From your editor Fitting in creating this Magazine around doing paid work, voluntary work and looking after the family is always a challenge. I pray for the issue that goes smoothly without any hitches... but circumstances always seem to conspire to make the issue a challenge. Thanks to all those of you who send in articles about what you are doing in your ToD role and samples of children’s work. I am looking forward to some ‘slack time’ as this is the last Magazine of this academic year and the next issue will appear in September looking at Creativity. If you have some good examples of work - photographs etc then I would be delighted to receive them to add to the Magazine articles that Pauline Cobbold is collecting. The copy deadline is still June 20 to allow us some time to relax and be less pressured - and the gap in publication gives you a chance to catch up on your Magazine reading! Call for articles and suggestions for inclusion in future Magazines: Planning for forthcoming Magazines includes: Creativity; ICT Software; Deafness and Dyslexia; Deaf Education in Europe and Worldwide; British Sign Language If you have short articles and photographs that will help expand the contents table please contact Pauline Cobbold (Commissioning Editor email [email protected] and let me know as soon as possible. This doesn’t mean that articles about other topics and activities are not sought! PLEASE share your experiences and achievements with us - many of you are isolated as peris and to share ideas is an important form of personal professional development. The Magazine is a recognised leading vehicle for doing this.

Do you share your Magazine with mainstream colleagues and LSAs? Why not encourage them to become Associate BATOD members then they can get their own copy of the Magazine? Ann Magazine editor website: www.BATOD.org.uk Our email addresses are easy to remember. CONTENTS They all end @BATOD.org.uk So the Magazine will be: Redefining the role of the ToD for the 21st century ...... 4

[email protected] Conference - the 21st Century Teacher of the Deaf (check your spelling so you don’t fall into the black hole!) A service perspective ...... 7 Future role of special schools ...... 9 Phoning 01964 544243 Working with families with newly diagnosed infants ...... 12 BATOD Magazine, Publications & Advertising? Changing Technology ...... 16 if no-one makes it to the phone to respond Extending language for those with significant delay ...... 18 ....PLEASE SPEAK Workload reform and the role of Teaching Assistants ...... 21 (don’t sigh and hang up!) Inclusion strategies ...... 29 LEAVE A MESSAGE or send a fax Regular items and general information or even email Help required? ...... 6 [email protected] Recording sub-titles ...... 17 Visit our web pages www.BATOD.org.uk Obituary for Janet Rose Bentley ...... 22 articles should be emailed to [email protected] Assessments - levelling out...... 24 Auditory Processing Disorders - new SIG ...... 24 Need to contact BATOD? IT for teachers ...... 25 talk to Blue Skies Project ...... 27 BATOD Secretary Paul Simpson Using ICT with deaf pupils ...... 28 email: [email protected] New Horizons - Deafax project ...... 28 answerphone/fax 01494 464190 Complying with the Disability Discrimination Act ...... 30 BSL poster/mats into German ...... 32 Resources for ethnic minority families ...... 33 Association Business: This and That ...... 46 ....and moving on ...... 1 NATED news ...... 48 What went on at NC on Sunday 7 March ...... 2 Abbreviations in this Magazine ...... 50 Representing you ...... 3 Noticeboard ...... 51 Extracts from 13th STRB report...... 34 The Guardian of Time (Book review) ...... 52 Committees at work for you ...... 35 Making multi-agency working happen ...... 54 Consultation - Draft policy -ToDs and Earmoulds...... 37 Tripartite meeting ...... 38 Advertising rates ...... 26 Minutes of NEC meeting on 6 December 2003 ...... 40 Calendar - Meetings to know about ...... 56 Unconfirmed minutes of AGM 2004 ...... 43 Officers of regions and nations...... inside back cover BATOD UK ...... 44 Subscription rates 2004-5 ...... 55 I’ve moved... notification form ...... 55

Cover Picture Training session in Leicestershire learning to use Co-Writer (from Don Jonston, Special Needs) to develop word prediction, grammar and vocabulary in any word-processing package...... and moving on Carole Torrance, President

The conference and AGM West Lothian's Education Service currently is agenda in March included promoting a major initiative called ‘Succeeding the following: Together’ - a strategy for improvement. The 11.50 - BATOD AGM success of this strategy will be measured against Installation of Carole three outcomes: - Torrance as President. Success: Improving attainment and achievement for every pupil; To me installation conjures Learning: Engaging everyone in evidence-based up gas boilers and it made improvement me to think about the actual Together: Sharing and implementing what we are role of president. Being learning. president is about keeping things going when: I have been looking at this information and seeing  the educational 'climate' is chilly how our service fits into the plan. I then thought  there may be disagreements within the that this applies equally well to BATOD and its organisation but everyone still needs to be kept membership. warm  the temperature needs raising or lowering to As Teachers of the Deaf we are all committed to meet a situation. improving attainment and achievements for every So on reflection perhaps 'installation' was the deaf pupil. correct terminology as gas boilers and BATOD We live in a time where we are constantly required presidents have much in common! to show evidence of our value to pupils and be able The keynote speakers Pauline Hughes and Malcolm to measure this. Garner also gave me food for thought. Pauline said Together is really what BATOD is about and through that if money were not an issue in meeting the deaf the magazine, website, journal, regional and child's educational needs then more authorities national meetings we do share what we are would be selecting a school for the deaf as the learning. Through our CPD logs we demonstrate preferred choice for some pupils. the wide spectrum of courses which we cover and We are the professionals advising on placement but all of that knowledge is taken back to our schools many of us find ourselves unable - due to local and services in our quest to provide excellence in authority policy - to recommend a school for the deaf education. deaf. Alternatively we recommend a school for the By sharing our good practice we can encourage and deaf but find our advice disregarded by someone inspire others, which in turn helps to improve higher up the food chain! Equal access to attainment and achievement for every deaf pupil in education? I welcome your thoughts and views on the UK. It is time to stop being modest and this issue. publicise the wide range of innovative work that is Malcolm Garner talked about the need to be vigilant going on throughout the UK. Ann Underwood, about keeping the service profile in the public eye. Magazine Editor, would love to hear what is going in He recommended having articles about your service your school and/ or service and she has the means published regularly. It seems that it really is time to of sharing this with your colleagues through the shake ourselves and wake up to the fact that just magazine and website. doing a good job is not always enough - we need to Easter is on the horizon as I write this but by the be seen to be doing well. If you are out there time this edition of the magazine drops through your already on this track please contact this magazine letterbox it will be nearer the summer holiday - at and share your articles with your colleagues who least it will be in Scotland as term ends for many on could be inspired to follow in your footsteps. 23 June. In my day job I head West Lothian's Hearing Impaired Services. (West Lothian is the authority that abuts the western edge of Edinburgh.) Carole

©BATOD Magazine May/June 04 1 What went on at NEC Sunday 7 March 2004 Andrea Baker

The morning began by welcoming Carole Torrance The Language of Examinations publication is now to the first meeting of her Presidency of BATOD. in print. A copy of the book, together with a CD, will Carole was ‘installed’ at the AGM which took place be given to the Examination Boards who will be at the National Conference held the previous day. able to make copies for their examiners. This will This was well attended and feedback already hopefully ensure that the modification of language received has been very positive. A request for in examinations will be carried out to the highest BATOD delegates willing to join NEC produced possible standard. The book will also be on sale several volunteers - another positive result! Lucy nationally and sold at a discounted rate at BATOD Leith was thanked for her hard work in organising events. The discussions around this and similar the event, along with Ted Moore, Bev McCracken publications were wide ranging, as issues and the Professional Development Committee surrounding costs, distribution, workloads and members. However, this raised the topic of the profits were thrashed out. Liaison will take place inordinate amount of time it takes to put on events over the next few weeks to establish a new protocol such as this, so the item was placed on the for commissioning, publication and distribution, as it discussion list for Committees to consider in the is becoming increasingly unrealistic to expect afternoon session. people to continue doing ad hoc work on a voluntary basis in addition to day job workloads. Despite requests from Paul Simpson for someone to stand as an 'unattached teacher' no one had come The BATOD Survey made its appearance, as ever, forward for the General Teaching Council elections in NEC discussions! There is the intention to due to a total lack of volunteers. The general consider joining the England, Wales and Northern feeling was that it is essential to have a nominee Ireland Surveys with the Scottish Survey of who is an unattached teacher - where the 'gap' in Achievement of Deaf Pupils. As this also representation exists and it is to be hoped that a incorporates a ‘Family Questionnaire’, the NDCS nominee from the Secretary of State of such a keen to become involved in this. The next BATOD teacher might be made - or possibly as a nominee Survey may be delayed slightly to fall in line with from another body. Scottish Survey. The aim is to prepare a high profile re-launch of the Survey to encourage more Correspondence received from Baroness Ashton, by Services and Schools to become involved and way of Malcolm Garner, clarified that there is return data promptly, making it more statistically nothing in the mandatory qualification provisions for rigorous. This will be of benefit for the whole teacher training to prevent the development of 'end- profession. on' training provision ie immediately after completing initial training. It is the general feeling North Region requested clarification regarding the amongst members that this could be part of a future of the training course at Manchester flexible approach towards lowering the age profile of University. They were reassured that although the Teachers of the Deaf. University is in the process of reorganisation, the course will continue. However, the threat to all Paul Simpson has written to Ofsted in response to a University courses is created by the way they are request for comments on the training courses for funded, making it almost impossible for raise Teachers of the Deaf as part of their inspection, sufficient money from the number of students on assuring them of BATOD's representation on all courses at any one time. BATOD will endeavour to training courses for Teachers of the Deaf in obtain information from course providers in order to England. He also raised concerns about the effect respond to this concern. that the pay and conditions of University lecturers may have on future recruitment of suitably qualified The meeting split into three groups to discuss the staff to run courses and the lack of funding following: available for training, resulting in unacceptably high numbers of teachers having to fund themselves. i) issues related to training - pros and cons of end-on training and identifying needs for BATOD is renewing its links with the Conservative Second Tier training MP responsible for disabled people. He is Paul ii) organisation and provision of BATOD courses Goodman, MP for High Wycombe. Paul and Ted - is there a need for a course co-ordinator? are meeting him at the end of March.

2 ©BATOD Magazine May/June 04 iii) consideration of a new model for the National events. The Conference is seen as a flagship event Conference - is there a need for a Conference that needs to continue but there is recognition that it organiser? needs to 'travel' around the regions/nations.

Feedback from each group confirmed a positive Some time was spent considering draft protocols for attitude towards end-on training, although it was Teachers of the Deaf carrying out ear mould recognised that experience in the classroom was impressions and pure tone audiometry. These will important. One suggestion was the use of be placed on the BATOD website once further bursaries that could be retained for a period of consultation has taken place. years whilst classroom experience was obtained. There were many suggestions on the needs for The BATOD guide to provision for deaf students in second tier training and it was felt that BATOD could HE is being advertised in the BATOD Magazine and be instrumental in providing courses to fill training thanks were given to Ann for organising this. 'gaps'. This led neatly on to consideration of the Unfortunately few colleagues are buying it at need for a designated Course Co-ordinator who present although it has had excellent feedback from could be responsible for identifying needs, those who are aware of it and using it already. It organising providers, venues etc. The feeling was would be useful if people could raise the profile of that this role could possibly be combined with that this booklet whenever possible. of Conference Co-ordinator. There is growing recognition that BATOD cannot continue to rely on The next meeting of the NEC will take place in goodwill and volunteers to organise such major Birmingham on Saturday 19 June.

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, Bev McCracken, Ted Moore, Peter Preston, Paul Simpson, Carole Torrance. date external participants purpose of meeting venue 04/03/04 ADPS Future of the survey Edinburgh 11/03/04 UKCoD Trustees' meeting London 16/03/04 SENSSA Contact meeting Rotherham 25/03/04 NDCS/RNID Termly tripartite meeting NDCS London 29/03/04 Paul Goodman MP Contact meeting House of Commons, London 05/04/04 IDCS Website Launch London 26/04/04 Pat Griffith, DfES, with NDCS Contact meeting London 30/04/04 ADPS Funding and future of the survey Edinburgh 04/05/04 UKCoD Deaf Awareness Week reception London 06/05/04 DCCAP Management Group meeting Reading 07/05/04 NATED Annual contact meeting Birmingham 15/06/04 UKCoD Trustees' meeting London 02/07/04 NASEN Contact meeting Birmingham

Please inform the Secretary, Paul Simpson, if you know of any meetings where you feel representation on behalf of Teachers of the Deaf would be of benefit. Although there is no guarantee that BATOD would be able to attend every meeting, situations could be monitored and the interests of ToDs represented.

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

©BATOD Magazine May/June 04 3 Redefining the role of the Teacher of the Deaf for the 21st Century: a practical model developed at the Western Australian Institute for Deaf John Richards, Executive Principal, WA Institute for Deaf Education

Background to the development of the Teacher In addition to ranking tasks, participants in the of the Deaf Model survey were invited to indicate any additional tasks Several years ago in Western Australia we set they would like the Teacher of the Deaf to perform. about the task of achieving a unified and clear For example, classroom teachers requested that description of the role of a Teacher of the Deaf - a Teachers of the Deaf take part in writing and role that would meet the current and future needs of implementing IEPs, offer advice on how to all the deaf children in Western Australia who are encourage clear communication in the classroom, associated with the WA Institute for Deaf Education provide training for the hearing students about the (WAIDE). difficulties facing deaf children and spend more time in a classroom focusing on monitoring social The aim was for a role description that would be interaction. Parents' suggestions for additional clearly understood by parents, principals, classroom tasks included that Teachers of the Deaf should teachers, teacher aides, educational interpreters, assist with each child's social needs (such as deaf students, senior staff in the Department of coming to terms with their deafness), provide an Education and Training (Western Australia) and, increase in communication with parents, conduct most importantly, the Teachers of the Deaf courses for teacher aides, supply students with themselves. subtitled documentaries and assist with the transition to secondary school. Within Australia, like in many other countries, Teachers of the Deaf work in many different roles; WA Institute for Deaf Education (WAIDE) some focus on the development of communication Teacher of the Deaf Model skills of deaf children, others concentrate on Based on the information gained from the survey it education support for the student's academic was acknowledged that there was not an agreed program and some only provide a consultancy role description for Teachers of the Deaf. As a service to the school, teachers and parents. result of this we embarked on the development of a Additionally, I have observed many Teachers of the Teacher of the Deaf 'model' that would be clear to Deaf, both within Australia and internationally, who everyone associated with the WA Institute for Deaf are operating as remedial teachers with little or no Education. The creation and development of the use made of the skills and knowledge they gained model spanned several years during which the from training as a Teacher of the Deaf. development was shared with parents, classroom teachers, Teachers of the Deaf and university Survey of Teachers of the Deaf, Parents and lecturers at the University of Melbourne. Classroom Teachers Due to a lack of research and the unavailability of We now refer to the model as the 'WAIDE (WA relevant information about an effective role for Institute for Deaf Education) Teacher of the Deaf Teachers of the Deaf, we embarked on a statewide Model' as it relates directly to all the Teachers of survey. Parents, Teachers of the Deaf and the Deaf who are associated with the Institute. classroom teachers were involved in this survey There are, at present, seventy-five Teachers of the which assisted us with our search to clarify the role Deaf working with twelve hundred deaf children of the Teacher of the Deaf. The focus of the within Western Australia. These Teachers of the research was on 'what they perceived as the role of Deaf work in a range of educational settings Teachers of the Deaf' and how this role could be including early intervention programs, primary changed to best assist each deaf child within schools for the deaf and secondary facilities for Western Australia. deaf students. Many work as peripatetic Teachers of the Deaf in many locations throughout Western Most of the results of this study indicated that there Australia. was not an agreed understanding of the role of the Teacher of the Deaf. For example; Teachers of the There are two major tasks that have become the Deaf saw communication development as a priority, focus for Teachers of the Deaf when working with parents gave a higher rating to academic support, deaf children - these two tasks form the framework whilst classroom teachers showed that auditory of the WAIDE Teacher of the Deaf model; the management was their priority for the Teacher of the development of each student's communicative Deaf role. An interesting aspect of the survey was competence and support for access to the that all groups in the survey rated 'parent education' curriculum. as a low priority task for Teachers of the Deaf.

4 ©BATOD Magazine May/June 04 The model is based on four principles. Based on the two main tasks of the Teacher of the 1. At every stage of a child's development, there is Deaf role, that of communicative competence and a consistent opportunity for support, guidance educational access, the components of the WAIDE and ongoing liaison with parents through a Teacher of the Deaf model includes: 'partnership' approach with the Teacher of the communicative Competence Deaf. audiological management of amplification 2. The importance of assessment is stressed equipment throughout and is an integral part of the model. management and advice on classroom At the Institute we aim to establish a learning acoustics and development profile through a range of assessment and teaching of listening skills assessments prior to working with deaf children assessment and teaching of speech skills who are newly referred. assessment and teaching of language (spoken 3. It is essential that Teachers of the Deaf have an and written English) appropriate tertiary qualification in educating assessment and teaching of Sign language deaf children and the appropriate skills and (Australian Native Sign Language - 'Auslan'). knowledge to undertake all the duties that are demonstrated in the WAIDE model. 4. When the Teacher of the Deaf is working with classroom teachers, principals and other professionals, a collaborative approach is employed.

©BATOD Magazine May/June 04 5 Educational Access them a clear understanding of the Teacher of the Provision of adjustments to individual students Deaf role. Often when asked by school staff or to enable them to access the curriculum. related professionals about the work of a Teacher of Support and guidance to Education Assistants, the Deaf we present the pictorial map of the model Note-takers and Educational Interpreters. and find that this assists with the explanation. Involvement with each student's classroom 'Individual Educational Plan/Program'. As we move forward into the 21st Century, this role Self-awareness and social skill development will continue to change. We have already Literacy support and development. acknowledged the need within the model for Advocacy for the student/advocacy for parents increased student and parent advocacy as more and guardians. and more students are educated in an inclusive educational environment. Individual support to classroom teachers Provision of professional development programs, Our next task is to define clearly the role of support ranging from individual staff to whole school workers who work with deaf children. We will work, presentations initially, on the teacher aide role and, again, the goal will be to develop a role description that will be Having re-defined the Teacher of the Deaf role clearly understood by all who are associated with through this model, we have continually sought the person in this support role. feedback by sharing it with Teachers of the Deaf, parents, related professionals and school-based My recommendation to other services and schools staff. We will continue to progress the model is to establish unified and clear role descriptions for through this process. Teachers of the Deaf and support workers so that the communication and learning outcomes are Teachers of the Deaf associated with the WA maximised for deaf children. An excellent research Institute for Deaf Education now use this model as opportunity exists for a comparative study that the basis for their daily work. The teachers are investigates Teacher of the Deaf roles in different guided in their role within this model by using states and countries. individual student plans, referred to as the 'Communication Development and Inclusion Plan' Comments/questions about the WAIDE Teacher of (CDIP). A significant aspect of the CDIP document the Deaf Model are welcome via is that it has two sections; 'communication email; [email protected] development' and 'educational access', which match the two main tasks of the Teacher of the Deaf role. John Richards, Executive Principal, WA Institute for Deaf Education We believe that this model does work and, most National President - Australian Association of importantly, all staff and parents associated with the Teachers of the Deaf (AATD) WA Institute for Deaf Education have available to Senior Fellow - Deafness Studies Unit

HELP REQUIRED? There has been a gradual increase over the last few years in the number of approaches members have made to BATOD for information, advice and support. Whilst perfect solutions are not always found to problems, people have reported that having at least a 'listening ear' has been helpful. These days, with the regular Regional Heads and BATOD meetings, plus the advent of websites, networking is much easier to arrange and information more accessible to everyone.

Members have often been encouraged by talking to people who have had previous experience of particular difficulties and issues. In some cases the papers or arguments they, personally, have drawn up, have been more or less similar to those of the so-called experts. However, having their points or opinions endorsed has also been valuable. So, if you would like advice about inspection, delegation, the closure of schools or units, audiology, communication, good speakers, or matters relating to pay and conditions, etc, etc, please contact the BATOD Secretary. He can often help you straight away but if he feels that someone else has a greater expertise on a particular subject then he will provide you with a contact number. PLEASE DON'T HESITATE TO ASK!

