The British Association of Teachers of the Deaf MAGAZINE British Association of Teachers of the Deaf May 1999 ISSN 1366-0799 THE LITERACY HOUR HANDOUTS AND ADVICE SHEETS ISSUES AND CHALLENGES SUPPORT SERVICES UNITS AND RESOURCE BASES TEACHING HIGH FREQUENCY WORDS POETRY USING TELEVISION RESOURCES THE PLACE OF CUED SPEECH ASSESSING BSL NEWS & INFORMATION AUDIOLOGY REFRESHER 7 & 8 COMMITTEES WORKING FOR YOU COURSES AND MEETINGS REGION NEWS SELECT EDUCATION QUALIFICATION CALENDAR £ 3.00 From your editor.... The decision to make this May issue into a focused issue dealing with the practice of the Literacy hour was relatively easy. Collecting the pieces of information and articles was a challenge. The response from those approached to write specific articles (...for yesterday!) was amazing. I hope that everyone who reads this magazine will appreciate the effort made by the various contributors who have worked so hard on top of their regular commitments. A really big THANK YOU to them. The subject will obviously remain ‘live’ and so further articles and comments are welcome and there will probably be a sequel. Now - a ‘call for papers’ or questions about SAFETY - both pupil and staff safety, how to ensure it, teach it, resources to be used, create policies, bullying, child protection and anything else about the issue. The September Magazine will consider this topic alongside the other information usually carried. Obviously the sooner your thoughts are received the better - ultimate copy deadline is 30 June 1999. The next most exciting occurrence has been the decision to put our BATOD presence on the World Wide Web on a secure footing. Careful research by our Web Master Matthew Underwood resulted in a comprehensive paper and the decision to take our own ‘domain name’ and to ensure that BATOD e-mail addresses were explicit. So as you read this Magazine you will be unable to find BATOD on the Internet for Learning site. You will have to look for: www.batod.org.uk Our e-mail addresses will be easy to Contents remember as well as they will all have Articles and Reports: the same address after the Introduction The Literacy Hour for deaf pupils 1 ampersand. So the Magazine will be: Special Needs within the Literacy Hour guidelines 2 Issues and Challenges 4 [email protected] Support Services 6 Key questions for teachers 8 Ann Units and Resource Bases 9 Magazine editor Special Schools 10 HMI & Ofsted recommendations about Literacy Hour 10 Literacy Hour for HI pupils in mainstream 11 Phoning 01964 544243 SEN Guidelines (Hearing-Impaired pupils) 12 BATOD Magazine, Publications & Teaching High Frequency Words 13 The place of cued speech 14 Advertising? Hands Up - Signed Words and Pictures 16 Using Television resources for teaching 20 ....PLEASE SPEAK Poetry 23 Poetry in practice 26 (don’t sigh and hang up!) Preschool planning 30 if no-one makes it to the phone to respond Assessing deaf children’s BSL 34 EWAY! 7th letter from Zimbabwe 36 LEAVE A MESSAGE Advising teachers 38 or send a fax Information: or even e-mail ICT Newspage 44 [email protected] Select Education launch 43 Noticeboard 29 Visit our web pages http://www.batod.org.uk Audiology refresher no 7 39 Audiology refresher no 8 41 General queries to News from the regions 48 BATOD Hon.Sec Paul A. Simpson should Letters 47 be e-mailed to: [email protected] Classroom Resource Reviews 41 Implant Teachers’ SIG 29 Association Business: Front Cover What went on at NEC on 27 March 52 John Henson uses his cochlear implant to the full Minutes of NEC Meeting 23 January 1999 centre pages at Northern Counties School for the Deaf to follow NEC Committees working for you 33 in the footsteps of Evelyn Glennie. New Subscription Rates 55 Calendar 56 The Literacy Hour for deaf pupils The issues for the education of deaf children surrounding the Literacy Hour are wide ranging. Advice, support, teaching techniques, ideas and thoughts are all available, but because many Teachers of the Deaf are isolated, sharing good practice or simply thinking things through may not be easy. In the January BATOD Magazine Jackie Parsons asked for information about what inventive Teachers of the Deaf were doing about the Literacy Hour where they were working. A big THANK YOU to everyone who responded to the request and to those who have contributed to this Magazine. It is, of course, impossible to deal with every aspect of teaching the Literacy Hour to deaf children in a single magazine. We have tried to cover a range of topics from various points of view. We hope we have provided a useful resource here, but if your particular approach is not represented, or you feel that you have some ideas which could be of benefit to members, please write to The Editor. A second dedicated issue could be produced with further shared information. There are many interesting and useful catalogues from suppliers. One of the latest publications is The 1999 Guide to Literacy Resources produced by the