MAGAZINEMAGAZINE

AprilApril 20022002

ISSN 1366-0799

FocusFocus onon schoolsschools forfor thethe deafdeaf

AssociationAssociation informationinformation AudiologyAudiology updatesupdates CalendarCalendar ofof events events ££ 10.0010.00 From your editor Proofing the Magazine and other publications is a challenging task. Sometimes word and figure blindness, enhanced by the need for speed, allow things to get through to the final document that should really have been corrected. The Annual Accounts were published in the Annual Report with some uncorrected errors. The correct accounts are published in this Magazine. Apologies to Bev and the Accountants for making them appear unable to add up!!! A warm welcome to the hot seat for David Hartley, now the BATOD President until 2004. David has decided that he doesn’t want to ramble but to give you a view from the front! It seemed a bit strange asking him for his first column as President before he had actually taken over as time lines for Magazines require a six week lead-in! The wonderful idea of changing the publication dates for the Magazine to fit in more with job advertisers has run into several problems... not least to say this year - the early arrival of Easter. Half term held up the mailing of the February Magazine and I shudder to think what has happened to this April Magazine mailing as you read this.... Maybe it needs another rethink or perhaps just patience! Articles and ideas for forthcoming Magazines will be welcomed - and any photographs (with parental permissions please). June assessment Sept/Oct working with families CONTENTS December technology Ann Articles Magazine editor All About NASS ...... 5 Residential Schools for the Deaf: at our best and worst 6 website: www.BATOD.org.uk Burwood Park archives ...... 7 BATOD Mailing from RSD Manchester ...... 8 Our email addresses are easy to remember. Doncaster score at Manchester ...... 11 They all end @BATOD.org.uk So the Magazine will be: Reviewing MRM at Boston Spa ...... 13 Making a difference...... 17 Domestic Violence ...... 19 [email protected] A sense of self ...... 21 (check your spelling so you don’t fall into the black hole!) Mr Panacea? ...... 22 Phoning 01964 544243 Seeing Voices ...... 24 Chase Productions ...... 30 BATOD Magazine, Publications & A few days in August ...... 37 Advertising? ....PLEASE SPEAK Regulars and general items News from the Survey...... 3 (don’t sigh and hang up!) What is happening at www.BATOD.org.uk ...... 4 ICToD SIG ...... 19 if no-one makes it to the phone to respond Noticeboard ...... 25 LEAVE A MESSAGE ICT Newspage ...... 28 Audiology Refresher 21 ...... 31 or send a fax Meet the DCCAP Team...... 33 or even email Abbreviations in this issue ...... 38 Let’s sign: BSL building blocks (review) ...... 42 [email protected] NDCS update February 2002 ...... 43 Visit our web pages www.BATOD.org.uk This and That ...... 44 UKCoD Bulletin ...... 46

Need to contact BATOD? Association Business: Minutes of NEC Meeting 1 December 2001 centre pages talk to Presidential View from the front...... 1 BATOD Secretary Paul Simpson What went on at NEC 17 March 2002 ...... 2 Representing you ...... 4 email: [email protected] Corrected Association Accounts ...... 34 answerphone/fax 01494 464190 BATOD UK ...... 39 Subscription rates 2001 - 2 ...... 47 I’ve moved... notification form ...... 47 Front Cover A collection of photographs from RSD Margate Advertising rates ...... 27 and Frank Barnes School. Calendar ...... 48 Just to remind you - the term ‘deaf’ is used throughout this Magazine to cover the full range of hearing loss. View from the front.... of the biennial conference of the European Federation of Associations of Teachers of the Deaf in 2003 and the rolling out of the UNHS programme with all its educational implications, we are certain to have a full and interesting next two years. We have recently made a few small but important changes to the way that BATOD works. These are now beginning to bear fruit. The extended use of email has the ability to inform a lot of people quickly and to elicit immediate responses. Small working parties to consider UNHS and the Survey are already in place.

As a professional association our main focus must A change of face and a change of name for this be on our members. We strive to represent the page, but the work goes on! interests of all Teachers of the Deaf and would hope that everyone would feel that they can both One of the advantages of the succession system have their views heard and be informed by the range which we operate is that as President Elect I have of topics covered in our publications, courses and had the opportunity to work with and learn from the conferences. We are always glad to have comments current President and Past-President over the last and feedback either directly or through the Regional two years and so come to the position with a clear Committees. sense of the priorities which now face us. I would like to thank both Sue and Peter and hope that the Being 'At the Front' is not a position I would normally continuity means that BATOD will continue to evolve. relish but encouragement from many colleagues and Evolve it must because nothing stands still. In fact friends means that I am looking forward, as the major initiatives which are well on the way to President, to being able to continue to ‘promote implementation such as the National Hearing excellence in deaf education', through the work of Screening Programme, the Modernisation of BATOD. Hearing Aid Services, together with the provision of digital hearing aids and the continuing delegation of centrally held budgets by LEAs provide us with both David threats and opportunities. They are certain to change the way that many of us work. I hope that through discussions and involvement with other organisations we can help to ensure that these changes will be workable and bring positive outcomes. NEW Hands Up! As you will all realise, the pace of change is relentless. I have been involved with NEC for the BSL signed words and pictures Age 5-7 Eight stories and poems from the popular Words and Pictures past 10 years or so and during this time I have seen stories translated into BSL. BATOD constantly improve in presenting itself as an Summer term Wednesday 1150 - 1205 important voice in the education of deaf children. 17 April Ridiculous This has been achieved by a large number of 24 April Who's in the shed? dedicated people who have a belief in what they are 01 May Goodnight all 08 May The train ride doing and who are prepared to speak out and work 15 May Dave and the tooth fairy towards a collective goal. Members of the 22 May This is the bear committees of the NEC, and those in the regions 05 June BSL poetry workshop and countries all play a crucial role in moving the 12 June The dancing hen Association forward and I hope to meet many of you Keep in touch! at your conferences. If you have any comments or questions about BBC In the last Magazine, Sue listed some of the programmes presented in BSL for deaf children please contact minicom 01306 742210 initiatives which have taken place over the last two hearing callers can use text direct 18002 01306 742210. years. Many of these will continue to form the basis Alternatively contact Kerena Marchant. of our work for the coming years. Add to this email: kerena.marchant@bbc.co.uk Fax 01306 742213 ensuring the continuation of the Survey following Margaret Eatough's sterling work, the organisation

©BATOD Magazine April 02 1 What went on at NEC on 17 March 2002 report by Alison Weaver

Following the national conference and AGM on the In his President's report, David highlighted areas of Saturday, at which Sue Archbold 'handed over' the the Business Plan which he felt NEC would need to Presidency, David Hartley began his first meeting by address as matters of priority. These included: the welcoming the new members of NEC: Russell Brett, review of the survey, planning for succession of Chris Owen, Pauline Cobbold and Liz Poyser. members of the BATOD steering group, the Beverley Magee was unable to attend. appointment of a Development Officer and the He went on to thank members of the Professional funding implications of such a post, the provision of Development committee and others who had additional administrative support as the work of organised the conference. Over 120 delegates from BATOD continues to grow, the CPD log and premises all regions of the UK attended the day, with keynote for storage of BATOD materials and publications. speeches and a range of workshops focusing on Other NEC members suggested also that it is time to assessment. Evaluations indicated that the day had review the role and workload of each of the been very successful. committees, to look again at the constitution of BATOD and to consider the status of the various As discussed at the last NEC meeting, the next special interest groups that meet within BATOD. FEAPDA congress will take place at the end of October 2003. A conference planning committee has The next steering group meeting will consider these been established. NEC also elected Peter Annear as proposals, in order to prioritise them and plan a BATOD representative to FEAPDA. Peter will replace feasible way forward, taking into account the work Paul Simpson, who is now Vice President, on the required and funding issues. FEAPDA Council. David and Paul, with representatives from the NDCS Sue Archbold updated the meeting on developments and the RNID, attended a very encouraging meeting in the newborn hearing screening pilot (nhsp) sites. with Ann Gross, who heads up the SEN division As further meetings are planned for the within the DfES. Following on the positive educationalists in the pilot sites, BATOD members are discussions at earlier meetings, the DfES seemed collecting information re current practice and very responsive to the issues raised in the meeting. anticipated changes to service provision. Information Among the subjects discussed was the possible about effective practice, identified through these impact of the increased delegation of SEN budgets meetings and questionnaires, will be presented at the on the inclusion of deaf children in their local meetings and written up in a future magazine article. mainstream school. It was emphasised that a Paul Simpson is writing a response on behalf of significant number of deaf and visually impaired BATOD to the DfES consultation document, children are already successfully included in their Accessible Schools. Among his comments will be local schools. In order to meet the educational needs the concern expressed by many Teachers of the Deaf of these children and to ensure that they have full about the difficulties faced by deaf children in open access to the curriculum, funding for their support plan schools. and that of children with other low incidence needs must be held centrally. On a more positive note re acoustic conditions in schools, Russell Brett confirmed that the advice Following this meeting, BATOD will write a letter to contained in the Building Bulletin ‘Guidelines for the DfES, outlining concerns and including examples Acoustic Design in Schools’ will become mandatory of authorities that have already delegated a for all new buildings. (For further information see the significant proportion of the SEN budget. It is hoped article in the January 2002 magazine). The draft that the information presented to the DfES will document is now completed and it is thought that the identify areas of good practice as well as indicating final document will be published in June. The advice the problems that may arise as a result of delegation. contained in the document will supersede the current A second area of discussion at this meeting recommendations and become mandatory with addressed the ongoing concerns re the number and immediate effect. The final document will be age profile of Teachers of the Deaf in training. published on the web, with a link to the BATOD Although this year has seen an increase in numbers website. undergoing training, there continues to be concern at Paul will write a second letter to the DfES expressing the lack of mobility of many of those teachers. While BATOD's disappointment at the quality of examples there is no expectation that there will be a return to of provision for deaf children in ‘Inclusive Schooling’, ‘end-on’ training it was suggested that it may be one of the documents accompanying the revised possible to have some central funding that could be SEN Code of Practice. This is another in a line of accessed by classroom teachers, who wished to train publications that have included inaccurate references as Teachers of the Deaf and are able to move to take to educational provision for deaf pupils. Paul will up posts in areas of need. again suggest that BATOD is consulted for future There was more positive feedback from the meeting documents so that accurate information can be with course providers. It is hoped that a new course provided. for Teachers of the Deaf will run next year in Exeter.

2 ©BATOD Magazine April 02 Funding has been identified. All that is required now outlining the future action that the survey working is an adequate number of students for the course to party has agreed should be taken. This includes: be viable. A new course leader has also been  obtaining a copy of the database so that BATOD identified for the Caerleon course in Wales, so that can look at developing expertise in producing course also should be able to run from September. further reports from it when Margaret is not A further proposal was made that BATOD should available to help  consider the use of members as ‘mentors’ for newly appointment of a project manager  qualified Teachers of the Deaf. Many of those who asking each region to identify a regional qualify then find themselves in fairly isolated coordinator to liaise with the project manager  situations, where they do not have easy access to the providing the heads of schools and services who support and advice of more experienced teachers of complete the survey with a report of their own the Deaf. It was suggested that support of this kind data. could perhaps be provided on a regional basis. This The next meeting of NEC will take place in proposal will be considered further by the Birmingham on Saturday 15 June. As usual, regional Professional Development committee. representatives and another member of each Paul Simpson and Peter Preston have continued to regional committee will be invited to meet with represent BATOD at Deaf Childrens Communication BATOD steering group on the Friday evening Aids Project (DCCAP) management meetings. News from the Survey BATOD & our consortium partner Deaf@x have Paul Simpson, Secretary received initial funding of £165000. Following advertisements on our website and in the TES 2 FTE After devoting many years to working on the Survey, Project Development Officers have been appointed Margaret Eatough has decided to retire from this with effect from 01/04/02 Marianne Nash (Deaf@x), crucial rôle. She will retire once she has finished Ann Underwood (0.5) and Mary Fortune (0.5) for compiling and evaluating the current data, although BATOD. All three are Teachers of the Deaf and will she has kindly agreed to offer her services in a work together to develop the project. The basic consultancy rôle as we move into the next stage of intention is for Deaf@x to cover the South of England the Survey’s life. and BATOD the North. An initial equipment bank has The Survey has been used increasingly by a range been established (£65K). It is hoped that the first of bodies for a variety of purposes from research for assessments will be carried out immediately following articles to bench-marking for local authorities and the start of the project on 01/04/02. The life of the data collection for Best Value Review exercises. project is expected to last at least two years and the DCCAP management team is currently working on The latest Survey produced a 98.6% return in the bid for funding for 2002/03 via a service level England permitting very robust information indeed to agreement with BECTa. be gathered from analysis of this data. Compared to other CAP centres, ICT technologies for In recent years Margaret has been providing working use with deaf children are not clear cut. DCCAP will databases for LEAs who have completed the survey. need to look at existing systems and explore ways in Indeed at the time of writing, 89 have been which they can be developed/adapted to aid the requested and most provided. Margaret has also communication of deaf children. Referrals are been staffing a ‘virtual’ Helpline on the operation of needed from Teachers of the Deaf in order to make the database. Many responses have been supplied the project a success. Teachers of the Deaf are and BATOD has gained much from the ability to urged to consult the BECTa website provide reliable statistics when in discussion with (www.becta.org.uk/cap) for further information and DfES, STRB, TTA and GTC(E) to name but some of referral form. the bodies with whom we liaise. BATOD and Deaf@x have both applied for funding The Steering Group has decided to review the from the DfES Small Projects Fund (£30K each) to purpose and content of the Survey at this time and develop training programmes to support Teachers of thus there is to be no 2002 survey. The next request the Deaf and LSAs working with deaf children using for information will be sent out in January 2003. ICT communication aids. The review period will include a consultation with all Additional information and the application form for heads of services (and schools) in the UK asking referrals may be found on the BECTa website - what they value from the Survey and requesting www.becta.org.uk/cap their comments on all its aspects with suggestions as to how we can improve it for the future. Margaret Eatough has recently decided that the time has come for her to retire from her work on the Margaret Eatough is a Life Member of BATOD in survey. Margaret has worked hard for many years on recognition of the huge contribution she has made developing the survey, collating responses and to the Association through this work. We are providing reports on the information she has enormously grateful to her for all she has done over obtained. NEC expressed their appreciation of the many years during which she has been involved Margaret's work in this area and reiterated their with the survey. commitment to the future of the survey before

©BATOD Magazine April 02 3 What is happening at www.BATOD.org.uk In February Paul Simpson and Ann Underwood met the changes have taken a little longer to develop. with Matthew Underwood who has maintained the He demonstrated the new functionality of the site, BATOD website for us since its inception. Matthew which will allow specific personnel to upload items to programmes for Jemmac at Cranfield Technology the site with ease. Park and the meeting was held at the Jemmac premises where Mark Fisher one of the Directors  New items will be identified by the programming welcomed us. Matthew is sent items on a regular Matthew has written for the site and cross- basis to upload to the site and he acts as web referenced. master and general adviser.  The site will be able to identify the visitor and inform them of any changes since the last visit on The site is growing in popularity as Matthew an opening page. The demonstration was quite reported at the end of January: impressive!  "In the week 20-26th January 2002, we had 949 Details of how to upload information and some different visitors who visited the site a total of 1389 simple web page programming were explained. times. This is 50% up on the same period 2001. It will be possible to have a registration page to We've seen 4000 visits in January and some of this allow special access to areas for members and also month has been school holidays. At this rate we the possibility of an electronic journal were should crack 50,000 visits a year without much discussed. Matthew felt that we should get the new- trouble. look site running smoothly before we introduced registration, which would need some administrative Note that is VISITS and not page accesses. procedures agreed and in place beforehand. (Typically we're seeing around 1500 accesses per day, from 989 on Sunday to 2368 on Monday). A It is hoped that the new-look site will be launched visit can include several page downloads so is during September 2002 so keep weatching and usually much less than the number of accesses, but make www.BATOD.org.uk one of your favourite is perhaps more representative of site usage." pages. Matthew had been asked to look at a site face lift - originally for the 25th Anniversary celebrations but

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, some are meetings booked for the near future. Your representatives at the meetings listed include: Sue Archbold, Russell Brett, Bev McCracken, Ted Moore, Sharon Pointeer, Peter Preston, Paul Simpson, Ann Underwood. date venue external participants purpose of meeting TBA H of Commons Phil Willis MP Liberal Democrat Education front bench 22/01/02 London NCPA 07/02/02 Cranfield Jemmac website development meeting 11/02/02 London BBC launch of BBC channels 14/02/02 London Launch of NDCS Early Years QS 20/02/02 Oxford ACE Centres, BECTa CAP Partner Meeting 25/02/02 Reading Deaf@x Management meeting DCCAP 04/03/02 London Survey review group 09/03/02 Luxembourg FEAPDA Council 13/03/02 London DfES DfES SEN Division 14/03/02 Newbury Oxford Brookes Consultative Committee 11/04/02 Reading DCCAP DCCAP Management 21-22/06/02 Telford various NDCS exhibition 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.

4 ©BATOD Magazine April 02 All about NASS Rowie Shaw Chief Executive What is NASS? The National Association of Independent Schools and Non- national steering group for Regional SEN Partnerships and Maintained Special Schools (NASS) was formed by the on most but not all of the Partnerships themselves. Work schools themselves in 1997 to represent non-maintained still needs to be done in forging active and informed and independent special schools which are run by charities. partnerships with some local authorities. However by This is a small but significant part of the education provision securing support from MPs and peers in the recent in this country catering for some 5000 of the UK’s most parliamentary debates during the passage of the SEN and vulnerable children, all of whom are placed in our schools Disability Act NASS was successful in ensuring that Parent by local authorities. Voluntary sector special schools Partnerships must provide information on all available represent about one fifth of the total number of special educational options, including our schools, to the parents of schools in England. NASS is the only national organisation children with special needs. representing special schools in the voluntary sector, of Of course, at a time when the government’s social inclusion which the vast majority are NASS members. One of our policy is developing rapidly the sector must find a voice with members calls NASS a ‘collective’ which is a good way of central and local government and must play a full rôle in describing how the Association operates. In total 89 new partnerships. NASS works hard to influence schools and 12 organisations are now members of NASS, government strategy so that national, regional and local membership having risen rapidly since 1997. This includes policy takes due account of the contribution of the specialist the vast majority of schools providing for deaf children sector. In this endeavour we have had much success. We outside the maintained sector. The NASS National Council believe that most officials at DfES now know what a Non- consists of 12 elected or co-opted Trustees who work in or Maintained Special School (NMSS) is and we know that are Trustees of NASS schools or organisations. Three Ministers do. Most policy documents issued by the current Trustees are from schools for the deaf: Cris Lewis, Department now make specific reference to our sector as the Chairman is from Northern Counties, Ivan Tucker (Vice- demonstrated by the revised SEN Code of Practice and the Chair) is from Mary Hare and Tim Silvester is from Royal related inclusion guidance. Most importantly, we have been School for the Deaf in Derby. able to rectify the anomaly by which NMSS received no Members include national organisations such as the RNIB, Standards Fund nor funding for other government initiatives, ICAN, SCOPE, NCH, Barnardos, the National Autistic even through their pupils are placed by local authorities. Society and the Shaftesbury Society and smaller stand NMSS now receive funding for all extra initiatives, including alone foundations running schools and education services threshold payments, as a direct result of work by NASS. which cater for all categories of special needs. Private Our next tasks include work to achieve this level of support independent schools which are not charities can also join from the Department of Health and for those Independent NASS as Associate members. Schools approved to admit children of SEN which are In 1999 the schools decided to appoint a Chief Executive to charities. As Ministers have said that they cannot fund one represent them on the national arena and to develop group of Independent Schools without the other we are membership services and in early 2001 staffing was disappointed that recent legislation has not included the doubled when an Administrative Officer was appointed. means to create a proposed new category called Both employees work from home for three days a week, Independent Special School, which would differentiate our NASS relying heavily on the internet for communication schools from mainstream Independent Schools where fees with and between members. are paid by parents. Without that happening, real qualitative differences in provision could develop between the two What does NASS do? parts of our family of schools. NASS is committed to promoting the rôle of high quality specialist provision within a modern, inclusive framework for Specialist Special Schools Special Education and seeks to improve communication We are also seeking to persuade policy makers that there is and mutual support within the sector as well as to promote mileage in creating a new category of specialist school good management in areas such as contracting, quality whether maintained, Non-Maintained or Independent: the control, fee structures and best value issues. We have Specialist Special School. These schools, all Centres of developed a set of standards for schools in our sector to Excellence, would have to bid for specialist status, just as which all NASS members must commit as well as the schools now bid for specialist Technology or Sports or Arts recommended national contract for the placement of status. The successful schools would be properly funded to children and young people in our sector. The final revisions develop links with mainstream for outreach, training (initial, to this document are currently being negotiated with the induction and in service), assessment, support, advice and LGA with the support and input of the DfES and the DoH. information and for training towards the mandatory We also run professional development events for our sector qualifications. which are always well attended. NASS can be contacted at [email protected] NASS provides information, support and training for its www.nasschools.org.uk members through a newsletter, mailings and day and residential conferences. We are also represented on the