6 ©BATOD Magazine May/June 04 21st Century Teacher of the Deaf

This year the annual conference considered issues related to the work of Teachers of the Deaf in the 21st Century. This Magazine carries reports from the keynote speeches and workshops that delegates attended during the day. There are also related articles submitted by individuals. The Conference items are marked with a BATOD logo. Thanks to the various notetakers, the speakers and presenters themselves for their help in the production of the reports. The annual conference not only provides an opportunity to consider major issues and support the work of BATOD at a national level - it also gives members an opportunity to network and share information. Next year the Conference and AGM will be held on 12 March in the Birmingham area. Please make in note in your diary now and join us next year. A Service perspective presented by Malcolm Garner

The keynote speech 'The Teacher of the Deaf in Teachers of the Deaf (England) 2000 the 21st Century: A Service Perspective' delivered Schools for the Deaf 412 (23%) by Malcolm Garner, Head of Specialist Support Services in Birmingham, was informative and Units attached to mainstream/ 671 (38%) other special schools thought-provoking. Malcolm was able to delve into the archives in Birmingham to uncover the historical LEA Support services 675 (38%) for deaf children perspective on service delivery, which demonstrates similar principles to service provision today but also The reasons for this radical shift were described as: shows the radical developments that have taken earlier diagnosis and intervention, better place in educational provision and inclusion of deaf understanding of language and speech children since the early to mid-20th century. development, changes in societal attitudes, raised In 1930, 3951 (97%) pupils were placed in schools academic, social and career expectations and for the deaf with 2337 (57%) in residential significant improvements in technology over the last placements and 131 (3%) deaf pupils in 75 years. mainstream elementary schools. By comparison, The move towards successful inclusion of most the figures from the BATOD survey 2000 (for deaf children has been achieved through the patient England) record that more than 90% of deaf pupils work of specialist practitioners pushing the are placed in mainstream or special schools other boundaries and raising expectations of the than schools for the deaf: educational, societal and career options for deaf Educational placement of deaf children (2000) children and adults. Schools for the Deaf 1929 pupils (8%) Specialist support services, however, despite their Other special schools 2857 pupils (11%) crucial role in the successful inclusion of deaf children, remain vulnerable today because the Resource bases in 3428 pupils (14%) mainstream schools context in which they operate is fragile. Pre-school and in 16747 pupils (67%) As one element of LEA provision they are subject to mainstream schools changes arising from political decisions, such as structural re-organisation and increased delegation Most Teachers of the Deaf today are working in to schools. mainstream settings in either units/resource bases or Services. Figures from the 2000 survey show Several reports in the 1990s noted the value, this clearly: effectiveness and importance of support services for 'low incidence' SEN and the logic of retaining them

©BATOD Magazine May/June 04 7 centrally. The newly published Strategy for SEN Birmingham Specialist Support Service has 'Removing Barriers to Achievement' refers to the established a Service Publicity and Information effect of delegation on the availability of support in Committee to publicise their activities and some areas, stating that further delegation should not achievements in local and national journals. be at the cost of SEN support services (Para 2.35) Reference Groups have been set up for each branch of their support service to act as a Malcolm suggested that units/resource bases governing body, accepting reports about the work of delegated to host schools are also vulnerable to any the service, recommending improvements and changes in their host school in terms of priorities for change, challenging actions and acting as an funding and resource allocation. Teachers of the advocate when necessary. Deaf working in these settings can suffer professional isolation and experience difficulties with External validation of the work and progress of a professional development. service is also very important. As services are not separately inspected by Ofsted, Birmingham has For the remainder of his presentation, Malcolm invested a lot of effort in the three Quality outlined practical strategies upon which Teachers of Standards for Services, which have recently been the Deaf in services should currently be focusing. endorsed by the DfES. To build on this, the West He described the characteristics of a good service Midlands are currently considering the possible as: development of a Charter Mark for services. clarity of purpose appropriately qualified staff Specialist expertise and training was also good ongoing professional development considered. While the mandatory training a range of family and school-friendly support requirement has clearly contributed towards the options to match the range and distribution of successful inclusion of deaf children, the fact that it need does not apply to peripatetic teachers was clear criteria for involvement described as a glaring anomaly. Teachers continue effective links with other agencies to experience difficulties in accessing funding - agreed quality standards there are only a few specialist courses or trainers good information/management systems and young teachers have not been attracted into the effective monitoring and evaluation procedures, including those that can measure our impact - profession since end-on training has not been the difference we make. available. The current initiative to encourage more young teachers is welcome and it is hoped that end- Services must be able to demonstrate that they are on training will be re-instated. delivering high quality support that makes a difference in the lives and educational achievements Teachers of the Deaf in Services will continue to be of deaf children. at the cutting edge of inclusion and will need to be adaptable, to think on their feet and relate to a wide Malcolm used the analogy of an iceberg to illustrate range of people and situations. They will also have that the work of services is often overlooked and to expect a continuation of the roller-coaster of misunderstood by DfES, local politicians and officers policy and structural changes within LEAs until their because only a fraction of the whole is seen above position as a core element of LEA provision is the surface at any one time. He suggested that accepted and confirmed through specialist, low services should publicise and celebrate their work, incidence services being made mandatory making explicit what is currently implicit by showing exceptions to delegation. They also need to be that they: properly resourced as a vital part of the continuum have an unusually close and supportive of provision for deaf children. relationship with parents are involved from a very early age and provide Finally, Malcolm referred to the limited resources for effective and ongoing early intervention deaf children in developing countries, suggesting have a much longer-term involvement with the that delegates consider twinning services in the UK pupils than schools or other services with those in poorer countries. This would enable have well-established multi-agency links with an exchange of skills and ideas; raising health (and social) services and the voluntary expectations and creating opportunities for deaf sector children in such countries mirroring the provide a wide range of other support and out of development of services in the UK. school activities for parents, pupils and students have staff with a wide range of well-developed specialist skills and expertise.

8 ©BATOD Magazine May/June 04 Future role of special schools Pauline Hughes Headteacher, Ovingdean Hall School

The role of special schools, whether Local Authority A major piece of legislation affecting all schools is or non-maintained, is set to change quite the newest part of the Disability Discrimination Act, dramatically over the next ten years. Special intended to ensure that children with disabilities are schools are developing their work in the light of the not treated less favourably than other children. SEN strategy, the report of the Special Schools Schools must make ‘reasonable adjustments’ for a Working Group, the revised SEN Code of Practice, range of disabilities, whether or not they have pupils the Disability Discrimination Act and the work of the with those disabilities on roll at the time. Each Regional Partnerships. school must have an Accessibility Plan which addresses not only pupil but also staff and visitor The SEN Strategy was finally published after many access to the school's physical environment, the delays in mid-February 2004. There are a number curriculum and written materials. Mainstream of positive aspects on which teachers in special Schools can still benefit from funding from the schools can work. They are principally: the Schools' Access Initiative to make improvements but potential role for the schools for deaf pupils as neither LEA nor non-maintained special schools are regional resources and centres of expertise, the included in this. development of outreach services to complement those of local support services and the chance to The Regional Partnerships have expanded participate in the Specialist School and Leading enormously since the first Working Group was set Edge programmes. up in 1998 to consider the feasibility and desirability of regional provision for children with low incidence However, for the non-maintained special Schools for special educational needs such as hearing and the Deaf especially, it was disappointing to see that visual impairment. Since then the Partnerships Local Authorities are under further pressure to have taken on a much wider brief. In the south east reduce out-authority placements. The SEN strategy regional partnership (SERSEN), the Sensory is, quite rightly, all about moving the inclusion Impairment Providers' Group is very active and has agenda forward but it should not be about done some excellent work in trying to overcome the potentially narrowing the continuum of provision for ‘postcode lottery’ that affects children with sensory deaf pupils. impairment. The group has been instrumental in This aspect of the SEN strategy was in contrast to developing and promoting national quality the recommendations from the Special Schools standards. A working partnership between Kent Working Group around developing leadership, LEA and Dorton House School is one of the case teaching and learning, funding structures and studies presented in the SEN Strategy. Another support beyond the classroom. The document joint piece of work between SERSEN and the South identified a very positive future role for special Central Regional Inclusion Partnership (SCRIP) is schools and led those working in this sector to feel presenting a proposal to the DfES for the regional optimistic. commissioning of places in special schools including non-maintained special schools. We are The revised SEN Code of Practice has been with still waiting to hear the response to this. us for some time now but it is worth remembering the key factors in the revision. Primarily there is the So, in this special school of the future, what will the stronger right for children with SEN to be educated Teacher of the Deaf be doing? Almost certainly, at a mainstream school. In the case of deaf ToDs will be working with deaf pupils with more children, mainstream options, whether in a unit or complex needs. There will be more partnership resource base or in the child's local mainstream working, taking a more holistic approach to the child school, have been with us for decades. This is not as the strategies outlined in ‘Every Child Matters’ true of all areas of special education. are firmed up. Teachers will be undertaking more innovative work both within the curriculum and to Other changes of emphasis in the revised Code support inclusion and flexible placements. Schools include working in partnership with parents, for the Deaf will develop even more as resource together with increased pupil participation: 'the bases, offering outreach and in-reach work. In voice of the child’. Schools are also expected to other words, they will be taking on the full range of work in partnership with other agencies. policy initiatives.

©BATOD Magazine May/June 04 9 The question has to be asked: "Do we still need Schools for the Deaf?" My own view is that we do, in order to meet these most complex needs. There will always be deaf children who cannot thrive in mainstream settings and who require highly specialised placements to raise their achievement Mary Grace Wilkins Travelling Scholarship and attainment. The Schools for the Deaf are in a strong position to foster positive deaf identity and WANTED community, together with self-esteem and confidence, in deaf pupils. Increasingly, there is BATOD member with ideas for small scale research or study which has widening variation in mainstream schools' ability to direct relevance to hearing-impaired pupils/students in the provide for deaf pupils and the Schools for the Deaf British Isles. ICT topic would be considered favourably! Visit the BATOD website for more information are there to counteract and compensate for this. www.BATOD.org.uk

It is the non-maintained Schools for the Deaf that are most at risk of LEAs' policies of reducing out of up to £ 1,000 authority placements. However, I am concerned that the pressures on mainstream schools are REWARD OFFERED resulting in increasingly ineffective use, or even misuse, of Teachers of the Deaf, so that some deaf Mary Grace Wilkins Travelling Scholarship pupils are not being effectively taught or supported. further details from: BATOD Secretary The Schools for the Deaf need support at all levels, Mr Paul A Simpson from colleagues, LEAs and central government, to 175 Dashwood Avenue High Wycombe ensure that they continue to provide for those pupils HP12 3DB email: [email protected] who cannot thrive in mainstream settings at any tel: 01494 464190 particular stage of their education. They, in turn, Mary Grace Wilkins Travelling Scholarship must work with LEAs to find ways of being more flexible and responsive to changing populations and needs.

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Telephone: Telephone: 01843 227561 01843 836300 E-mail: E-mail: [email protected] [email protected] Website: Website: www.royalschoolfordeaf.kent.sch.uk www.westgate-college.org.uk Working with the families of newly diagnosed infants with hearing loss Dr Nicky Ereaut, Oxfordshire

Support Strategies in the Home In preparing for NHSP, joint protocols were Oxfordshire was one of the Phase 1 pilot sites and developed with the Paediatric Audiology team and will soon have two years experience of screening the Speech and Language Therapy Service working infants through the Newborn Hearing Screening with deaf children and their families. The protocols Programme (NHSP). The Hearing Support Service define how the pre-school Teacher of the Deaf is has been supporting babies and their families from introduced to the family and the ways in which joint a few weeks old in response to NHSP and changes working occurs following a family centred approach. have been made to the way in which the Service A multi-agency policy has also recently been works in the Early Years to reflect this. drafted. The NHSP target is for 90% of babies with An information leaflet about the Hearing Support congenital sensori-neural hearing loss to be Service and its role in the Early Years is handed to diagnosed by 8 weeks and 100% by 24 weeks of families at the point of confirmation meeting. A age. It was initially estimated that of the babies contact name and number is provided for the Team identified as having permanent congenital hearing Leader (Hearing Support Service) and for loss 50% would have a moderate loss, 25% a Oxfordshire Deaf Children's Society. The Paediatric severe hearing loss and 25% a profound hearing Audiologist makes phone contact with the Team loss (Davis et al 1997, Fortnum and Davis, 1997). Leader and information is shared. A written referral is also forwarded. To date there have been twelve infants with a diagnostic confirmation of sensori-neural hearing Families are asked if they would like contact from a loss through Oxfordshire's NHSP Their hearing pre-school Teacher of the Deaf with the Hearing losses have been categorised as: Support Service. Most families have asked for this Moderate 4 and the aim is for contact to be made with the Severe 1 family within twenty-four hours of receiving the Profound 7 initial referral. Using the annual birth rate in Oxfordshire in the The first home visit is very much led by the family in year prior to the start of NHSP it was predicted terms of timing, venue and the information statistically that there would be nine confirmed discussed. Some families have requested a home cases annually. As it is a very small sample it is visit as soon as this can be arranged whilst others difficult to interpret the outcomes to date. There are have preferred to be introduced at the next ENT however a group of children with ongoing appointment (usually within a week of confirmation). conductive hearing losses who may well have an Visits are arranged so that both parents and other underlying mild/moderate sensori-neural hearing significant family members (grandparents, loss and it is this group of children for whom childminders, nannies etc if the family wish to have diagnostic confirmation has sometimes been their involvement at this stage) can be present. delayed. This may explain why this group is under Teachers of the Deaf working with families arrange represented at present. their time flexibly to be able to provide visits in the early days after diagnosis in the evenings and with Davis (2001) aimed for educational support services occasional early morning or weekend visits, so that 'to begin an agreed habilitative programme with both parents can be present. This needs family and child as soon as possible after recognition by Senior Managers in terms of the confirmation of permanent congenital hearing loss'. need for flexible working patterns. In practice the Hearing Support Service has sometimes been involved before confirmation, First visits are an opportunity for parents to ask the particularly where an underlying sensori-neural loss questions that are most important to them at the is strongly suspected but hasn't been confirmed. time. Follow up visits are offered at a pace and timing to suit the family. Flexibility to respond to The Service has also responded to families with changing need is essential. infants diagnosed with monaural loss. Families are offered contact and a home visit within the same A large folder is given to new families with some timescales as for confirmed bilateral losses. initial information including: Parents have valued the opportunity to talk again further information about the Sensory and about the implications of monaural loss. They often Language Support Service have questions they hadn't thought of or felt unable a contents list for the Family Pack available from to ask in the clinic situation. the Service. As there is a considerable amount of information available it is generally not given

12 ©BATOD Magazine May/June 04 as a complete pack. Parents can look through the contents list to pull out the topics that they feel they would most like information on initially. a copy of any ENT assessments and accompanying handouts for the Teacher of the Deaf to use in interpreting these. equipment and information relating to hearing aid management if the baby is aided or about to be aided. This includes a description of the child's hearing aids/amplification device, users settings and a personalised annotated diagram. As the Family Toolkit becomes available through Early Support Pilot Programme (ESPP) the Service Family Pack will be modified to provide Individual Family Plans have been used to target set complementary material and information. and monitor progress through the early stages of Topics considered in early home visits are again infancy. These have introduced to the family at a family led but will often include: time that has felt right to the Teacher of the Deaf consideration of communication approaches working with the family usually after the first few amplification aids and management visits. The purpose of the Individual Family Plan is links to other families of deaf children explained and if families wish to use one they are information on local and national voluntary then initiated. groups The Individual Family Plan is framed as questions to links with other professionals involved with the the family. It sets out the type and level of support family (a joint visit with the health visitor early on the family would like; who is doing what and where can be very helpful) and how the support will be given. It also records developing early listening skills the goals that the family have both in the longer and facilitating good communication and interaction shorter term for their child and family. Copies are benefits such as the Disability Living Allowance provided to all involved with the infant with the available to families of deaf children. permission of the family. Wherever possible meetings to review the Individual Family Plan are arranged so that key people can be present. The format is currently being reviewed in line with the Family Service/Support Plans that are part of the Early Support Pilot Programme (ESPP). The Monitoring and Assessment protocol piloted as part of the ESPP has been used in draft format with the families of newly diagnosed NHSP infants. It is a protocol that allows development to be tracked for 0-3 year olds in a range of developmental areas including: listening, attending and vocalisation An initial planning document tracks actions and communication/pragmatics timescales within the first twelve weeks post play referral. It includes: social and emotional development initial contact other developmental milestones. first visit health visitor contact Again parents are made aware of the protocol fairly provision of an initial information pack early on and start to use it with the Teacher of the links made with other families Deaf's support when they feel ready to do so. A links made with the Pre-School Support Group longitudinal video record (with samples at least links made with other professionals three monthly initially) is also kept. This is used by support given with respect to information about the family and the Teacher of the Deaf to inform and sometimes act as a starting point for benefits. discussions that then lead in to completion of the A second tracking sheet ensures that a record is Monitoring and Assessment protocol. A profile kept of information requested by the family or looking at caregiver:infant interaction is used if provided by the Teacher of the Deaf. families wish to look at this area of their baby's development.

