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We have asked the workshop presenters to provide more detail. Here are the abstracts we have received so far:
Kate Rowley (Research Associate at the Deafness, Cognition and Language (DCAL) Research Centre), Mairead MacSweeney (Director of DCAL) and Hilary Dumbrill (Speech and Language Therapist and Play Therapist, Hamilton Lodge School and College, Brighton)
For many deaf children a ‘watch and wait’ approach is taken to decide the communication mode used. This usually involves waiting until the child either succeeds or ‘fails’ at spoken language. In the event of ‘failure’ many children are then allowed to resort to BSL as a back up.
In this workshop we will present evidence indicating that, for some children, the consequences of a ‘watch and wait’ approach can be catastrophic for the cognitive and emotional development of the child (Rowley/ MacSweeney). We will also discuss approaches that Teachers of the Deaf can take to give a deaf child access to a range of communication strategies (Dumbrill).
Ros Herman, Reader in Communication & Deafness, Language & Communication Science Division, City, University of London
Literacy difficulties are more widespread among deaf children than hearing children, but reasons for their problems differ. Hearing children are likely to be described as dyslexic and once diagnosed, may benefit from specialist support. However, for deaf children, their hearing difficulties are seen as primary and in comparison to hearing dyslexic children, proportionately fewer receive specialist reading interventions.
This workshop presents findings from a national study of reading in 141 severely-profoundly deaf children in their last year of primary school using a large battery of literacy, phonological and language measures. Data from deaf children with different communication preferences (oral vs signing) were compared with data from a reference group of 20 hearing children diagnosed with dyslexia.
All groups achieved lower literacy scores than expected for their age, with deaf children performing more poorly than hearing dyslexic participants. Signing deaf children displayed the lowest literacy scores, with the exception of a subset of signing deaf children with two deaf parents.
Ann Underwood, Chair, BATOD Foundation Trustees
Are you keeping up-to-date with research that can affect your classroom practice? Save yourself hours of web browsing and join BATOD Foundation to see how MESHGuides connect research and classroom practice, providing relevant links and evidence to improve your knowledge and approaches - all in one clear structure.
Discover how MESHGuides can help you with information 24/7. Learn how easy it is to access evidence to argue for better acoustics in schools, funding for radio aids, working with deaf and autistic children, those with EAL, dyscalculia or dyslexia; discover the theory behind teaching spelling. Consider new approaches and teaching techniques developed because of research carried out.
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Please bring your tablet/laptop so that you can explore MESHGuides as we work through the session.
Joanna Hoskin, Speech and Language Therapist, Corner House, National Deaf CAMHS
This workshop will include information about aspects of language development in spoken and signed language, an introduction to Developmental Language Disorder and Language Disorder Associated with Deafness, and ideas for developing co-working between Teachers, SLTs and Deaf practitioners to support language intervention. Deaf practitioners are employed in different roles in different contexts. They can bring a wealth of knowledge and experience about BSL and the lived experience of deafness when planning and delivering language interventions. Evidence from recently published research, the presenter’s PhD research and clinical practice will be used to provide information for this workshop. The session will include practical activities including discussion of video clips of children’s BSL.
Trish Cope, Education Consultant, Ewing Foundation
Most deaf children are educated in mainstream settings where the school is wedded to synthetic phonics and mindful of the Year 1 screen. What evidence is there that this approach is the most effective one for pupils with permanent childhood deafness?Given that there are no magic wands, easy answers or simple solutions, what strategies will support the development of good phonic skills?
This workshop will explore what skills are needed and what are the foundations for developing them. At the end of the workshop you can reflect on what will be in your “magic wand” when you return to work on Monday morning?
Using speech perception tests in quiet and noise are useful in many ways to the Teacher of the Deaf.
What protocols are used? How accurate is the process? What more do we need to know? What evidence does it provide? How does the evidence inform audiological management for individuals or groups? How does this improve outcomes in terms of listening and learning?
Come and share some case studies and see how to gather and use the evidence to inform your practice; an opportunity for questions too.