©BATOD Magazine April 02 5 Residential Special Schools for the Deaf: at our best and worst Chris Owen, Headteacher Royal School for Deaf Children Margate

“If you started from the child…” Doesn’t that have We have a multi-agency approach - Teachers of the a nice, warm ring to it? Doesn’t it tickle all those Deaf, Specialist Educational Psychologist, Speech liberal tendencies so beloved of the caring special and Language Therapists, Nurses, Residential school teacher, never entirely buried under the Social Workers, Physiotherapy Team, Occupational cynicism generated by experience? Therapist; Audiologist, Vision Teacher, Mobility Instructor, Communications Tutor and Educational Add in a litany of other right-on phrases: Assistants - working together in teams to educate “we wanted a change of culture” and care for children with severe and profound “building resilience and developing capacity” hearing losses and additional needs. Working “a partnership” damned hard too. Getting help from outside “on a journey” specialists - a visiting General Practitioner, Dentist, “holistic view of the child” Dental Hygienist, Ear, Nose and Throat Specialist “aspirational targets” and Child Psychiatrist - to better provide for special “interdependent teams of professionals” children with special needs. That’s where Ray Shostak found his model. Us. We were doing it “identify, intervene and innovate” right all along. Which begs the question as to why “sharing a common language” we are under so much pressure to survive from “a commonality of understanding and purpose” unreconstructed agencies who have not seen the “a repertoire of teaching strategies that meets the wisdom in our interdependent, team-based learning styles of children” operating systems, have not understood just how and you are, quite clearly in the presence of a deep good we are at our best. thinker on educational issues, someone at the And at our worst? I haven’t really time or space to cutting edge. So I was. go into much detail, except that we perform badly These are direct quotations from a lecture given by when we become isolated, cut off, defensive in our Ray Shostak, Director of ‘Children, Schools and thinking or complacent in believing that we are Families’ [read: Health, Social Services and getting it right all the time. Mmmm. Education], Hertfordshire, at the NAHT Annual Residential Special Schools Conference on Saturday, 2 February, at 10.15am [I mention the time because I made a special effort to attend this lecture, having missed breakfast and the Educational Psychologist at 9.30 am after a hard night’s networking.] It was a very special lecture. It was full of passion and belief. There was vision. It was based on including children. There was a burning desire to give children a better deal. There were any number of phrases to be put into the interview lexicon for future use. I am not being facetious and disingenuous. I enjoyed the lecture The FE group working at Westgate College Margate. and I acknowledged that the desire to simplify, streamline and better co-ordinate the services a Reminder to ToDs who work with the child with special educational needs might require exam boards on language modification was genuine, valuable and made a great deal of sense. We all complain about health, social BATOD & NATED will submit the list of accredited services and education working against each other modifiers to the Assessment Groups early in and not for the good of children, so why not put September. People who wish to have their names them all together in one organisation? Why not try to included on the register of modifiers but have not change the culture? Why not an inclusive model? yet requested the common assessment item, need Why not start early? Why not start from the child? to do so in time to submit a revision by the Yet I had some doubts. Something didn’t feel quite beginning of the Autumn term. right. I worked out what it was later, on the drive Requests for the assessment can be made to any home, in fact. The reason that it wasn’t ringing member of the GCSE Sub-committee. entirely true as revolutionary thinking was because For further details please contact Jenny Baxter, we do it all the time. Yes, in a residential special Jane Couper, Bev McCracken or Derek Heppenstall school, this is the way we work all the time. via Paul Simpson, BATOD Secretary.

6©BATOD Magazine April 02 The Burwood Park Archive, 1959-1994 Colin Sayer,ToD retired In September 1996, hearing that Burwood Park This took a long time. What belongs in each School and Norfolk House College were closing, category? What should go in and what be left out? I decided that they should not just vanish without What heading should each sub-section have? How trace. should the indexes be built up? The indexes are the crux of the whole thing. I wanted anyone with no First I looked for physical objects to preserve, as idea what was in the archive, to be able easily to memories for ex-pupils and students, so a desk, the access the contents. Honours Board, craftwork tools, pieces of Physics equipment etc were rescued. Then people began The indexing system is based on a main menu, nine using the word ‘archive’. I felt that ‘archive’ was too group menus and subsection menus. Everything pretentious a word for what I was doing. had to be perfectly clear, when the material went for microfilming. I had nine boxes, one for each group, However, the staff produced various documents, with the larger groups subdivided to boxes 1a, 1b, demonstrating that documents also give vivid etc. Every box started with an A4 index sheet, pictures. I started seeking ‘memories on paper’, showing every sub-section within that box. Almost such as the single ‘Hairdressing List’ that appeared, every box contained large envelopes, each named which pupils had to sign in the days of ‘the short (corresponding with the box menu) and numbered, back and sides’! containing an index sheet. The diaries and the 25 As the staff members were extremely busy, mostly I years of the ‘Boar Weekly’ had an index sheet was simply ferreting around the school. Some gems before the first page and spring, summer and appeared. Matrons had kept the pupils’ ‘weights autumn ones interleaved. and measures’ - and suddenly I had all the Nominal These index sheets had three functions. Firstly, for Rolls from 1966, in one envelope! They also had the microfilmers to check each section against my some clothes and pieces of ‘emblazoned’ crockery. menus. Secondly, when the microfilm was scanned The Headmasters’ diaries were in the cellar. I filled on to CD the operator would know exactly when to over 28 stacking fruit boxes and then had to think key in the next Index point. Thirdly, to appear on the what to do next. microfilms and CDs, so one can easily find what one I made enquiries, eventually contacting Mr Bond, is looking for. Director of Margate School for the Deaf. The whole The scanning produced three CDs containing all development of the archive stemmed from his 16,000 pages, easily accessible on computer. I had encouragement and help. Through him I was invited by now realised that an archive really needs to be in to a meeting with representatives from a a fire-proof store, humidity and temperature microfilming firm. This was extremely interesting, as controlled but did not have access to one. I knew nothing about the preservation of anything. Meanwhile I was considering a second viewing They explained about microfilming written archives, microfilm, and Manchester Library agreed to house as the most stable method of preservation and it but only if the archive was stored at the Surrey about scanning the microfilms onto CDs, for home History Centre in Woking. computers. I went there and they were hugely enthusiastic about This all sounded very promising. First I had to list housing the archive. This was ideal. A History the contents of my boxes. A representative from the Centre, near to Burwood Park, with excellent storage firm then came and checked my lists and the facilities and archivists on duty. The archive entered various boxfuls. He estimated 14,605 pages for the Surrey History Centre in April 2001 in 25 boxes microfilming - just 188 pages out! He quoted for a and large envelopes, leaving a remarkable space in master negative microfilm, a second negative and a our front hall! It now includes the school films, positive, and scanning the microfilm onto CD. The mostly made by pupils, in a film storage centre in second negative is for copying from, leaving the Brighton, the History Centre having videotaped them master untouched. The positive is for viewing. all. I then wrote to Lady Boyd, explaining the details, There are still photographs, videos, audio tapes and and she agreed to fund the undertaking. Old Burwoodian Association material to be Next, I had to divide up the archive, to make it processed for the History Centre. We need to find a accessible for viewing. The firm advised settling on home for the display of 45 years of the School and a small number of broad sections with sub-divisions. College that was on show on 176 feet of tabling at Nine groups appeared; minutes, diaries, pupils, our 2001 Reunion and also for the solid objects, teaching, magazines, administration, history, hobbies such as the Honours Board, noticeboards, clothing and Norfolk House College. The next step was etc. dividing the material inside each group and the easiest way was by date. But Burwood Park School and Norfolk House College have not vanished without trace …

©BATOD Magazine April 02 7 BATOD Mailing at The Royal Schools for the Deaf (Manchester) Bernie White ToD The students in the Post-16 department of The Royal In Careers Awareness the students develop and Schools for the Deaf have been involved in collating the understanding of the options available to them and start inserts for the BATOD magazine for a number of years. to build up a portfolio of their reactions to different It has become a valued part of the post-16 experience. options. All students within the department access work experience, supported or unsupported - depending on Who are we? individual needs this has in built progression within the Students at RSD (Manchester) are deaf with learning course. Students in the first year access vocational and other difficulties. Additional difficulties range from workshop activities as their vocational experience, those autism, physical disabilities, to dual sensory impairment in the second year continue to work within vocational and often complex needs. Students are aged from 16 - workshops and also participate in on-site work 21. The majority of students are funded by LEAs within experience opportunities. Students in the third year of a largely North West catchment area. A handful of the course access workshops and a community based students over-19 are funded by the Learning and Skills work experience placement. Council. Career Management modules within Careers Education What is the course offered to students? focuses on the development of skills and knowledge Students work within a four-part curriculum: Key Skills, related to the planning of learning/training, self (taught in discrete subjects and in a cross-curricular presentation, interview skills etc. way), Life Skills, Knowledge and Understanding of the World and Vocational Studies. The school joined a Experiences such as BATOD mailing provide the working party with Equals (an organisation for those students with opportunities to apply learning in these working with learners with severe learning difficulties) to areas into practical situations. Students with complex devise a curriculum framework for the needs find difficulty in understanding students. It took into account current abstract ideas. It is the responsibility of issues including Entry Level Qualifications a school such as ours to set up and recommendations of Tomlinson re situations where they can learn to progression and resulted in the production transfer learning from the classroom of a balanced curriculum preparing young into real life situations. adults for life. What tasks do the students The weighting of the different elements of complete? the course is dependent upon the age of Students within the department the students, those working on the complete all tasks relating to the Prevocational 16-19 course, Towards project. They work in teams to Independence and Multi-sensory complete a number of tasks relating to Education for Life, study the four elements the project. The job has a real in equal parts. This allows the students to deadline. This moves the experience develop functional skills and knowledge form a simulated vocational task to a relating to adult life whilst allowing them ‘real-life’ experience. Students work for equal opportunities to study subjects periods of up to two hours and have based on the enriching side of learning, for feedback from staff and peers as to students to follow their interests. the quality of their work. The Vocational Pathways course offered to the post-19 The range of tasks the students are involved with offer students is weighted more heavily on the areas Key opportunities to develop Key Skills and vocational skills. Skills, Life Skills and Vocational Skills. Students  continue to follow subjects within Knowledge and tasks need to be organised and set up  Understanding of the World but this is based on inserts may need folding selection of one or two modules per term. Insets must be folded correctly - for some students this is a challenge and staff have devised a number Where does BATOD mailing fit into the curriculum? of ways to facilitate this. BATOD mailing has become an integral part of the  organise workshop Vocational Studies offered to the students at the school.  quality assurance issues are dealt with during the All students participate in Careers Education, based programme upon the three areas advocated by QCA; Self- Students with/without literacy skills need to Development, Careers Exploration and Career recognise whether they have duplicate Management. During this part of the course students inserts/recognise quantities. The inserts need to be work to develop skills and knowledge that facilitate the collated correctly, students may or may not have informed decision-making and developing awareness of literacy/numeracy skills. Staff lay out the inserts in a personal strengths and weaknesses, interests and sequence that means that all students are able to preferred learning styles. They develop an complete the tasks.  understanding of Key Skills and the use of Key Skills apply labels to envelopes  throughout their lives. insert magazines into envelopes 8©BATOD Magazine April 02  seal envelopes  persevere during tasks  weigh completed envelope  use franking machine  count magazines for mailbag Teachers have the responsibility to set appropriate objectives. Objectives set for the students working within the project reflect the demands of the job and the learning needs of the individual. Some tasks have obvious applications to Key Skills development; counting, matching, reading, using ICT offer other vocational experiences to the student. He equipment. Others contribute to the development of used the fax machine, worked in the office etc. personal skills; working in a team, co-operating with others, problem solving etc. Typical objectives of some This was a major achievement for the student. The students working include: certificate and his progress towards the set targets are  tolerate the close proximity of others whilst working part of the Progress File. During Annual Reviews, the  carry box of magazines in co-operation with another Progress File is the focus of the student’s input to the student meeting. It is a record of achievement and records  rip boxes preferences for aspects of the student’s life. It helps me  dispose of boxes as a teacher to ensure that the students’ views are part  work for 20 minute periods without direction to of the transition planning. continue What about the future?  accept a range of rôles within the project We are pleased that over the last few years the project  follow direction from peers has been opened up to the whole department. It has  accept responsibility for completion of tasks become an important part of the transition curriculum for  handle paper appropriately. under-16 students and vocational studies for post-16 students. We are looking towards incorporating further vocational experiences and opportunities for greater differentiation. As part of this development, we are planning to advertise posts to students to work in the project. This would lead to students applying for posts, participating in an interview, taking on leadership rôles within the project as well as completing tasks. The change in style of the project would create more administration tasks that allow students to try a new range of vocational tasks. BATOD is an example of an Education - Business partnership that has helped us as a special school Where does the BATOD mailing lead? develop the Vocational Curriculum. The project fits into the school’s work experience framework. It offers the student the first opportunity to try their hand at a vocational task. During this time students are observed and their preferences for vocational work recorded. It has led to the school seeking a local employer so that students can take the next step into a work place. Last year a student who showed great competence and interest in the mailing went on to complete a supported work experience placement at NatWest Stationery Distribution Centre. The young man went to the work place with support from school staff and participated in mail collation tasks. We planned with the employer to set up the experience to suit the needs of both the work place and the student. Editors note: I am sure that you will agree that the mailing He went to the placement for one day per week for a enterprise is a valuable contribution to the education of these young people. Maybe those of you who, like me, received your period of ten weeks. The support staff was consistent, last magazine a little on the late side will understand the reason important for the student and the employer. The student why... half term not withstanding! spent half of his day involved in mail collation (and was reported to work better than the employees) and during Thank you team at RSD the remaining time the employer went out of his way to Manchester, for your hard work.

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www.amhealthcare.co.uk Doncaster score at Manchester SteveSteve Jones Jones, says:Head "Creating of Science, the science Doncaster drama School 'Cloning About' has been enriching for everyone Doncaster School for the Deaf (DSD) students have involved. Successfully performing in front of a large recently performed at The Forum Theatre in appreciative hearing audience has raised the Wythenshawe, Manchester. They took part in students’ self-esteem tremendously. We are hoping Science Centerstage, a national science drama to be in London on the 9th May, either on the stage festival. or in the audience. It will be a great experience for the students, who have worked so well as a team." The Manchester Festival is one of ten festivals being held throughout the UK in March, involving 60 In the summer term, DSD Drama Group will be schools and around 600 students. Following these contacting other independent schools for the Deaf festivals, one school from each region will be and LEA mainstream and special schools offering a selected to stage their performance at a national touring Science/Drama Roadshow. event held at The Linbury Studio Theatre, Royal Opera House, Covent Garden, in London on t9 May Science Centrestage is funded by the Wellcome 2002. Trust, an independent research-funding charity whose mission is to foster and promote research In order to appreciate the achievement of the pupils with the aim of improving human and animal health to reach this stage it is important to know that 100 and managed by The Oxford Trust, a charity that schools and more than 1000 students originally encourages the study and application of science entered the competition in November 2001. All were and technology. The aim of Science Centrestage is hearing schools and many of the schools are to encourage young people to consider the impact of performing arts status schools with teachers medicine in society. specialising in Drama and Dance. The DSD Drama Group were supported by Steve Jones (Head of Science Year (September 2001 - 2002) is a Science), Martin Weatherall (Learning Support) and government campaign which aims to raise Tracy Lawton (Communication Support). awareness of science among young people aged 10-19 and their key influencers - parents and 'Cloning About' is a thought provoking 20 minute teachers. It is organised by the Department for play which explores the controversy surrounding Education and Skills (DfES). cloning through a naturalistic comedy drama. www.scienceyear.com Developed and performed by seven deaf pupils it tells the story of two sisters and their friends who For further information about how the drama was are confused by identical twin brothers, believing developed or to enquire about the DSD Drama one boy to be two-timing both sisters. The highly Roadshow please contact Steve Jones at: amusing finale highlights that although the twin Doncaster School for the Deaf, Leger Way, Doncaster, DN2 6AY brothers are physically identical, they have different ¤ personalities, preferences and needs. (01302) 386733; Fax: (01302) 361808 email: [email protected] The scientific issue being that clones are not identical in every way. Deaf awareness is raised through the drama by the use of sign language, placement, flashing lights, text messaging, subtitles and the telling of jokes. Doncaster pupil Robby Hill received particular praise from the judges at Manchester for his comedy performance in which he is constantly switching between 3 different characters, whilst at the same time narrating the story to the hearing people in the audience. Robby, who had no previous experience of acting before his involvement in Science Centrestage, would now like to find out more about opportunities for him to study performing arts when he leaves school in the summer. Leanne Ramsden who stars as one of the sisters is quoted from her review of Science Centrestage: "I love drama and acting. Science is more fun now. I had fantastic time, thank you. I will love to go to Pupils from left to right are: Robby Hill, Rachel Short, Delma London for drama. I am hopeful." Mulhern, Annie Straw and Leanne Ramsden.

©BATOD Magazine April 02 11 POST-GRADUATE DIPLOMA IN EDUCATIONAL STUDIES (HEARING IMPAIRMENT)

Mixed Mode: The University offers a mixed mode course with a substantial taught element for candidates wishing to train as Teachers of the Deaf. The course is two years (part-time) and open to qualified teachers.

Modular: There are six modules including a full module on Family Support and Professional Liaison. Other modules are: Language Development; Audiology; Curriculum Access; Legislation and Provision and Educational Methodology; and a Teaching Practice module.

Residential Element: A key feature of the course is that in order to bring together the best possible lecturers there are a series of residential weekends based primarily in the new Mary Hare Grammar School Wroughton Centre. This offers en-suite accommodation and excellent educational facilities. The arrangement also aids group cohesion. A library, social facilities, including a pool and fitness room, are available for student use.

DfES Recognition: The DfES recognises the course and successful candidates will achieve recognition as Teachers of the Deaf and will have the opportunity to study further for post-graduate degrees.

Further Information: Contact Carol Ward, Course Administrator, at Mary Hare School, Arlington Manor, Snelsmore Common, Newbury, Berks RG14 3BQ. Tel: 01635 244224. email: [email protected]

MA - MASTER OF ARTS IN EDUCATION (HEARING IMPAIRMENT)

Here is the opportunity to study for a post-graduate degree following your training as a Teacher of the Deaf. It also acts as your training in research methods and gives you, perhaps your first, opportunity to undertake real research. The Master of Arts in Education has a common core made up of the following modules: Professional Development and Profiling (single module)* Developing Educational Research (double module) Dissertation (triple module) * For participants on the MA (Hearing Impairment) the PDP module is not required. These modules provide you with a supported programme to help you make the most of the course and in particular to develop your own interest and skills in research. Each element of the core has a handbook.

Further Information: Contact the Course Secretary, at Oxford Brookes University, Westminster Institute of Education, Harcourt Hill Campus, Oxford, OX2 9AT. Tel: 01865 741111. Course element taught at Mary Hare School by university and school staff. MA Course Co-ordinator: Alison Price. Course Tutor at Mary Hare: Dr Ivan Tucker.

M.Sc IN EDUCATIONAL AUDIOLOGY The course consists of eight modules with significant taught elements. Each taught module involves the equivalent of 30 hours student contact (lectures, workshops, seminars) and 90 hours private study/distance learning. The unique rôle of the Educational Audiologist is the context within which several of the modules are developed.

The child with multiple disabilities is treated as a cross-curricular theme across modules and features as the context within which any assessment/assignment are set. The taught element of the course is held at Mary Hare School. Further Information contact: Carol Ward, Course Administrator, at Mary Hare School, Arlington Manor, Snelsmore Common, Newbury, Berks RG14 3BQ. Tel: 01635 244224.

©BATOD Magazine April 02 5 Reviewing MRM at St John’s School, Boston Spa

Catherine Baldwin and Isabel Gibson, St John’s School, Boston Spa

Preface practice. Three types of assessment are used Regular evaluation is an essential part of sound across the school: teachers’ individual records, educational practice. It is necessary to ensure that statutory assessments and annual assessments of a school continues to meet the changing needs and linguistic progress. demands placed upon it. Information provided by internal self-evaluation provides an invaluable All teachers keep their own records of marks, test insight into the effectiveness of a school’s policy and results and subject specific assessments and this practice, and complements the information provided information supports preparation on a lesson by by external evaluation, such as Ofsted inspections. lesson basis. In addition to using statutory assessment measures, it is also essential to build up Introduction a profile of language development for each child. The Maternal Reflective Method (MRM) is an oral This consists of annual tests of speech and spoken approach to language learning that was first language, reading and writing (currently in pilot developed by Fr A van Uden in the Netherlands in form), which give objective indicators of each pupil’s the 1970s. The method is well documented in his development of receptive and expressive language. book, A World of Language for Deaf Children Though time consuming, the tests chart progress (Swets and Zeitlinger, 1977). When the method was and have diagnostic elements which identify specific introduced at St John’s there was little educational weaknesses to be addressed in the classroom and legislation that directed the content of the timetable therapy situations. Target setting was a challenge: and the main school population was a more the dilemma was whether this should be subject or homogeneous group than at present. However, language-based. Though these initiatives were in since St John’s adopted the approach, considering it part resolved as they were introduced, it was to be the most effective method of facilitating anticipated that the review of our language language development in profoundly deaf children, philosophy would enable us to integrate them into we have been mindful of the need to re-evaluate its our policy and practice. use in the light of new educational initiatives and a changing pupil population. Although our instinct was The Key Stage 2 Numeracy and Literacy Strategies that the method remained effective, we felt it gave us grounds for optimism, as educational necessary to confirm this through a thorough thinking was starting to move away from content to evaluation. In October 1998 a small team of approach. It became apparent that we would be volunteers from the teaching staff began a formal able to fuse elements of the NLS with our own review of the School’s use of the MRM. literacy strategy, the Maternal Reflective Method.