©BATOD Magazine May/June 04 13 insert earphones supplied by the Ewing Foundation. So what has been the role of the Teacher of the The babies are used to the feel of their ear moulds Deaf? From experiences to date is has been and have adapted well to the sound that they primarily about listening to families and staying with receive through the insert earphones. their concerns and needs. It has sometimes been a shared learning curve particularly where aetiology Families have also needed information, support and has been new or unfamiliar (for example where encouragement to be confident in their skills in infants have had Connexin 26, auditory neuropathy communicating and interacting with their babies. or a rare syndrome identified). We need to be able Caregivers naturally interact in a way that facilitates to acknowledge to parents the limitations of our good communication. We must be careful to knowledge and for families to feel supported in reinforce to families how skilled they are at doing gaining this information together. this so that families enjoy their infants and good natural communication occurs in all the routine Helping families to explore options and supporting situations - feeding, changing, bathing etc. Small their access to balanced information has also been babies are tuned into faces, body language and an important part of the role early on. Families tuneful intonated voices. We need to acknowledge have differed in terms of how much information they to parents their success with positive comments. have wanted and how soon. For example, a family Video can be a really helpful tool but again must be with a child newly diagnosed with CHARGE was used sensitively to help families to value the pleased to know about the website for families with progress that is being made as their baby develops. CHARGE children but did not feel ready for some months to look at it. Information often needs to be The Teacher of the Deaf has often taken on some given and revisited in a sensitive way. aspects of the role of key worker in terms of bringing other professionals working with the child A good understanding of the audiological together in the home and in co-ordinating the assessments being used to arrive at diagnostic sharing of information. confirmation and possible limitations has been essential. Families often want to know again about A Pre-School Support Group is offered on a weekly the tests their infants received and guidance about basis and it provides a good opportunity for how to interpret results. introducing other families and the parents of older children. Young deaf people and adults also For most infants hearing aid verification has been contribute. Professionals who may not be important. Behavioural monitoring of hearing loss immediately involved with the family will visit to has also been necessary particularly for infants with discuss their role. There are a wide range of topics developmental delay (for example very premature covered and the programme for each term is family babies). One infant referred to the Hearing Support led. Service had failed both OAEs and repeated ABR assessments at a level suggestive of profound The challenges in relation to NHSP have been very hearing loss. However when observed in the home much as anticipated and include the need: situation for the first time it quickly became apparent to assimilate additional caseload that the baby was responding to intonated voice at for professional development normal levels. for 52 week cover to develop a seamless service to families with Families have needed considerable support with effective multi-agency working hearing aids. Regular mould impressions have been taken by a pre-school Teacher of the Deaf/ With UNHS seen as a national priority for early Audiologist. In the first few weeks these have been intervention under 'inclusion' the SEN component of taken weekly because of the rate at which the the Standards Fund has been a useful source of infants have grown. Recognition that the support. Funding in 2002-2003 was made available impressions need to be sent to a Service offering for an increase in staffing to the equivalent of a 0.5 priority turn round for babies has also been key. FTE Teacher of the Deaf to cover the predicted additional caseload. In 2003-2004 the additional Severely and profoundly deaf babies have been funding was retained with the post being used as an issued with body worn aids. Sticky back velcro has Multi Sensory Impairment (MSI) post to meet an been extremely helpful for attaching aids to increasing need for support to families of MSI playmats, baby rockers, cots etc and for fastening infants. Standards Funding was also made the aids to the baby's clothes. Babies often have available to meet the cost of training the Teacher of frequent changes of clothes in the early days and to the Deaf appointed. We have just heard that the be able to attach a pad of velcro to an outfit helps funding for the MSI post will continue for a further parents to manage the aids quickly. Where an year. infant is bilaterally aided it also allows for one of the aids to be attached to the caregiver when helpful. Teachers of the Deaf working with NHSP identified infants have looked for training in: The difficulty of using Auditory Training Units with - early language development and communication headphones has been overcome with the use of

14 ©BATOD Magazine May/June 04 - assessment and monitoring of progress for The Teacher of the Deaf support for families of infants 0-3 years early diagnosed deaf infants in Oxfordshire - early audiological management continues to be informed by national initiatives such - family support / counselling as ESPP and is continuously evolving as new guidance is made available. The mechanisms in Three members of staff have taken the Early Years place that encourage effective multi-agency working distance learning modules offered by the University with parental involvement and influence are key in of Manchester/Mary Hare Grammar School, informing future practice in this area. Stockport Service consortium and another pre- school teacher has taken the 0-5 years distance Useful guidance: learning module offered by Birmingham University. DfES/DH Together from the Start- Practical guidance for Sadly, two of the profoundly deaf infants died during professionals working with disabled children the first few months of life. With earlier diagnosis of (birth to third birthday) and their families hearing impairment in infants with complex needs DfES/RNID this is likely to be a situation more frequently faced Developing Early Intervention/Support Services by pre-school Teachers of the Deaf. There are for Deaf Children and their Families (May 2003) issues around training and support for colleagues facing such situations that also need to be References and further reading addressed. Davis et al (1997) A Critical Review of the Role of In terms of planning for and providing cover during Neonatal Hearing Screening in the Detection of school holiday periods staff have volunteered to Congenital Hearing Impairment Health work on a rota basis. A pre-school Teacher of the Technology Assessment Deaf working across the Service covers each week. Evans R and Robinshaw H (1999) Service A day in lieu is given for each week 'on call' Provision for Pre-School Deaf Children Report to regardless of whether visits are made. Additional the Nuffield Foundation time in lieu is given for any time worked. The time in lieu can be taken flexibly in agreement with the Fortnum H and Davis A (1997) Epidemiology of Team line manager. Permanent Child Hearing Impairment in the Trent Region 1985-1993 British Journal of Oxfordshire has aimed to respond to the DfES/ Audiology 31, 409-446 RNID view: 'families must be at the heart of any decision NDCS (2002) Quality Standards in the Early making process about their child and need Years: Guidelines on working with deaf children accurate, accessible, up to date information to under two years old and their families support their understanding of how to respond RNID (2001) Effective Early Intervention for Deaf positively to deafness in their child and to Children 0-5 and their families decide what to do'. Watkins P and Nanor J (1997) The Implications An NHSP pilot working group has been meeting for Educational Services of Neonatal Screening. regularly to plan for, implement and review Deafness and Education Vol 21 No 1, 18-31 procedures, protocols and policy between the Services involved. Joint training has been arranged Yoshinaga-Itano C (2000) Successful Outcomes between agencies around areas such as Breaking for Deaf and Hard of Hearing Children with Bad News, Family Service Plans and supporting Hearing Loss Seminars in Hearing Vol 21 No 4 families with MSI/complex needs infants, Websites www.ihr.mrc.ac.uk The working group has comprised: www.espp.org.uk Parents www.deafnessatbirth.org.uk The Consultant Community Paediatrician www.unhs.org leading on NHSP Thanks to Adam and Katja’s Dad,Tony, for the Paediatric Audiologists photographs. The NHSP Project Co-ordinator (leading the screening technicians) Team Leader (Hearing Support Service) Health Visitor facilitator Speech and Language Therapist (Hearing Impairment) It has established a link with Oxfordshire's Deaf Interagency group with representation from Health, Education, Social Services and Oxfordshire Deaf Children's Society.

©BATOD Magazine May/June 04 15 Changing Technology presented by Carina Newman Advisory Teacher of the Deaf and Educational Audiologist

Carina Newman, Advisory Teacher of the Deaf and relationship into relief. Carina's conclusion is that Educational Audiologist, led a workshop designed to there needs to be close attention paid to this illustrate the way in which education of deaf professional contact; it needs to improve if we are children needs to be able to cope with rapidly going to be able to translate these technical changing technology. The world of hearing aids development into better hearing experiences for and cochlear implants is now an increasingly deaf children. There are many variables involved digitalised one and our knowledge to maintain a and a greater potential for setting additional comparable rate of change regularly needs features. In order for the potential of these aids to updating. be brought to the service of children in different settings, then there has to be a dialogue between During the workshop there were several aims to school staff and audiology staff. We need to foster fulfil; to explain the nature and operation of digital a flow of information which connects set up with aids, to explain programming principles and children's experience. Part of the practical issues verification procedures, to discuss selection and are the nature of the construction of these new fitting techniques. Further, to touch upon Cochlear aids. Since they are computer programmable aids it Implant and BAHA provision. is no longer the case that we can check aid settings easily. At the end of the workshop Carina hoped that participants would have a sound idea of the factors Carina recommends that we pose certain questions to look for and questions to pose in the as a protocol for understanding the child's management of digital hearing aids. experience . These include; She began by an illustration of the different Is the volume control active? principles that underpin analogue hearing aids and What is the range of the volume control wheel? newer aids using digital signal processing systems. Has the feedback manager/noise reduction/direction microphones been activated? Carina explained how analogue hearing aids follow What compression is being used? a direct path from microphone to receiver. She How should the FM system be set up? contrasted the process by which the path from Has FM system been activated in the software? microphone moves to a 'analogue to signal converter', to a digital processing unit, to a 'digital to DSP aids need a new approach to testing. Initially analogue converter' prior to concluding with an there needs to be a listening check and an audible signal at the earphone. assessment of the directional microphone, feedback manager and noise reduction functions. Once The advantages of DSP (Digital Signal Processing) achieved, a test signal needs to be selected and a when compared with more recent analogue systems mode of delivery adopted. The tester should included, firstly, a better fit to amplification targets measure gain with speech-weighted noise and across the frequency range, secondly, an increased distortion, using pure tones. clarity of signals for the user and lastly, the achievement of a more favourable signal to noise Interim measures should be devised. One must ratio from directional microphones and/or noise seek consistency and develop an ability to compare reduction like with like and that an aid is performing as one would expect, based on recent experience. Carina New systems require a renewed approach to suggested that ToDs should use annotated print management. Retraining is required by the outs for quality monitoring and not rely on personal individuals whose role it is to monitor the efficiency interpretation exclusively. and effectiveness of this equipment. Digital processing systems mean that Teachers of the FM systems present particular consideration when Deaf have to be aware of different factors and to linked with Digital aids. It is important to set the pose a different set of questions. equipment at equal levels. Wide dynamic range compression will improve the signal to noise ratio. The relationship between Teachers and Audiologists A teacher's voice will be loud through the has always been an important one. However, the transmitter and so only a small amount of introduction of this new system into the existing amplification will be necessary. Whilst the teacher arrangement serves to put the current professional

16 ©BATOD Magazine May/June 04 is talking all other sounds will be given only a small amount of amplification. The compression will be Record active and provide reduced amplification for very loud sounds. The result is less amplification to noise subtitles realising enhanced signal to noise ratio. with a Carina's overall conclusion was that digital will replace analogue aids over the next few years. 'Freeview' video recorder However, the quality of the implementation of the change in technology along with software issues will In conjunction with Daewoo Electronics, Connevans dictate the quality of the ultimate service. The are pleased to announce the launch of the world's issues need to be resolved. first VHS Video Recorder with integral Freeview receiver, which includes the facility to record Moving on to cochlear implants, Carina described subtitles and on-text graphics. the implanted and external components. The importance of good practice was highlighted. It is The Daewoo 'Freeview' VCR (SV900) offers all the crucial to ensure that the system is not exposed to benefits of the Freeview Extra channels and static electricity; tunnels, TV (computer screens enhanced text functions combined with the included). She highlighted the need to remove the convenience of a video recorder - a neat one box processor prior to use in these conditions, as solution! As well as acting as a terrestrial set top information, potentially, can be wiped from the aid. box, it allows you to record Freeview channels Carina continued to explain the relative merits of directly on to video, with subtitles if broadcast, Nucleus 24, Esprit 22 and Esprit 3G. without having to remember to leave your set top box turned on and selecting the correct channel. The clear explanation of the changing technological environment in which audiological services for Deaf The Daewoo 'Freeview' VCR is easy to use and is children are currently set by dealing with the the only subtitle recording option that allows you to development of Bone-Anchored Hearing Aids use VideoPlus programming. This unique product (BAHAs). Some of the reasons offered for selecting has one touch recording directly from the on-screen this system include external/internal malformations EPG (Electronic Programme Guide). This and chronic glue ear. Through this system sound is automatically sets the timer to record the transferred directly through bone, bypassing the programme selected rather than having to set external and middle ears and for suitable channel, start and end times. candidates this type of aid has yielded good results. The 'Freeview' VCR is supplied with an aerial and SCART connection leads and can be used in BATOD North conjunction with a caption decoder for use with hired or purchased videos. mini Saturday morning meeting Saturday 12 June 2004 John Popplestone, Connevans' Director, tells us that Bradford Royal Infirmary the Daewoo 'Freeview' VCR is one of the easiest 10 - 12.30 products of this type to set up and use that the 'Working with the Under 5s' Connevans team have come across. It provides an An insert has already gone out in last mag. excellent opportunity to take advantage of the new cost £5.00 Freeview channels and at the same time have Contact Sue Searle tel 01904 481951 subtitle recording facilities in one, economical set [email protected] top box. Jane Martin and others will be giving talks. For further information contact: Connevans Limited, 2 October 2004 54 Albert Road North, Reigate, Surrey, RH2 9YR St John’s School Boston Spa Tel: 01737 247571; Text/Minicom: 01737 243134; Speaker: George Robertson Fax: 01737 223475 'Emotional Literacy' website: www.connevans.com email: [email protected] George is the only speaker. Cost will be £30 online shopping: www.DeafEquipment.co.uk Contact: Laverne Smare tel 0191 4164859 [email protected]

©BATOD Magazine May/June 04 17 Extending the language of secondary aged students with a significant linguistic delay: report by Margaret Nelson, PD Committee

This workshop was led by Kath McDermott who is Teaching strategies were also discussed. How currently working in a Resource Base within a much preliminary knowledge of the student would Secondary School Setting following a natural aural be required? It was felt that knowledge of the approach. Prior to this Kath was a History teacher student's language and linguistic level and problem within the mainstream setting. areas, through a series of diagnostic assessments was essential. Also important was a knowledge of She stated that the first area to be considered is each student's interests and the best way in which that of Audiology. This, of course, must be efficient an individual student learns. Along with this, and appropriate if the student is to succeed. The knowledge of the stages of language development full time use of properly fitted and maintained and an understanding of how language and literacy hearing aids is essential. Some time was spent skills are acquired were also necessary. discussing how the radio aid equipment used by the students must be of high quality, cosmetically As always the topics of 'Reading and Writing' acceptable and effectively managed and generated a lot of interest and it was useful to have maintained. these discussed once again under Kath's guidance.

Also deemed to be important was the learning Although lots of reading would be necessary to environment. It must be acoustically friendly extend the student's vocabulary and improve whenever and wherever possible. It is, however, grammar and writing, materials should be such that often a problem area for both students and the student is not overwhelmed!! The material must teachers. be of interest to students and where appropriate, might include subtitled videos. Other useful tools The workshop then focussed on training and advice. included tailor-made written and oral activities that Stress was placed on the importance of supporting relate to reading material along with writing-frames parents to provide a 'normal' language environment and emails. Using praise to identify a specific for their child and maximising opportunities for achievement goal will encourage continued use of a further language development. It was also stressed new emerging skill giving the student confidence. that effective INSET and ongoing advice to mainstream staff regarding the hearing and Exposure to more complex vocabulary and linguistic difficulties facing the student and the grammatical structures should be discussed in a strategies to help promote learning and language secure environment. Students should be was crucial. Also under debate was the importance encouraged to rehearse before writing. They might of effective training for teaching assistants. This will profit from being encouraged to read the previous ensure that they have an understanding of how sentence before formulating the next one. language can be extended in the classroom The perennial problem of how to extend vocabulary It was also felt important to convey information to came under discussion. The group shared the peers regarding helpful communication strategies many and various strategies they employed to which they might use - with, of course, the achieve this. These ranged from the use of agreement of the deaf student. personalising new vocabulary, recording it (in some form or other), using vocabulary games to reinforce The type and amount of support for the student and check understanding and praising the students should be under constant review. This would when they bring forward new vocabulary for include in-class support (note-taking, modification, discussion - plus lots more! intervention with tasks, ad hoc withdrawals (with or without hearing peers), scheduled parallel teaching It was also felt to be useful for students to give (with or without hearing peers) and tutorials (during PowerPoint presentations because these generated periods of disapplication, lunchtimes, after-school). enthusiasm. Self-checking and self-correction provided useful ways for students to gain confidence and achieve.

18 ©BATOD Magazine May/June 04 The thorny problem of grammar was tackled. Kath been given lots of ideas with which to tackle introduced us to grammar games which help to problems within their own units and classrooms. consolidate particular aspects of grammar .It was Kath also supplied lists of games and books which felt that a small amount of direct grammar teaching might be useful. Perhaps the most useful aspect of was appropriate for some students who haven't the session was the realisation that, throughout the 'caught' it by a particular stage. Other processes United Kingdom, Teachers of the Deaf, faced many were also discussed, such as encouraging similar difficulties and educational challenges. correction by using several photocopies of a BATOD gave us a unique opportunity to voice these student's work thus allowing each copy to be problems, to share ideas and seek common corrected when tackling a single aspect of purpose. grammar. Kath had presented a workshop which was Listening games and activities to promote listening informative and challenging allowing us to return to skills and auditory memory were debated. It was our students with purpose and ideas. In the suggested that carrying out surveys and November 2003 Magazine which focused on questionnaires would be another productive way to Language, Kath and Alison Holmans provided a promote listening as this necessitates careful very useful article 'Extending the language of recording of responses. secondary-aged students with significant language delay' (page 9 - 11). The article covered many The foregoing is a very brief over-view of this suggestions for activities and use of resources workshop. All the participants felt that they had which were referred to during this workshop.

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Entific Medical Systems • Aus-Bore House • Manchester Road • Wilmslow • Cheshire • SK9 1BQ • UK • Tel: +44 (0) 1625 528214 Fax: +44 (0) 1625 521930 E-Mail: [email protected] Visit: www.entific.com Workload Reform and the role of Teaching Assistants Lucy Leith Headteacher, Knightsfield School, Hertfordshire

The workshop 'Workload Reform and the role of TAs working with deaf children? How can ToDs Teaching Assistants' was led by Lucy Leith, ensure that this role is protected? Headteacher, Knightsfield School, Hertfordshire. How can ToDs deploy TAs to support them so that the focus of their time is on teaching and With the introduction of workload reform as another learning? initiative to raise standards whilst reducing the How can ToDs ensure that a share of the bureaucratic workload of teachers, the role of additional funding, devolved to schools for this Teaching Assistants (TAs) is currently a topic for reform, comes their way? national debate. In 2002, the DfES proposed that a significant number of TAs and other support staff How can ToDs avoid ‘losing’ their TAs to a pool would be recruited to support the work of teachers of support staff within a school? and reduce their administrative workload, in order If the role of 'higher level' TAs will be extended that more time could be spent on teaching. TAs to include 'teaching', how can ToDs ensure that would be given greater levels of responsibility their own teaching role and specialist work is including ‘teaching’, more training opportunities and protected so that deaf pupils receive support a new career structure. and teaching from qualified ToDs?

'Time for Standards and Reform of the Workforce' To address these questions, the following solutions will impact on Teachers of the Deaf working with were suggested. TAs. Implementation began in September 2003 The current work of TAs needs to be audited so with the intention that teachers' working hours that the specialist role of TAs working with deaf would decrease by reducing admin and clerical children can be clarified. work through improved school structures and The purpose of their role, levels of responsibility organisation. This would enable teachers to focus and levels of supervision should be considered on high quality teaching and learning and provide more, and better, support for teachers in and and compared to those of other TAs. beyond the classroom. This initiative is a twin-track Job descriptions, job titles and pay scales of approach: reducing workload and further raising TAs need to be reviewed because information is standards. maintained locally. Advice should be sought from the local LEA From September 2003, schools have been required Workforce Remodelling Team or Human to address the following: Resources department. Tackling workload: improving work/life balance and reducing hours Teachers of the Deaf also need to carry out an worked audit of their work to establish whether any admin ‘24 tasks’ removed, freeing teachers to teach tasks should be delegated to support staff in order developing the role of support staff to free their time for PPA. It is also important to leadership and management time ensure that their own roles and responsibilities are clearly defined, that job descriptions identify their Raising Standards: leadership and management responsibilities and responding to curriculum changes include references to supervising TAs where increased need to cater for individual learning applicable. styles For Teachers of the Deaf supporting deaf children effective use of ICT in mainstream settings, their role must clearly be By September 2004 there will be a limit on cover for different from that of a TA. This can include team- absent teachers to 38 hours per year and by teaching with the mainstream teacher, preparing September 2005 there will be a requirement for all lesson materials in partnership with the mainstream teachers to be allocated 10% guaranteed non- teacher, providing training to mainstream teachers contact time for Planning, Preparation and and TAs, planning individual language programmes Assessment (PPA), dedicated 'headship time' and and assessing the progress of deaf children. the removal of exam invigilation by teachers. Teachers of the Deaf based in unit provision in a Workshop participants were encouraged to consider school should be involved in the changes occurring the following questions: within the school, keeping the senior management team and the SENCO informed of their progress What will be the impact on the current role of towards the workload reform. The school may have

©BATOD Magazine May/June 04 21 set up a School Change Team to consider how to remodel their workforce and release teachers to Janet Rose Bentley teach. It is important to ensure that mainstream staff are aware of the job remit of all staff based in 1953 - 2004 the unit or resource base, as mainstream staff in Head of the Sensory Support Service, large schools can often assume that all staff Bury, Lancs supporting deaf children are teachers or, conversely, that Teachers of the Deaf are TAs. Establishing clarity around the ‘support’ or ‘teaching’ role of TAs and Teachers of the Deaf is essential to maintaining high quality, specialist support for deaf children.

The changes proposed also include consideration of work/life balance. Performance Management Reviews for teachers should now include a discussion on work/life balance.