National Literacy Association (NLA) and sponsored by Advantage Learning Systems, NASUWT, Educational Publishers Council and BESA. Charlie Griffiths (NLA) admits to having a few ‘spare’ copies (left over from a mailing to schools) for ToDs who contact her on 01202 484079. If there is demand it may be possible to reprint. The NLA have completed the overview of resources available to support literacy in the classroom, not just books but ICT, multisensory approaches, audio-visual materials etc. Materials included are for classroom use that could be effectively and enjoyably used by teachers and pupils to encourage young people who are struggling with literacy. Search for the copy in a school near you... or try Charlie and tell her BATOD told you to! BATOD Magazine May 99 1 Meeting special needs within literacy hour Pauline Hughes County Co-ordinator, Surrey Education Services, Sensory Support Service This leaflet was distributed to all LEA schools in Surrey by the Education Children’s Service prior to the publication of the DfEE SEN guidelines to reinforce general good practice beneficial to most children with SEN. Central Government is shortly due to release guidelines for addressing special needs during literacy hour. We are aware of the additional responsibility that teachers have in delivering literacy hour and the concerns expressed with regard to meeting all pupils’ needs. Education Children’s Services wish to offer you suggestions and reminders for good practice. 1. The physical environment h Use good overhead lighting to avoid glare and strong shadows: good Give thought and overhead lighting assists lip-reading and attention skills. attention to the h Carpets and curtains help reduce noise levels caused by reverberation, classroom making the classroom more comfortable and less stressful. environment for h Organise your seating and teacher/adult positioning with the needs of all literacy hour pupils in mind. h Ensure that displays within the pupils’ visual field during whole class sessions support the text and are not cluttered or distracting. 2. Classroom management h The literature circulated to you has highlighted the advantages of literacy Remember to use your hour, and suggested strategies to meet pupils’ special needs. We urge good practice. you to continue with the many effective strategies currently used to meet special needs within the class, and to refer to the literature for additional advice and support. h Pilot projects showed the advantages of literacy hour for pupils with Group teaching has special needs. Pupils are exposed to a breadth of texts that could benefits for all otherwise be inaccessible if trying to read independently. New skills lead children. to greater independence in literacy. Pupils get more direct and quality time with the teacher in group teaching than in brief one-to-one sessions, due to the greater level of control with classroom organisation. Placing pupils in a variety of groups over time will ensure optimum learning and social interaction. h In addressing pupils’ needs each pupil should, as far as is appropriate, be Structure and routine involved in class/group teaching sessions. One school in the pilot project focuses learning for reported that despite having 50% of the school on the special needs all pupils. register, pupils felt secure and better able to focus on learning rather than organisational issues. There was an increase in pupils’ self esteem. Less able pupils made greater contributions to the group. Bilingual and Traveller pupils bring a wide variety of cultural, linguistic and educational experiences to learning. h Strategies for developing effective routines are described well in the Plan, teach and publication circulated to schools: “The Literacy Hour- Practical reinforce literacy hour Suggestions for Organised Direct Independent Work”. It stresses the routines. importance of establishing good routines from the beginning. It advises that the content of the literacy hour is suspended for a few weeks while pupils learn what is expected of them within the structure of the hour. In addressing behavioural issues and behavioural management techniques, develop with the pupils clear expectations for appropriate behaviour, such as pupils writing their own class rules for the literacy hour, whereby rewards and consequences are clearly known. 2 BATOD Magazine May 99 h Focus on ‘management and movement’ between activities. For example, Manage movement prompt change-over routines and tidying up; ensure pupils know where to between activities. find supporting materials; stop the class regularly to praise pupils following the expected routines, getting equipment, working independently and completing tasks. Circulate around the class checking on group working and those using the implemented strategies. h Help pupils to develop a sense of timing, pace and sequencing within the Devise signals for hour through visual and/or sound signals and cues.