The context We regarded Curriculum 2000 as a watershed, for The review was conducted within the context of a the Government’s vision of language across the changing educational climate and a changing pupil curriculum had been ours for decades! population. As well as change imposed by Government The introduction of the National Curriculum and the initiatives, there was also a change in the population subsequent succession of educational initiatives, of children coming to the school. Many more has influenced time-tabling priorities. What should hearing-impaired children were being integrated into be taught, ie the content of the curriculum, became mainstream schools in response to the a key issue. We very quickly established a Government’s policy of inclusion. Consequently, commitment to the National Curriculum. Equally, more pupils referred to and admitted by St John’s however, our commitment to maintaining the MRM had learning difficulties in addition to their hearing meant insisting that, in a special school for the deaf, impairment. A significant number of these language learning must underpin a curriculum that additional difficulties were semantic-pragmatic was both subject and knowledge-based. This meant spectrum disorders. A growing proportion of new developing innovative schemes of work and, in pupils also had cochlear implants but, in some some subjects, reducing the breadth of content to cases, their additional learning difficulties had an allow sufficient time to attend to the language over-riding effect. For us, the concept of inclusion components of each lesson. had most impact on the organisation of our curriculum and whether or not it was the most Allied with the NC came assessment, recording and appropriate for our most challenged pupils. We reporting, which became key issues with the needed to consider whether the way we delivered introduction of target setting. Assessment was the MRM through our existing timetable was particularly central to the review, as assessment not appropriate and we also wanted to examine whether only tracks pupil progression but also informs the MRM was effective for their needs. ©BATOD Magazine April 02 13 The review Classroom practice in the primary and The formal review process began when the school secondary phases set aside a training day to focus afresh on the The findings from senior staff lesson observations method. Following this day a group of experienced revealed that a common approach was used in the and committed staff were brought together to primary department, whereas this was not always formulate a review strategy. The first task was to the case in the secondary department because identify the desired outcomes of the review process. lessons were taught by a range of different subject The working group devised and agreed an action specialist teachers. plan, which would address the fundamental question, “Does the Maternal Reflective Method From classroom observation it was evident that serve all our pupil population well, as we move three factors determined this difference in approach: towards and into the next century?” In order to 1) the subject studied answer this there were many avenues to explore and 2) the ability of the pupils smaller, more manageable questions to ask and 3) the age of the pupils. answer, covering areas such as curriculum, teaching In general terms, teachers of language-based approaches and pupils with additional special needs. subjects such as English and humanities used the It was anticipated that the review process would take method more consistently in terms of the three key up to three years and that during this time, further elements, that is conversation, reading, and issues would surface, generating development work reflection. However all teachers, irrespective of age that we hoped would move the MRM practice or ability of the pupils concerned, used the forward within St John’s. conversation element consistently well. Staff in the working group shared the identified Lessons delivered to the ablest pupils, working tasks and established a time-frame for their towards GCSE examinations, contained a heavier completion. The tasks included: devising content and knowledge base, as a minimum level of questionnaires; conducting interviews; revising our language was taken as a pre-requisite for tackling knowledge of the theoretical and practical elements the course. Lower ability groups, up to and of the approach; observing lessons; assembling including Key Stage 4, had a greater range of MRM mentoring information; identifying INSET needs; and techniques used in the delivery of their curriculum. reviewing existing documentation. This is largely because the syllabus content poses The three major areas covered by the review were: fewer time constraints and, as these pupils still have (a) the knowledge base of the method a tenuous hold on language, it must be the priority. (b) classroom practice in the primary and Age of pupils also partly determined the difference secondary phases in approach in that there was an inherent difference (c) the effectiveness of the method within the between primary and secondary practice, as context of the review. outlined above, although within each phase there Results of the review was consistency. Where the method in its entirety is The knowledge base of the method appropriate, it is delivered consistently. Where It was evident from the results of our surveys of the Maternal Reflective techniques and attitude are MRM (see appendix), that the majority of staff had encouraged, there will, naturally, be differences in a good grounding in both the theoretical and style and delivery. The MRM is not a straightjacket. practical applications of the MRM. Maternal Reflective techniques are used across all ages, whilst the whole method, that is conversation, Practice was especially consistent in the primary reading and reflection, is used as deemed department where experienced teachers teach one appropriate, mostly in the primary department. class for the majority of their time. The classic three step Maternal Reflective process of conversation, The effectiveness of the method within the reading text and reflective exercises was context of the review consistently implemented. All pupils Progress of all pupils is closely monitored Within the secondary department, one or two less throughout their time at St John’s and was experienced staff identified teaching techniques with commented on by our latest Ofsted inspection: which they were unfamiliar. Though grammar, “Pupils’ and students’ achievements are very good reading and writing techniques are an integral when compared with the level of their attainment element of our mentoring programme, it was clear when they enter school.” On the basis of the that the method is complex enough to warrant progress pupils make in all assessed areas, we regular INSET training. Some staff practised a remain committed to the method. range of techniques but this could have been broadened to provide a greater variety to their reflective work.

14 ©BATOD Magazine April 02 The deaf children at St John’s, including those who  generated the assembly of an in-house have additional difficulties, successfully develop mentoring pack language through the unique combination of the  highlighted revision needs in our existing spoken word, reading and reflection. The constant documentation repetition and rehearsal of language provided by the  prompted us to re-think timetabling for groups reflective activities give pupils, including those with with significant additional needs weak auditory feedback mechanisms, an opportunity  identified the need for greater liaison and shared to assimilate language. Pupils are guided to recognise for themselves the patterns and structures planning  operating within the language they are in the led to up-dated assessment procedures with a process of acquiring, thereby developing greater focus on language independent repair strategies, which enable them to  reaffirmed our commitment to the Maternal take increasing control over the accuracy of their Reflective Method. expressive language. The future The MRM is an effective vehicle for both language There are three immediate priorities: development and delivering the National Curriculum. 1 extending the pilot of the writing test across the whole school; Pupils with cochlear implants 2 further developing the SEN Key Stage 3 Pupils with cochlear implants, like users of programme; conventional hearing aids, need auditory training. 3 implementing the Key Stage 3 Literacy Strategy Only when pupils are able to discriminate what they and associated cross-curricular language are hearing and thus respond, can they start to opportunities, to carry our use of the MRM become equal partners in conversation. In providing forward alongside current educational initiatives. a conversational context, the MRM gives implanted pupils these necessary opportunities. Our own Conclusion experience is that some young implantees use this The enormity of the review demanded mutual trust, approach so effectively that they are able to be respect and support. More importantly, it demanded integrated into mainstream schools. honesty on the part of all staff. If staff were not using elements of the approach consistently, they Pupils with significant additional needs had to be prepared to say so. Then reasons for The MRM is particularly effective for pupils with inconsistencies had then to be identified, questioned significant additional needs but it was clear that and resolved. If staff were not confident about any curriculum priorities needed to be identified to give aspects of the Method they had to say so, in order the weakest cohorts access to sufficient language to identify INSET priorities. time. Thus, we looked radically at the structure of the school timetable for some pupils. For two We wish to thank all staff for their positive groups within the school we devised a modular participation in the review and acknowledge their thematic Key Stage 3 programme, which gives consistent hard work, integrity and enthusiasm, as access to the Programmes of Study in English, commented on in our recent Ofsted inspection, Humanities and Science. These pupils have only two teachers for about 50% of their curriculum time “The school uses the Maternal Reflective Method to and their respective speech and language therapists raise standards of literacy very effectively. This work closely with the teachers, partly in class, thus method relies on a pupils’ own language. The ensuring consistency and reinforcement of a MRM is so successful due mainly to the commitment carefully selected range of vocabulary and and enthusiasm of the staff and as a result pupils grammatical structures across traditional subject make very good progress in their speaking boundaries. Ofsted (June 2001) commented that and listening skills. The belief that this method “the recently developed SEN curriculum at Key works, and the success that they see, drives staffs’ Stage 3 is very good and is promoting pupils’ commitment to this method”. language, and academic and social development Appendix - The MRM Questionnaire very effectively”. The questionnaire listed 75 activities/strategies that Outcomes could be observed in lessons taught using the MRM The review provided an opportunity to re-examine approach. Some were conversation strategies, the MRM in a changing educational climate and has others auditory training, or grammatical activities. had a number of positive outcomes. It has: Some related to semantic work, or collecting,  prompted staff to focus afresh on the method sequencing and sorting tasks. They were not classified as such in the questionnaire so as to avoid  highlighted the less familiar elements of MRM linked responses. If, for example, all the practice conversational tasks were grouped together and  identified a range of INSET opportunities to staff answered ‘yes’ to several they might answer broaden teaching approaches ‘yes’ to all.

©BATOD Magazine April 02 15 Three staff conducted the survey and agreed to administer it orally using the same approach. Staff had to decide whether for each activity listed they used it, didn’t use it or felt unsure about what it involved. They were given only a short time to consider their answers (less than three seconds per question). The survey administrator quickly indicated the response as A, B or C

Q No Element of MRM used not used unsure about AB C

1 rephrasing your words (saying it another way) 2 asking a pupil to rephrase to clarify 3 breaking a new word/long word into syllables to say it 4 asking a pupil for a fuller utterance 5 looking for the verbs in a sentence/text. 6 putting rhythmic groups in a sentence/text 7 using St. John’s ‘phonetics’ to practise a new word 8 looking for prepositions in a sentence/text 9 asking a child to tell a story 10 changing the tense in a sentence or text

Below are ten examples from the 75 activities: The whole school survey targeted teachers (17), special needs assistants (5), speech and language therapists (5), and care staff (7). The teachers’ responses were looked at collectively and the data for primary, secondary and English teachers were also analysed separately to establish patterns.

The care staff survey was reduced to 41 statements as some of the reflective activities used in lesson time were not relevant to them.

All the results were collated and analysed. They have been set up as a database on Microsoft Office Excel and are saved on the shared area of the schools ICT network for future reference. We have used this information to identify universal practice, to identify INSET opportunities from areas with which staff feel least happy and to monitor practice across the curriculum. Interestingly, the analysis of primary usage shows that, as language acquisition skills develop, so does the range of reflective activities used by the teacher.

The database can be filtered in a variety of ways, for example the extract below shows the top 10 elements of the MRM used by teachers. All of the activities relate to conversation.

MRM ACTIVITY All staff A % Repeating phrase/sentence more rhythmically 16 94 Asking another to repeat 16 94 Encouraging a pupil to repeat a revised version 16 94 Promoting group talk by encouragement 16 94 Showing that you understand how someone feels 16 94 Listening to each other 17 100 Rephrasing your words (saying it another way) 17 100 Giving a pupil a revised version of what he/she has said 17 100 Making sure speakers take turns 17 100 Making sure each pupil is on task and concentrating 17 100 Encouraging others to ask questions 17 100 Giving opinions 17 100

16 ©BATOD Magazine April 02 Making a difference How Deaf children succeed through the sign bilingual philosophy and practice at Frank Barnes School. Karen Simpson, Head Teacher

Historical Perspective the other. The majority of children at Frank Barnes Frank Barnes School has had a rich and illustrious are at the BSL dominant end and they move along history. The school was originally located in Old the continuum as their skills in English develop. Street, East London and was relocated to its present Rôle of BSL purpose-built site in Camden in 1977. Over the last BSL is the primary mode of communication for the twenty years, the school has undergone seven delivery of the curriculum. BSL linguistics are changes in philosophy and these include: taught daily by our Deaf instructor and our Deaf oral/auralism, cued speech, the use of Piaget team. They also carry out annual assessments of Gorman and Makaton sign systems, Signed English, the children’s use of BSL using the ‘Assessing Sign Supported English and Total Communication. British Sign Language: Receptive Skills Test’ The school became sign bilingual eight years ago (Herman R, Holmes S, Woll B 1999) and the and has gone from strength to strength since that Records of Learning and Achievement for BSL and date. BSL Assessment Framework designed by our Deaf In September 2001 the school was awarded Beacon Instructor. All staff are expected to obtain a status by the DfES and in February 2002, was minimum CACDP BSL level 2 and nine members of included in the national Ofsted Annual Report and staff are presently completing their BSL NVQ level 3 good schools list. Mike portfolios. Tomlinson, HM Chief BSL is expected to be Inspector of schools used at all times by the informed the school when he entire school community. visited in December 2001, The one exception is in that it was the first special meetings involving school for the Deaf to be hearing staff only. Staff given this honour. In his meetings are held fully preface to the report on in BSL. The school has quality and standards in recently appointed a education 2000/2001, he trainee interpreter in stated “As in previous years, order to support staff on this report identifies training and in meetings particularly successful involving parents and schools. These schools other professionals. have received an outstanding inspection report and have performed Sign Supported English is a form of communicating well in national tests and public examinations given whereby spoken English is supported by signs the circumstances of the school” following English word order. It is more or less a pidgin form of communication as grammatical What is Sign Bilingualism elements of both BSL and English are used. It is Definition only used to model spoken English in Live English or “Sign bilingualism is an approach to the education of Literacy lessons and is not used to deliver important deaf children in which the language of the Deaf curriculum information. community (British Sign Language) and the language of the hearing community (English) are Rôle of Live English used.” (Pickersgill M, Gregory S 1998) Daily Live English sessions were trialled in 1999 and introduced across the school in 2000 led by the At Frank Barnes School, BSL is recognised to be a Speech and Language Therapy team. Live English full language in its own right with its own rules can be defined as ‘English in social and governing grammar, semantics and syntax. It is communicative contexts’ (Pickersgill M, Gregory S accepted to be the preferred and dominant language 1997). Live English allows the children to identify of all the children and it is used to access the and practise the range of strategies Deaf people curriculum and to teach English. English is learned use when communicating with hearing as a second language. people/spoken English users. The sessions aim to Sign Bilingual Continuum give children opportunities to experience success in It is possible to describe sign bilingualism as a communicating at an achievable level in spoken continuum, where there are English dominant English. They also support the children to achieve children at one end and BSL dominant children at the requirements of the Programmes of Study for EN1 in the English National Curriculum.

©BATOD Magazine April 02 17 Rôle of Deaf Adults Curriculum Assessments outperformed all other The school’s staffing structure aims to provide each special schools for Deaf children. class with deaf and hearing members of staff who work in partnership and act as rôle models for both 1999 Results languages. Deaf staff play a particularly important Key Stage 1 (% of pupils achieving Level 2) rôle by being Deaf rôle models to the children and Subject National PANDA Frank Barnes enabling them to become successful independent Reading Task 79% 10% 67% learners with a strong sense of Deaf identity and Writing 81% 2% 100% pride in their culture and heritage. They have also Maths 84% 19% 67% been responsible for developing the school’s BSL Assessment, BSL Linguistics Programme and Deaf Key Stage 2 (% of pupils achieving Level 4) Studies Curriculum. They have recently established Subject National PANDA Frank Barnes a working party to develop a national Deaf Studies English 70% 6% 40% Curriculum. They lead home visits to teach sign Maths 69% 13% 60% language to parents, whole school INSET on Deaf Science 78% 28% 60% awareness and BSL as well as BSL assemblies and events during the BDA Deaf Awareness week. Strategies for Success Deaf staff bring their personal knowledge and The above results are positive proof that the sign understanding of the education of deaf children and bilingual practice at Frank Barnes is making a their views and ideas are crucial to informing our significant difference to the attainments of the policy development and practice. children attending the school. How has it been possible to achieve this huge success? These Teaching of English as a Second Language factors have been key: Since Frank Barnes became sign bilingual in 1994, it  high expectations for the children’s attainments has been striving to develop innovative and practical  high quality of teaching and learning - 92% of ways to enable profoundly Deaf children to acquire teaching was judged to be good, very good or age-appropriate proficiency in written English. The excellent by Ofsted in January 2000 Deputy Headteacher in her rôle as English co-  deaf and hearing partnerships ordinator has developed a spelling programme and  effective teamwork and commitment to detailed reading and writing frameworks to support excellence in Deaf education both target-setting and assessment procedures.  multi-professional working and sharing of good She has worked in collaboration with the staff to practice develop strategies and resources to enable the  establishing a learning community - Frank children to access the objectives from the National Barnes makes a huge investment in staff Literacy Strategy to make it accessible to our professional development and providing non- children. She is also currently working in contact time. The school received Investors in collaboration with our Speech and Language People status in March 2000 Therapists to trial the use of THRASS to develop  welcoming innovation - all staff are encouraged the children’s phonological skills. The resulting to review their practice, reflect and suggest whole school approach to the teaching of English as different and improved ways of working. a second language has had a profound effect on the children’s understanding of English, their attainments in literacy and their consequent performance in National Curriculum assessments. World-Class Results In 1999, the first comparative data on the performance of deaf pupils in special schools became available through the annual PANDA (Performance Assessment and National Contextual Data for Special Schools) report. This had resulted from the negotiations with Ofsted by the current Headteacher of Frank Barnes and Camden’s Director of Education. The tables below show the results of the Key Stage 1 and 2 End of Key Stage National Curriculum Assessments for that year. The PANDA data is compiled from the average results from 26 special schools for deaf children (embracing the full range of deaf educational philosophy and practice). The results illustrate that, in that year, the attainments of pupils at Frank Barnes School in Key Stage 1 and 2 End of Key Stage National

18 ©BATOD Magazine April 02 Looking to the Future International links Domestic Violence The school has already forged links with sign- Roger Beeson bilingual schools in Australia, Finland, Belgium and Healthy Deaf Minds Organiser Holland in order to inform its practice. Staff have (on behalf of the British Society for Mental Health and Deafness) attended international conferences on Deaf education and completed teaching exchange visits Healthy Deaf Minds is presenting a series of talks to sign bilingual schools in Europe. It is planned to about mental health with Deaf people, their friends extend these links to Denmark, Sweden and Norway. & families and the professionals who work with them. Working in partnership Frank Barnes School aims to continue with We had an excellent Healthy Deaf Minds meeting in developing its innovative practice in order further to December, with over 75 people there. Thanks are improve its quality and standards of education. The due to all the speakers (Trudi Collier, Rahmin school very much looks forward to working in Chowdhury, Binah Taylor, Caron Hawkings) and to partnership with other Deaf schools and services as members of the audience who spoke so sensitively part of its Beacon work. It welcomes the and movingly on the topic of domestic violence. opportunity to share its good practice and also learn The presentations and discussion highlighted: from the good practice of others. It offers regular  the lack of information about domestic violence in visitor days, which are tailored to meet the needs of the Deaf community visiting professionals and these can be booked  the lack of Deaf access to mainstream services, directly with the school. It will also be publishing its eg reporting abuse to the police, refuges for Literacy resources in the near future. victims and treatment programmes for perpetrators The Headteacher is also a member of the  the nature of the Deaf community which makes it Consortium of Sign Bilingual Schools and Services. harder to separate from abusive partners. This consortium was responsible for organising the conference on sign bilingual education held at the Yet again this topic highlighted the inconsistency of Centre for Deaf Studies, Bristol University on provision for deaf people. A ‘postcode lottery’ Saturday 9 March 2002. means that if you live in one borough you may get good support services; live in the next borough and Expanding our Sign Bilingual Philosophy and there is almost nothing. The small number of BSL Practice users seem to call for regional strategies on a range Through our Beacon work and raised public of issues - eg mental health, alcohol addiction, awareness of the school, we aim to demonstrate the domestic violence. There needs to be a lead real difference that sign bilingualism can make. We organisation to take this forward. are committed to sharing our expertise so that sign bilingualism will be more widely embraced within A fact sheet was prepared by Caron Hawkings with Deaf education and more children can benefit from information resulting from the Healthy Deaf Minds our sign bilingual philosophy and practice. meeting on Domestic Violence, organised by the British Society for Mental Health and Deafness. References: This is available from the Royal Association for Deaf Gregory S, Pickersgill, M & LASER Sign people website www.royaldeaf.org.uk Bilingualism: A Model 1998 Rahmin Chowdhury's notes on the work of Camden Gregory S, Pickersgill, M Towards a model of Safety Net are available on request. CSN is one of bilingual education for deaf children. British a number of government-funded projects which is Association for Teachers of the Deaf Journal. Spring providing services for abused women in crime hot- 1997; no 28, Laserbeam spots. Herman R, Holmes S, Woll B 1999 Assessing British Sign Language:Receptive Contact details for CSN: Skills Test. Website: www.womensaid.org.uk If you would be interested in visiting the school or Textphone: 020 7944 8421 Fax: 020 7944 8420 finding out more information about our sign bilingual Incident workers: 020 7944 8417 (voice) practice please contact: Rahmin: 020 7944 8418 Karen Simpson, Headteacher, Frank Barnes School Thanks to Brent Deaf People Ltd and RNID for Harley Road, London NW3 3BN ¤/minicom: 020 7586 4665 sponsoring the two interpreters. Fax: 020 7722 4415 email: [email protected]