As the workload reform applies to all teachers, advisory teachers and peripatetic teachers should also be considering how this reform can be applied to the work they do. Additional limited funding for this initiative has been delegated to schools through the Standards Fund. It may be necessary for Janet sadly died in March after a six-month battle Teachers of the Deaf to negotiate, within their with cancer. school, service or LEA, for additional funding to employ additional support staff, if the results of their Janet Bentley was born and grew up in North audits demonstrate this need. London. When she left school, she trained at secretarial college but later decided to become a From the Autumn Term 2004, courses for higher teacher. Her first teaching job was in Islington and level TAs will be running nationally. As these will she soon became a very popular and respected not be specialist, Teachers of the Deaf should teacher. Her marriage took her to Bury, where she consider how they can access the content of these worked at Elton Primary School. When a unit for courses and also how they can contribute towards hearing-impaired pupils was set up at the school, the portfolio of training offered within an LEA, to she found herself with deaf children in her class. ensure that specialist support continues to be She became more and more interested and, delivered to deaf children. eventually, went to Manchester University to train Headteachers, Heads of Service and Team Leaders and qualify as a Teacher of the Deaf. need to plan now for the implementation of cover Her first job as a ToD was at Wade Deacon High arrangements (Sept 2004), 10% non-contact time, School in Widnes. Later, she returned to work in exam invigilation arrangements and dedicated Bury, where she eventually became Head of the headship time (Sept 2005) Sensory Support Service. Janet is remembered with love by those she taught and those with whom Useful materials published by the DfES include: she worked. She was totally committed to the 'Time for Standards: Guidance accompanying children and always set herself very high standards Section 133 Regulations issued under the and expected everyone else to follow! She set Education Act 2002', (2003) which details guidance herself goals and then kept going until they were for supervision of support staff undertaking achieved. 'specified work' ie ‘teaching’. Janet was very involved with the local branch of the 'Time for Standards: Transforming the School Save the Children Fund, holding a variety of posts, Workforce', (March 2004) a pack of resources and including chairperson. She was a great organiser information for use in implementing the National of fund-raising events, from fashion shows to 'trolley Agreement on raising standards and tackling dashes'. She worked tirelessly to raise money. workload. Janet loved dancing, the theatre, listening to music, In addition, websites giving guidance, ideas and reading and walking in the countryside. She loved examples of the workload reform in practice are: spending time with friends. She was a good listener www.remodelling.org and a great story-teller. She was a lot of fun to be www.teachernet.gov.uk with and meant so much to so many people. She www.dti.gov.uk will be sadly missed by them all. Paul Bonsor

22 ©BATOD Magazine May/June 04 Phonak FM technology – still one step ahead!

With its unique digital Synthesiser technology, Phonak once again sets the benchmark in FM communication. The new multi-frequency MicroLink receivers are a breakthrough in flexibility and convenience for multiple classroom situations as it can be wirelessly synchronised not only to the classroom frequency but also to group or individual frequencies.

Phonak multi-frequency FM technology

MLxS receiver World’s only miniaturised multi-frequency FM receiver Automatic and direct wireless frequency synchronisation Compatible with both Phonak BTEs and BTEs from other manufacturers

SmartLink SX The new benchmark in FM communication Incorporates advanced FM technology, hearing instrument remote control and a Bluetooth link for mobile phone use Crystal clear sound thanks to the highly advanced DSP processing package

Campus S Direct wireless frequency synchronisation Ultimate flexibility in multi-classroom applications Various microphone options

WallPilot Automatic wireless frequency synchronisation Best solution for educational environments with maximum convenience for teachers Allows full freedom of movement between classrooms

For further information speak to our new FM product manager; Tony Murphy on 0800 9800747.

www.phonak.co.uk 'Assessments - levelling out' Sheila Smith

The BATOD South Region Conference was held on The final speaker of the day was Joyce Sewell- Friday 5 March 2004 and may well go down in Rutter who demonstrated the ACE assessment tool, history as the day when the BATOD South Region (Assessment of Comprehension and Expression) - turned around. The previous two conferences had a single assessment which can be delivered in 45 been cancelled for lack of support but at this minutes and which has elements of STASS, TROG meeting, 70 people had to be shoe-horned into a and Reynell all woven in. Even at that stage on a room designed to hold 60! Friday afternoon, delegates were interested and involved, such was the quality of the presentation. The evaluation forms have not yet been analysed so it is not clear whether it was the content, the An added bonus for the hard-pressed committee speakers, the venue or the fact that it was our first was that four new committee members put Friday conference that drew the crowds. No matter, themselves forward! they came, stayed till the end and said it was good! Once the evaluation sheets are processed (by one The theme of the day was assessment:- covering of the new members!), we will know for sure which auditory processing, cochlear implants, acoustics of the factors above led to the excellent turn-out and last but by no means least, ACE (Assessment and we will then start to plan our next meeting. of Comprehension and Expression). John Ford and Jane Pellow led the day, with a presentation on Watch this space! auditory processing disorder and the work being done by the team at the Nuffield. Children with apparently normal functional hearing but who present as having hearing difficulties, are referred to the team through the usual routes. They use a Auditory Processing Disorder range of tests and assessments to identify more exactly the nature of problems. The British Society of Audiology held an open discussion meeting in London on 13 October 2003 The second speakers of the day were also from the to check for UK interest in setting up a special Nuffield. Angie Reese and Roz Barker, a ToD and a interest group for Auditory Processing Disorder/s Speech Therapist respectively from the Cochlear (APD). There was overwhelming support for this Implant team, gave an overview of the route from action from the 150 delegates. The newly formed referral to implant and beyond, the assessments APD Steering Group are planning to hold their first they use and the support they provide to parents open meeting on 5 July 2004 at the University of and children. They stressed the importance of Nottingham. They are currently working towards working with local teams, to gain a complete picture, providing an agreed definition of APD and reviews especially when the child is very young. of screening, assessment and management. The July meeting aims to provide feedback on progress Andrew Broughton followed with a talk which was to date. As Education usually provides the key both highly informative and witty. Assessing room input and contact for intervention, the Steering acoustics could have been a rather dry topic but Group would very much welcome input from your Andrew had the pre-lunch audience spell-bound. discipline. If you would like to attend this meeting, For many of us, he turned everything upside down, registration forms are obtainable from Ellen Godden telling us that it was the ceiling that mattered more at BSA head office. than the floor and not to worry too much about background noise but to concentrate on reducing tel: 01189 660622; fax : 01189 351915; reverberation. He then showed us how to assess email: [email protected] the acoustics of a room, using a spreadsheet Sally Hind designed by Con Powell. For the more affluent MRC Institute of Hearing Research among us, he suggested buying a sound level meter email: [email protected] which can do this automatically but at a cost of several thousand pounds and with a reliability as good as Con's free spreadsheet.

24 ©BATOD Magazine May/June 04 IT for teachers Sharon Pointeer

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

ICT Funding by subject area, age group, SEN or key word, or just Keeping up with developments in ICT is a costly simply browse. Most of the software which has business. Every day school ICT coordinators are been described in recent magazines is available bombarded with flyers from companies offering the through the scheme. If there is a piece of software latest ‘must have’ hardware and software. Special you would like to use with your deaf pupils, why not offers and incentives abound, after all who could find out who is coordinating the e-learning credits in resist getting a free ink jet printer with a new laser your school and make your case? printer, or a second copy of a CD-ROM when the www.curriculumonline.gov.uk first copy of the software is purchased? Trouble is, where will the money come from? Schools in other parts of the UK are also due to receive NGfL funding for similar purposes through This year the government is again allocating money their equivalent funding mechanisms, although e- to schools to spend on ICT, with overall funding learning credits are for England only. increasing for 2004/05. Schools in England which are eligible for Standards Funds money will be given Resources an ICT in Schools Grant which will be targeting Are mobile camera phones the best thing since .....? maintaining computer/pupil ratios, servers, Not according to the West Lothian education peripherals and so on, support schemes for authority - mobile camera phones are being banned teachers to help them get the best out of ICT, more at all their secondary and primary schools. The laptops for teachers and more interactive local authority agreed to the plan in the interests of whiteboards and data projectors. Although there ‘safety, security and the well-being’ of pupils. Some will be no central scheme for laptops this year, 30,000 children in 11 secondary and 66 primary schools are expected to purchase laptops with schools will be affected. It will be interesting to see some of the money, in order to work towards the how long it will be before other local authorities government target of two-thirds of teachers having follow their lead. The implementation of the policy personal access to a laptop by 2006. will of course be down to the schools and the teachers! There is also money for connectivity, ie broadband upgrades for all schools, although in most local ‘Making movies make sense’: understanding and authorities this is retained centrally and services are using film language is new interactive CD-ROM provided to the schools through an authority-wide guide launched by Media Education Wales, to help service provider. children and young people to understand what film language is. It uses dozens of stills, specially shot Finally there are e-learning credits which are video clips and audio to show how camera, lighting, assessed as £1000 for each institution plus £9.85 colour, sound and editing affect how we read and per pupil (including non-maintained special schools understand moving images. The CD-ROM includes and pupil referral units), although local authorities questions, activities, a glossary and printable may keep back some of the funds to make resources. 'How-to' pages help put theory into purchases on behalf of schools. This grant is practice and a 'Making a film' section explains how targeted at increasing the quality, quantity and to organise film-making, from developing a concept usage of multimedia content in the classroom to to filming and editing. ‘Making movies make sense’ enrich teaching and learning. This money has to be runs using a standard Web browser and QuickTime spent on learning resources which meet a set of multimedia software, which is included on the disc. criteria and then appear in the Curriculum Online It's designed to be suitable for ages nine and above. catalogue. The Curriculum Online catalogue has If you want to work with digital video this could be a resources for all key stages with lots of software for useful resource. special educational needs. It is possible to search www.mediaedwales.org.uk/mmms.htm

©BATOD Magazine May/June 04 25 Press Releases and teachers of SEN children, many of whom find Sherston have again been busy re-writing some of themselves isolated or lacking experience of their classic titles. Some of you will remember particular disorders. The site includes a wide range Arcventure and Elf Tails, both of which are available of specialist sites as well as 100 free downloadable in updated form for both Windows and Mac Welsh Language classroom and home activities for (including OS X). Check out their website for use with SEN pupils. Futhermore, it will provide a details of these and also the newly released Space unique on-line community as a forum for exchange Station Alert. All Sherston software can be of ideas and useful materials. purchased with e-learning credits. www.sherston.com

Websites worth a visit Meet the Bakers - www.meetthebakers.org.uk Meet the Bakers is a website providing a range of curriculum resources based on bread and baking, to www.BATOD.org.uk support Key Stage 2 science, citizenship and PSHE topics. It includes online games and investigations, downloadable project worksheets and teachers' notes. BATOD ASSOCIATION MAGAZINE ADVERTISING RATES Media Smart - www.mediasmart.org.uk circulation 1,900: Teachers of the Deaf & associated professionals Media Smart is a not-for-profit media literacy readership estimate 7,000 programme for children aged 6-11 years old, initially focused on advertising. The website provides Format A4 portrait width x height information for teachers and parents, including Black & White: downloadable activity sheets, leaflets and an order Full page ...... £220 170mm x 270mm form for the free teaching materials, as well as a Half Page ...... £132 170 x 125 or 80 x 'kids' section with interactive games and quizzes. 270 Quarter Page ...... £ 88 83mm x125mm Screenonline - www.screenonline.org.uk Full Colour: Back Cover ...... £550 170mm x 270mm The screenonline website from the British Film Full Page ...... £440 170mm x 270mm Institute provides the opportunity to explore British Half Page ...... £220 170 x 125 or 80 x cinema and television history from 1895 to the 270 present, featuring video clips, still images, filmographic information, publicity material and Join a Course ...... £ 33 - £ 55 expert commentary and analysis. Access to video Job Advertisements also appear on our website and audio material is limited to registered users in Entries to the website only...... £150.00 UK schools, colleges and libraries but the rest of (Entry from receipt to deadline date) the content is available to all users. Courses Information and registration forms plus a calendar Welsh bilingual resource.- www.AAA-DRWS.co.uk entry £220.00 plus VAT A much needed, bilingual resource website for teachers and parents in Wales, supporting Special Loose Inserts with Magazine mailing Education Needs (SEN) pupils, has been created by Supplied (1900 copies) ...... £165 Aberystwyth based, FBA Learning. Produced in Duplicated from master ...... £220 association with the Qualifications and Curriculum Electronic copy should be supplied wherever Council for Wales (ACCAC), the new site www.aaa- possible (eg: eps, high quality pdf, tiff). drws.co.uk will be Wales' key portal and on-line Confirmation of space requirements should be in forum for parents and professionals in SEN Wales. writing as far in advance as possible. The title stands for anghenion addysg arbenning (special education needs) and is part of FBA Please contact the Advertising Manager for further Learning's suite of specialist on-line educational details: resources for Wales. 41 The Orchard, Leven, Beverley East Yorkshire HU17 5QA The new web portal has been developed in (tel 01964 544243 answerphone and fax) response to a call from the Welsh Language Board (email: [email protected]) to address the needs of Welsh speaking parents

26 ©BATOD Magazine May/June 04 Some of you may already know that the Blue Skies The resources have been organised so that you can Project is in the process of creating a training thread your own way through - book-marking any resource about ICT (Information and page, so that you can easily return to it. Communication Technology) for Teachers of the Deaf. It has been funded by the DfES Small Blue Skies does not aim to metamorphose Programmes Fund after a bid from DCCAP (Deaf Teachers of the Deaf into ICT experts but rather Children's Communication Aids Project). The aims to show how ICT can effectively support resources will be published both on a CD-Rom and pupils' learning of language across the curriculum. on a website at the start of the Autumn Term 2004. The website and CD-Rom will be launched in Blue Skies is aimed primarily at Teachers of the September. The free CD-Rom will be attached to Deaf and is designed to support and encourage the the September BATOD magazine but will also be use of ICT with deaf children and young people. available from DCCAP.

The name of the project reflects the bright future To get Blue Skies launched, we are planning four that lies ahead, as ICT becomes better at doing INSET days (see enclosed flier). Each launch day what ToDs most want to do in their jobs: to help will be in a different area of the country so that, deaf children and young people develop good, hopefully, most people will be able to travel there effective language and communication skills. and back within the day. The sessions will run from 10.30am until 2.30pm. There will be presentations Blue Skies will show some of the ways that ICT can in the morning, followed by workshop activities in help Teachers of the Deaf to support deaf children the afternoon. There will be information about Blue and young people. Skies, as well as an update on DCCAP, which is Information and ideas for teachers working in being continued for a further two years from April Special Schools and Resource Units, as well as 2004. for those of you on the road. Information and ideas for: Representatives from Schools and Services will be teachers working with pupils using spoken invited to attend so that they can then feedback to English. colleagues. teachers using BSL. Project Co-ordinator: Paul Bonsor Information about software and hardware, where mobile: 07739 231818 to get it and how to use it. email: [email protected] Video and audio clips to illustrate good ideas web : www.dccap.org.uk and practice. Help with finding and creating learning resources. Help with producing effective presentations and materials for INSET. Practical help and step-by-step guidance. Deaf Children’s Communication Aids Provision Blue Skies will also deal with management issues. In the last issue you may have got the impression What issues affect the implementation of good that Marian Nash had disappeared into thin air! practice? Sorry Marian that was not the intention! Marian How do you prioritise the use of ICT in the and Paul Bonsor will be taking DCCAP forward educational establishment in which you are under the new title of DCCA Provision and in new working? roles: Marian Nash as Operations Manager and How do you deal with the problems of funding Paul Bonsor as Training Manager. Their email and training? addresses are: [email protected] and, What happens about support for software and [email protected] equipment?

©BATOD Magazine May/June 04 27 Virginia Wakefield, RNID

practice is passed on in the form of technical information as well as advice and ideas for using ICT creatively to deliver the curriculum to deaf pupils. The publication is not age-specific but is based on teachers' experience of ICT from nursery to post-16, in the full range of educational settings.

Teachers of the Deaf with experience of using ICT with deaf pupils informed the content of the publication from start to finish and provided case study examples of good practice. It was produced using the expertise and experience of consultants, previously working as Teachers of the Deaf, from Information and Communication Technology Consultancy (ICTC). There were also a range of interested organisations as partners to the project, including Becta, BATOD, DCCAP and Deafax.

The publication,at £6.99 per copy, is available from The Royal National Institute for Deaf People (RNID) RNID tel: 0808 808 0123 - freephone. launches a new publication this summer, which will text: 0808 808 9000 -freephone; be of interest to Teachers of the Deaf and their email:[email protected] colleagues. website: www.rnid.org.uk)

The latest publication in the Education Guidelines series focuses on the new and exciting learning opportunities provided by Information and Communication Technology (ICT) to deaf pupils. New Horizons There are many benefits of using ICT with deaf New Horizons is a new project for Deafax funded by pupils for teachers to exploit. For example, the the Esmée Fairbairn Foundation. Anne-Marie visual and interactive nature of ICT can motivate Hardwick-Burrow will be taking up the role of deaf pupils towards independent study and Development Co-ordinator. decision-making, while the facility for deaf pupils to produce work to a high presentational standard The project is focused primarily on the creation of builds self-esteem. ICT also offers a range of teaching and learning resources as part of a new opportunities for teachers to customise teaching approach to developing deaf children's writing and resources to individual pupils, as well as to share communication skills with a particular focus on the information and materials with others. use of ICT as a motivational tool.

Many teachers are concerned however, about their Although the project as a whole is mainly lack of knowledge and experience in using ICT qualitative, the initial six months of this two-year imaginatively. This new publication is aimed at project will involve conducting a small evaluative Teachers of the Deaf and teaching assistants with a study of a sample group of 50 Teachers of the Deaf range of ICT experience, from beginners to the who have received NOF ICT training from Deafax. more advanced. The Guidelines encourage and The impact of ICT on their teaching practices will be motivate those who are daunted by ICT, to extend investigated to inform the development of materials. their use. Should you wish to be involved in the evaluative The publication outlines a range of new and study or have any ideas that you would like to established ICT equipment and software that contribute then please contact: Teachers of the Deaf have found, in their [email protected] experience, to have benefited deaf pupils. Good tel 0870 7702461 or 0118 9353685

28 ©BATOD Magazine May/June 04 Inclusion strategies: supporting effective inclusion and attainment Stevie Mayhook Education Action Team Officer, RNID

Inclusive education, supported by various The materials have been kept non-age-specific as government initiatives, is becoming increasingly the far as possible, so that professionals working in a norm and it is expected that the trend will continue variety of settings, from early years to HE, can use for the foreseeable future. This has led to concern the materials to support their own situation. being expressed about the degree of preparation that classroom teachers and other professionals Further information and copies of Inclusion receive to enable them to teach an increasingly Strategies may be obtained from RNID at a cost of diverse population. Many initial teacher-training £17.50; courses contain only one or two sessions on special tel: 0808 808 0123 - freephone educational needs and little is done to promote SEN text: 0808 808 9000 - freephone as a specialist career path to trainee or newly email: [email protected] qualified teachers. website: www.rnid.org.uk

Inclusion Strategies has been produced primarily for student teachers, newly qualified teachers, their tutors and mentors and for more experienced staff wanting a better understanding of good inclusive practice. Unlike other resources on the subject, Inclusion Strategies is not concerned with developing whole school policies or meeting legislative obligations but instead provides practical Specialists in Books, Videos, CD-ROMs suggestions and information to individuals dealing about Deafness, Deaf Issues and with everyday classroom experiences within Deaf Education established frameworks.

The resource has been published by RNID in collaboration with the Open University, the University of Hertfordshire, the SE Regional Partnership for SEN (SERSEN), the Ewing xFree 64 page colour catalogue NE Foundation and BATOD, with support from the W C FE A Over 1,000 titles always in stock B TA x RU LO DfES. This range of expertise has enabled A G RY U xImmediate despatch 2004 E Inclusion Strategies to address issues relating to a xFast and friendly service range of disabilities and SEN as well as deafness xProfessional advice service and should therefore have a broad appeal - xAll major credit cards ac- including addressing challenges raised by deaf cepted learners with additional needs. xOfficial orders accepted

The ring-binder format allows the resource to be The New Building Ellwood Road, Milkwall used flexibly to meet individual teachers' needs and Coleford, Gloucestershire interests: exemplars highlight key issues and a England, GL16 7LE Tel: 01594 833858 (voice/minicom) 'spidergram' helps the user identify the information Videophone: 01594 810637 email: [email protected] sections that may be most relevant. Information is cross-referenced where appropriate and there is a comprehensive list of references and organisations Web shopping: for further research. 'Inclusion' is used in its broadest sense and includes social inclusion, the use of support staff, technical aid and outside agencies and (re)integration after lengthy absence or transfer. At the end of each section there is a 'learner activity' which can be adapted for use with a class to broaden awareness and spread the inclusive ethos.

