10 principles supporting transitions - implications for deaf children
In times of transition there is a need for information, emotional support, practical help and resources. An individual worker’s role will vary in ensuring this can be put in place, depending on circumstances and the nature of the transition. The keynote presentation offered ten principles to help you think about how best to support children and young people through their transitions. This workshop will proivde an opportunity to consider how these principles can enhance working practice.
Cochlear implants in children are offering new opportunities and challenges in terms of managing transition – in relation to educational placement and communication mode. This workshop will update you with regard to current research in these areas and the implications for your practice.
The workshop will cover the process of planning transition for people with complex needs, the professionals involved and their contributions to the process. Particular reference will be given to the key roles of Connexions and Transition Social Workers and the mechanisms of support used.
We will look at progression routes for learners with complex needs and how teachers can support them. Increasingly person-centred planning is being used to support this in its formal and informal sense, the workshop will examine if it can be incorporated into the work with/on behalf of learners.
We will explore options and application processes for access to further learning/day services/residential support.
The Leeds initiative Deaf START and working with Post-16 Young Deaf people in Leeds looks back at transitions from the end result. Using observation of how students are coping in colleges and universities, with examples of good and bad practices in schools. How transition can support learners moving from schools into the big real world.
Transition between sign and spoken language, programmes used – assessment – how to encourage change/transition between sign and oral
This workshop will explore the keyworker role in the early years in the context of the Every Child Matters framework. Experiences of the way in which the role has developed for pre-school Teachers of the Deaf in Oxfordshire alongside pilots moving towards a multi-agency ‘Team Around the Child’ approach will be shared. ESP materials that support the development of this role, following a family-centred approach, will be identified, as will the ways in which these materials have been used within interagency groups to develop provision to families. The workshop will also focus on the keyworker role during pre-school transitions. What are the areas that need to be considered during transition? What are the mechanisms for information sharing and how does this work in practice?
Areas to be covered will be in relation to:
What Connexions does in school (Code of Practice duties etc) and then the range of post-school options with support available in employment, training or college.
Her own experiences in school - a mainstream school as the only deaf child (weekly peri support) then the transition from primary to a secondary school for the deaf (Mary Hare). After working in the Civil Service for a few years Alison decided that she wanted to work with children. She will encourage ToDs to teach PATHS or Deaf Studies, to allow the deaf children to possibly become happier and well-adjusted individuals. The importance of having deaf rôle models in school will be explained.
Transition from Primary school to Secondary placement
This workshop will explore the issues around transition to adulthood for deaf young people. The experience of setting up a multi-agency group to work on developing transition support for young deaf people in Oxfordshire will be shared.This will include identification of the need, how the multi-agency group was engaged, who is involved, how the ‘voice of the child’ is considered and the group’s remit. Activities identified for multi-agency development will be looked at alongside initial outcomes.