©BATOD Magazine April 02 19 A sense of self Alison Print, ToD, The Royal School for Deaf Children, Margate Introduction positive words relating to feelings was reviewed, In the course of the last few years, it has become usually in a quick brainstorming session, so that the evident that an increasing number of pupils have positive feeling vocabulary became established. included in their Statements of Special Educational Dream Scene Need, objectives, which require that the aspect of The boys were asked to spend some time thinking be addressed as part of the pupil’s ‘feelings’ about a scene in which they had felt, or thought they personal and social development. might feel, most positive - calm, relaxed, etc. Each Having undertaken an in-depth study of self-concept boy then described the scene that they had pictured development with adolescents who have sensory to the rest of the group, including details of what difficulties, I was interested to find ways of they would see, hear, feel (touch) and smell. specifically addressing this whole area of using the Next they drew and painted pictures of their scene senses to explore as an element of self- feelings and finally, with the help of the Art teacher, produced concept development. 3-D models of the same scenes; they called them In 1995-96, I was working alongside our Speech and their ‘dream scenes’. Language Therapist, Angela Sloan, in our joint Dream Scene poem communication skills programme with one particular As a group, the boys created a prose poem about group of five severely deaf boys in Year 9. Each of each of their ‘dream scenes’ and this was to be the these boys had a wide range of stated needs but basis for a later project pursued in English lessons. from these it was possible to identify six objectives, which were common to all or several of the boys to: Colour ✔ improve self-confidence The idea that colours can evoke different feelings ✔ enhance self-awareness was explored and after a lot of thought and ✔ increase self-esteem discussion, colours were classified according to their ✔ learn to consider the feelings of self and others positive or negative qualities, as perceived and ✔ develop expressive communication skills agreed by the group. The boys agreed that blues, ✔ develop greater respect for the rights and views greens and mauves were the most calming colours. of others. Shape and movement An overview of these needs suggested that it would This positive/negative issue was again explored, this be appropriate to take a broad view of time in relation to shapes, with smooth, rounded ‘communication’, not only verbal but also shapes being more positive and calming than encompassing a range of creative and expressive straight-lined or jagged shapes. The boys explored activities. different movements in creating different shapes and soon agreed that flowing and slower movements The programme were more relaxing and calming than quick jerky A range of strategies was planned, which it was movements. They then practised using the slow, hoped would motivate these adolescent boys and flowing movements to produce patterns consisting of promote a willingness to explore and share ideas smooth rounded shapes and coloured these using about themselves, about each other and about the ‘calm’ colours and using a range of media, to feelings. The strategies that formed the framework identify the most relaxing medium or media. This for the programme were as follows: was agreed to be either paint or pastels or smooth The vocabulary of ‘feelings’ paper. The boys identified words that described different feelings that they or others might experience and Art Word they considered what situations might cause each After this we used our list of ‘trigger words’ to feeling and how they might react to it. Then the explore how we could express these using vocabulary was classified according to positive or movement and shape. Some interesting negative attributes. The emphasis was placed upon creations resulted, such as those feelings which were positive, for example - calm, quiet, peaceful, cool, gentle, kind, patient. This range was then extended to include words that evoked feelings of calm and relaxation. Samples of these words were drift, flowing, snowflake, soft, floating, breeze. Words from these lists were to become the keys to all our later work. These shapes were then coloured using the calm Trigger words colours. At the start of each subsequent lesson, the list of

20 ©BATOD Magazine April 02 Use your senses Review Having so far concentrated mainly on the visual We had explored our senses and our feelings. We sense, we decided to explore further the way our had thought about our own feelings and shared the other senses could be related to how we feel. We feelings of others. We had shared ideas and therefore studied how our senses of taste, smell and learned to come to agreements. We had learned touch could evoke different feelings. We thought that everyone’s ideas were valid and to be accepted. about a wide range of materials in this context, We had experienced a sense of achievement. The ranging from sweet or sour tastes, pleasant or initial programme had taken the three terms, unpleasant smells and pleasing or irritating textures. working for approximately one hour per week. Comfortable, sleepy, dreamy, smooth, cool, safe and Since then, the initial programme, or appropriate relax were just some of the positive feeling words elements of it, have been repeated with other that arose. groups of pupils - again with a pleasing degree of Music success. The evidence for this success has been in The idea of using music to explore feelings was the improvements in co-operation, self-esteem and made tentatively but in the event proved quite expressive skills of pupils, observed by staff successful. The boys were encouraged to listen to involved with the programme but also by other staff instrumental music of different kinds played through who have observed and noted the progress made. their radio-aids and to describe in simple terms how I would like to extend my thanks to Mrs Angela it made them feel. Each was able to differentiate Sloan who worked with me on the ‘pilot’ programme between music that excited them and music which and to Rona Whitelaw (Speech and Language they found calming and relaxing. Therapist) who worked on it with me on a later Building on this unexpected success, we decided to occasion. Also of course to the pupils who worked allow the boys to experiment with a range of hard on the programmes - without them it wouldn’t contrasting musical instruments, to create sounds of have happened! different kinds. Again we were surprised and pleased by their ability to create sounds of different qualities. A final step was a bit ambitious but we asked them to select one instrument and use it to ICToD SIG Implant Centre Teachers of the Deaf describe their own ‘Dream Scene’, which they had created in much earlier sessions. Amazing! The Implant Centre Teachers of the Deaf held their Tubular bells described a shower of rain and a half-yearly meeting on 22 January at University rainbow on a spring day, a glockenspiel described Hospital of Wales, Cardiff. The ICToD Guidelines the sun shining on the sea on a summer day, a ‘Working with Children with Cochlear Implants’ xylophone described sitting by a fire stroking a cat which were published in consultation with BATOD in on a snowy winter day, wood blocks and a sand 1996 were discussed. block described walking through the leaves in the It was felt that as more and more teachers were woods in Autumn. becoming familiar with cochlear implants and Prose Poems outcomes and expectations were being better In the summer term, the time was devoted to evaluated, the prescriptive format should change. developing expressive skills through creative writing. The Guidelines will be rewritten and possibly Again this was done as a group activity, so that the published in conjunction with another organisation to six objectives identified when the programme began make them more widely available. could continue to be addressed. There was considerable discussion on a range of Extension topics: The following year, in Year 10, these same boys  assessment, implantation and rehabilitation of extended the programme, embarking on a new children who are on the autistic continuum venture - the production of a small poetry anthology,  the types of implant being offered by centres called ‘The Dream Machine’. This anthology was a  work with young people - bringing together collection of ten poems, written as a group, building teenagers with CI to form peer groups for social on the work of the previous year’s programme. The activities and shared experience first poem was entered in a national children’s  interference difficulties with FM systems. poetry-writing contest and was one of 500 poems selected from more than 25,000 entries to be Mrs J Stephens, senior lecturer in linguistics at published in an anthology named ‘Calypso’. This UWIST, Cardiff gave an informative talk about her success did much to improve self-esteem, as did the research into the vocabulary and syntactic production of the boys’ own small anthology, copies development of children with CI. of which were sold, raising £25 for Great Ormond The next meeting will be held at the Emmeline Street Hospital. Centre, Cambridge in July.

©BATOD Magazine April 02 21 Mr Panacea? Dominic Tinner, Development Manager, Royal Schools for the Deaf Manchester The first time I came across an audiologist was appointed who suddenly runs into your office with a when I joined the Hallé Orchestra in 1992. He was ‘shopping list. Make sure your senior management working in their new education department and team processes all applications for equipment so when we were introduced I made the point of that it is put in some order of priority. The cautioning him that I should not be seen as the advantage of having a detailed costed list like this is panacea to all their funding difficulties. From that that funders can then pick and choose what they moment on I was referred to as ‘panacea’ or ‘pan’ want to fund, usually based on the level of grants for short. In fact I even remember being introduced they give rather than a particular fetish for warble in meetings under this delightful pseudonym. tone audiometers (my favourite is the baby sneezing!). Always get the person requesting the Try as I might to avoid audiologists from that piece of equipment to give you a paragraph (in moment on, blow me if I didn’t end up working with layman’s terms) of why it is needed and what it the same audiologist at the Royal Schools for the does. You will also need a written quotation Deaf, Manchester some four years later… and (including VAT and postage and packing) and a guess what? He still called me ‘Mr Panacea’. photo (a photocopy from a catalogue) of the Name that audiologist: answers on a postcard equipment itself. please. So, once you’ve got your list and all the supporting Although working for an orchestra might appear material, who do you ask? If you’re looking for large quite different from the day-to-day tribulations of a sums of money you may be best advised to school for the deaf, the fundamentals are just the consider approaching a professional fundraiser, - same. Whether you’re raising funds for a concert or someone who doesn’t need to spend hours and a new sound level meter you need to do your hours researching but already knows the sorts of research and make the right ‘ask’ by the right person organisations that might help. Details of consultants at the right time. Too often well-intentioned people can be found through the Institute of Charity see a fundraising chink of light and plough straight Fundraising Managers (www.icfm.org.uk). in without stopping to consider if they are asking the Otherwise it’s going to be a matter of trawling individual, the company or the trustee of a trust fund through the various directories of grant-making for the right thing, at the right time or indeed, if they trusts. These are very often found in major libraries are the right person to do the asking. and are published by two main organisations. CAF Although I have had experience at Manchester’s (www.caf.org.uk), the Charities Aid Foundation and Royal Schools for the Deaf of raising funds for a DSC (www.dsc.org.uk), the Directory of Social whole host of things from equipment through to Change. Once you have these it is a matter of creative arts projects and even swimming pools (our spending time matching up your request to each current appeal), it is probably of most use to talk trusts particular interests. The advantage of trusts about equipment, as this is probably one area for and foundations is their idiosyncrasies and the fact which all Teachers of the Deaf are constantly that they all have different guidelines and their own seeking funds. reasons for supporting various charities. A very useful website to help you prepare an application The cost of some equipment might be funded can be found at www.funderfinder.org.uk which has through school PTAs or Friends organisations, if you some really useful free software you can download have them. Other, more expensive, equipment might called ‘Apply Yourself’. The site also has lots of require more sophisticated fundraising. This may useful links to other sites. take the form of organising an event: a golf day, a ball or a concert. Although these can prove time Always make sure you spend some time getting to consuming to organise, they do have the added know your trustees (if you are a charity) or your benefit of raising the profile of the school amongst a school governors. Very often they have useful group of people who may never have heard of it and connections and although they may not come there may be someone in your audience who wants forward to offer these unprompted, when asked they to get involved or even provide some additional are usually only too happy to help or put in a good funds. Alternatively, it might be that they know word. Of course, it can help enormously if you can someone who knows someone who knows where to get the person who is interested in giving or a get some funding. representative from the trust or foundation to visit your school. The simple reason is that if they are If your school is anything like the Royal Schools for not interested in funding what you want you will the Deaf Manchester, there is probably a shopping know straight away but once you have them captive list as long as your arm and just when you think and you have got to know the sort of things they do you’re making headway a new member of staff is fund you can always discuss other projects with them.

22 ©BATOD Magazine April 02 You may also find that rather than asking them for was offering to provide all the felting required. one vibrotactile aid you may be better asking them Felting may not be the same as audiological for half a dozen. equipment but that same person might just as easily have offered cash. Many of you might automatically think of approaching local companies. A word of warning! On a final note don’t forget Gift Aid. In the last Companies give very little. Of all the giving in the couple of years the Treasury has made this much UK, company giving accounts for only 5% to 10%. more effective as gifts of any amount can benefit. However, if you have a good contact, use it. The way it works is that anyone who is a taxpayer Although companies themselves may not give that and gives to a charity can increase the value of the much, the individuals who work for those companies gift by 28% by simply completing a Gift Aid form. do and if a member of staff organises a sponsored This is something you prepare yourself and event to raise funds, very often the company will guidelines can be found on the Inland Revenue match the gift up to a certain level. website at www.inlandrevenue.gov.uk. Higher rate taxpayers can benefit further by detailing the One way of attracting support might be through your amounts in their individual tax returns. Even if local paper. Local papers are always looking for someone is doing a sponsored event, each good stories and if you can get the editor, or the sponsored amount can benefit from Gift Aid. The reporter who covers your locality, interested, they same website even has a sample sponsorship form. might adopt your appeal or at the very least run a You must of course keep good records, as you will feature. I do not in any way advocate using a need to present them to claim the tax back. particular child but rather say how the equipment will enhance the education or opportunities of all the Happy fundraising. If you are the sort of person children. If you have your own school newsletter who is easily disheartened by rejection, don’t go into then why not put an article in that? You never know fundraising (counselling may be of help). It can be who might be reading it. Our local radio station ran a long and arduous task and it may take some time an outside broadcast from the school for a whole before you see the fruits of your labour. However, if afternoon. At the end of the broadcast, just to fill you enjoy a challenge, have a bit of cheek and don’t the remaining two minutes, one of our education mind asking (people can only say “no” and no-one and social support assistants popped in to talk about minds being asked) and you like a bit of detective the scout troop at the school. He happened to work it can be enormously rewarding. I once wrote mention the leaking roof of the scout hut. Within a simple letter, no more than two sides of A4, if that. thirty seconds the station received a phone call from Within a week a letter came back with a cheque for a man whose company provided roof felting and he £30,000! Good eh? Seeing Voices Children from Frank Barnes School for Deaf London and reflect a great cultural diversity, with Children received a £7,000 donation from Abbey about 50% of children from Ethnic Minority Groups. National Charitable Trust when Business The Place, a leading vocational dance training Development Manager, Mr Robin Leech presented school provides the teaching and expertise and the the cheque to approximately 43 children between venue for the final performance. The Place’s aim is the ages of 2-11 years. to provide the experience of dance as a creative, The money donated to the school will go towards expressive and educational medium to all and the costs of their new production ‘Seeing Voices’, a essentially to children and young people. creative dance project for profoundly deaf children. The Roundhouse manages and delivers the project The year long project, which is managed by The through its Creative Education Programme for Roundhouse, started early last year and is due to disadvantaged young people. Its infrastructure and finish in July when the children will perform in a the pooled expertise to ensure that the project is of dance piece in public in The Place Theatre, as part high quality and good results. The Roundhouse’s of the Camden Dance Festival. aim for this project is to establish lasting relationships with Frank Barnes school and to ‘Seeing Voices’ is creative dance for deaf children develop models of good practice. which is linked to conceptual and language development. The project seeks to unlock their Abbey National Charitable Trust inner voice using physical expression. It also Abbey National’s Charitable Trust works closely with explores dance as a communication medium for charities throughout the UK. It favours projects children with physical and sensory disabilities and concerned with equal opportunities for disabled will contribute to the development of practice in this people and activities that provide education and work. training for disadvantaged groups. Last year, it made donations of £1.9 million. Abbey National is Frank Barnes School, which hosts the project, is a committed to grasping the spirit behind the disability sign bi-lingual school for deaf children. The project legislation. participants are all pupils at the school and the specialised staff and facilities are vital to the projects’ success. The school aim is to embed dance in the curriculum and to explore further how creative dance can benefit profoundly deaf children, specifically in terms of conceptual development. The participants are all aged between 6 and 10 years. All the children are severely to profoundly deaf and use British Sign Language as their first language. They are drawn from all over Greater

24 ©BATOD Magazine April 02 Minutes of a meeting of the National Executive Council of the British Association of Teachers of the Deaf, held in Birmingham on 1 December 2001 Present: S Archbold (President); D Hartley (President Elect); P 4.5 A number of retired members have written to express Simpson (Secretary); B McCracken (Treasurer); J Baxter their appreciation of being kept informed of developments (Assistant Secretary); P Annear (Past President); E Moore within BATOD, for example the CPD log. (Consultant); F Atkins; D Bond; M Denholm; J Frew; J Hurley; L 4.6 A parents’ group in Jersey have contacted the Leith; J McIlroy; M Nelson; J Nicholson; S Pointeer; P Preston; A Association to express concerns about the lack of Robbie; J Shaw; S Smith; C Sturt; C Wakefield; A Weaver; M continuity of provision given that the maximum term of Williams contract offered to any English ToD is five years. There NB: Standing Committees are referred to by the following have been periods when there has been no ToD in post abbreviations: Audiology & ICT Committee - A&ICTC: Educational and the Dept of Education has recently expressed a view Management Committee - EMC; Membership, Administration & that a single ToD should be able to meet all needs. The Publicity Committee - MAPC; Professional Development Consultant has written to the Dept outlining the Committee - PDC. appropriate provision that BATOD considers to be necessary. A member of NEC who lived in Jersey for a 1 Apologies: C.Carnelley; H.Griffith; A.Underwood number of years amplified the issue, explaining that ToDs (Magazine Editor) are not involved until the deaf child is three years old and 2 Minutes of the meeting of 29 September: amended that statements are issued on the basis of a cut-off point on the audiogram. and approved. 3 Matters arising from the Minutes 5 President’s report (Figures in brackets are for cross-referencing with the 5.1 This was the last NEC that the President would Chair and minutes of 29 September.) as a consequence she felt that usual mixture of relief and regret. She thanked everyone for their support and hard 3.1 Decision: work during her term of office and said a special goodbye a) President Elect to record actions from to those coming off the NEC, especially to Peter Annear NEC meetings; (Past President) and presented him with a bottle of wine. b) written reports, published and therefore She spent a few moments recalling the major milestones of the past two years; the appointment of a paid not minuted, to be appended to the filed th minutes. Secretary, the 25 anniversary of the Association, the introduction of the CPD log and the highly successful 3.2 (4.5) multi-disciplinary Conference 2000. Decision: The Magazine Editor to look at the time- scale for the Deaf Children & Families 5.2 BATOD continues to lobby at Government level regarding Intervention Project with a view to major issues of managing change, such as UNHS. publishing relevant information in the Autumn of 2002. 5.3 The President and six other members of BATOD attended the FEAPDA conference in November. Although 3.3 (6.9) The running of LEAs by private funding initiatives is it was the first time that BATOD delegates had in its early stages. The EMC will consider the participated they proved instrumental in getting a motion implications for deaf pupils and their teachers as passed for circulation to deaf and other organisations in information becomes available. the countries represented. Paul Simpson is to become Vice President of FEAPDA and the next conference is to 3.4 (4.4) The University of Bristol is engaged in discussions be held in the UK. The President was proud to see the with the Centre for Deaf Studies and has not made a respect in which Paul Simpson is held by the conference decision at this stage to integrate the Centre into the organisers with whom he has worked for a number of Institute for Disabilities, as previously proposed. The years, firstly as interpreter and recently as the BATOD Centre has acknowledged BATOD’s support for their representative to FEAPDA. A new representative to arguments. FEAPDA is needed. 3.5 (6.4) RNID are unable to offer a meeting room for meetings between BATOD and other organisations; Decision: any interested member of NEC should NDCS have been most helpful in offering BATOD a venue submit a 100 word application to the Steering Group. (A report of the for the meeting with the Unions on 21 January. conference is published in the February 3.6 (5.3) A meeting with the teaching unions has been Magazine.) arranged for 21 January 2002. 5.4 The President had explained at the Heads of Schools & 4 Correspondence Services conference that the time gained by having a 4.1 The continuing trend is that most correspondence is year off from the Survey would present an opportunity to received electronically. identify the information that respondents wanted from the 4.2 The UK Council on Deafness (UKCoD) have asked results. At the same conference Carole Sturt had given a presentation on the CPD log. The President praised Tina BATOD to complete a questionnaire to give its views on Wakefield’s hard work as conference treasurer. genetic technology. Decision: There being insufficient time or 5.5 David Gardiner, although a good friend to the Association information available to engage in proper is not in a position to influence DfES policy. He has discussion it would be inappropriate for recommended BATOD to meet even more frequently with bodies such as the TTA and Ofsted and to ask questions BATOD to comment on such a sensitive about how the needs of deaf pupils in schools are being issue. (Secretary to notify UKCoD of the addressed, delegation and the rôle of Support Services decision.) following the abolition of the SEN Division (DfES). In 4.3 The Secretary has referred Wakefield Inclusion Service to turn, he will raise these issues with Ofsted. their local Support Service for Deaf Children to obtain materials on inclusion for deaf pupils. 5.6 Members of NEC were delighted to hear that Jane Frew is to take up post as Education Policy Officer (RNID) in 4.4 BATOD has been invited to be involved in the group January. Her appointment will help to further the strong ‘Healthy Deaf Minds’ set up by the British Society of links already established with RNID. Mental health & Deafness. 5.7i Meetings of the educators at the pilot sites are looking at Decision: Secretary to reply that BATOD might contributions ToDs make to UNHS and feedback is have been interested had the information reaching the Steering Group. The results from Debra come earlier. York’s valuable questionnaire to establish good practice regarding ToD management of UNHS issues will be published in the Association Magazine once complete.