©BATOD Magazine May/June 04 29 Complying with the Disability Discrimination Act Press release

One year after British Sign Language (BSL) was language. This guide offers detailed and practical officially recognised as a language, a new guidance advice to every employer, business and service for providing BSL/English interpreters has been provider, in Britain today, to help them meet the launched. The guidance will help to ensure that needs of BSL users and comply with anti- businesses and service providers can easily comply discrimination legislation," said Jonathan Holbrook, with the Disability Discrimination Act (DDA) when it Head of Legal Policy at the Disability Rights comes into full force in October 2004. Commission. The 'Guidance on providing British Sign Language/English interpreters under the Disability The Chief Executive Officer of BDA, Jeff Discrimination Act 1995 ', produced jointly by RNID, McWhinney supported Holbrook’s comments, the Disability Rights Commission (DRC) and the explaining that the guide describes just how crucial British Deaf Association (BDA), is aimed at British Sign Language is for deaf people. It helps employers, trade organisations and service employers, trade organisations and service providers. It gives practical information about how providers get under the skin of this language issue. to comply with the DDA when communicating with It explains why deaf people need information in the UK's 50,000-70,000 deaf BSL users. their first language and how they can make this possible. It is essential reading to help employers The guidance explains what BSL is, who uses it and meet the requirements of the DDA. And along the how the provision of BSL/English interpreters can way it helps explode a few myths. As a result of the remove some of the communication barriers that project, employers' awareness of the issue will exist for deaf BSL users. It describes, with clear deepen. examples, 'when' and 'why' employers need to provide a BSL/English interpreter under the DDA. The Metropolitan Police Service (MPS) Strategic Brian Lamb, RNID Director of Communications Disability Team representative announced that MPS believes that the guidance will radically improve the is committed to providing an improved service for lives of many deaf people who use BSL. RNID deaf, deafened and hard of hearing people in receives many queries from employers who are London. A pilot project is planned in Westminster, unsure when they have to use interpreters. This working with the local borough Diversity Unit, where new guidance will improve employers' and service officers trained in BSL will use their new skills to providers' understanding of the DDA's increase access for the Deaf Community to the requirements, ensuring they provide BSL police service and crime prevention advice. interpreters when appropriate.

The guidance will be sent to key service providers, such as banks, hospitals and the legal sector, as BATOD Scotland well as to employers and trade organisations. Saturday 6 November Summaries of the guidance have been produced and are available on request through the RNID AGM/Conference/Exhibition information line. In addition, the guidance is ‘Emotional Literacy’ available on the RNID, DRC and BDA websites and includes BSL video clips. Speaker - George Robinson from Lucky Duck Publishing Ltd Issues for interpreters working with deaf people with visual impairment or specific language requirements Venue - Murrayfield Stadium, Edinburgh are also covered in the guide, as is 'video interpreting' - the provision of a BSL/English £50 members interpreter via a videophone. £60 non-members “Many deaf people who use BSL often get a to include free course book second-class service from high street businesses, Lunch included miss out on information and opportunities at work Further details from and can be frustrated by hospital appointments Fiona Mackenzie 01349 861023 because of the lack of communication in their first

30 ©BATOD Magazine May/June 04 Oticon introduces "Otto's World of Sounds"

New Auditory Training Program for Children

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

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

Oticon Limited 01883 331720 Tel. 3rd Floor, Quadrant House 01883 331729 Fax. 33-45 Croydon Road Caterham, Surrey [email protected] CR3 6PG ENGLAND www.oticon.co.uk When BSL poster/mats became Bildtafeln zur Deutschen Gebärdensprache (DGS) Cath Smith - Deafsign.com

Early in 2002 as Deafsign, I produced a set of large variations. My own limited ability in spoken German coloured posters after a request from a Social doesn't help when it comes to DGS and I feel Services Centre that wanted to provide a welcoming envious of the language skills of interpreters like and colourful signing environment for a deaf child Sigi and Meike, who regularly interpret between and family they had attending. It seemed such an several different sign languages and spoken obvious need and yet there was little available. languages. It would be nice to think that these simple resources might stimulate some of our The original A2 set of five posters in different topics youngsters to learn more about the German went down very well but colour printing and language, spoken and signed and have a lot of fun laminating are very expensive. We decided to go in the process. for a single 'one size fits all' large poster of Greetings Signs and a smaller A4 set of four in Distributing and marketing the set is much more different topics designed to also be usable as work difficult than in Britain and this really brings home or place mats and we added the finger spelling the important and central role played by a service alphabet as a decorative border. like Forest Books. Individuals and small independents are able to write and publish The original set were sent to my friends Sigi Jacobs resources that would not be considered viable by and Meike Vaupel, who are German Sign Language most mainstream publishers and this has led to the (DGS) Interpreters at the University of Hamburg's large and growing range of resources on deafness Institute of German Sign Language. They put them and sign language we now have in this country. up on the walls there and apparently received many comments and questions about their origin, so we decided to make a DGS version.

Sigi and Meike agreed to help with the translations and sign choice, in consultation with their Deaf colleagues and sent me sketches, graphics and descriptions of the signs. Many drafts and emails later, we published the set in May 2003. They have the same topics of Family, Feelings and Questions, as the BSL mats but the preferred topic Tätigkeiten (Activities) was used in place of Greetings Signs, after consultation with teachers.

The drawings and templates built up from my BSL work were a great help but DGS is a different language and it was still a lot more work than originally anticipated. The alphabet alone needed 35 images, allowing for the umlauts and 'sch' and double letter configurations, plus the 40 sign graphics themselves. However, the results are pleasing and we felt very proud when another friend in Berlin spotted them on display in the Tiergarten Rathaus (Town Hall).

DGS has elements and structures in common with other sign languages, including BSL and its one- handed finger spelling alphabet is very much the same, although not identical to American Sign Language (ASL). Like all sign languages, it is influenced by the spoken language and culture that surround it and, like BSL, it has numerous regional The mats were found on display in the Tiergarten Rathaus

32 ©BATOD Magazine May/June 04 Resources for minority ethnic families Zobia Kalim

Almost a year ago, The National Deaf Children's Society (NDCS) launched the first ever project of its kind, to help families from ethnic minorities communicate with their deaf children. Funded by the Community Fund, the Family Communication Service will run in the London Boroughs of Newham and Tower Hamlets for a period of three years. The central idea of the service is to link trained deaf adults with families of deaf children as positive role models. These support workers visit the families for one hour every week, often in the evenings or weekends when most family members are at home. They aim to teach basic sign language to the whole position. However, to keep up with the family and improve communication within the home. overwhelming demand, NDCS is aiming to recruit They strive to create deaf awareness in the family and train more deaf role models. and also work on improving the self-confidence of the deaf child. For more information about this project, you can contact its co-ordinator, Zobia Kalim on 020 7704 The service operates on an open referral system in 6597 (v/f) or email on [email protected] liaison with the local education, health and social services departments. Families are matched with a There have been various initiatives to make the deaf adult by the co-ordinator, who draws up a service more accessible to ethnic minorities. These simple agreement outlining clear goals for the include the production of resources in the common support provided by the service and describing Asian languages. NDCS teamed up with Cath mutual expectations and responsibilities for the Smith of Co-Sign Communications, to produce a set of four A4 posters/placemats for BSL teaching in Urdu, Bengali and Gujarati. They cover 4 common topics: Greetings, Questions, Family and Feelings. They will be printed on demand at a cost of £7.99 per set.

This is an exciting initiative, as there hasn't been anything available like this until now and it paves the way for innovation in this area.

For more information on these resources, or to obtain copies, please contact Cath Smith tel 01642 580505 or email [email protected] sessions. You can also visit the website at www.deafsign.com An interim review is carried out at three months and then a full review at six months, which might lead to some refocusing of support, continuation or conclusion of sessions. The service does not aim to offer permanent support. The project has attracted tremendous interest by the local services and families. One year down the line, it is supporting around 20 families between the two boroughs, representing a mix of ethnic backgrounds - Bengalis, Pakistanis, Indians, Africans and Afghanis.

At the moment, the scheme has five support workers who have been trained by NDCS for the

©BATOD Magazine May/June 04 33 Extracts from the 13th STRB report

As usual BATOD submitted a very detailed statistics on the pay and conditions of document to the School Teachers' Review Body unattached teachers and monitor the position. (STRB). (www.batod.org.uk in the Articles section, 6.10 In 2001 the National Employers' Organisation under Publications; Pay and Conditions). The asked us to tidy up the arrangements following report, which has just been issued, recognises this the changes introduced from September 2001 and refers to BATOD in a number of places which restricted the mandatory award of the including in some key recommendations. Some first SEN allowance to those teachers extracts are set out below. The full report can be employed in special schools or in charge of read at: special classes. NASUWT and BATOD www.teachernet.gov.uk/management/payandperform wanted an increase in the mandatory ance/pay/2004/STRBreportMarch2004 application of the allowances. We said in our 6.4 We received lengthy evidence from BATOD, Eleventh Report that we thought it too early to which focused on the SEN specialist service. review the matter but in our Twelfth Report we BATOD said that there were no structured said we were prepared to look at the matter arrangements for unattached teachers and it again and asked parties to provide evidence. was essential that a clear-cut pay and 6.13 BATOD made the strongest case for change. conditions framework or guidelines should be In its written evidence it proposed once again drawn up to ensure that pay and conditions for that SEN 1 should be mandatory for teachers these teachers had a more equitable basis employed to work solely with SEN. It argued across the country. Funding for specialist LEA that many of these teachers in the specialist services should be ring-fenced and teachers SEN services worked both in ordinary within SEN support services considered part of classrooms as well as in segregated settings an establishment and given a suitable and and their work could not be divided into parts comparable pay banding and effective in which they were entitled to a SEN point in management. one context and then received nothing in 6.7 The provisions of the STPCD (School another. It felt that SEN 2 should be Teachers' Pay and Conditions Document) mandatory for teachers of hearing (or visually should be applied consistently to unattached impaired or MSI) children, who held the and attached teachers. Progression on the pay relevant mandatory qualification and that a scales should depend on the rigorous national organisation involved in the SEN field application of specified criteria. Our vision for should be asked to draw up a list of schools, repeated in paragraph 19 of chapter appropriate specialist qualifications. 2, included the provision of high quality It suggested (as an alternative way forward) performance management and professional that consideration should be given as to development and the effective, transparent and whether all Teachers of the Deaf who worked fair management of the performance and in combined teaching, support and advisory reward systems. This, we believe, should apply capacities should be paid on the AST scale. equally to the LEA management of unattached 6.16 The policy for inclusion, where possible, of teachers as to the school management of SEN children in mainstream rather than in attached teachers. We recommend that LEAs special schools has resulted in the spread of review their procedures during 2004 to ensure children with SEN across classes in schools. that unattached teachers are not at a All classroom teachers might potentially teach disadvantage compared to attached teachers some SEN children but fewer might do so in and that the National Employers' Organisation concentrated numbers. While several parties oversees the review and publishes the results in their evidence implied that the percentage so that they are available to the other parties. of teachers receiving SEN allowances in We particularly urge that the views of BATOD mainstream schools was too low, we have on the SEN specialist services are taken into received no substantive evidence providing account in this review. We also recommend information that would indicate what that that the Department sets up a comprehensive percentage should be or, indeed, on what database on unattached teachers, covering specifically is wrong. We are not able on this numbers, location and roles. This would be a basis to recommend change but we would be desirable supplement to the relatively sparse prepared to review the position if we are given information currently available on unattached substantive evidence. In reaching this teachers. We will continue to collect relevant conclusion, we do, however, refer the National

34 ©BATOD Magazine May/June 04 Employers' Organisation to the evidence from BATOD about the payment of SEN allowances in the specialist service, for consideration when overseeing the review of the management of unattached teachers, as we have recommended above. Committees at work for you 6.17 As regards the attainment of specialist qualifications, we recommend that the Department draws up guidance, in A&ICT Committee consultation with the interested parties, Following the gathering of information about including BATOD, on how the payment of SEN Teachers of the Deaf taking earmould impressions allowance 2 might take account of the and discussion with various related agencies, a new enhancement of the teaching of SEN children policy has been drafted for consideration by NEC. brought about by such specialist qualifications. Teachers of SEN pupils should be Discussions continue as to the best way of encouraged to see attainment of specialist presenting A&ICT information on the website as qualifications as a means of continuing their well as keeping it up to date. professional development and improving their progression and promotion prospects. Where Work is ongoing on the preparation of a guidance SEN teachers work or wish to work in more document about Teachers of the Deaf and Pure than one school, they should be encouraged, Tone Audiometry which will then be considered by as appropriate, to consider the AST route as NEC. an opportunity for career development. 6.36 The National Employers' Organisation felt that The committee has responded to enquiries safeguarding arising from closure or regarding the subtitling of video recorded material. reorganisation of schools should be time Concern has been expressed by committee limited to, say, five years, with all other safeguarding being discretionary, on a 'mark members about the difficulty experienced by time' basis, for a maximum of three years. In services in accessing information regarding digital response to the Department's further evidence aids worn by pupils in their care and the resultant it said that it would be happy to include in problems with checking aids and setting them up discussions the matter of discontinuing with radio systems. It has been resolved to pursue protection for the two specific payments that this through NCPA. the Department had identified. NUT, M M Denholm, Chairperson NASUWT and UCAC opposed any proposal to give schools more discretion over Publications and Publicity Committee safeguarding, saying that teachers needed to As a new committee in the BATOD structure the be protected against salary consequences of following main objectives have been identified:- changes beyond their control. They production and monitoring of website maintained that there was already sufficient monitoring and updating of website provision to deal with situations where a archiving material subsequent post was unreasonably refused. contact with general public through media NAHT and SHA said that they would be publicity of BATOD. pleased to discuss the issue of safeguarding, given the technical nature of the subject. It is proposed to sell Magazine subscriptions to BATOD felt that the tenure of allowance, interested parties for an annual fee of £75 for provided that the teacher continued to work in individuals/£150 for institutions. The aim is to his/her specialist field, should be retained irrespective of moving to a new post. promote the Magazine as a publication to be found on library shelves in universities with teacher training departments. This facility to buy the Magazine only is to be advertised on the website on the subscriptions page.

A print run of 1,000 copies of Language of Examinations publication has been ordered, to sell at £15 per copy (discount available at Conferences). BATOD to be sole sellers but the publication will be available through Forest bookshop catalogue.

©BATOD Magazine May/June 04 35 The Audiology Update pages which Margaret Glasgow produced for the Magazine are to be Educational Issues Committee published as a booklet. This is almost ready for Members of the committee have supplied publication and is likely to be produced in disc and comments to Tina Wakefield about her contribution photocopiable hardback format. to the DfES web pages, dealing with deaf pupils and the literacy and numeracy strategies. The newlook BATOD website is now 'live' and proving very successful (over 70 hits a day during The Committee is still seeking someone who would one weekend in February). be willing to coordinate the review of new books and teaching materials. An advert has been placed The BATOD stand is now a feature at many in the Magazine. conferences. The Committee would like a volunteer to be responsible for agreeing and booking Further correspondence has taken place with QCA exhibition space at future Conferences (approx five and the examination boards about designing tasks events a year). An advert has been placed in the appropriate for deaf pupils for the Key Stage 3 Magazine. English Examination.

Now that Alison Weaver has moved to take on the Steering Group has asked EI to work with Ted President-elect role, Andrea Baker has agreed to Moore to establish the various Models of Services write the 'What Went On' (at NEC) for the next few for Deaf Children. DCCAP is often asked about meetings. different HI service models and has sought BATOD's help. Pauline Cobbold has taken on the role of commissioning editor for the Magazine and is Jean McIlroy is leading the work on updating the seeking articles and information for the next issues. data we hold on Deaf Learners in Higher and She is liaising with contributors to share some the Further Education. Editor's workload Andrea Baker, Chairperson The Committee is also considering updating the policy and advice on Communication Modes on our Membership and Finance Committee website and advice about the preparation of It has been decided not to pursue the appointment documentation for Ofsted, which may have been of a bookkeeper at this time, as it was felt that the overtaken by events. creation of the database and of the post of assistant treasurer would ease the workload of the treasurer.

The database is being up-dated but some discussion has still to take place as to how the updating will continue on a regular basis.

Much time was spent on discussing the contract of employment for the three people directly employed by BATOD. A draft contract will be drawn up and discussed at the next committee meeting.

It was agreed at the last steering group meeting that the Membership and Finance committee should meet before the next Steering Group, in May with chairs of committees, to look at the finances in detail and to examine the cost implications of any changes such as additional paid posts and to see where savings might be made. To this end the committee met on prior to the NEC meeting on 7 March. Fiona Mackenzie, Chairperson

36 ©BATOD Magazine May/June 04 Consultation - Draft BATOD Policy Teachers of the Deaf and Earmoulds Audiology and ICT Committee BATOD NEC

Revision of the existing policy on Teachers of the Deaf and Earmoulds has been recommended largely because of the new challenges and situations arising from newborn hearing screening.

There are mixed feelings about ToDs taking impressions within the profession with some members reluctant to do so. At present, this task is not included as a requirement in Teachers' Pay and Conditions and there will therefore need to be discussion about including it in job descriptions for ToDs. Following this and depending on the outcome of such discussion, it may be that services will have to negotiate locally and prepare their own policies if they intend to stipulate the taking of impressions in a job description.

Draft minimum standards for Otoscopy and Impression Taking have been prepared and are currently being examined by BSA (British Society of Audiology). It is hoped that they will be adopted by summer 2004. Course providers will subsequently be expected to adhere to these standards.

Teachers of the Deaf may take earmould impressions subject to the following conditions:

1. this task is contained in their job description

2. the service/establishment which employs them has a current policy detailing guidance and procedures for the task

3. there is an established arrangement for processing and paying for the earmoulds

4. their employer (Local Education Authority or other employer) has current appropriate insurance cover for this procedure

5. they have received and satisfactorily completed initial training which conforms to BSA standards

6. their qualification to take earmould impressions is current ie they have participated in monitoring arrangements for their skills and met the required standard FT 7. they have obtained written parental consent to the procedure A R D This policy document is currently being considered by BSA for comment. Members of BATOD who wish to comments on the draft Policy are invited, as soon as possible, to contact:

BATOD Secretary Mr Paul Simpson 175 Dashwood Avenue High Wycombe Buckinghamshire HP12 3DB tel/fax 01494 464190 email [email protected]

©BATOD Magazine May/June 04 37 Tripartite meeting between BATOD, NDCS and RNID March 2004

Present: the document did include a caveat about the need Carol Gillespie, NDCS, Stevie Mayhook, RNID, to ensure that this doesn't damage services. We Paul Simpson, BATOD recognised that in the UK so far there has been only minimal delegation of LEA services for low 1 Matters arising from previous meeting incidence SEN. We recognised the very different The new senior policy officer for Education at the nature of special schools and mainstream schools RNID is Suzanne Mackenzie formerly of NASEN. A and reaffirmed the need for a continuum of second appointment has also been made. Neither is provision for deaf children. Also, it is not obvious a Teacher of the Deaf. Consequently, it is likely that that support between teachers in special schools the thrust of RNID work in the future will be more and mainstream schools is necessarily one way. policy and research-oriented than action. Mainstream teachers could have much to offer The RNID's ICT Guidelines are at the proofing stage. special school colleagues also. The NDCS is hoping to appoint a Head of Education in September. It is celebrating its diamond 7 Every Child Matters: We concentrated on multi- anniversary this year. Concerns about privatisation agency working as is encouraged by this document have not yet been borne out by events. and its successors. We agreed that current multi- Delegation seems to have occurred wholesale in one agency working is patchy although where it works it authority but other authorities have not pursued that is very beneficial. It is very dependent on dynamic route. BATOD continues to monitor the situation. individuals as in much of our field. Social worker for NATED has withdrawn from supporting the CSW deaf involvement is very rare. We also wondered training module produced by CACDP. The RNID is whether coherent inspections will be possible when looking again at its Louder than Words scheme to at the moment it is difficult for Ofsted on its own bring it up to date. always to appropriately inspect HI provision. There is still a postcode lottery in this area. We agreed 2 Discussion took place about whether there is clear that having hand-held records to avoid the situation evidence that inability to use BSL beyond Level in which parents have to repeat the same story was Stage 2 has a deleterious effect on the delivery of an excellent idea. There was concern too that the curriculum. Paul to contact Miranda Pickersgill Teachers of the Deaf working in peripatetic services about this. are not covered by workload reforms yet

3 Stevie brought us up to date with developments in 8 NDCS feels that parents in some areas are still not the Inclusion Strategy project. It is a resource to being provided with a range of appropriate facilitate inclusive practice. It is pan-disability and information re educational and communication generic. It will appear as hard copy and CD Rom. choices and wishes to see this improve. Aimed at individuals rather than institutions, its target is student teachers, NQTs and their tutors and 9 Paul explained the state of current negotiations re mentors, new SENCOs, TAs, particularly those the data collection on achievements of deaf pupils. working for higher level qualification, returning He described the objective of further cooperation teachers and those unfamiliar with inclusion but between BATOD and the Scottish ADPS. The working in inclusive settings. It includes exemplars NDCS is expressing strong support for the of good practice. It costs £18. continuation of the survey and BATOD and the NDCS will visit the DfES next month to discuss 4 RNID Guidelines Two of the early titles - 'effective possible funding opportunities. inclusion' and 'guidelines for mainstream teachers' are due out in revised form by half-term. The 10 Training A recent letter from Baroness Ashton ‘effective use of residual hearing’ is next for review. saying that, technically, end-on training is allowed was discussed, as were the general difficulties in 5 Paul explained that BATOD is still trying to persuade recruiting Teachers of the Deaf in some areas. It the Government and GTC to include on the Council was not clear whether an NQT can train someone to represent and support the interests of immediately on taking up a post. Further enquiries unattached teachers including Teachers of the Deaf. will be made. Also, can a teacher begin to train immediately after achieving a PGCE? We looked at 6 We discussed the recent DfES strategy document the leaflets being designed to encourage teachers ‘Removing Barriers to Achievement’. We agreed to train as Teachers of the Deaf and to work in the that there is much in it with which we can agree other MQ areas. Stevie was concerned that there although it could be seen as proposing an 'ideal was no mention of working in FE. Paul undertook world'. We registered concern about the increasing to follow this up with the DfES. move towards further delegation but recognised that

38 ©BATOD Magazine May/June 04

Minutes of a Meeting of the National Executive Council of the British Association of Teachers of the Deaf, held in Birmingham on 6 December 2003

Present 3.5 (4.8) The DfES has confirmed that the Mandatory D Hartley (President); C Torrance (President Elect); P Simpson Qualification has to be gained within three years for all (Secretary); E Moore (Consultant); B McCracken (Treasurer); A Teachers of the Deaf including those teaching craft Baker; M Denholm; H Griffith; L Leith; F Mackenzie; J McIlroy; M subjects who were previously exempt. Nelson; C Owen; C Payton; M Philip; S Pointeer; P Preston; J Shaw; A Underwood (Magazine Editor); A Weaver 3.6 (5.3) Joint organisation of training and other events

NB: (i) Standing Committees are referred to by the following Decision: The Steering Group to consider guidelines for abbreviations; Audiology & ICT Committee - A&ICTC; effective joint working when BATOD is arranging Educational Issues Committee - EIC; Membership & Finance meetings with one of more other organisation. Committee - MFC; Professional Development Committee - PDC; Publicity & Publications Committee - PPC; 3.7 (6.1) John Bamford is the new RNID trustee elected by the 'member organisations'. The Secretary has written to (ii) reports from Meetings are listed but only key items or John congratulating him on his election and hoping that discussions arising during the NEC meeting are minuted. Copies BATOD can work closely with him when appropriate. of reports are available from the Secretary on request and members are also directed to consult the BATOD website to 3.8 (6.3) A ‘Deaf Friendly Teaching’ document has been access responses to consultations and other key items. published by the NDCS as a follow up to Deaf Friendly Schools. NDCS has accepted that the press release 1 Apologies for absence: S Archbold (Past President); J should have included references to the role of the Teacher Baxter (Asst Secretary); R Brett; C Carnelley; P Cobbold; of the Deaf. S Dart; J Hurley; E Poyser . 3.9a (9.Hi) 2 Minutes of the meeting of 20 September 2003: Decision: Regions and Nations were asked to inform Ann approved. Underwood of dates of next meetings for inclusion in the Magazine as soon as they are 3 Matters arising from the Minutes of the meeting of 20 known. September 2003 (Figures in brackets are for cross-referencing with the 3.9b The regional/national representatives also itemised the Minutes of 20 September) subject areas which members have highlighted for their continuing professional development - they include deaf 3.1 (3.2b) HOSS conference children and autism, social work needs, DLA forms, post- 3.1a There was good representation from BATOD NEC 16 education, promoting self-esteem, newborn hearing members. Ann Underwood made a short presentation screening and its implications, support for families, and DCCAP had a continuous workshop. The President audiology, mental health and early years. attended on Friday and made a brief but well received contribution. The President Elect summarised the 4 Correspondence conference: excellent content and very good venue. 4.1 A list of correspondence, in and out and of phone calls was made available. 3.1b Baroness Ashton as the keynote speaker heard the views on training of the delegates, in particular a call for the 4.2 Ofsted has written to BATOD asking for the Association's reintroduction of end-on training. opinion on the quality of the training courses. BATOD will reply in a positive vein. We will point out that we are on 3.1c It was felt by the delegates to be important to carry on the consultative committees of all the courses in England with this conference specifically concerned with HI issues. and go to Course Providers meetings. Many of our members lecture on the courses, act as tutors and are 3.1d The role of BATOD in relation to the conference has teaching placement supervisors. We will use the become unclear. opportunity to point out our concerns about the staffing of BATOD representation was discussed at length. It was the courses - relying on one person in many cases - and pointed out that different regional groups respond to the funding issues for training in general. consultations and represent the heads of schools and services in that area. BATOD should be proactive in Decision: Secretary to respond suggesting contributions to the conference. 4.3 There has been considerable correspondence with QCA Decision: Contact Tina Wakefield who is the BATOD 'rep' about the Key Stage 2 writing task which required on the congress committee. experience of radio advertisements. NFER is the organisation which develops the tests and the Association 3.2 (3.3) The Secretary has written to a number of Heads of has been told that Teachers of the Deaf were consulted. Service in fully and partly privatised LEAs and so far there This underlines the importance of BATOD's decision has been little indication that deaf children's services have recently to retrain all exam modifiers and to produce a new been affected in a negative way. up-to-date list. The QCA has recognised the problems in this test and has undertaken to involve BATOD through the 3.3 The Secretary has circulated chairs of committees with Association's representative, Tina Wakefield, in any future the procedure for setting up conference calls. discussions.

3.4 (4.5) According to GTC(E) figures 4323 teachers have Decision: Secretary to contact QCA ever been registered as Teachers of the Deaf. Those currently registered number 1850. Steve Powers, of the 4.4 David Milliband, Minister of State in the DfES, has written University of Birmingham, is currently collating numbers of to say that the Secretary of State's nominations to the teachers in training for the ToD qualification. He has GTC(E) will be made in August 2005 and that he will bear reported an upward trend, particularly in numbers of in mind BATOD's request that there should be an teachers fully funded by LEAs. unattached advisory and support teacher on the council. It is hoped that an unattached teacher will stand in the Decision: Secretary to circulate members with latest figures election in the general categories.

40 ©BATOD Magazine May/June 04 4.5 BATOD has been approached by the Associated Board of 6.2 FEAPDA evaluations were very positive from both the UK the Royal School of Music asking for contacts to advise and wider Europe. them on making their examinations accessible to deaf children and young people. NEC came up with a number 6.3 Thanks to all members who replied to the request to of suggestions. contribute to BATOD's response to the 'Every Child Matters' Green Paper. The final response is posted on the Decision: Secretary to send information to Associated website. Board. 6.4 The RNID Inclusion Solutions project continues to proceed 4.6 Ofsted has replied to BATOD's request to find out how with Ted Moore representing BATOD. He appealed for many ToDs were Ofsted inspectors saying they didn't have more consultation responses to be sent in. the information. However, they have agreed that a meeting could be arranged with the HMI in charge of SEN 6.5 The Annual Report is currently being written in readiness Inclusion, Eileen Visser. Lucy Leith, Ted Moore and Helen for the next AGM in March. Griffith were chosen to represent BATOD at this meeting which will also look at the guidance for inspectors of 7 Treasurer's report settings where there are deaf pupils. 7.1 The statement of income and expenditure at the end of November 2003 was presented by the Treasurer. Decision: Secretary to pass on names to Ofsted 7.2 Public Liability Insurance has been obtained. This insures 4.7 We have received an email from Venezuela asking for BATOD for damages up to £1,000,000. This covers experiences with deaf students and the strategy game Go. damage to people or premises during meetings and conferences. Organisers of meetings or conferences in Decision: Editor to place paragraph in Magazine the Regions and Nations are also covered by this.

5 President's remarks 7.3 Advertising revenue and bank interest may not be as high 5.1 The President Elect and the Secretary have continued to as projected. Lower expenses may offset this. work on the survey. A formal seminar has been arranged for January 22nd involving UKCoD, SCOD, NDCS, ADPS 8 Reports from regions and nations: and BATOD and a representative of the Course 8A BATOD Wales is seeking BATOD's view on end-on Providers. Mary Brennan, ADPS team leader, is interested training. This view was confirmed as being that BATOD in accessing funding from University research programmes supports the reintroduction of end-on training as part of a and other sources. The other issue to consider is how range of training options available for training Teachers of information from the survey will be used. It is hoped that the Deaf. BATOD Wales will feed this information back in the format of the ADPS survey will be used for the their discussions with officials. At the recent HOSS questionnaire. It is expected that the next survey will take conference there had been very strong support for the place in 2005. P&P committee have suggested that suggested reintroduction. snippets of information from the survey could be included in the Magazine 8B Conferences in the regions and nations have been well received and supported over the last few months. The Decision: Members to inform President Elect of suitable President thanked all members for their work in enabling snippets of information from the Survey ToDs to participate in good quality CPD.

5.2 A request has been received from Whurr Publishers for 9 Cross-committee group discussions took place on the BATOD Journal to be distributed to the Australian three matters: Association of Teachers of the Deaf from January 2005. 9.1 Consultant's role: The need for a consultant was agreed. NEC approved this. Closer working with the Australian The commitment is high and often has to be immediate or Journal was also raised. Further clarification will be within strict deadlines Depth and breadth of knowledge is sought from Whurr before a decision can be made on this essential. The role has a high profile as a result of the matter. higher level of consultations. The consultant must be someone able to represent a range of views. The Decision: President to contact Whurr possibility of setting up a consultative group including Heads of Schools and Services was suggested. The role 5.3 The election results were formally announced. Alison includes responding to consultations. The consultant Weaver is President Elect, Bev McCracken, Treasurer and needs to be proactive in raising issues as well as Sharon Pointeer and Lucy Leith, members of NEC as from responsive to members' enquiries. Should this be an March 2004. elected post or honorary? The consultant is required currently to attend Steering Group meetings and the NEC. 5.4 The BATOD website is being redesigned as a dynamic It was acknowledged that the majority of the work relates site. Each committee was asked to consider the to England as the Scotland, Wales and Northern Ireland information and articles which need to be added. The committees have members who deal with the matters new site will go live on 30 January 2004. NEC members specific to their nation. extend their thanks to Matthew Underwood for the work undertaken redesigning the site. It was agreed that 9.2 Recruitment and greater involvement of members: One advertisements of posts on the website has been very suggestion to improve the number of members putting successful. themselves forward included identifying heads of service and schools who could be persuaded of the importance to 5.5 The President introduced the group activity to take place them of the involvement of their staff in BATOD NEC - later in the meeting. Three self-chosen groups would teachers need this support from their line manager. There discuss the following issues: the format of the NEC is a need to stress the value of professional association meetings, recruitment to the NEC and the role of the membership and attendance at meetings eg for their own Consultant. Performance Management and Threshold discussions. BATOD should try to demystify NEC meetings to attract 6 Secretary's remarks younger members; be accessible; carry out market 6.1 Committee chairs and regional/national reps were research to determine what proportion of staff would be reminded to forward their reports to the Secretary by 24 able to attend conferences etc midweek rather than on February 2004. Members were also asked always to Saturdays. acknowledge emails.

©BATOD Magazine May/June 04 41 9.3 Organisation and format of the NEC privatisation of LEAs; issues regarding the delivery of 9.3a Terms of reference need to be drawn up for each services to deaf pupils; the SEN Action Plan; a leaflet to committee so that members know how much autonomy encourage recruitment of SEN teachers; the BATOD they have. This should streamline action and reduce Survey; FE and HE issues; the updated RNID guidelines constant referring back. Individual committee time is and representation of unattached teachers on the GTC(E). necessary during NEC meetings. Cross-committee discussion groups should also be built in to discuss key 11 Standing Committee reports issues arising out of NEC business - usually to be The reports will be published elsewhere. identified by Steering Group. Members should then, as appropriate, be allowed to choose the topic which is of 11A Audiology and ICT Committee particular interest to them. The opportunity to contribute The Chair of A&ICTC reported that minimum standards for to NEC general discussion should be encouraged for all impression-taking are currently under consideration. Draft members. The June meeting, where regional/national guidance will be submitted to NEC in March 2004. Work observers are present, should be different and have a is ongoing on updating the audiology website pages and different focus. The purpose of NEC meetings is to Committee members have submitted information to the receive information as well as to contribute. Networking Royal College of Physicians Working Party on Audiological opportunities are very important to members. Written Medicine. A policy statement on pure tone audiometry is reports can be read before the meeting and do not need being prepared. to be discussed in detail unless specific questions are raised by the region or nation. Specific points can be 11B Educational Issues Committee raised by members outside the meeting itself. It is felt to 11Bi EIC is to liaise with the PDC on training issues for LSAs be important for the President to inform members about arising out of the workload agreement. The BATOD what he or she has been doing since the last meeting. document on communication modes will be reviewed by EIC for discussion and approval at the next NEC meeting. 9.3b Suggested model timetable for NEC was put forward (almost identical to today's): 11Bii The committee will be looking at documentation for Ofsted 09.30 - 11.15 Business when inspecting provision where deaf children are 11.30 - 12.15 Cross-committee discussion included, in collaboration with Ted Moore, the Consultant. 12.15 - 13.00 Feedback in plenary session The new framework will be taken into account. 14.00 - 15.00 Committee time 15.00 - 15.30 Unfinished business 11C Professional Development Committee 11Ci Workload reform - training issues for LSAs and TAs. 9.3c For the June meeting it was suggested that a named member could 'host' observers. This would give an Decision: Members who have any information about these opportunity to new or potential members to understand implications of workload reform please send it how NEC works without yet having assumed responsibility. to Lucy Leith. It was suggested that the topic 'Managing a Region' would be useful for the next Regional/National meeting in June 11Cii Lucy also asked to be informed of concerns or information about funding for training of ToDs. 9.4a The role of the Steering Group in relation to NEC was discussed. Steering Group represents the views of Decision: Members who have any information about BATOD NEC. Terms of reference for each committee and funding for training please send it to Lucy Leith. Steering Group would clarify the responsibilities and the decision-making process. 11D P&P Committee 11Di Andrea Baker gave a brief report as she has taken over as 9.4b Members of NEC could be invited to attend Steering Chair of the committee. A CD Rom of back copies of the Group on a rolling programme. Decision-making would Magazine is available at £35. therefore be a more transparent process. The next meeting of the Steering Group with committee Chairs is 11Dii Ann Underwood has continued to work hard on the Saturday 8 May at 10.00. Chairs are welcome to attend magazine and other aspects of publishing and publicity for the whole meeting starting at 19.00 on Friday. the Association.

10 Meetings with other bodies 11E M & F Committee 10A The Joint Monitoring and Study Group is awaiting current Fiona Mackenzie reported that this committee is working figures of teachers in training on ToD courses. Bev on terms and conditions for BATOD's employees. It is McCracken reported on the last meeting. It has been hoped that these will be available in time for the next requested to hold these meetings on the same day as meeting. Course Provider meetings. The meeting looked at details of a recent survey into responses to job advertisements. 12 AOB The figures substantiate general concerns about the lack Ted Moore extended the thanks of the NEC to David of suitable applicants for ToD jobs. The date of the next Hartley on the occasion of his last meeting as President. meeting has not been set. 14 Date and place of next meeting: London, International 10B John Shaw has attended meetings about deaf children Methodist Centre, Sunday March 7, 2004. and child abuse with NDCS and NSPCC. A project is to be launched into deaf children's perceptions of how they The meeting ended at 15.35 are treated.

10C Fiona Mackenzie is the BATOD representative on the Deaf Broadcasting Council. Since she has recently moved, Fiona requested if another member of NEC or BATOD would be interested.

Decision: Interested members to contact Fiona.

10D Meeting between BATOD, RNID and NDCS, 27 November 2003 attended by Paul Simpson and Ted Moore. Issues discussed included developments with ESPP;

42 ©BATOD Magazine May/June 04 Unconfirmed Minutes of the Annual General Meeting of the British Association of Teachers of the Deaf, held in London on 6 March 2004

1 Apologies for absence: D Bond; R Brett; J Hurley; J Account is a trading account and as such fluctuates as Parsons money comes in and goes out. The grants received from Becta for DCCAP and the Blue Skies programme 2 Minutes of the Annual General Meeting held in come approximately four months after the money has Edinburgh on 15 March 2003: approved as a true been spent and identified. record of the meeting. 9.3 The Treasurer explained the state of the finances with 3 Matters arising from the Minutes: there were no regard to the FEAPDA conference. Nothing had been matters arising. spent from the Eichholz Memorial Fund during the year and there are resources in the Mary Grace Wilkins 4 Members' comments and enquiries: there were no Travelling Scholarship Fund for small research projects comments. of up to £1,000. The granting of a scholarship is subject to certain conditions. The Contingency Fund is 5 Presidential address a cushion against unforeseen expenses. 5.1 The President opened by reflecting on his two years of office, which had passed extremely quickly. He had felt 9.4 The NEC has agreed a rise in subscription rates in line a sense of pride being President of a national with the latest teachers' pay award, to take effect in the organisation and he spoke of his appreciation of the next financial year. support of colleagues on the NEC which had helped him to sustain his role. He expressed the hope that 9.5 The Treasurer concluded by asking members to during these two years the Association had moved consider putting themselves forward for the NEC. forwards and become stronger. 10 Acceptance of the Treasurer's report 5.2 As the President moves over into the role of Past The proposal that the Treasurer's report should be President, the former Past President retires from the accepted as a true statement of the accounts was NEC. The President paid tribute to Sue Archbold for seconded. The report is, therefore, accepted. her long term service to BATOD - 15 years on the NEC and for the last six years serving as part of the 11 Appointment of auditors Presidential procession. He made reference to Sue's The proposal to appoint Alex Whiting & Co as auditors greatest achievement, of securing funding for a paid was seconded and accepted. Secretary to the Association. 12 Election results to NEC and the Steering Group 5.3 The President presented Sue with a token of There have been nominations to fill posts on NEC but appreciation for her service to the Association. no election was needed. Alison Weaver was confirmed as President Elect and Bev McCracken was re-elected 6 Past President's expression of appreciation. Sue as Treasurer. Lucy Leith and Sharon Pointeer were re- spoke of her thirty years in deaf education and elected to the NEC. Several vacancies remain, to be commented how during that period challenges had filled by co-option. resurfaced in different forms. She encouraged the Association to maintain its response to challenges by 13 The Presidential handover addressing the issues and promoting the work of 13.1 The outgoing President felt very positive about handing BATOD. over office to someone whose worth was as proven as Carole Torrance's. 7 Confirmation of the role of Consultant The Consultant holds an ex officio office. Currently the 13.2 The new President began her address on a humorous office is held by Ted Moore. The President put a note, remarking that the programme heading 'The proposal to the AGM that BATOD should continue to fill installation of Carole Torrance' made her feel like a gas this role. boiler. However, she also hoped that she possessed the qualities to be as warm and welcoming as a gas Decision: the proposal was seconded and accepted. boiler. She felt honoured to become the first Scottish President of BATOD and hoped that she would ably 8 The Annual Report represent the Scottish perspective. She thanked the The Report was tabled at the meeting. It gives an Past Presidents for setting the pace and standards to outline of the work of the Association throughout the which she aspired as part of an effective team within preceding twelve months and is evidence of the range BATOD. and depth of Association business. 13.3 The President concluded by launching the updated 9 Statement of accounts booklet 'The Language of Examinations'. 9.1 The audited accounts were presented within the Annual Report. The full Presidential address is published in the Association Magazine, March 2004. 9.2 The Treasurer spoke to the accounts. BATOD has managed to increase its assets by £5,000 and the 14 Date and place of next meeting: 12 March 2005, venue accounts show a balance of £34,0000. The General in Birmingham to be announced.