Minutes of NEC Meeting 2 December 2001 1 5.7ii Malcolm Garner (UNHS working party) has found 6.4 Annual reports should be with the Secretary by Christmas information received from BATOD about UNHS issues and will be sent to members as a separate mailing during very useful. His report of a formal system of time in lieu February Magazine. and associated protocols to be introduced in North Cheshire provoked some serious discussion. Pensions 6.5 The trustees of the UK Council on deafness (UKCoD) should not be affected by the operation of a time in lieu have vacancies for small organisations. system; however BATOD would welcome more Decision: Secretary to nominate BATOD, with information about how such a system might affect pay himself as the named representative. and conditions of service, which already vary, some ToDs being paid on Soulbury (with different holiday 6.6 A replacement for Pat Taylor on the Deaf Broadcasting entitlements) whilst the majority are paid on teachers’ pay Council (DBC) is urgently needed. scales. There was some fear that a hybrid system of pay Decision: Secretary to inform the DBC that Fiona & conditions could be established under the formalisation Atkins is the new representative. of working hours for ToDs involved with newly-diagnosed babies. 6.7 All nominees to NEC/Steering Group have been elected unopposed as follows: Carole Sturt (President Elect); Bev Decision:a) members of NEC to examine own p & c McCracken (Honorary Treasurer); Russell Brett (A&ICT); and recommend the best system to the Chris Owen (EMC); Pauline Cobbold & Beverley Magee Secretary; (PDC); Elizabeth Poyser (MAPC). b) Secretary to ask Debra York to circulate 7 Treasurer’s report a further question to respondents to 7.1 canvass opinion about formalising a Despite some resignations, membership figures have system of time in lieu for out-of-hours risen by 38. working; 7.2 The Treasurer thanked members who had helped him to c) Consultant to put the issue on the locate members who had changed address without agenda for the meeting with the teaching passing on new details. unions. 7.3 The later start to the NEC meeting resulted in fewer 5.8 Some Heads of Service are requiring staff to keep the people requiring overnight accommodation and thus CPD log for performance management purposes. saved the Association approximately £1,000. The deficit Decision: PDC to put a notice in the Association from the new arrangements was the loss of the critical Magazine reminding members that it is in networking which takes place on the eve of meetings. their interests to keep the log up-to-date. 7.4 Applications for grants from the DfES’ ‘Small Grants 5.9i If the BATOD bid to participate in the Communication Project’ must be in by 25 January. The maximum grant Aids Project (CAP) is successful, funding to the amount of available is £30,000. The bidding guidance is very £165,000 will be made available for an initial period of specific: the project must be undertaken in partnership, January - March 2002, then for a further two years. with the aim of supporting teaching and learning for There would be two development officers, one paid by pupils with a disability; it must support the development of BECTa and the other by BATOD out of the CAP grant effective strategies for behaviour management, learning which will also cover all other costs for BATOD. There will difficulties or communication difficulties; it can involve be no financial gain for BATOD but the Association is training for governors; and must support the pleased to be associated with such a worthwhile project. Government’s agenda for inclusion. BATOD would be a lead partner in a successful bid and the DfES are likely to 5.9ii Among suggestions for communication aids is voice- look most favourably on a project which could promulgate recognition software whereby the signal received via a further training on its completion in March 2003. radio aid is transmitted to a computer and the pupil receives ‘real-time’ input, together with a record of the Decision: Committees to put forward ideas for lesson. BATOD is gathering data on a few compelling projects. cases to demonstrate how individuals can benefit from 7.5 The accounts are prepared for auditing. The previous using communication aids. year’s overspend has been absorbed by moving money 5.10 The facts about childhood deafness published in the from a savings account and so will not appear as a NDCS diary are very negatively biased, which is deficit. The Association is well within its budget for the surprising given that the UNHS materials produced for current year and the Treasurer will recommend at the parents are so supportive. It is hoped that the training March AGM that future increases in subscriptions should materials being produced by the UNHS working group be in line with the percentage rise in teachers’ pay can, in some measure, counteract such views. awards. 7.6 The Treasurer reminded members of NEC that in addition Decision: President to convey BATOD’s opinion to to notifying him of cancellations of hotel reservations NDCS. they should cancel directly with the hotel as they cannot 5.11 The A4 sheet on the rôle of BATOD is almost ready for be certain that messages sent electronically will be publication. Once finalised it will be used to help canvass received in time for him to avoid cancellation penalties. sponsorship for BATOD. 7.7 The March NEC will follow on the Sunday from the 6 Secretary’s report Saturday AGM so will be in London. A new venue is 6.1 A Finnish parent living in France has requested data from sought, as the Hotel Ibis is still not available for meetings. research on oral, bilingual deaf children. Conference organisers requiring Friday night Decision: Secretary to respond saying that BATOD accommodation should make their own arrangements is unaware of any such research and to and budget for this in the conference costs. consult members on the issue via the Decision Amanda Robbie to investigate hotel Magazine. rates. 6.2 Teachers in Poland have expressed an interest in linking 8 Reports from the Regions & Countries with British teachers of children with SEN. 8A BATOD North Decision:a) Secretary to forward the enquiry to 8A.1 The summer conference (22 June 2002) on counselling NASEN and consultation will be held at St John’s School, Boston b) David Bond to forward details of Spa. Workshops will be held on a parent’s perspective; a programmes set up at RSD Margate. video of a student answering questions parents ask; inclusion in Australia and working with mainstream 6.3 NEC members were reminded that items of interest can colleagues. be emailed to the Secretary for general circulation.

2 Minutes of NEC Meeting 1 December 2001 8B BATOD Scotland 9 Reports from Standing Committees 8B.1 The November conference was well attended. Wilmha These are published in full in the Association Magazine, Smith’s (RNID) introduction to the RNID’s ‘Educational in advance of the Minutes. As a consequence, only Guidelines’ and ‘Policy into Practice’ documents was significant discussions or decisions taken will be minuted. followed by workshops on the NC and inclusion; 0-5 years 9A Audiology & ICT Committee and residual hearing; guidance for mainstream teachers Re: acoustic guidelines (which are to be become and literacy. In the afternoon delegates chose from mandatory). workshops on the theme ‘assessment’ and Marian Grimes (Research Assistant, University of Edinburgh) Decision: Secretary email summary to NEC. These gave an update on the ‘Achievements of Deaf Students’ will also be published in the Magazine. project. 9B Educational Management Committee 8B.2 Carole Sturt has completed her term as Chair, to be 9B1 Re: Code of Practice (Disability Rights Act). replaced by Isobel Atkins and retiring members Sylvia Decision:a) EMC to summarise for the Magazine the Gordon and Jean McBryde have been replaced by implications of the CoP for deaf Dorothy McHaffie and Angela Brown. education; b) Peter Annear to forward an overview to 8C BATOD Midland Secretary of a presentation by LEAs; 8C.1i Over 60 people attended the October conference which Sheila Smith to forward the key points had an audiological theme. Richard Vaughan Jones from a presentation by the DfES to the (ENT Consultant, Worcester) addressed the meeting on tribunal conference. the pathology of the ear, causes of childhood deafness and current trends in treatment and management of 9B2 As a consequence of Jenny Baxter’s resignation from the hearing loss. Carina Newman (Educational Audiologist / GCSE Sub-committee future liaison between EMC and ToD, Shropshire) brought delegates up-to-date on digital the Sub-committee needs to be addressed. hearing aids and the Modernisation of Hearing Aid Decision: Bev McCracken to become the link Services project. Martin Smith (Dorset) opened the person in the short term until the sub- afternoon session on the UNHS pilots, followed by committee reconstitutes and nominates discussions involving ToDs working within the pilots. someone. 8C2 Pauline Cobbold has become the new Chair of the 9B3 Re: language modification workshop in Northern Ireland Committee and Pauline Wells has joined it. Decision: BATOD NI to liaise with Jenny Baxter 8C3 The next twilight meeting is most likely to have a pre- over timing and dissemination of details. school focus; whilst the October conference will have a 9C Professional Development Committee theme of deafness and additional needs. Re: Returners’ course 8D BATOD South Decision: 8D1 Chris Owen is a new member of the Committee and to be advertised in the Magazine. Angie Reese is Chair Elect. 10 Reports from meetings Key reports are published in the Association Magazine. 8D2 The November workshop took place at Connevans and As a consequence only discussions around the reports or was entitled ‘Hearing Aids and Beyond’. Some sessions decisions taken are minuted. were ToD led and Connevans made two PowerPoint presentations. The day proved most informative and Details of reports to which reference is made but which delegates took away a range of useful materials. are not minuted, can be requested from the BATOD Secretary. 8E BATOD South West 8E1 The postponed November meeting has been rescheduled 10A FEAPDA conference (Paul Simpson). for 2 February 2002 and will have an audiology theme, Published in the Association Magazine, February 2002. with particular reference to new technological developments. The May AGM/conference is likely to have 10B AGM of the UKCoD Steering Group (Paul Simpson). the themes of deaf children with additional disabilities Published in the Association Magazine, February 2002. and the emotional development of deaf children. 10C Modernisation of Hearing Aid Services Project 8F BATOD Wales (Paediatric arm) (Martin Smith) 8F1 Despite a low attendance the Autumn meeting on sound A very detailed and informative report was submitted. For field systems, led by PC Werth, proved informative and further information contact the BATOD Secretary. useful. 10D NCPA meeting, 9 October, meeting attended by Russell 8F2 On discovering from BECTa that funding for CAP is only Brett available in England, BATOD Wales is to contact the 10D.1 Relevant information about and from the work of NCPA National Assembly to find out why no bid for funding was will be put on the BATOD web-site. Models of good made. practice (UNHS) will be available in 2003. NCPA will 8F3 There has been a good response to BATOD Wales’ offer have representation at all UNHS meetings and will update to talk to students on ITE courses, one address having the NCPA web-site as appropriate on UNHS. taken place at the University of Wales, Cardiff and others 10E Education Research Consortium (Meeting attended by being planned for the Caerleon Campus of the University Paul Simpson.) of Wales, Newport. 10E 1i A presentation had been made to a disappointingly small 8G BATOD Northern Ireland group of DfES officials on data collection and the need to 8G1 Sue Archbold spoke at the October AGM on the keeping use HI markers. It is unclear how the DfES wish to use of the CPD log and on the educational implications of the data collected and who will have rights of access to it: cochlear implants. Further INSET on cochlear implants it is possible that information will be released to LEAs and took place on 25 October led by the NI cochlear implant Schools for the Deaf. In the hiatus left by the departure team. of Chris Wells there is no person in a position to take 8G2 Mary McCartan and Suzanne Glenn have been replaced decisions. The DfEs will shortly be submitting views on as Committee members by Mary Gordon and James the use of markers to the Star Chamber. Carroll. Antoinette Burns is the new Chair Elect. 10E 1ii An initial pilot study has highlighted the low incidence of 8G3 BATOD NI is having dialogue with the GTC(NI) but has childhood deafness. nothing to report to date. 10E 1iii The Consortium have contacted Ann Gross, the new SEN incumbent at the DfES and further letters are to be sent to Estelle Morris and senior education civil servant, David Normington. Minutes of NEC Meeting 1 December 2001 3 10E 2i Paul Simpson updated the Consortium on statistics Decision: BATOD to raise the above issues with the collected by the BATOD Survey. There was sustained GTC(E). discussion about the limiting of access to information and 10F 7 David Gardiner was given a CPD log. the following points were made by BATOD: colleagues who return information are guaranteed anonymity; and 11 Date & place of next meeting: some LEAs are concerned about the use to which Sunday 17 March 2002, London. information could be put. The year without a Survey will 12 AOB be used to address the issues which are frequently 12.1i The Consultant reiterated concerns about the lack of raised, including confidentiality. The Consortium are to representation of the Profession on the GTC(E) given its request a meeting with the Survey Sub-committee and powerful remit and the need for the Council to develop an may commission a specific analysis of the results of the understanding of the issues for ToDs and the rôle of reports from the Survey. ‘unattached’ teachers. A number of NEC members have 10E 2 DEMAQS have been asking schools to sign up to the been in communication with the GTC(E) individually to PIPS project. The Durham curriculum assessment centre express similar concerns. was unsuccessful in its bid to provide the baseline Decision: members are advised to continue assessment but for the present the team is to continue lobbying for representation. with the project. The Consortium is to contact DEMAQS 12.1ii The GTC(E) has recommended the STRB to take into to clarify the current situation regarding baseline account the registration fee when advising on teachers’ assessment and will open dialogue with NFER about pay awards. For those teachers on part-time contracts special arrangements for deaf pupils, particularly users of there is no mechanism for paying a pro rata registration BSL. fee. 10F Meeting of Paul Simpson and Ted Moore with David 12.2i Under the Modernisation of Hearing aid Services Project Gardiner (HMI, England) there has been a suggestion that ToDs and possibly 10F 1 The DfES is currently using its own advisers on SEN and parents should take ear-mould impressions. This runs no longer involves HMI. The SEN division of OFSTED counter to BATOD’s published policy on impression taking has been abolished; and specialist HMIs have been but needs to be considered in the light of current redistributed throughout the other divisions. developments. Although BATOD would support ToDs 10F 2i Very few newly appointed teachers to work with deaf who are ‘properly trained’ and ‘appropriately insured’ for children hold the MQ, the majority being employed to impression-taking, it would not wish to see a widespread ‘experiment on pupils’ whilst undergoing training. The introduction of such a practice without strict guidelines TTA is opposed to the idea of initial teacher training in being followed. SEN but BATOD would welcome the return of end-on- Decision: training for some ToDs each year. There are concerns a) A&ICTC to discuss the issue; about the lack of mobility in the Profession and the b) Peter Annear to find out the protocol difficulty of recruiting ToDs to work south of Birmingham. operating in Cornwall; Relatively few ToDs have the breadth of experience c) Secretary to ask Debra York to circulate required for a Head of Service; as a consequence many a second question to respondents to the Heads of Service are recruited from other SEN fields. UNHS questionnaire to discover current practice and views on the taking of ear- 10F 2ii BATOD is to request a meeting with the TTA to discuss mould impressions; the above issues plus the extension of the MQ to d) President to feed back details of peripatetic teachers. discussion to Martin Smith. 10F 3 Discussion took place about the difficulties in providing 12.2ii ToDs in some Services who take ear-mould impressions Advisory and Support Services to the large LEAs which are covered by hospital insurance; however, as few health have been broken up. Ofsted makes little reference to and education boundaries are co-terminus it is unlikely Support Services in LEA inspections and appears to have that such an arrangement would work in general. little specialist expertise in SEN inspection. A recent 12.3 Sheila Smith reported on the positive outcome of the Ofsted document on inclusion makes scant reference to training session for Tribunal officials, one consequence Support Services. being that they should now have a better understanding Decision: BATOD to request a meeting with Ofsted of issues surrounding the choice of communication to discuss concerns. modes for deaf pupils. 10F 4 The requirement on LEAs to delegate a large percentage 12.4 The Government is to fund 120 places on initial degree of the budget leaves little room for manoeuvre. A buy- courses in audiology. Although this is a positive step back insurance scheme is being used in some LEAs towards recruiting students to become future hearing aid whereby the money is delegated to schools who then pay technicians and similar, there has been no funding to insurance should they wish. One consequence of engage extra staff to run the course at Manchester delegation is that advisory teachers have insecure tenure University for the 30 applicants. It is unlikely that other of post, leading to low morale. Universities will be adequately funded with regard to Decision: BATOD to raise these issues with the staffing needs. DfES. (D Gardiner to pass on contact name.) Meeting finished at 1pm when Committees met to discuss business. 10F 5 The outcome of the STRB report is keenly awaited to see whether or not the issues concerning teachers in Support Services have been addressed. BATOD is hoping that there will be one recognised mandatory point for all SEN teachers and a second point for an appropriate qualification. Currently very few Heads of Service are paid on Head Teachers’ scale. News from the DfES 10F 6 There was much discussion about the lack of representation of the advisory and support services The regular email list of documentation is well established now. section of the Profession on the GTC(E), especially given Much of what is notified is of general interest. If you see items the Council’s disciplinary rôle and the vulnerability of staff that you think BATOD should be involved with please contact who often work in a one-to-one situation; and on the need Paul Simpson with your thoughts and comments. to ensure that non-school based teachers have access to email [email protected] CPD. or leave a message on his answermachine: ¤ 01494 464190

4 Minutes of NEC Meeting 1 December 2001 NOTICEBOARDNOTICEBOARD 25 ) .uk g .or OD T A .uk .com .es g .B ys www tion.or anadoo ounda .com y osalholida SMART BOARDS ys@w Friday 17 May 2002 17 May Friday displa .elr brian@earf Nottingham, NG7 2FB trix .com y www ATTENTION Course Organisers Organisers Course ATTENTION Measuring the immeasurable? Measuring email: Brian Archbold, The Ear Foundation, Quality ofQuality Deaf in Life Children displa w@ma Registration Form and further Form Registration details from: osal-holida o +44 (0) 115 942 1985; Fax: +44 (0) 115 924 9054 trix elr Marjorie Sherman House, 83 Sherwin Road, Lenton ¤ Queen’s Medical Centre, Medical Queen’s of University Nottingham, UK .ma /fax: 0034958785657 Mrs Bromley fax 01964 544243 email: [email protected] Course Fee:Course £95, and refreshments lunch including email: HOLIDAYS ANDALUCIA Spain,Rural their still walk where shepherds goats. Alpujarras mountains, sun,tranquillity. walks, with Spacious 1 bedroom cottage pool, trees. amidst fruit and olive Sleeps 2/4 from £230 per week. Near Orgiva; Granada 1hour, beaches 40mins. on More info ¤ Registered Charity No:Registered 1068077; No: Company Registered 3482779 The Ear Foundation ~ Helping DeafThe Ear Foundation Children Hear and Communicate ¤ SMART ToDs for BOARDS board can now own a SMART know that you Did you software and 1,000 lumens projector plus lifetime has updates under £2,000? Malcolm Frow for arranged BATOD some very good deals specifically for members. Contact him on: (m) 07968 307081 Home/office fax 01235 538845 malcolmfr www Educational Objectives: current course review will one-day approaches to This intensive ofmeasuring quality in children (QoL) with special and adolescents life ofemphasis on the impact quality in childhood. on life deafness validity of The applying adult measures of QoL to children will be critically evaluated. and reliability of The feasibility QoL, measures of using proxy such as those reported parents and carers will also be by analysed. to which children can reliably The extent self-report on their also be explored. quality will life research in this directions for Future field will be discussed. intended?: whom is the course For of in the care all those involved is for This conference deaf young childrenPhysicians, ~ Audiological Scientists, Audiological Paediatricians, ENT Surgeons, Health Services Researchers, Teachers of the Deaf,Programme Co-ordinators, Speech Therapists,Language and Workers, Social and the Voluntary Parents Cochlear Implant Sector. Faculty Preliminary guest faculty includes Sue Archbold, Coninx, Franz Adrian Davis, Christine Eiser, Euler, Harald Heather Fortnum,Mark Lutman, Sue Gregory, Landgraf, Jeanne Katrin Neumann, O’Donoghue,Gerard Nunes, Terehzina Smith and Quentin Summerfield. Sarah Job Vacancies advertised in this section also appear on the BATOD Web in this section also appear advertised BATOD on the Vacancies Job Section Situations Vacant (Teaching pages Bring your course to the notice ofBring your all our readers via this page. An entry: at this facility is available a cost of £33-£55 per entry, plus an entry onto the Calendar. preceding 5 weeks must be available Copy publication. Space should be reserved as soon as possible, details to: Mrs Ann Underwood, Editor Magazine 41 The Orchard, Leven, Beverley, HU17 5QA 01349 861023 ¤ BACDA To be held at To 10:30 - 12:30 Scotland Cost £65.00 Birmingham No Charge Scotland Edinburgh June 7-8 2002 June Representatives from: Representatives CPD approved 5 units CPD approved (A forum for discussion) for (A forum Saturday 15 March 15 Saturday Choice for Parents Choice for Friday 28 June 2002 28 June Friday SEN Qualifications – Accreditation 2 November 2002 2 November Registered Charity No:Registered 1019567 Towards Chartered Teacher Status Chartered Teacher Towards Saturday 18 May 2002 18 May Saturday Magazine April 02 Magazine 0161 962 8915 fax 0161 291 9398 Come along with your questions Come along with your Open Forum for all SEN Teachers for Open Forum [email protected] AGM and Conference AGM ¤ w members £65.00 £75.00 non-members Joint EENET/DAF 24hr Seminar EENET/DAF Joint DONALDSON’S COLLEGE, EDINBURGH. Book the date in your diaryBook the date now! in your De Weston Building UMIST,Weston Manchester considering work in countries in the South work considering ADES, EIS, GTC, SEED, Establishments Training BATOD BATOD Pam Williams,Pam Road, 23 Stokesay Sale, Cheshire Themes: parents, early days, school age For all those who have worked, who have all those For or working are 01952 727093 fax 01952 728473 01952 727093 fax © BATOD Conference and AGM 2003 and AGM Conference BATOD Details from Fiona Atkins British Association of of Teachers the Deaf British Association of of Teachers the Deaf What does the South really want from the North?What from want really does the South email Information and booking forms from: Doreen E Woodford 7 King Street, Much Wenlock 6BL Shropshire TF13 ¤ Plans are being made for this conference and this conference Plans are being made for details will be finalised shortly. to providing Scotland is looking forward BATOD on information and is working the venue for away” a “weekend wish to have those who may - including a partner’s package. British Association of Educational Audiologists BATOD Midland Conference 2002 Twilight meeting 'Bringing paediatric hearing services into the 21st Supporting Listening in the Classroom century - the way forward' Wednesday 15th May 2002 Friday 14th June 2002 Longwill School, Birmingham School of Education, Birmingham University John Popplestone from Connevans will give a Are you prepared for 'roll-out'? presentation on their new radio aids and new protocols The focus of this year's conference is to look at the for balancing radio aids. modernisation of hearing aid provision in the paediatric The presentation will be followed by a discussion, sector and its effect on Hearing Impaired Services. We chaired by Malcolm Garner from Birmingham, during will undertake an overview of the Project looking at which a panel of practitioners from LEAs across the some of the findings of the research team. It is Midlands will answer questions from the audience. essential we, as Educational Audiologists, share our experience of fitting and working with DSP hearing Details from:Pauline Cobbold aids. It is important to look at the particular challenges PASISS, Sanford House, Sanford Street, Swindon, SN1 1QH presented by new technology in hearing aids and share ¤ 01793 463909 - voicemail and text phone our responses to these challenges. We will, therefore, fax 01793 488597 [email protected] be discussing our response as Educational Audiologists and Teachers of the Deaf to the 'modernising' Project. BATOD Midland We hope this conference will be of interest to all those Annual Conference working with hearing-impaired children and their Deaf Children with Additional Disabilities families. Saturday 12th October 2002 Conference fees: Members £35 possibly in Solihull Non-members £45 Following a keynote address, delegates will have a For further information please contact: choice of workshops considering the needs of deaf Gill Pillar children with a range of additional needs. Service for Hearing-Impaired Children, Details from:Pauline Cobbold Jennie Lee Centre, Lichfield Road, Wednesfield, PASISS, Sanford House, Sanford Street, Swindon, SN1 1QH Wolverhampton, West Midlands WV11 3HT ¤01793 463909 - voicemail and text phone ¤ 01902 555945 fax 01793 488597 [email protected] Email: [email protected]