©BATOD Magazine May/June 04 43 BATOD Scotland held a meeting in Donaldsons College on Saturday 21 February on the subject of BBAATTOODD UUKK ‘Chartered Teacher Status and Teachers of the Deaf’. Members were asked to submit questions for a panel including Iain Smith, the Dean of the Faculty of Education at Strathclyde University, Myra Pearson, the Depute Registrar of GTC Scotland and John Landon of Edinburgh University.

Ian Smith outlined the Programme Route to Since the last report three members of the South Chartered Teacher Status and how it is done at his West Region Committee (Chair, Secretary and University and then Myra Pearson explained the Treasurer) have 'met' by telephone conference call. GTC Route of prior accreditation. This route will The next conference will be held at the Royal West enable a teacher to make a simultaneous claim for of England School for the Deaf in May. It had been all the modules. John Landon then explained how proposed that the focus for that conference would the Deaf Education modules available at Edinburgh be Deafness and Dyslexia. However there was University could be accredited to the Chartered some concern that the costing of such a day might Teacher Programme. reduce the number of participants who might Many questions were put to the panel from our attend. members and it was felt that the various routes to It was decided to consider an alternative topic for Chartered Teacher are much clearer than they were the conference, namely ICT, which had been at our previous similar meeting in May 2002. Many suggested for the November conference. Research teachers, however, are still annoyed that being a continues although a decision as to the programme qualified Teacher of the Deaf is not an automatic for the day will need to be made soon. entry to Chartered Teacher.

Dates for the next two day-conferences are: George Robinson is to lead our AGM on self- Saturday 22 May and Saturday 20 November. esteem and emotional wellbeing on 6 November. The venue of Murrayfield Conference Centre in The committee is still concerned about the lack of Edinburgh is to be confirmed and we hope for a volunteers willing to come forward to stand for the good attendance. Committee and assist with the organisation of Moira Philip events in the region. Scotland representative John Shaw South West representative and Treasurer The Northern Ireland Committee met at the beginning of February to organise forthcoming BATOD (Scotland) held a committee meeting in events. January 2004. Margaret Bond was welcomed as a new member of the committee. There will be a twilight meeting in Stranmillis University College on 25 March, when Mary Kean of A newsletter is to be sent to members on a regular Delta will speak on the modernisation of hearing basis. The format of this was discussed and aids. contributions were requested. It was decided to enclose any correspondence with the newsletter eg At the same meeting, Veronica O'Hagan will give a recent letters to Scottish Council on Deafness, talk on emergent writing and will also discuss the Scottish Executive Education Department and developmental stages which take place in literacy. Moray House. The end of year function has been organised for 19 Committee members were alerted to the revamped May. The venue will be Rathvarna Teachers' BATOD website. They were asked to check the Centre, Lisburn. At the meeting, Glen Houston, Scottish pages and advised that the newsletter Royal Victoria Hospital, will give up-to-date would also be available online. information on digital hearing aids. My retirement will also be marked at the function. Margaret Highet is monitoring the Additional Jean McIlroy Support for Learning Bill and is making appropriate Northern Ireland Representative comment on behalf of BATOD Scotland.

44 ©BATOD Magazine May/June 04 teachers. However at that time there were Arrangements for the Twilight Conference in the disappointingly few responses from the Authorities Midland Region have been finalised. The meeting that will be affected by the proposed changes. will be at Woodlands Centre, Chelmsley Wood (Solihull) on 19 May 2004, 5.00pm - 7.00pm. The The Interest Group for Resource Bases and Units theme for the meeting is 'Mindmapping'. The guest has completed its work and produced a detailed speaker is a local Head Teacher, who has response to the Consultation document to reflect successfully used the technique in school. the particular issues which they felt had been overlooked. The group proposes a separate survey The Annual Conference date has now been set for to fill the gap it identifies. 9 October 2004. The theme - 'Mind Matters' - is to focus on practical ways of optimising the mental At our next regional meeting we intend to organise a health of deaf youngsters. session considering emotional and behavioural issues in the context of counselling. This will seek The Treasurer's Report indicated the success of to follow on from a training day delivered by a local last year's Conference and the Region has Counselling service late in the Autumn term. remained well 'in the black'. Arrangements for our Summer term Annual General Some discussion took place on the BATOD Survey. Meeting and Professional Training Day are secure The Committee felt that it would be very valuable to and the day is planned for June. Sue Archbold and have feedback 'one-liners' printed in the Magazine, Geoff Plant have been invited to explain their work as suggested at NEC, as this would raise the profile on speech tracking. The Minister for Education and of the Survey with members. It was also noted that Life long Learning in Wales, Jane Davidson, has many of the Midland 'non-returners' of the survey agreed to contribute to the day on the subject of forms were Units, who may have assumed that proposed change for Deaf children in Wales. returns had been made by Services. This question Steve Dart will be asked when the Midland Region Rep Wales Representative contacts them. North Region Committee continued to make plans Feedback from Services was largely devoted to the for the Autumn Conference which will take place on tensions created by potential privatisation of HI 2 October. The topic of this conference will be 'The provision. Teachers of the Deaf within two Emotional Curriculum and Positive Behaviour Authorities were feeling particularly stressed by the Management' presented by George Robinson. changes, or potential changes, in working practices. Andrea Baker We have also planned to run at least one smaller Midland Region representative local meeting on cochlear implants at Bradford Royal Infirmary with Jane Martin as the facilitator. Following the cancellation of Wales’ January Sue Frazer and Sue Searle have provisionally meeting, due to bad weather, a meeting was booked the morning of 12 June for this. rescheduled There was a new committee member at this meeting and it was noted that Maggie Our new Treasurer, Laverene Smare, will take over Denholm will be replaced as NEC representative by formally from Aftab Haque as soon as the accounts Helen Weston. The committee and membership are have been transferred. very grateful for Maggie's contribution to NEC. Chris Payton submitted a page of information about A general members' meeting designed to collect the North Region to Ann Underwood and that page membership reactions and contributions concerning now appears on the new-look BATOD website. An the 0-2 document is scheduled to precede our email link will be put in place so that people can forthcoming committee meeting. A sub-committee contact him via the website if they need further of the region met to create a committee response to information. this document. Schools and offices have been The Committee has been asked to share the survey encouraged to respond to the consultation non-return chase-up contacts and several members documents which review provision in 0-2 years and have agreed to help out. They were also asked if 2+ years. anyone was interested in standing for NEC. So far, The Assembly officer co-ordinating the consultation two committee members have expressed an for the 2+ age group reports that there has been a interest. useful and well-formulated set of responses from Chris Payton

©BATOD Magazine May/June 04 45 The VHS video and accompanying booklet aim to help professionals in audiology and speech assess the pre-language developments in deaf children. This and that... According to Margaret Tait the video has been produced to give Teachers of the Deaf a base from which they can monitor the early development of Error corrected pre-verbal communication skills in deaf children. Vision Care for Deaf Children and Young People in Skills include turn-taking, eye contact and auditory the March BATOD magazine (Communication awareness, the essential precursors to the focus) had an error. Please note that if you wish to development of spoken language in all children, contact Mary Guest her email address is whether normally hearing or deaf. Tait feels it's [email protected] particularly helpful as an early language Mary and Barbara hope that this article, together assessment tool for the very young. with the launch at the British Library on 01 April, will help to bring the issue of better vision care to the Priced at £37.50 each if mention of this article is notice of everyone who has duty of care for deaf made at the time of purchase, the video can be children. ordered direct from The Ear Foundation tel 0115 942 1985. Through the web address Recognition of Irish Sign Language and British www.earfoundation.org.uk they are £50 inclusive of Sign Language post and packing! The recent announcement by the Secretary of State for Northern Ireland, that both Irish Sign Language Real-time text messaging… (ISL) and British Sign Language (BSL) have been A mobile phone has just been launched which recognised as languages in their own right was allows deaf or speech impaired people to hold real- discussed in detail at RNID Northern Ireland time, interactive conversations whilst on the move. 'Making an Impact' Conference in March. The The mobile textphone is being marketed by announcement should lead to extra funding to Vodafone UK with award-winning software support deaf people's communications needs in developed by RNID. Northern Ireland. Recognition of BSL and ISL will aid RNID's campaign to raise the number of tutors This service improves deaf people's ability to make and interpreters, which will improve communication any call, from something as crucial as contacting support and radically improve the lives of many deaf the emergency services to making a simple enquiry people in the Northern Ireland. about goods or services. It also allows interactive text conversation similar to speaking on the English phonics pupil-profile cards telephone, where users can interrupt and enjoy the Colleagues with an interest in, or responsibility for, immediacy of dialogue. the teaching of literacy/phonics or who considered THRASS after reading the article in the March Dr John Low, RNID's Chief Executive reminds us Magazine may be interested to know that that once again phones are being used as they the 'THRASS PROFILECARD AND were intended - to empower deaf people. INSTRUCTIONS' pdf document is now available, as Alexander Graham Bell began by developing a a download from the home page of microphone to help his deaf mother hear. Had he www.thrass.co.uk not been so keen to bring down barriers for deaf people, phones as we know them, might not exist. There is no charge for the sheets and schools (worldwide) are welcome to make copies for all the The new mobile textphone allows two people to pupils in a school. communicate by phone using text in real time. The textphone has a keyboard and display screen and Video assessment of pre-language skills instead of speaking into a mouthpiece the user can Dr Margaret Tait, a former member of the type what they want to say and read the reply from Nottingham Paediatric Cochlear Implant Programme the screen. A deaf person can communicate with a has produced a video assessment of hearing person using any ordinary landline or communication skills in young deaf infants. Her mobile with the help of RNID Typetalk. Any work is supported by the charities, The Ear Vodafone UK customer can now call textphones on Foundation and Defeating Deafness. any UK network using the BT TextDirect pre-fix 18002. Real-time interpretation between text and

46 ©BATOD Magazine May/June 04 voice is provided by the national Relay service PowerCelTM Plus RNID Typetalk. Using a Nokia 9210i handset pre- loaded with RNID textphone software, Vodafone Advanced Bionics is Mobile Textphone customers simply dial 18000 to introducing the new contact the Emergency Services. In addition, they PowerCelTM Plus, which can pre-fix their call with 18001, the BT TextDirect slides onto the base of the prefix to be able to:- HiResTM AuriaTM to allow  make or receive calls in text format some 17 hours continuous  call subscribers who have an ordinary voice listening time. Alongside phone via the national relay service, RNID the convenience of all day Typetalk, whose trained operators translate listening, users appreciate that the PowerCelTM is between voice and text both cost effective and ecologically friendly, as it is  call subscribers on other networks who use rechargeable, averaging over 500 recharge cycles. landline or mobile textphones  access the service on both pay monthly and PowerCelTM technology provides sufficient power pay-as-you-talk, offering wider customer choice to run the more complex and demanding strategies,  pay no more than a voice customer for calls including HiResTM, so that users do not have to from a mobile textphone. compromise on sound quality when they want to wear an ear level processor : HiResolutionTM Literacy and Numeracy Packs processing can run on both ear level and bodyworn RNID has developed the first pack for tutors to processors. Advanced Bionics reports that in pre- teach numeracy and job preparation skills to deaf release trials, users found the PowerCelTM easy to adults. However, it can also benefit anyone with change and charge and also commented that it is literacy needs, or older people returning to work stylish, comfortable and efficient. following a career break. Contact: Advanced Bionics The initiative, funded by the Basic Skills Agency, is tel: +44 (0) 1223 847 888 part of the Government's ‘Skills for Life’ strategy fax: +44 (0) 1223 847 898 and will increase people's chances of finding their email: [email protected] job of choice. www.bionicear-europe.com The pack was developed by RNID to address the Deaf volunteers needed for Summer Activity Camps startling statistic of deaf people being more than The National Deaf Children's Society (NDCS) is four times as likely as hearing people to be looking for deaf volunteers who would be willing to unemployed (see Office for National Statistics, act as role models for deaf youngsters on summer 15.10.03 www.statistics.gov.uk). It contains two activity camps. sections, one on financial literacy, the other preparing for a job. The financial literacy section Many of the deaf children and young people who covers everything from checking change and come on the camps attend mainstream schools and opening a bank account to understanding how to will never have met a deaf adult before. NDCS wants to redress that balance and is looking for 20 get the best financial deals on the market. The job deaf people over the age of 18 to give a week of preparation section gives advice on CVs, job their time this summer, between 25 July and 27 interviews and provides an opportunity for group August. discussion on deaf and hearing cultural differences. The pack is the result of a four-year partnership Jobs will include leading games, supervising meals, between RNID and the Basic Skills Agency and has taking groups on walks and trips and joining in received highly positive feedback from pilot trials. activities such as canoeing. There are some “The pack is clearly laid out and includes visual specialist roles including sports coaching and images that are vital to support people whose first drama but the majority of jobs just need people with language is not English, in their understanding of enthusiasm and a genuine desire to help and support young people. written language.” (Wendy Smith, City Lit). Packs are available from RNID's information line Anyone wishing to volunteer should contact NDCS tel 0808 808 0123 (freephone) or 0808 808 9000 before 30 June 2004. Potential volunteers can get (textphone) or email: [email protected] in touch via the NDCS website www.ndcs.org.uk/how_you_can_help/volunteering/ or by calling Claire Walsh on 0121 234 9820 (voice/text) or emailing [email protected]

©BATOD Magazine May/June 04 47 News Julia Cooley

Threat to sign language teaching RNID Headstart summer school NATED is concerned that the new teacher training The RNID's Headstart programme, designed to help for further/adult education, the City and Guilds 7407 ease students' path into and through Higher course, now demands the ability to learn at level 4 Education, continues into its second year supported ie degree level. The previous course was at level 3. by Barclays Bank. Students should have achieved Key Skills level 2/ GCSE A-C in English, Mathematics and IT by the Their summer school, offered to Year 12 students end of the course. thinking of entering Higher Education, will take place in July at Sheffield Hallam University. Details Since most of us who use sign began our formal of how this project can benefit your Year 12s are on learning in adult education or FE college, this is a the RNID website www.rnid.org.uk. For applications worrying development. Many potentially excellent contact Sarah Thatcher at Deaf tutors, fluent in BSL, could not show Grade C [email protected] or above in English and Mathematics and may be discouraged from training. This will lead to a reduction in opportunities for hearing people, who teach and support the learning of young deaf people, to gain appropriate communication skills. BATOD publications It will also affect those young oral deaf people who decide to add signing to their range of skills.

It has been suggested that assignments could be Now available presented in BSL or on video. However, this raises BATOD guide to provision the issue that suitable degree level texts in teacher education are not accessible without a huge amount for deaf students in HE of interpreter time. No official response, to queries 2003 -2004 from various sources, has yet been received from either in hard copy (printed to order) City and Guilds. or on disk £8.00 Communication Support Worker training - update cheques payable to BATOD invoicing available Those who have been following this 'saga', will BATOD Magazine, Publishing and Advertising know that people supporting deaf learners in 41 The Orchard, Leven, Beverley Further Education are currently without any national East Yorkshire HU17 5QA occupational standards. As a result, attempts to create an updated suitable course, replacing the BTEC, which has been running for some time, are currently stalled. Language of Examinations NATED has recently been in contact with the Further Education National Training Organisation 2nd edition (FENTO) about the new work beginning to look at A new edition taking into account the various changes in style and question type in examination developing standards for Post-16 support workers. papers. The text is based on materials from Through this organisation we are very hopeful to be courses that have been organised to train those up and running with occupational standards and the who wish to become examination language new course in the near future. modifiers and expand their personal skills. Although the Edexcel course is not able to meet the training needs for the support of deaf learners in Further Education, we think it is a very useful £15.00 addition to the training of those who support pre-16. cheques payable to BATOD, invoicing available BATOD Magazine, Publishing and Advertising At a recent meeting with Edexcel it was agreed that 41 The Orchard, Leven, Beverley the course could also be a useful formal East Yorkshire HU17 5QA qualification for Deaf Educational Instructors.

48 ©BATOD Magazine May/June 04

A&ICT(C)Audiology and ICT Committee NATED National Association for Tertiary Education with Deaf people AATD Australian Association of Teachers of the Deaf NCPA National Committee of Professionals in Audiology ABR Auditory Brain Stem Response nd second ACCAC Awdurdod Cymwysterau, Cwricwlwm ac Asesu Cymru NDCS National Deaf Children's Society (Qualifications, Curriculum and Assessment Authority for Wales) NEC National Executive Council (of BATOD) ACE Assessment of Comprehension and Expression NGfL National Grid for Learning ADPS Achievements of Deaf Pupils in Scotland NHSP Newborn Hearing Screening Programme AGM Annual General Meeting NI Northern Ireland am ante-meridian (morning) NOF New Opportunities Fund APD Auditory Processing Disorder NSPCC National Society for the Prevention of Cruelty to Children AOB Any Other Business OAE Oto Acoustic Emissions ASL American SIgn Language OSX Macintosh Operating System X AST Advanced Skills Teacher p&p postage & packing BAHA Bone Anchored Hearing Aid PC Personal Computer BATOD British Association of Teachers of the Deaf PD Professional Development BDA British Deaf Association pdf portable document format (for Acrobat Reader) Becta British Educational Communications Technology Agency pm post meridian (afternoon) BTEC Business and Technology Education Council (UK) PPA Planning, Preparation and Assessment BSA British Society of Audiology PSHE Personal, Social and Health Education BSL British Sign Language QMC Queen’s Medical Centre BT British Telecom RNID Royal National Institute for Deaf people CAP Communication Aids Project SCRIP South Central Regional Inclusive Partnership CD Compact Disk SEN Special Educational Needs CD ROM Compact Disk Read Only Memory (also CD) SENCO Special Educational Needs Co-ordinator CDIP Communication Development and Inclusion Plan SENSSA SEN Support Services Association CE Chief Executive SERSEN South East Region Special Educational Needs Partnership CHARGE Medical Syndrome SHA Secondary Heads Association CPD Continuing Professional Development SIG Special Interest Group CSW Communication Support Worker STASS South Tyneside Assessment of Syntactic Structures DCCAP Deaf Children's Communication Aids Provision STPCD School Teachers Pay and Conditions Document DDA Disability Discrimination Act STRB School Teachers’ Review Body DfES Department for Education and Skills TA Teaching Assistant DGS Deutschen Gebardensprache (German Sign Language) tel telephone DH Department of Health THRASS Teaching Handwriting Reading And Spelling Skills DRC Disability Rights Commission ToD Teacher of the Deaf DSP Digital Signal Processing TROG Test for the Reception Of Grammar ed editor TV Television EI(C) Education Issues Committee (BATOD NEC) UCAC Undeb Cenedlaethol Athrawon Cymru (Union) ENT Ear, Nose and Throat UK United Kingdom EPG Electronic Programme Guide UKCoD UK Council of Deaf people ESPP Early Support Pilot Programme UNHS Universal Newborn Hearing Screening (also NHS) FBA company name USA United States of America FE Further Education VAT Value Added Tax FEAPDA European Federation of Associations of Teachers of the Deaf VCR Videocassette Recorder FENTO FE National Training organisation (v/f) (voice/fax) fm frequency modulation (also FM) WAIDE Western Australia Institute for Deaf Education FTE Full Time Equivalent (also fte) www world wide web GCSE General Certificate of Secondary Education HI Hearing Impaired HOS Head of Service If you have found an acronym in the Magazine that HOSS Heads of Schools and Services isn’t explained in this list.... then use HOSSHISE Heads of Schools and Services for HI in the South East HSSDC Heads of Schools and Services for Deaf Children www.acronymfinder.com to help you work it out! HSSG Heads of Sensory Services group http hyper text transfer protocol ICT Information Communications Technology ICTC Information Communications Technology Consultants IDCS The International Deaf Children's Society IEP Individual Education Plan INSET In service educational training ISBN International Standard Book Numbering ISL Irish Sign Language ISSN International Standard Serial Number BATOD Magazines 1999-2003 LEA Local Education Authority LSA Learning Support Assistant a complete set of Magazines MA Master of Arts mm millimetre in electronic format - on CD MP Member ofParliament MPS Metropolitan Police Service £35 MRC Medical Research Council cheques payable to BATOD, invoicing available MS Microsoft BATOD Magazine, Publishing and Advertising MSI Multi Sensory Impairment 41 The Orchard, Leven, Beverley NAHT National Association of Head Teachers East Yorkshire HU17 5QA NASEN National Association for Special Educational Needs

Abbreviations and Acronyms used in this Magazine NASUWTNational Union of Schoolmasters/Union of Women Teachers

50 ©BATOD Magazine May/June 04 NOTICEBOARD

Cued Speech complete spoken language through vision Searching for a QToD? Job vacancies can be advertised on the Cued Speech BATOD website at a cost of £150.00 makes all spoken languages fully Teaching Section - Situations Vacant accessible www.BATOD.org.uk * helps listening skills * can be used from one of our most popular pages - especially on babyhood * literacy skills equal to a Monday with hundreds of ‘hits’!!! hearing children email your Word file to [email protected] * can be used bilingually with instructions about invoicing and your advert with sign should appear very soon afterwards AND REMAIN * low cost tution for VISIBLE until after the deadline! If you put in an professionals email contact this will be an active link so potential

Free information from: applicants can contact you directly. Embedded Cued Speech Association UK logos should be sent as additional .jpg or .gif files as tel & text: 01803 832784 well. Send for our new Fax 01803 835311 BSL interpreted and email: [email protected] web: www.cuedspeech.co.uk Value for money advertising subtitled video Charity number 279523 Limited Company number 1477997

Cued Speech uses eight handshapes in four positions near the mouth to clarify the lip patterns of normal speech BATOD Publications and Publicity Exhibitions co-ordinator The Ear Foundation We are looking to expand our small P&P committee to Speech Acoustics made easy: share out some of the tasks that we carry out for the What is the deaf child really hearing? Executive Council.

Friday, 25 June 2004 BATOD attends about 4-6 events per year with the University of Nottingham Medical School BATOD information boards, publications etc. We need Queen's Medical Centre someone, not to be on NEC but who wants to lend a

Access to the speech signal is crucial for spoken language hand/be involved in BATOD and who can negotiate the development but the technology of hearing aids and cochlear stand position, set up the exhibition and arrange implants grows ever more complex. With younger and younger children being diagnosed with deafness, how do we know the staffing when the information about events arrives. appropriate management of their hearing loss and how do we know what they are really hearing? Are they really accessing the speech For the willing volunteer there is the opportunity to signal? How can we maximise the benefits from early identification with modern technology? This latest of the successful series of attend events at no cost to themselves - BATOD pays one day focussed seminars organised by The Ear Foundation will expenses - and to meet a wide range of professionals consider how the speech signal is encoded by the different technologies and how we can utilise their possibilities to the full for in education. young children. The day will address the following issues: Please contact Andrea Baker (P&P chair) via * Speech acoustics [email protected] to find out more. * Speech encoding: hearing aids and cochlear implants * Effects of hearing loss on speech understanding * Auditory ecology * Spatial hearing * The listening environment

It will be appropriate for all those working with young deaf children in clinics, home and school. ATTENTION Course Organisers International Faculty includes: Bring your course to the notice of all our readers via Sue Archbold (UK), Paul Checkley (UK) Andrew Faulkner (UK), Stuart Gatehouse (UK), Karen Iler Kirk (USA), Kevin Munro (UK), this page. Gerard M O'Donoghue (UK), Geoff Plant (Australia/USA), An advert on this page costs £33-£55 per entry, Jon K Shallop (USA), Emily Tobey (USA) including an entry onto the Calendar. Copy must be available five weeks preceding publication. Space Course Fee: £98.50, including lunch and refreshments Registration Form and further details from: should be reserved as soon as possible. Brian Archbold, The Ear Foundation, Details to: Marjorie Sherman House, 83 Sherwin Road, Lenton Mrs Ann Underwood, Magazine Editor Nottingham, NG7 2FB. 41 The Orchard, Leven, Beverley, HU17 5QA Tel: +44 (0) 115 942 1985; Fax: +44 (0) 115 924 9054; email: [email protected] tel/fax: 01964 544243 The Ear Foundation - deaf children hearing and communicating email: [email protected] Registered Charity No: 1068077 Registered Company No: 3482779

©BATOD Magazine May/June 04 51 about the way he really feels about her. Andie is deaf; she has some hearing in one ear with the help of a hearing aid and practically none in the other ear. She has some problems at school with people bullying her but she has her own way of protecting Review herself. Bob is also very defensive and will go to any lengths to make sure she does not suffer alone. She ends up helping Bob save the universe. The portrayal of the deaf character is very accurate in Title The Guardian of Time the way other people will try and speak to her - very Author C C Chambers slowly and exaggerating the lip pattern. And the Publisher Step through Books (enquiries@step- things that she is interested in? What any other through.com) teenage girl likes - fashion and music. ISBN 0-9545953-0-0 pages 415 It is great to see an author including a deaf price £6.99 character into a book, especially in this thoughtful, Reviewer Hannah Poulter (Profoundly deaf, aged 16) accurate way. This book is well worth taking some time to read. I would recommend it to anyone who This book was delightfully absorbing to read. It enjoys reading. addresses many issues of the typical teenager; love, friendship, school and parents. A big element ☺☺☺☺☺ Quality of it is fantasy and science fiction, as Robert Taylor, (Bob for short,) can travel through time to different ☺☺☺☺ Value for money places. ☺☺☺ Educational usefulness ☺☺☺☺ Bob is told that there is a secret, ancient Overall organisation that protects the way of the world. His Great Aunt Agatha sets him a task to retrieve all five We welcome Hannah to our review panel in this Eternity Mirrors, otherwise his world will be different issue for a true ‘consumer’ review of this novel - very different indeed. To add to the pressure, he rather than an adult considering how suitable a only has five days in which to retrieve all the book may be for a youngster. In future we look mirrors, which are hidden in the future, past and forward to comments from deaf youngsters about present. how they perceive items that we are reviewing.

He makes friends with some very useful inanimate objects and has the guidance of an English aristocrat and a gruff New Yorker. As he is out of Reviewers wanted his time, he is going to need help.

He also meets two 'flappers' of the 1920s in Looking for new materials? America; they advise him on some situations and Run out of cash in the budget? generally are a laugh. Their 'speech of life' communication needs translating sometimes! But a If you are willing to give some time to reviewing translation guide, which is at the back of the book, materials and writing a report - in the context of provides help. your work with deaf children - maybe you should consider becoming one of the team of reviewers Jinx the black cat thoroughly freaks Bob out but is for the BATOD Magazine. persistent in making Bob follow him. Aunt Agatha's You are given a format/structure to report on assistant, who is very stressed out and items and usually the publisher/supplier allows unpredictable, seems to own Jinx. She also you to keep the materials. BATOD members get to read your comments repeatedly tells Bob to not think too much about when the review is published. why and how things happen. He catches on very quickly as the reasons are mind-boggling. Contact the Reviews editor - Mary Flint email: [email protected] Bob has a best friend called Andrea, (Andie for short,) and he starts to have confusing feelings

52 ©BATOD Magazine May/June 04

Making multi-agency working happen working with young deaf children and their families Brian Archbold, Chief Executive, The Ear Foundation

Over 280 delegates have attended a national consequences of poorly functioning multi- symposium on multi-agency working. It addressed disciplinary working. how voluntary organisations and members of the medical and education sectors can work better Concluding the morning's review, Gwen Carr, together to help young deaf children. Organised by director of UK services for the National Deaf The Ear Foundation and funded by the Department Children's Society, looked at the power base in of Education and Skills through the Early Support working relationships and how to shift the balance Pilot Programme, the event, ‘Making multi-agency so that parents can be true partners for their work happen’, was addressed by teachers and children. doctors, parents, psychiatrists and representatives Humphrey Walters, the round-the-world yachtsman, of the National Deaf Children's' Society. talked about his understanding of the benefits of The conference explored the views parents of deaf team working which made very interesting listening. children have on the value of team work. Delegates were able to look at examples of good Wendy McCracken of Manchester University used a practice where help has come seamlessly from boating analogy to illustrate the roles of different those surgeons, Teachers of the Deaf, audiologists, agencies and highlighted children with complex speech therapists, psychiatrists and volunteers needs. Many individual specialists may be brought involved. together for such a child but they may not know each other or understand each other's perspectives. Conference chairman John Ford, programme Wendy felt that these children may have the director of the Early Support Pilot Programme greatest need for multi-agency working and yet, which develops services for disabled children and they may experience it the least. their families explained that “effective multi-agency working is an aspiration that's easily said but takes Ways of making multi-agency working happen committed time to deliver.” This conference has within his service was the theme of Andrew highlighted examples of good practice and shown it Broughton, head of sensory inclusion in Telford and can be done. Wrekin. His emphasis on detailed, agreed, operational criteria and audit mechanisms Cochlear implant surgeon, Gerry O'Donoghue from highlighted their importance. He pointed out that Nottingham, illustrated the dilemmas some medical these are common in industry but not when dealing specialists feel in functioning as part of a multi- with those most in need - children with disabilities. professional team. He emphasised the need to cross professional boundaries saying that training In raising the question of professional responsibility, and experience tends to emphasise independent Sue Archbold of the Nottingham Cochlear Implant and decisive thinking. The need to become more Programme pointed out that not all parents wish to participative and involve patients in their own care is be partners in decision-making. She addressed the at the root of modern NHS thinking. questions of how evidence is collated, by whom, whether it is written or oral and how disagreements John Atkins, an education consultant and parent of are managed. She stressed that, ultimately, a deaf child, brought to life the unsatisfactory decisions must be made and owned, particularly in nature of many multi-agency meetings. He felt that this current litigious society. parents find these confusing and the sheer numbers of professionals they have to deal with is Trevor Hughes presented learning styles in a vivid unsatisfactory. Parents should see fewer demonstration of the different ways of thinking, professionals and not more, in true multi-agency leaving the audience arguing whether they are 'left working. brainers', 'right brainers' or as afternoon chairman, Gerry O'Donoghue put it; 'no brainers'! In his This theme was developed by Dominic Byrne who closing message, the chairman concluded that all wondered, as a parent, does service provision in multi-agency working is challenging. It should, this area actually fit the bill? He concluded that the however, be a positive experience, learning from answer was 'No'. There should be three crucial each other and by taking a 'can do' approach, we criteria; those of choice, speed and goals. can make it happen. Tim Hardie brought his experiences as a forensic psychiatrist to illustrate the potentially devastating

54 ©BATOD Magazine May/June 04 Membership subscription rates 2004 - 2005 due 1 August 2004 Annual Quarterly Cheque Direct Debit Direct Debit Full members in employment £ 55.00 £ 14.50 £ 60.00 Associate members in employment £ 55.00 £ 14.50 £ 60.00 Full members taking a career break £ 27.50 £ 7.25 £ 30.00 Associate members - unwaged £ 27.50 £ 7.25 £ 30.00 Retired members £ 27.50 £ 7.25 £ 30.00

This subscription can be claimed against income tax: for those who pay tax at 40% this means a saving of approximately £20.00 pa and for those members in the lower band a saving of some £10.00. 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 BATOD/BATOD membership/back-subscriptions information.

For those retired members who no longer wish to receive the Journal there is a concession to pay a reduced subscription. This concession also applies to associate members who are employed as Teaching Assistants or in similar roles who do not wish to receive the Journal.

Retired members who reach the age of 80 are entitled to free membership of the Association. Members who reach this milestone are invited to contact the Treasurer.

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

BATOD National Treasurer 64 Brunswick Street Sheffield S10 2FL

All members are reminded that the National Treasurer MUST be notified of any change of address to ensure that Magazines and Journals reach them. Name changed to:

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©BATOD Magazine May/June 04 55 Meetings to know about Calendar

Date Organisation Meeting Topic Venue 2004 May 3-9 UKCoD DEAF AWARENESS WEEK National event 6 University of Hertfordshire Developing drama with deaf pupils de Havilland Campus, Hatfield 7 BATOD Steering group + committee chairs Birmingham 10 University of Hertfordshire Using ICT with deaf primary pupils 1 de Havilland Campus, Hatfield 13 Burwood Centre and BATOD Technical update day for Teachers of the Deaf Burwood Centre, Newbury 13-14 Ear Foundation Tait Video Analysis Ear Foundation Nottingham 14 BATOD South Pre-school SIG 'This, that and the other' Runnymede Centre, Chertsey 15 Ear Foundation Teenz United: fun days out for 11-18s tba 19 BATOD Midland Food for thought - Region Twilight meeting Chelmsley Wood, Birmingham 19 BATOD Northern Ireland Update - digital hearing aids (Glen Houston) Rathvarna Teachers' Centre, Lisburn 21 Ear Foundation Teachers working with Parents Ear Foundation, Nottingham 24 - 25 Publishers Association & NASEN SpecialneedsIT North 2004 Middlebrook Exhibition Centre, Reebok Stadium, Bolton 27 - 29 NHS 2004 The International Conference on Newborn Hearing Screening, Diagnosis and Intervention Villa Erba Congress Centre Cernobbio, (Como Lake) Italy necessarily the organising body. necessarily the organising 29 - 30 Alexander Graham Bell Association focus on the family - promoting listening and learning Villa Erba Congress Centre June 2-4 Ear Foundation Hanen - it takes two to talk, involving parents as facilitators Ear Foundation Nottingham 7-9 Ear Foundation Hanen - learning language and loving it Ear Foundation Nottingham 8 RAD/UKCoD Transition from school to college/university/work London 10 Ear Foundation Addressing the issues: complex linguistic/learning needs Ear Foundation Nottingham 10 University of Hertfordshire Using ICT with deaf primary pupils 2 de Havilland Campus, Hatfield 11 HOSSHISE Termly meeting Chertsey, Surrey 11 Ear Foundation Supporting the effective use of a CI system with under 5s Ear Foundation Nottingham 12 BATOD North Working with under-Twos Yorkshire CI Centre, Bradford 12 Ear Foundation Information day Ear Foundation Nottingham 12 Zoological Society of London Special Children's Day London Zoo 17 Ear Foundation Overview - Nottingham Early Assessment Package (NEAP) Ear Foundation Nottingham 18 - 19 NDCS Language without limits, futures without barriers and exhibition Sandown Park, Surrey 19 BATOD NEC Association Business - meeting the Regions Birmingham 23 Ear Foundation Speech acoustics with Geoff Plant and Sue Archbold Ear Foundation Nottingham 25 Ear Foundation Speech acoustics made easy: What is the deaf child really hearing? QMC, Nottingham 28 BATOD Wales Speech tracking and CI update Llandrindod Wells 30 NATED The future of support for deaf people in Further Education Worcester 30 Ear Foundation Music and the under 5s Ear Foundation Nottingham July 2-3 BATOD Steering group Birmingham 5 Auditory Processing Disorder BSA SIG Progress Meeting Nightingale Hall, Nottingham. 6 UKCoD Interpreting Agencies Conference St Pancras, London August 2-6 Cued Speech Foundation and Intermediate level (accom + creche) Exeter September 10-11 BATOD Steering group Birmingham 13 Ear Foundation Introduction to working with deaf children for new LSAs Ear Foundation Nottingham 15 Ear Foundation Profile of Actual Linguistic Skills (PALS) Ear Foundation Nottingham 16 Burwood Centre Deafness and literacy development Burwood Centre, Newbury 18 Ear Foundation Nordoff-Robbins - music with deaf children Nordoff-Robbins, London 22-23 Ear Foundation Tair Video Analysis (two-day course) Ear Foundation Nottingham 24 Ear Foundation Cochlear implants post-16 Ear Foundation Nottingham 24 - 25 Learning & Teaching Scotland and Emap Ed SETT, The Scottish Education and Teaching with Technology Show Glasgow 25 BATOD NEC Association Business Birmingham 25-27 EMAP Education Education Show London London Olympia 28 Ear Foundation Learning/Teaching Support Assistants: course one Ear Foundation Nottingham October 2 Ear Foundation The Right Opportunities (DDA course) Ear Foundation Nottingham 2 BATOD North Autumn Conference - The Emotional Curriculum and Positive Behaviour Management (George Robinson) Boston Spa 5 Ear Foundation Working with teenagers with CI: Issues, Input and Identity Ear Foundation Nottingham 7 CACDP The SENDA Agenda The Future of Learning and Language Support for Deaf Students The British Library London 7-8 Ear Foundation Story and Narrative Assessment Procedure (SNAP Dragons) Ear Foundation Nottingham 8 HOSSHISE Termly meeting Chertsey, Surrey 9 BATOD Midland Mind Matters - annual conference TBA 14 Ear Foundation (and 18 November) Story and Narrative Assessment Procedure (SNAP Dragons) part 1 Ear Foundation Nottingham 16 BATOD Midland Day conference and AGM TBA 16 BATOD Northern Ireland AGM and Conference - Topic to be arranged Craigavon 16 BATOD South Day Conference and AGM (TBC) Chertsey, Surrey Please contact the Organising body (column 2) for details of conferences, NOT Editor this Magazine. 20 Ear Foundation Parent Interaction Programme - Ready Steady Go Ear Foundation Nottingham 25 Ear Foundation (and 13 November) PIP To infinity Ear Foundation Nottingham 27 Ear Foundation PIP Songs and music for pre-school children Ear Foundation Nottingham

Further Calendar entries beyond October 2004 can be found on the BATOD Website. Additional information about courses and registrations forms may also be linked to the calendar entries.

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] Items noted on this Calendar may have been advertised within the Magazine or the information within the Magazine been advertised reported have telephone.Items noted on this Calendar may by is not BATOD (date, organiser, title, venue) Remember to decode the acronym so we know who is the organiser! We will try and keep the new-look BATOD website calendar up to date.

56 © BATOD Magazine May/June 04 Officers of nations and regions BATOD contacts and Magazine Distribution

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

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

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

BATOD Magazine distribution from: Royal Schools for the Deaf, Stanley Road, Cheadle Hulme, Cheshire SK8 6 RQ Association Magazine ISSN 1366-0799 Published by The British Association of Teachers of the Deaf, 41 The Orchard, Leven, Beverley HU17 5QA Printed by White Horse Press, 1 Hambridge Lane, Newbury, Berkshire RG14 5TU Sennheiser EMP 2015 Soundfield System

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