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For any further information, telephone Starkey FREE on: 0500 262131 Call Starkey Sales on 0500 262131 for more information THE EWING FOUNDATION Educational Consultant The Trustees of the Ewing Foundation are seeking to appoint either one full-time, or two part-time, Educational Consultants to work mainly in the South of England, mirroring the work carried out in the North by Mrs Sue Lewis. Candidates must be qualified and experienced Teachers of the Deaf and a formal qualification in Audiology, whilst not essential, would be an advantage. The post is mainly school and service based and the objective is to give informed advice to Teachers of the Deaf, mainstream teachers and other allied professionals to help them raise the learning levels of deaf children as near as possible to that of hearing children through the use of their residual hearing, learning in an auditory/oral environment. It includes devising and participation in short in-service courses, submitting articles in publications covering the field and responding to national and local initiatives and needs. Foundation staff are responsible for developing their own programme of work and so must be capable of independent working and be effective managers of their own time. The person(s) appointed would need to show initiative in devising a balanced full-time programme, coupled with sensitivity to the needs of hearing- impaired children and the support needs of their teachers. This, in turn, would require a flexible approach and a marked ability to relate easily and constructively with a wide spectrum of contacts. Responsibility for the work undertaken will be to the Foundation Trustees via the Chief Executive. Salary for this senior post will take full account of the qualifications, experience and dedication of the appointee. Appointment date as soon as is mutually convenient.

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Black & White: width x height Full page £220 170mm x 270mm Half Page £132 170 x 125 or 80 x 270 Quarter Page £ 88 83mm x125mm Join a Course £ 33 - £ 55 Courses & Job Advertisements also appear on our website Entries to the website only £100.00 (Entry from receipt to deadline date) Full Colour: Magazine Back Cover £550 Full Page £440 Half Page £220 Loose Inserts with Magazine mailing Supplied (1900 copies) £165 Duplicated from master £220 Electronic copy should be supplied wherever possible. Confirmation of space requirements should be in writing as far in advance as possible. Please contact the Advertising Manager for further Registered Charity no: 0104656; Registered Company no: 2642497 details: 41 The Orchard, Leven, Beverley East Yorkshire HU17 5QA (01964 544243 answerphone and fax) (email: [email protected])

©BATOD Magazine April 02 27 ICT Newspage BATOD Sharon Pointeer

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

BETT 2002 Windows PC into an Acorn compatible. The CD- The annual trip to the BETT exhibition is always one ROM contains everything you need, including copies of the highlights of the educational year. This used of the RiscOS user guide and hundreds of sample to be the opportunity to see all the new and exciting programs. At £29 this has to be a bargain, although educational technology devices and to try out it emulates an A5000, so will not run all the software software from many developers both large and that new RiscOS machines can handle. small. Educational technology used to have a www.virtualacorn.co.uk broader definition and included computerised looms, or check out www.castle.uk.co for details of new badge makers and even overhead projectors. It was Acorn computers. noticeable this year that although lots of subject The Basic Skills Agency had a number of booklets associations and publishers had their usual stands available which could be of use to our profession. upstairs, the main hall is now dominated by ‘How to undertake a literacy audit’ gives guidelines computer hardware manufacturers and resellers. for identifying literacy demands on pupils in subject The Special Needs and software villages now areas and ideas for development. The ideas are occupy a very small area and the smaller software designed to be used in conjunction with the Key houses are no longer in evidence. This all means Stage 3 Strategy materials but would be a useful in that there are less opportunities to try out lots of a variety of settings where hearing-impaired pupils different software and to feedback comments and are taught. ‘How to use keywords effectively’ is needs to the authors. another booklet aimed at secondary schools. This Having said that, there were some interesting items has some excellent advice which could be to view, such as Sherston’s 2002 range which implemented by the Teacher of the Deaf or as a include many of their familiar titles, now rewritten for whole school approach. PC, as well as a number of new titles aimed at The best purchase of the day may have been a set Literacy and Numeracy development. Their of wipe clean practice keyboards which are colour catalogue also shows the new ‘Text Detectives’ CD- coded to encourage typing skills. More details in a ROM which looks interesting, with different literacy future magazine. activities covering skills such as skimming and scanning, identifying text types, paragraphing, Magix Music Software Promotion predicting and reference skills. There are three From March 1st 2002, FastTrak Software are levels of differentiation for the tasks which are offering free PC MAGIX software to members of designed to support the teaching of non-fiction BATOD. The software which includes cut down reading and comprehension skills in the form of an versions of the company's MAGIX music maker and adventure game. Although aimed at 8 to 9 year MAGIX music studio. The software is designed to olds, the presentation looks suitable for much older allow pupils to create multi-media (audio/video) hearing-impaired pupils. As usual with Sherston easily by using a specially developed graphical packages, there are teachers’ notes and record interface. keeping facilities. This is definitely a ‘watch this Teachers wishing to claim a copy of this free space’ item, along with ‘The Email Detectives’. software for their school, which will give them the Sherston offer a 28 days free approval service, so opportunity to ‘try before you buy’ need to telephone you can even try the software out with your pupils 0800 056 1799 and quote ‘British Association of before you commit yourself. Sherston Software has Teachers of the Deaf Mag’. More information can a web site at www.sherston.com or their catalogue, be found on the FastTrak web site at paper-based or CD-ROM is available from http://magix.fasttrak.co.uk/ Sherston Software Ltd, Angel House, Sherston, Malmesbury, Wilts, SN16 0LH ¤ 01666 843200. For those of you who still have useful Acorn software which you can no longer run but cannot bring yourself to throw away - Virtual Acorn from 3QD could be the answer and will turn your www.BATOD.org.uk

28 ©BATOD Magazine April 02 Web Sites worth a visit Colleagues in Scotland may also be interested in the How PCs Work SEED announcement about funding for an ‘SEN Curious to know what’s going on inside that ever- Innovation Grants Programme’, which is seeking present PC? Here’s your chance! Examine a applications for imaginative and innovative SEN personal computer from boot-up to shut-down! projects. It will focus on projects that show www.howstuffworks.com/pc.htm partnership working, inclusive practices in schools More articles and how to join How Stuff Works can and parental involvement. Whilst not necessarily be found at: www.howstuffworks.com/ ICT news, details may be found at www.scotland.gov.uk/pages/news/2001/12/SE5095.aspx YouthOrg UK: www.youth.org.uk/ Laptops for teachers initiative YouthOrg UK is a virtual community for young £100 million is to be spent over the next 2 years. people and professionals using the Internet for LEAs will purchase the laptops on behalf of schools learning. The site provides resources, information and schools will allocate them to teachers for and advice, as well as a bulletin board, discussion individual use. All serving teachers in maintained group, Web tutorials and an email enquiry service. schools (and non-maintained special schools) in England will be eligible but it is not possible to News from Scotland provide all teachers with a laptop. Computers for Teachers Nicol Stephen, Deputy Minister for Education, has Once again, there is no mention of Services - announced that 9000 teachers will be assisted BATOD contacted the Teachers' Helpline (0870 241 under the third phase of the SEED ‘Computers for 4679) about centrally employed staff and was Teachers’ scheme. Each of the teachers who advised that HI Services contact their LEA. It is applied will be entitled to a £200 rebate on the crucial therefore that Services do so asap to inform purchase price of a suitable computer. LEAs before they put in their bids. www.scotland.gov.uk/pages/news/2001/12/SE5092.aspx Don’t get left out - ACT NOW

©BATOD Magazine April 02 29 Chase Productions Wendy Daunt and Doug McLean It is now well established that the bilingual approach Language Made Easy tape has been a huge to teaching deaf children requires also that bi- success, focusing on building students’ confidence, culturalism is woven into their education. This while the British Sign Language Made Easy Tutors’ should involve Deaf adults working alongside Pack is equally popular with teachers of Sign hearing staff as teachers, care staff, instructors, Language. counsellors and play leaders. Deaf adults can offer CHASE has many exciting plans for the future. fluent British Sign Language communication, Of particular interest to teachers will be the video education through sign and be effective Deaf rôle which aims to support English learning and will models. Also, they offer deaf children self-esteem concentrate on teaching English idioms and and a sense of place and belonging in the Deaf proverbs through the medium of BSL. Another world. They can assist, advise and co-work with project in hand is a Jubilee video, featuring 50 Deaf hearing staff on matters of Deaf issues, provide people recounting their school days and giving an sign language training for staff, parents, other insight into their lives and how they view the future relatives, taxi drivers and more. They can also offer for Deaf people. They are also organising the a Deaf cultural perspective, access to Deaf history National Signed Poetry competition. The grand and Deaf arts, poetry and performance. finale will be in October 2002. A CHASE video of This is why, in 1993, CHASE Productions was set up the winners will be produced. (For details contact on the campus of Royal School for the Deaf, Derby Wendy Daunt on fax 01332 729192.) to support their bi-lingual education policy, as it was felt at that time that there were not enough For a full list of CHASE productions contact the resources in British Sign Language within the school Forest Bookshop Warehouse, Unit 2, Elwood Road, Coleford GL16 1LE ¤ 01594 833858 and few Deaf staff to promote the school’s policy. (voice/minicom) Fax 01594 833446 CHASE, an acronym of Culture, History, Arts, Sign www.ForestBooks.com and Education is headed by producer and editor Wendy Daunt and her Deaf production team includes Jerry Hannifin who, with his brilliant storytelling talents and beautiful British Sign Language delivery, continues to enthral children and adults alike. CHASE has a strong policy that their work remains true to the history, values and vitality of the Deaf Community. They now concentrate on The Forest Bookshop production only and work closely with The Forest Bookshop which looks after marketing, duplicating and distribution. For a huge selection of books, videos and CD-ROMs on The videos that they produce fall into five categories. There are BSL renditions of many popular children’s Deafness, Deaf Education and books including a selection of titles and many are sold together with the books. Picture books offer Deaf Issues sign vocabulary to babies and very young children Send now for our free information and also access to nursery tales like Cinderella, The packed 64-page colour catalogue Ugly Duckling and Goldilocks and the Three Bears. Other titles include Three Little Kittens, I Love You The Forest Bookshop, Warehouse, Unit 2, So Much, The Whale’s Song and The Mousehole The New Building, Ellwood Road, Milkwall, Coleford Cat. Gloucestershire GL16 7LE Many of the videos are made with the school curriculum in mind. Among the most popular are the Telephone 01594 833858 (voice/minicom) translations of the Oxford Reading Tree reading Fax 01594 833446 scheme. Information and history videos for older Videophone 01594 810637 children cover such topics as the Romans, Hitler, email:[email protected] Martin Luther King, Armistice Day, Florence Nightingale, David Livingstone and Hercules to name but a few. CHASE has also provided sign www.ForestBooks.com language interpretation to scores of Channel Four schools programmes. For adults, CHASE sign language learning and teaching videos offer very useful materials for students and tutors. Most recently their British Sign

30 ©BATOD Magazine April 02 The British Association of Teachers of the Deaf AUDIOLOGY REFRESHER No 21 Checking Digital Hearing Aids (these steps are also relevant for checking programmable hearing aids) Helen Maiden

Points to remember about digital hearing aids:  a digital hearing aid may have more than one programme setting - you need to know how to change between the settings and also what each setting is for!  audiologists usually only set one programme for young children. They either de- activate the other settings or make them the same as the first. This is because children may inadvertently change the programme and be listening inappropriately.  if there is a volume control, check whether it has been activated.  remember to use an attenuator, especially when there is no volume control or it is set Audiology & ICT Committee at a certain level.  to check through the test box you need to have a Digital Processing Signal.

A digital hearing aid system consists of:

1 Earmould and tubing

2 Hook

3 Hearing Aid (plus audio shoe if used with a radio aid)

4 ?Remote control

LOOK 1 earmould and tubing a) Is earmould discoloured, rough, torn, c) Is the tubing split, squashed, twisted chipped etc? or hard? If so:make an appointment for If so: re-tube earmould impressions for new (see Refresher 18 - re-tubing) earmoulds d) Is there condensation in the tubing? b) Is earmould blocked with wax or (You may notice little drops of secretion? Is earmould dirty? water in the tubing when the If so:wash in hot, soapy water, rinse child becomes hot after and dry. playing/swimming or on a warm Clear droplets of water in the day) tubing with ‘earmould puffer’ If so:clear droplets of water with ‘earmould puffer’

email: [email protected] web-site: http:/www.BATOD.org.uk 21 The Haystacks, High Wycombe, Bucks HP13 6PY Answerphone/fax 01494 464190

©BATOD Magazine April 02 31 The British Association of Teachers of the Deaf

2 hook LISTEN a) Is the hook split, broken etc? a) Turn hearing aid on and cup it in your If so: take hearing aid to the hands. The hearing aid should whistle. hospital for the correct hook to be fitted This information indicates that the battery is working. It does not give b) Is there condensation in the hook? information about the quality of sound If so: clear droplets of water by heard. removing the hook and blowing through with the No whistle? Check that there is a ‘earmould blower’ battery and that it is fully charged and the right way round in the compartment. BEWARE !!!!!! There may be what looks like small Listen to hearing aid through stetoclip. pieces of tissue, blu-tak etc in the hook.  Switch hearing aid on. If you can, turn Audiology & ICT Committee THESE ARE FILTERS. volume control up slowly and then back DON’T REMOVE THEM! down to child’s listening level. Squeeze hearing aid gently to make sure there is 3 hearing aid no intermittent crackling or distortion. a) Is casing damaged, cracked, does it flex  It is essential to use an attenuator when when squeezed gently etc? there is no volume control or the volume b) Does the audio shoe fit snugly and has been set. The hearing aid may be make a good contact? powerful and too loud to listen to without c) Does the battery compartment shut attenuation! firmly?  If there are different settings on the d) Does the volume control wheel (where hearing aids for different situations then appropriate) move smoothly? a listening check needs to be done in e) Are any switches broken or jammed? each type of situation to ensure full f) Is the microphone or are the vents working order. If there is a remote blocked? control, again check the different settings using the remote control while listening If there is a fault: in the appropriate environment. the hearing aid should be taken to the hospital and a loan aid requested. IS SPEECH CLEAR? If not: the hearing aid should be taken to the hospital and a loan aid requested.

CHILDREN WHO WEAR TWO HEARING AIDS SHOULD ALWAYS HAVE TWO.

email: [email protected] web-site: http:/www.BATOD.org.uk 21 The Haystacks, High Wycombe, Bucks HP13 6PY Answerphone/fax 01494 464190

32 ©BATOD Magazine April 02 Meet the team using technology to help pupils:  understand  speak  write  access the curriculum Project Development Officer North Ann Underwood - looking specifically at getting information out to everyone - something you may have spotted she is good at as Editor of the BATOD Magazine! Ann has helped many ToDs to take on board the new ICT as well as ensuring that BATOD gets its information to everyone at exhibitions, on the web and in the Magazine. Ann and Mary will be sharing the PDO post for the northern area. Project Development Officer North Mary Fortune will be seconded from Stockport Educational Service for Sensory Impairment to work with Ann organising the project for the North of England. Mary has a good working knowledge of using ICT to enhance the support she provides in her role as a peripatetic ToD in the North West. She will be joining Ann as soon as a 0.5 peri ToD has been appointed to cover part of her secondary/FE caseload. Project Development Officer South Marian Nash has been Head of Hearing Support in a primary school in Surrey since 1984. She has wide experience of children with complex needs, mixed ability and mixed hearing losses. She will be setting up the DCCA Project at the De@fchild UK centre on the Earley Gate site of Reading University.

If you have a pupil who could benefit from having an additional piece of technology to develop written or verbal communication, who would be able to achieve more by handing in a video essay or if you have some brilliant ideas about what might be used then contact DCCAP. The project will really begin to gather steam in the summer term when the Project Development Officers will be working. Already video cams, laptops, radio links, speech to text software and other programmes are being ordered for a ‘loan’ library so that items may be used for assessment. Follow the action by visiting the BECTa website to pick up the latest news and application forms. www.becta.org.uk/cap

There will also be news about the progress of the project on www.DCCAP.org.uk with links from the BATOD and De@fchild websites as well.

If you are interested in covering the 0.5 secondment for Mary please ring her on ¤ 0161 474 3906

©BATOD Magazine April 02 33 The British Association of Teachers of the Deaf Balance Sheet - 31 July 2001

2001 2000 ££ ASSETS Cash at bank Deposit accounts 19,663 1,553 Current accounts 429 20,092 -1,391 162

National Savings Investment Accounts 9,024 27,950 Income Bond 8,000 17,024 8,000 35,950

Investments at cost £870 3.5% Funding Stock (1999-2004) 324 324 £117 Charities Official Investment Fund 190 514 190 514

Equipment -at written down value 1,633 612 Add: additions at cost this year 38 1,309 1,671 1,921 Less: depreciation this year 251 1,420 288 1,633

£ 39,050 £ 38,259

ACCUMULATED FUNDS General Fund 4,813 -4,059 Eichholz Memorial Fund 747 704 Mary Grace Wilkins Travelling Scholarship Fund 29,270 37,394 Contingency Fund 4,220 4,220

£ 39.050 £ 38,259

B. McCracken ...... Honorary Treasurer Committee member

Accountant’s report to the members of the British Association of Teachers of the Deaf in accordance with the instructions given to us we have prepared, without carrying out an audit, these accounts from the records and information supplied.

Bolton 25 January 2002

email: [email protected] BATOD Annual report 2001 BATOD Website: www.BATOD.org.uk 21 The Haystacks, High Wycombe Answerphone / fax 01494 464190 corrected copy Bucks HP13 6PY Statement of Account - year to 31 July 2001 General Account 2001 2000 INCOME ££ Membership subscriptions 59,538 59,645 Publication and Journal receipts 27,544 23,385 Interest on investments 1,617 1,062 Conference receipts 19,208 35,021 Grants 16,000 9,879 Transfer from Mary Grace Wilkins Travelling Scholarship Fund 9,000 132,907 128,992 EXPENDITURE Officers’ expenses 7,996 8,137 Meeting expenses 2,031 2,965 NEC expenses 12,586 17,538 Committee expenses: A&ICT 300 188 EM 1,093 720 MAP 895 887 PD 67 363 Journal expenses 18,114 16,390 Magazine expenses 46,218 29,449 Payments to regions 3,081 4,394 Conference costs 19,258 37,244 Survey 8,669 7,560 Exhibition costs 850 115 Miscellaneous 1,933 3,053 Professional fees 590 590 Taxation 103 539 Depreciation of equipment 251 124,035 288 130,420

SURPLUS (2000 Deficit) 8,872 -1,428

Fund balance brought forward -4,059 -2,631 Fund balance carried forward £ 4,813 £ -4,059

Eichholz Memorial Fund Contingency Fund 2001 2000 2001 2000 INCOME ££ ££ Bank deposit interest 2 2 INCOME -- Charities Official Investment Fund dividends 41 42 43 44 EXPENDITURE EXPENDITURE -- Prizes given - 50 SURPLUS -- SURPLUS (2000 Deficit) 43 -6 Fund balance brought forward 4,220 4,220 Fund balance carried forward £ 4,220 £ 4,220 Fund balance brought forward 704 710 Fund balance carried forward £ 747 £ 704

Mary Grace Wilkins Travelling Scholarship Fund Registered Charity No. 282550 2001 2000 ££ INCOME National Savings Interest 867 757 Bank Deposit Interest 9 8 876 765 EXPENDITURE Awards given - - Transfer to General Fund 9,000

DEFICIT (2000 surplus) -8,124 765

Fund balance brought forward 37,394 36,629 Fund balance carried forward £ 29,270 £ 37,394

email: [email protected] BATOD Annual report 2001 BATOD Website: www.BATOD.org.uk 21 The Haystacks, High Wycombe Answerphone / fax 01494 464190 corrected copy Bucks HP13 6PY

A Few Days in August Elizabeth Beadle, Teacher of the Deaf/Young People’s Co-ordinator Nottingham Paediatric Cochlear Implant Programme

Remember August? Hot weather (with some rain), visits to the Nottingham caves and an adventure it’s the school holidays! There is accommodation, a park, all planned to encourage the young people to seminar room and a number of willing (!) feel comfortable communicating with peers and professionals…. So what do you do with all that? adults. Sports sessions included both young people Simple…. organise a Summer Programme for young and the adults. All groups went to a restaurant for a people who are cochlear implant wearers! meal, which each individual ordered and paid for. Everyone ate together, domestic chores were What is the purpose of this time? Yes, it is to have undertaken on a rota system and yes, there were fun and socialise with peers but there are some some late nights! more serious issues to discuss. These young people approaching and into adolescence are the Finally, addresses were exchanged and farewells first group to have to deal with all that adolescence said as parents were invited to join each group for brings and cope with wearing a cochlear implant. the final BBQ. The aims of the Teens courses were to; Were the aims of these programmes achieved?  encourage communication peer to peer and peer This is what the young people felt: to adult “I made lots of friends. I’m coming again next year”  discuss issues of self-identity including deaf “I quite like the sessions we did as a group” identity “I had a great time. It was good to get to know  begin to understand current cochlear implant everyone – and wind up the staff” technology Yes the aim was achieved. The young people who  help the young people to manage the technology came on the courses became re-acquainted with appropriate to each individual existing friends and made new ones. They  begin the process of coming to terms with communicated with each other, with the adults they decisions previously made by parents on behalf knew and with those they had just met. They of individuals discussed issues relevant to themselves and  encourage the ownership of, and the learned about the cochlear implant technology they responsibility for the cochlear implant itself regularly use. They shared domestic organisation.  provide an opportunity to discuss the stress of Most of all they had fun….and lots of it too! growing up in the second millennium. The young people made the courses a success and These courses took place at the Ear Foundation in they will be back on the next one. If you are a Nottingham in August 2001. cochlear implant user or know someone who is, who Programmes were arranged for three groups of might be interested in participating in future courses, young people; 10-13s, 13-16s and 16-18s. Each including the one planned for this year, please programme ran for two days and included a two contact: night stay in the Marjorie Sherman House. Elizabeth Beadle Teacher of the Deaf/Young People's Co-ordinator There were workshop sessions covering topics such Nottingham Paediatric Cochlear Implant Programme as; Ropewalk House, 113 The Ropewalk When I was young. Nottingham, NG1 6HA Who am I? What will I be? Discussions were held on communication and its breakdown, and there were opportunities to discuss repair strategies. There were exercises on curriculum vitae writing, and employment opportunities were discussed with the older group. Today’s young people are into technology and the programme participants were keen and interested to find out about their processor and implant and how they worked. The audiology sessions were well received. But it wasn’t all work! A number of other activities were arranged including; bowling, climbing walls,

©BATOD Magazine April 02 37 ACE Aiding Communication in Education (ACE Centres) KS Key Stage ADES Association of Directors of Education in Scotland LEA Local Education Authority ADSS Association of Directors of Social Services LGA Local Government Associations A&ICT(C) Audiology and ICT Committee MA Master of Arts AGM Annual General Meeting MAP(C) Membership, Administration and Publicity (committee) AM Assembly Member MP Member of Parliament BACDA British Association of Community Doctors in Audiology MRM Maternal Reflective Method BAEA British Association of Education Audiologists MQ Mandatory Qualification BATOD British Association of Teachers of the Deaf NAHT National Association of Head Teachers BBC British Broadcasting Corporation NASS National Association of Independent Schools and Non-Maintained Special Schools BBQ Barbeque NATED National Association for Tertiary Education with Deaf people BCIG British Cochlear Implant Group NC National Curriculum / Noise Criterion(acoustics) BETT British Educational Technology for Teachers (show) NCB National Children’s Bureau BDA British DeafAssociation NCH National Children's Homes BECTa British Educational Communications Technology Agency NCPA National Committee for Professionals in Audiology BSHAA British Society of Hearing Aid Audiologists NDCS National Deaf Children's Society BSL British Sign Language NEC National Executive Council (of BATOD) CACDP Council for the Advancement of Communication with all Deaf People NFER National Foundation for Education Research CAF Charities Aid Foundation NHS National Health Service CAP Communication Aids Project NI Northern Ireland CD ROM Compact Disk Read Only Memory NLS National Literacy Strategy CEM Curriculum Evaluation and Management NNEB Nursery Nurses Education Board CHSWG Children’s Hearing Services Working Groups NMSS Non-maintained Special Schools CI Cochlear Implant NSLDP National Subtitling Library for Deaf People CPD Continuing Professional Development NSPCC National Society for the Prevention of Cruelty to Children CRB Criminal Records Bureau NVQ National Vocational Qualification CSN Camden Safety Net Ofsted Office for Standards in Education DAF Deaf Africa Fund PANDA Performance Assessment & National Contextual Data for special schools DBC Deaf Broadcasting Council PC Personal Computer DCCAP Deaf Childrens’ Communication Aids Project PD(C) Professional Development (committee) DCS Deaf Children’s Society PDO Project Development Officer DELTA Deaf Education through Listening and Talking PIPs Performance Indicators in Primary Schools DEMAQS Durham-Edinburgh-Manchester-and Queens Belfast -Swansea. PPP Private/Public Partnetship DfES Department for Education and Skills PTA Parent Teacher Association DoH Department of Health QCA Qualifications and Curriculum Authority DSC Directory of Social Change QoL Quality of Life DSP Digital Sound Processing QS Quality Standards EC European Community RAD Royal Association for Deaf people EENET Enabling Education Network RNIB Royal National Institute for the Blind EM(C) Educational Management (committee) RNID Royal National Institute for Deaf people ENI Education in Northern Ireland RSC Royal Shakespeare Company ENT Ear, Nose and Throat (Otorhinolaryngology) RSD Royal School(s) for the Deaf FDP Friends of young Deaf People SCOPE Support Organisation for Cerebral Palsy (formerly Spastics Society) FE Further Education SEAG South Eastern Audiology Group FEAPDA European Federation of Associations of Teachers of the Deaf SEED Scottish Executive Education Department Fr Father SEN Special Educational Needs GCSE General Certificate of Secondary Education SENSE formerly National Association for Deafblind & Rubella Damaged people GTC(E)/(NI) General Teaching Council (England)/(Northern Ireland) SIG Special Interest Group HA Health Authority SIGN Charity for mental health and deafness based near High Wycombe HDM Healthy Deaf Minds SOAS School of Oriental and African Studies HI Hearing-Impaired STRB School Teachers’ Review Body HMI Her Majesty's Inspector THRASS Teaching Handwriting, Reading and Spelling Skills HSSDC Heads of Schools and Services for Deaf Children ToD Teacher of the Deaf ICAN National Educational Charity for children with speech and language difficulties TTA Teacher Training Agency ICED International Congress for the Education of the Deaf UK United Kingdom ICT Information Communications Technology UKCoD UK Council of Deaf people ICToD Implant Centre Teacher of the Deaf UMIST University of Manchester Institute of Science and Technology INSET In Service Educational Training Abbreviations and Acronyms used in this Magazine and Acronyms Abbreviations UNHS Universal Newborn Hearing Screening (previously Neonatal) ISBN International Standard Book Numbering VI Visually Impaired IT Information Technology www world wide web ITE Initial Teacher Education

Creating a dynamic learning environment means having access to a variety of computer-based and multimedia materials. You need resources that let you interactively present your curriculum and share ideas. You require tools that accomodate different learning styles, to help all of your students excel. Now you have the complete solution that makes teaching with computers easier and more effective. You have a dynamic and collaborative learning environment. Now you have the Smart Board!

38 ©BATOD Magazine April 02 where a group is meeting to discuss the development of the training course for Teachers of the Deaf. The annual meeting between BATOD Wales and the Minister for Education and Lifelong Learning, Ms Jane Davidson, is scheduled for 29 April at the National Assembly. BATOD UK The BATOD Wales AGM and Conference will take place on June 15 at the Commodore Hotel, Llandrindod Wells. It is hoped that Margaret Eatough will talk about the BATOD survey and that Jacqueline Stokes will give us some insight into Auditory Verbal Therapy. These talks will be followed by workshops. Marian Williams Wales representative The Spring meeting of BATOD Wales was held at Heronsbridge School, Bridgend on February 26. The Much of recent two speakers were Deryk Jones, Head of Pupil committee time has been Services at the National Assembly of Wales and devoted to planning the Andrea Storer from RNID Cymru. Deryk gave an twilight session in May extremely interesting and relevant talk on current and the Midland Region developments in education in Wales, in particular, the Conference. new Code of Practice. Andrea very kindly stepped into the breach when, literally, a couple of days before the The twilight meeting, Spring meeting, Karen Sinclair AM (Assembly Member) entitled “Supporting was forced to withdraw from the engagement. Sinclair Listening in the Classroom,” will take place on 15 May chairs the All Party Group at the National Assembly at Longwill School, Birmingham. John Popplestone looking at deaf issues and was going to talk about the from Connevans will give a presentation on their new work of this committee. Andrea has been a member of radio aids and new protocols for balancing radio aids. the committee, representing the RNID, since its The presentation will be followed by a discussion, inception and gave a very interesting and informative chaired by Malcolm Garner from Birmingham, during account of the work of the All Party Group. Many which a panel of practitioners from LEAs across the thanks go to Andrea for her input at such short notice. Midlands will answer questions from the audience. BATOD Wales’ programme of talks at initial teacher The theme for the annual conference will be Deaf training courses on strategies to be used when Children with Additional Disabilities. It will take place teaching hearing-impaired pupils (in addition to raising on Saturday 12th October, possibly in Solihull. the profile of our profession) has just ended for this Following a keynote address, delegates will have a academic year. The talks appear to have been very choice of workshops considering the needs of deaf successful with many students showing great interest children with a range of additional needs. in teaching deaf children. BATOD Wales has been Alison Weaver Midland representative asked to continue this programme next year.

We have recently been invited to sit on several After much delay the committee committees. Eirwen Carpenter (Vice Chair of BATOD ran an extremely successful Wales) sits on the All Party Group looking at Deaf conference in february entitled Issues at the National Assembly and Sue Board is ‘Cochlear technology and representing BATOD on the Expert Task and Finish implantation’. More than 40 Group: UNHS, again at the National Assembly. Sue delegates, including ToDs, SALTs and Board, Eirwen Carpenter, Norma Moses, Keith Davies Teacher Assistants were present. A reflection perhaps and Marian Williams are part of a joint BATOD/RNID on content and cost, which was kept to a minimum. group looking at UNHS in Wales. It is hoped that a joint BATOD/RNID survey will soon be distributed to all The day began with Lynne Roberts, Specialist Speech Unitary Authorities in Wales to establish the numbers of and Language Therapist, Bristol Cochlear Implant ToDs etc etc. in the country. Team, giving an overview of the work of the team and their protocols. This was followed by presentations by We have also requested representation on the Welsh Cochlear and Med-El representatives. In the afternoon Advisory Group for SEN, which is to look at the delegates were given the oportunity to get some regionalisation. The Minister has hands-on experience with the technology, including not yet decided on the make-up fault- finding. Everyone clearly enjoyed the day and of the group, but we are hoping learned a lot. to have representation and are in discussion with Mr Deryck Increasingly the South West Committee is using Jones about this issue. BATOD conference calls as a way of conducting meetings. the Wales is also represented at the distances involved and the time spent in travelling forthcoming meeting at the make it a sensible alternative to face-to-face meetings. Caerleon Campus of the The next event will take place in May/June. University of Wales, Newport, John Shaw, Chair SW region

©BATOD Magazine April 02 39 The committee met on 29 The format of the day will allow opportunities for January to discuss discussion in groups. Feedback to a panel at the end arrangements for the Spring of the day will enable ideas to be shared and pertinent meeting which took place in issues to be identified. Stranmillis University College, Just to pass on a comment made to one member of Belfast on 28 February. the North Region committee. In a conversation with an Our guest speaker was Dr exam board secretary, he wished it to be known that he Christine Lavery, a Clinical Psychologist working in appreciated the input from BATOD, with regard to the Child and Adolescent Mental Health Services. Her topic moderation of examinations. was ‘ADHD and Asperger’s Syndrome’. Dr. Lavery’s Jen Nicholson North region representative talk was very informative and raised a great deal of interest from the audience. The committee has met twice since our AGM. Isobel Aitken has One of our latest members, James Carroll, is unable to now taken over the chair from fulfil his position on the committee and his place has Carole Sturt with Fiona Atkins as been filled by Teresa Degnan. her vice-chair. There has been some discussion about Deaf We spent some time arranging our Awareness in Northern Ireland schools. The half-day conference to be held in committee is working on the issues involved. May. We decided to hold an open Jean McIlroy NI representative forum to discuss where we, as Teachers of the Deaf, fit into the Chartered Teacher Status as outlined in the McCrone Report. The Committee met on 19 January 2002 in Leeds. In the interim We have extended an invitation to a variety of other period since the committee last special needs teachers, as we all have similar met, Hilary Ambrose (Chair) had concerns. An eminent selection of guests has been been granted retirement on ill secured for our panel: health grounds. It was with great Alan Blackie: Chair of The Association of regret that the committee was Directors of Education informed that Hilary’s health would Gordon MacBride: Chair of EIS Education greatly inhibit her continued involvement in BATOD Committee North Region at the present time. Prof Gilbert Mackay: Professor in Special Educational Needs, Jordanhill Campus, All on North Region committee wished to acknowledge Strathclyde University Hilary’s involvement and commitment to North Region Myra Pearson: Depute Registrar GTC (Scotland) over such a prolonged period of time. Our very best Iain Smith: Dean of Faculty, Jordanhill wishes were extended on to her and ‘the door remains Campus, Strathclyde University open’ in the hope that she will return to the committee as and when she feels able to do so. We have also been promised a representative from the Scottish Executive Education Department. In Hilary’s absence, it was agreed that an Acting Chair Person was needed. Patricia Gibbons has very kindly This promises to be a very interesting and lively agreed to take on this role for the time being. debate, and we are hoping that our numerous concerns will be noted and addressed. Preparations for the forthcoming North Region Fiona Atkins Conference continued to dominate the rest of the Scotland Representative agenda. Difficulties co-ordinating speakers and dates resulted in the need to make an adjustment to the proposed date of the conference. a growing European organisation North Region Conference 2002 will now take place on for Teachers of the Deaf Saturday 6 July 2002, at St. John’s School, Boston Spa. BATOD’s role: The initial working title for the conference has been  biggest member of the federation replaced by  BATOD Secretary Paul Simpson now Vice ‘Beyond the classroom - support and consultation President issues for Teachers of the Deaf’  BATOD to host 2003 Congress - prestige for We are fortunate to be able to invite Mary Guest and BATOD and UK Ailish Young to come and talk at the conference. Mary  all members of BATOD may attend will be addressing how to support families and students where there has been a recent diagnosis of Usher’s Will you be at FEAPDA Congress 2003? Syndrome, or a realisation of the beginnings of the 30 October: delegates arrive symptoms of Usher. Ailish will address issues which 31 Oct - 1 Nov: congress parents of younger children report as significant or 02 November: cultural activities problematic and the kinds of ways teachers can address these.

40 ©BATOD Magazine April 02 Campus S™ Top marks in FM communication.

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For further details about the new Campus S transmitter, call Phonak for a brochure on freephone 0800 9800747 brings up a diagram of the handsign for that letter and a list of words beginning with the letter (as contained in the books). Clicking on a word introduces a video of a person signing that word. The student primer provides students with a useful reference book of signs, for class or homework. It complements the tutor book and is equally clear and Title: Let’s Sign: understandable. BSL Building Blocks As a beginner at learning BSL I found this pack to Pack content: 1 Tutor Booklet, 1 CD-Rom, 1 Student be most useful, especially with the addition of the Primer. CD-Rom. As a taster, it is, of course, limited. It Author: Cath Smith certainly provides an invaluable introduction to the Year: 2001 language and has given me the confidence to carry Publisher: Alphabet Press on to a class at College. ISBN: Tutor Booklet - 0-9535069-3-2 Student Primer - 0-9535069-4-0 ☺☺☺☺☺ Quality No of Pages: Tutor Booklet - 126 Student Primer - 63 ☺☺☺☺ Value for money Price: Total pack price - £29.99 ☺☺☺☺☺ Educational usefulness All items also available separately A4 tutor - £24.99 (includes CD-Rom ☺☺☺☺ Overall free of charge) A5 Student Primer - £4.99 CD-Rom bought separately £12.99 Don’t be without a copy of (inc VAT) Guidelines for Hearing Assessment Reviewer: Bev Shaddick NNEB of Children with Complex Needs This pack consists of an A4, spiral bound booklet Devised by the then Audiology and Educational called ‘Let’s Sign: a BSL Building Blocks Tutor’, a Technology Committee to help professionals who are CD-Rom and an A5 student primer, both of which involved with hearing assessments of children who, for complement the tutor booklet. The author, Cath many different reasons, prove difficult to test. Smith, claims that the pack ‘offers a new approach to learning and teaching BSL that focuses on the These Guidelines cover the preparation for testing to formation of the signs themselves as a starting point establish whether a child who has any combination of physical, sensory, learning or behavioural disability also rather than their English translations’. has a significant hearing loss; modifications to regular The Tutor begins with an introductory overview that test procedures, considerations and further reading. describes the rôle and importance of BSL to deaf The appendices offer examples of good practice. people and children. There is a brief history of Order your copy NOW (price £5.00 inc p&p) from: BSL, some information about changing attitudes and BATOD Publications the communication needs of deaf children. 41 The Orchard, Leven, Beverley, Section two, ‘The Building Blocks of BSL’, East Yorkshire HU17 5QA introduces the foundations of BSL and goes on to describe, both diagrammatically and in the written form, the different handshape groups. The following section describes fingerspelling and its rôle in BSL and the fourth section introduces the signs. Sections two, three and four contain ideas for BATOD North Summer Conference introducing BSL, flash cards, work cards, games etc. and all sheets are photocopiable. At the back of the 'Beyond the Classroom' booklet there are various sources and contacts Support and Consultation Issues listed. for Teachers of the Deaf St John's School, Boston Spa The booklet is very clear, has good diagrams and 6 July 2002 understandable descriptions of the individual signs. Speakers: Mary Guest (Usher-Sense) and Ideal for the beginner! Dr Alys Young (Salford University) Installing the CD-Rom is very easy. The programme is very easy to use (even for a complete IT duffer!), Further details from clear and the visual representations bring the whole Chris Payton, North Region Secretary ¤ 0161 794 3236 pack to life. All the sign vocabulary from the books is available. A click on a letter of the alphabet

42 ©BATOD Magazine April 02 NDCS Update February 2002 Barbara Homer, NDCS Deputy Director of Family Services

UNHS The 4 leaflets: Your baby’s hearing screen; Your CHSWGs nationally and ensure full inclusion and baby’s follow-up hearing screen; Your baby’s visit to participation of parent representatives. The project the audiology clinic; Your baby has a hearing loss; will recruit, train and support parent representatives are being used and appear to be well received. to CHSWGs. It will also provide training, NDCS will be evaluating them in due course. development and support opportunities for professionals to support the development of high Wales has announced funding so that UNHS can quality audiological services for deaf children. begin without further delay. Pilot sites have been identified in Scotland and N Ireland. NDCS is Child protection: concerned at the delay occurring with roll out The NSPCC is planning to run a project on child throughout England and that the date for full protection in two residential schools. NDCS is implementation is slipping. closely involved in the planning with the NSPCC and Council for Disabled Children. A working party, with Quality Standards in the Early Years: key consultants and representatives from disability Guidelines on working with deaf children under two and children’s organisations, has been formed. The years old and their families: Baroness Ashton launched these quality standards brief is to lobby for structural change, eg with and good practice guidelines on the 14 February legislative processes, to enhance protection of deaf 2002. This is a sister document to the quality and disabled children. standard document on paediatric audiology. Copies Language aide schemes: are available from the NDCS Information Team The NDCS Essex language aide scheme has been ¤ 0207 490 8656. running for over four years. It is funded by South Quality Standards: vision care in deaf children: Essex HA, North Essex HA and Essex Social This joint NDCS/SENSE work will be sent out for full Services and supported by Essex DCS who consultation in April. Research is being undertaken managed the scheme in its infancy. The scheme to identify world-wide evidence that will inform the provides trained local deaf adults who are linked to document. NDCS has also sent questionnaires to a a family with a deaf child, visiting them at home. number of parents with young children to identify The team provides communication support parental/child experiences of vision care both from (including basic signing skills), an insight into audiology and ophthalmology. We expect the deafness and deaf awareness, regular contact from document to be launched in November 2002. skilled deaf adults and access to local and national Quality Standards in social services: advice. Families get support complementary to that This document has been produced in partnership received from local services, with an emphasis on with the BDA, RNID, ADSS, LGA and NCB. The support during evenings and weekends to ensure a document is to be launched in March 2002. whole family approach. Quality Standards: children and cochlear The scheme supports families with children 0-18, implants: although the main take up is for families with pre- This joint NDCS/BCIG document (revised and school and primary school children. We expect the launched in 1999) is being reprinted and will be UNHS to influence this work. Evaluation reports available shortly from the NDCS Information Team. significant benefit to families such as improvement in signed communication in the family, better Quality Standards: children and bone anchored understanding of deaf culture and deaf issues, hearing aids: powerful and positive experience of a deaf rôle The first NDCS meeting to begin the process of model (the most valued feature) and valuable and producing these quality standards will take place effective support for the family. A similar scheme is shortly. Primarily the team led by David Proops will operating in Hampshire, Portsmouth and be working with NDCS to develop this document. Southampton. Policy on cochlear implants For any enquiries regarding technology NDCS have launched a revised policy on cochlear for deaf children, or for details of TALK implants and children. This includes concerns magazine, contact: relating to bilateral fitting to young children. The National Deaf Children's Society policy is available from the NDCS Information Team. 15 Dufferin Street, London EC1Y 8UR Information & Helpline: Children’s Hearing Services Working Groups: ¤(020) 7250 0123, This pilot project, funded by PPP, aims to audit existing CHSWGs, encourage the setting up of

©BATOD Magazine April 02 43 Wales leaps ahead of England with UNHS RNID is questioning why the Government is dragging its feet on committing to hearing screening This and that... for all new-born babies in England, following an The Film Council's recent report 'A better announcement by the Welsh Assembly that it will picture' suggests a £6 million budget to equip every implement the test across Wales this year. cinema site in the UK with subtitling and audio The Health and Social Services Minister for the description equipment, making this country the world Welsh Assembly, Jane Hutt AM who made the leader. NDCS support the suggestion saying that "It announcement, explained: "Research shows that would open many doors for deaf people in terms of early diagnosis of hearing loss results in much literacy and shared experience. With every cinema better outcomes for children's social and education having at least one screen equipped for subtitling it development. This screening will allow for that early would truly mean cinema for all." The report, open diagnosis." She went on to say, to public consultation, can be downloaded from "I am committed to ensure that all children in Wales www.filmcouncil.org.uk should maximise their potential and that they should have the very best start in life and the introduction of Successful campaign postcards neonatal hearing screening is a significant step in On 24 December Jacqui Smith announced that the the right direction." Department of Health have committed a further £20 million to modernise NHS audiology services in An RNID campaign urging the introduction of the England. The funding will resource the vital screening programme across the UK has not modernisation of audiology departments in at least received such a positive reaction from the 30 extra NHS Trusts so that almost a third of all Department of Health whose progress is slow. people in England will have access to digital hearing Twenty English health authorities will start to pilot aids on the NHS. the test over the next few months and the Government has said that it will announce a This news is due in part to the efforts from the timetable for the full implementation before the end readers of the BATOD magazine taking part in the of the year. RNID campaign by sending the campaign postcards (that were included as an insert in the December James Strachan, RNID Chief Executive, commented issue of the BATOD magazine). on this great news for Wales. The test is neither complex nor is expensive, yet it can make an RNID are really pleased with the announcement, as enormous difference to every deaf child. He asked, we see it as a big step towards national availability "If Wales can achieve this with ease, why do English of modern and effective digital hearing aids on the parents have to wait until 2005 for this vital NHS (although we will continue campaigning until screening of their babies?" digital hearing aids are actually available to all who need them). Information about the ICED (International Abigail Jones, RNID Campaigns Officer Congress on the Education of the Deaf) 19-23 Featherstone Street, London, EC1Y 8SL ¤/text 020 296 8060 The ICED-2DAY.ORG web site is now accessible. It is being developed as data is received. Papers/ The National Deaf Children's Society helpline posters are very welcome. The organising number changed to a new FREEPHONE number committee is keen for all those practitioners, on Monday 18 Feb 2002. academics, scientists, medics, therapists, parents, students and all those interested in education of The new number is 0808 800 8880. deaf children and young people to contribute. This is voice and text and the opening times will be This will be a virtual opportunity to share ideas, unchanged. (10am - 5pm, Mon Fri) exchange information and develop networks. Out of this should come unique and positive collaborations Anyone calling the old number after this date will get leading to a better understanding of deaf a message in both voice & text referring them to the youngsters and their learning environments. We also new number. hope that this will make ICED 2005 in Maastricht a more strategic event with greater opportunities for The Learning and Skills Development Agency networking and information exchange. (London Office) has moved since 15 February 2002 to: You can visit the website at the address above to Learning and Skills Development Agency gain access to areas on events, library, papers, Regent Arcade House posters, message board, commercials, links and 19-25 Argyll Street contact. This is in its infancy at the moment so London W1F 7LS please consider your contribution. ¤020 7297 9000 Fax: 020 7297 9001

44 ©BATOD Magazine April 02 Visitors from Belarus Deaf, said that the school is pleased to be able to A group of educationalists from Belarus in the former share skills, expertise and experiences with other Soviet Union visited Manchester's Royal Schools for professionals. the Deaf in Cheadle Hulme during January. The The Keyboard Crazy review produced a speedy visit was hosted by the Chernobyl Children's Project phone call from Keywise Systems who pointed out (UK) and was part of a fact finding mission to help that Keywise is the main distributor of this the Education Department of the Gomel Region - amazing product, which is guaranteed to raise the most contaminated part of Belarus - in their keyboard awareness and increase typing speed at plans to renovate, equip and staff a centre where an unbelievable rate. If this wasn't enough for one children with multiple disabilities can be assessed, product to achieve, Keyboard Crazy is being used to with their families and receive therapy and support. great acclaim within the Literacy Hour. Chernobyl Children's Project (UK) brings children A school in Norfolk built their Literacy Hour around affected by the Chernobyl nuclear accident to Britain Keyboard Crazy and standards have been rising each summer for recuperative holidays in a clean ever since. Three LEAs are working with a number environment. The charity hopes to bring a group of of their schools in order to gauge a true reflection of children to South Manchester this summer. In the actual increases being achieved. recent years much of its work has focused on trying to improve the educational and social opportunities A BSL version is now available. Having proved for children and young people from the region with highly successful, not to mention great fun, Keywise special needs. Systems are working in partnership with the Deaf@x Trust, who, together, are exploring all possible Manchester's Royal Schools for the Deaf has been avenues available in order to make this product chosen as it caters exclusively for deaf and available to all schools and clubs with deaf deafblind children with a range of additional and youngsters across the Country. complex special education and residential care needs. The team from Belarus is particularly For further information contact Keywise by phone interested in learning more about the augmentative on: ¤ 0151 548 6400, by fax on 0151 547 4994 or forms of communication used by the staff involving by email at [email protected], or look us signs, symbols and objects of reference. Hilary up on our website www.keyboardcrazy.co.uk. Ward, Headteacher at the Royal Schools for the Alternatively, contact Helen Landsdowne by email at [email protected]

SCHOOL OF EDUCATION

Sign Bilingual Workshop Series THURSDAY 04 JULY 2002 10.00 am - 4.00pm School of Education University of Leeds SIGN BILINGUALISM AND LITERACY - WORKSHOP j Course Fee £50.00

This series of workshops is for deaf and hearing professionals working in sign bilingual educational settings with a view to providing a national forum to share ideas and good practice. The workshops will combine speaker presentations with discussion groups and opportunities to network regionally and nationally.

The aim of the series of workshops is to develop sign The themes of the workshop series include:· bilingual policy and practice through:  sign bilingualism and literacy development  sharing practical ideas and experiences implications of UNHS and the nature of support to  discussing policy issues families  exploring current research and new initiatives  the role and development of spoken English in sign  developing research opportunities bilingual settings  challenges and opportunities of inclusive education children with cochlear implants in sign bilingual settings  language and culture: deafness and ethnicity

Further details are available from: Higher Degrees and Professional Development Office, School of Education, University of Leeds, LEEDS LS2 9JT F(0113) 233 4550 For an application form please e-mail: [email protected] www.education.leeds.ac.uk/devt/postgraduate/cpd_shortcourses.htm

©BATOD Magazine April 02 45 UK Council on Deafness Bulletin Jonathan Isaac Director UKCoD UKCoD welcomed STAGETEXT as a new Full Criminal Records Bureau Member recently and group teams as affiliate UKCoD’s application to the CRB to be a registered members. umbrella body for accessing Criminal Records Checks is being processed and should be ready for There is a programme of regular full council the launch of the scheme in April 2002. It is now a meetings for members to network, to develop a criminal offence knowingly to hire someone to work greater understanding of each other's organisations, with children who has a criminal record. Similar identify potential joint initiatives, discuss the issues conditions apply to people who work with vulnerable affecting deaf people and formulate joint policy. adults. Organisations are entitled to ask that staff Attendance is free and each Full Member and volunteers reveal details of convictions if they Organisation can send two representatives. Themes are working in a position of trust, not just with this year include: EC Article 13, Human Rights and vulnerable people but also as Accountants or Education; Human Rights; Education and the AGM. Charity Trustees for example. Applications for Conferences & Seminars Disclosure must be countersigned by a Registered There will be a series of Conferences this year Body and it costs £300 to register with the CRB. addressing issues of great importance to our Please contact us for details of how you can access members: the disclosure service without having to register your 25 April Human Aids to Communication own organisation. 11 July Deafness & Mental Health Genetics and Deafness 16 Oct Black & Ethnic Minority Deaf People There has been a disappointing response to our The Seminar Programme covers specific areas of request for member's views on the implications to the work of our members and provides an deaf people of developments in Genetic Technology. opportunity to share experiences, update skills and Only seven members have completed the Genetics learn of the latest examples of best practice. Questionnaire and a further four have stated that it 21 March Good Practice in Fundraising is not part of their brief. It would be very useful to 09 May Deaf People in the Workplace know why the other organisations did not respond. 25 June Helplines There was to be further discussion of this very 10 September Youth Work important issue at the next Council Meeting on 26 You do not have to be a member to attend the February. Conferences and Seminars. Please contact UKCoD Jonathan Isaac, Director for details of how you can attend these events. UK Council on Deafness Discounts are available for Full Member Westwood Park, London Road, Little Horkesley, Organisations. Colchester, CO6 4BS Recognition of BSL ¤ 01206 274075 Text 01206 274076 A delegation of leaders of deaf organisations met Fax 01206 274077 with Maria Eagle, the Minister for disabled people, in [email protected] January. The Minister asked UKCoD to organise the www.deafcouncil.org.uk meeting so that she could find out what 'recognition' would mean and what practical differences it would UK Council on Deafness is the umbrella make to deaf people. Representatives from BDA, organisation for charities and FDP, RNID, NDCS, RAD and SIGN called for BSL to professional bodies concerned with deafness. be included in the European Charter for Regional or UKCoD supports and celebrates Minority Languages, for the government to establish the diversity of deaf people including Deaf, a taskforce to look at what changes to legislation are deafened, deafblind and hard of hearing people. required and for the government to encourage the European Parliament to recommend that member states comply with the resolution that indigenous One at a time Sign Languages be recognised. The organisations BATOD has no group membership expressed their frustration and disappointment at the lack of progress by the government towards but there are Special Interest Groups recognising BSL, especially given the strength of to keep you in touch with colleagues feeling and unity between all the major D/deaf working in the same areas. organisations. Despite no firm outcomes from the meeting, Susan Daniels, Chief Executive of NDCS JOIN BATOD said that it was, "A good opportunity to show the Minister that a wide range of deaf organisations are JOIN A SIG united behind the call for the recognition of BSL."

46 ©BATOD Magazine April 02 Membership subscription rates 2001- 2002

due 1 August 2001 Annual Quarterly Cheque Direct Debit Direct Debit Full members in employment £ 49.50 £ 13.00 £ 55.00 Full members taking a career break £ 24.75 £ 6.50 £ 27.50 Associate members in employment £ 49.50 £ 13.00 £ 55.00 Associate members, unwaged £ 24.75 £ 6.50 £ 27.50 (in training as Teachers of the Deaf) Retired members £ 24.75 £ 6.50 £ 27.50

This subscription can be claimed against income tax: for those who pay tax at 40% this means a saving of approx £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.

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 rôles who do not wish to receive the Journal.

Retired members who reach the age of 80 are entitled to free membership of the Association. Any 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

Mr Bev McCracken ¤ /Fax 0161 439 4586 BATOD National Treasurer email: [email protected] 200 Bramhall Lane South Bramhall, Stockport SK7 3AA

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:

Address changed to:

Post code Post code: Telephone: email:

©BATOD Magazine April 02 47 Meetings to know about Calendar Date Organisation Meeting Topic Venue 2002 April 3 Healthy Deaf Minds TBA Euston, London 8-12 Cued Speech Association Foundation Course (accommodation available) Exeter 8-12 Cued Speech Association Intermediate Course (accommodation available) Exeter 18 Burwood Centre Implications of UNHS for primary care professionals Newbury 18-20 Ear Foundation Advanced Cochlear Implant Workshop Sutton Bonington 20 CACDP Sign Fair Reading 25 UKCoD Human Aids to Communication (conference) London 27-28 BATOD/NATED Modification of Examination Language London May 9 UKCoD Deaf people in the worksplace (seminar) London 11-12 BATOD/NATED Modification of Examination Language London 15 BATOD Midland Supporting Listening in the Classroom (twilight meeting) Longwill, Birmingham 18 BATOD Scotland Towards Chartered Teacher Status Donaldson’s Edinburgh 21-24 International Sensory Aids Soc. Technologies & Techniques for Individuals with HI & VI Ontario, Canada 23 Burwood Centre Encouraging musicality in HI children Newbury 25 SEAG AGM and Conference TBA June 5 Healthy Deaf Minds TBA Euston, London 7-8 EENET/DAF What does the South really want from the North? Birmingham 14 BAEA Bringing Paediatric Hearing Services into the 21st Century Birmingham 14-15 BATOD NEC Association business + regions Birmingham 21 BATOD South Preschool SIG Preschool IEPs Chertsy, Surrey 21-22 NDCS Technology Exhibition and Conference Telford 25 UKCoD Helplines (seminar) London 28 BACDA Choices for parents UMIST Manchester 29 BATOD South Successful multi-agency working plus AGM London July 4 Burwood Centre Implications of HI for children in m/s preschool and primary Newbury 6 BATOD North Counselling and Consultation Boston Spa 11 UKCoD Deafness and mental health (conference) London 25-29 DELTA Family Summer school (pre-school and primary) Winchester (TBC) July 28 - Aug 2 DELTA Family Summer school (pre-school and primary) Lancaster August 5-9 Cued Speech Association Foundation Course (accomodation available) Exeter 7 Healthy Deaf Minds TBA Euston, London 8-12 Cued Speech Association Intermediate Course (accomodation available) Exeter Sept 10 UKCoD Youth work (seminar) London 12 Burwood Centre Implications of HI for children in m/s preschool and primary Newbury 21 BATOD NEC Association business TBA Oct 2 Healthy Deaf Minds TBA Euston, London 9 Cued Speech Association Foundation Course (accomodation possible) Canterbury 12 BATOD Midland Meeting the needs of the 40% - + AGM Solihull 12-13 DELTA Developing the Listening Ear Yarnfield Park, Staffs 16 UKCoD Black & Ethnic Minority Deaf People (conference) London Nov 1-2 BSHAA BSHAA Congress Birmingham 2 BATOD Scotland Conference & AGM Donaldson’s Edinburgh 16 BATOD South Autumn Workshop TBA Dec 4 Healthy Deaf Minds TBA Euston, London 7 BATOD NEC Association Business TBA 2003 Jan 20 BATOD NEC Steering Group Association business March 15 BATOD AGM and Conference Edinburgh 16 BATOD NEC Association Business Edinburgh June 13-14 BATOD NEC Association business + regions TBA 28 BATOD South AGM and Conference TBA Sept 20 BATOD NEC Association Business TBA Oct 31- 2 Nov FEAPDA / BATOD European Congress TBA Dec 6 BATOD NEC Association Business TBA 2004 March BATOD AGM and Conference TBA

Items noted on this Calendar may have been advertised within the Magazine or the information reported by telephone. BATOD is not necessarily the organising body. Please contact the Organising body (column 2) for details of conferences, NOT the Editor of this Magazine. DISCLAIMER The Editors and the Association do not necessarily endorse items or the contents of advertisements published in the Magazine and cannot accept responsibility for any inaccuracies. Please note that items from this Magazine may not be reproduced without the consent of BATOD. Photocopying items breaches copyright.

48 © BATOD Magazine April 02 Region Officers BATOD contacts and Magazine Distribution

Northern Ireland Chairperson: Mrs Margaret Nelson, 35 Tweskard Park, Belfast BT4 2JZ Secretary: Mr Alan Offord, 41 Station Road, Portstewart, Co Londonderry BT55 7HH Treasurer: Mrs Paula McCaughey, 23 Manse Park, Belfast BT8 8RX Scotland Chairperson: Mrs Isobel Aitken, 1 High Street, Old Aberdeen AB24 3EE Secretary: Miss Margaret Highet, 26 Sinclair Drive, Largs, Ayrshire KA30 9BL Treasurer: Mrs Ann Dykes, 4 Grieve Croft, Silverwood, Bothwell, Glasgow G71 8LU Wales Chairperson: Mr Stan Cornelius, 20 Cae Du Road, Ogmore Vale, Bridgend CF32 7DR Secretary: Mrs Marian Williams, Tyr’ Grifften, 79 Pen y Graig, Pontardwe SA8 3BS Treasurer: Mrs Norma Moses, 28 Pen Y Groes, Groesfaen, Pont Y Clun, Mid Glamorgan CF7 8PA Midland Chairperson: Ms Pauline Cobbold, Hearing-Impaired Service, Sanford House, Sanford St, Swindon, Wilts SN1 1QH Secretary: Mrs Janet Guest, The Glebe Centre, Glebe Street, Wellington, Telford TF1 1JP Treasurer: Mr Robert Miller, 13 Derby Close, The Meadows, Broughton Astley, Leics LE9 6BE North Chairperson: Ms Hilary Ambrose, 4 Viewlands Close, Penistone, Sheffield S36 8HU Secretary: Mr Chris Payton, 19 Lawnswood Park Road, Swinton, Manchester M27 5NJ Treasurer: Aftab-i-Haque, 67 Belgrave Road, Oldham OL8 1LU South Chairperson: Ms Lynne Williams, Physical and Sensory Services, Invicta House, County Hall, Maidstone, Kent ME14 1XX Secretary: Mrs Angie Reese, 9 Wychwood Close, Canons Park, Edgware, Middlesex HA8 6TE Treasurer Ms Cindy Paulding, Primary Hearing Centre, Kingsley Primary School, Chapman Road, Croydon CR0 3NX South West Chairperson: Mr John Shaw, School House, Weirfield Road, Exeter, Devon EX2 4DN Secretary: Mrs Fiona Elsworth, Sunspot, Liftondown, Lifton, Devon PL16 0DB Treasurer: Miss Harriet Nott, ‘Ygorow Dew’, 75 Stannary Road, Stenalees, St Austell, Cornwall PL25 8SW

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 21 Mauldeth Road West 41 The Orchard Withington Leven, Beverley Manchester East Yorkshire M20 3EQ HU17 5QA ¤/fax 0161 445 6650 ¤/fax 01964 544243 email [email protected] email [email protected] Association information, general queries and all matters not connected with the Magazine or the Journal should be addressed to: BATOD Secretary Mr Paul Simpson 21 The Haystacks High Wycombe Buckinghamshire HP13 6PY ¤/fax 01494 464190 email: [email protected]

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