BATOD
The British Association of Teachers of the Deaf
Promoting Excellence in Deaf Education

Conference 2009

Inclusion – Making a Difference

Keynote speaker: Philippa Stobbs

Workshops available A-L:

BATOD Conference Committee reserves the right to change the speakers if necessary whilst retaining the subject of the Conference.

A Demonstrating the value added Sue Lewis, Mary Hare Training Services
The role of the Teacher of the Deaf has changed. As ToDs spend more time advising and supporting colleagues and less time engaged in teaching children with hearing difficulties, how can they demonstrate or indeed be clear themselves about the difference they make. What evidence should they be collecting? How can it contribute to school/ resource base/ service self evaluation? How can it help them to prioritise their work with both children and schools?

This workshop is targeted on ToDs in a range of settings and will use case studies as well as discussion to look at such issues and explore a framework for both self reflection and for investigating how ‘soft’ and hard’ data can be gathered to demonstrate the impact on children’s achievements/ development.

B SERSEN ECM Provision Management Tool Bob Denman Chair, SI Provider Task Group
In the spring of 2008, the Sensory Impaired Provider Task Group of the South East Regional Partnership (SERSEN) published ‘Developing Provision Management for Children and Young People with Sensory Development’.

The publication incorporates a provision mapping tool on a CD which was designed to:

  • support the mapping of provision requirements for individual children and young people with sensory impairment, including those with complex, additional needs;
  • offer a tool for schools to map their provision for sensory impairment;
  • facilitate the mapping of provision for sensory impairment within local authorities;
  • inform local authority decision-making in commissioning sensory impaired provision/services from both the maintained and the independent and non-maintained special school sectors. The seminar will describe and demonstrate the provision mapping tool, engaging delegates in some of the developmental activities, and provide examples of how it has been used in practice.

C CICFast Cochlear Implants Lesley Shipgood and Liz Reed-Beadle, Norfolk
CICFAST (Cochlear Implant Competencies – Family and Staff Training) is a structured teaching programme to ensure that all those associated with a child who has an implant are confident in the technical aspects of how the equipment works. The programme was developed at Addenbrookes Hospital in liaison with Norfolk Sensory Support Services.

We have developed 10 teaching packs to date to cover the devices from each of the 3 leading cochlear implant companies and their different configurations. The training emphasis is on enabling a one to one dialogue with each participant, with hands on experience of assembling and trouble-shooting the device. Certificates are awarded on successful completion of three levels of difficulty (Basic, Intermediate and Advanced) for each device configuration, and are valid for one year. This gives participants evidence for CDP and allows the Emmeline Centre to invite participants to annual updates as our knowledge base continues to expand. Within the Emmeline Centre catchment area the training is currently provided free of charge as part of our Key Worker support. We see local staff/parents in groups of no more than 3 for maximum learning experience. We have found that training takes 45 minutes per person, per device, per level.

This workshop will lead to successful participants being awarded a Basic level certificate for the Freedom BTE/Babyworn or the 3G. (6 places per workshop)

D Good Classroom Acoustics Measurement of Acoustics in Teaching Areas Norsonics Campbell Associates
The aim of this session is to have hands on experience of the 3 basic acoustic tests layed out in BB93.
  1. Background Noise Measurement
  2. Measurement of Reverberation Time
  3. Speech Intelligibility Test

Using the equipment provided attendees will be instructed how to simply perform these 3 tests themselves and gather the necessary measurement data as well as understanding why each test is performed.

A simple spreadsheet will also be provided to collate these results and to see whether specific teaching areas meet or fail to meet the requirements of BB93. While BB93 is strictly used for specification of newly built teaching areas the standards expected within are very good guidelines for bringing existing teaching spaces up to an acceptable standard – especially when teaching of hearing-impaired children is envisaged.

The workshop will also demonstrate that in fact this sort of testing can be easily accomplished by either Teachers of the Deaf or educational audiologists without the need to employ the services of (expensive!) acoustic consultants. Cert of participation

E Electronic Notetaking (ENT) as an Access Strategy for Deaf Pupils Rachel O’Neill, Moray House, Edinburgh University
Electronic Notetaking has been widely used in Further and Higher Education with deaf students over the past 8 years. It has not yet extended on any systematic basis to schools.  In this workshop we will examine possible reasons for this and suggest ways in which Electronic Notetaking can be introduced based on some trials in Scotland.

We will consider issues around software and hardware, training staff and pupils to use Electronic Notetaking efficiently, how to use the notes in tutoring sessions and how to use Electronic Notetaking in drama, assemblies etc. We will discuss remote captioning which is used regularly in the States

F Using the Monitoring Protocol with the families of hearing-impaired babies and children to track development and inform family friendly support. Alison Holmans, Advanced Practitioner and Early Years Lead, Oxfordshire Hearing Support Service
The session will explore how families and practitioners can work together to meet individual need, through a family focused approach using the Monitoring Protocol for Deaf Babies and Children.

The Monitoring Protocol is a flexible tool, owned and maintained by the family. Used effectively it guides parents and practitioners through tiny steps at the pace of each child and family, tracking the child’s early development in a number of different areas. It facilitates an understanding of what a family wants and needs at each stage of their child’s development and informs the support package offered. It also helps families to ask the questions that are necessary if they are to make informed decisions about their child’s future.

The workshop will give examples of how the Monitoring Protocol can be used, drawing on feedback from families who have valued its use over a number of years. It will also provide an opportunity to look at longitudinal records and to discuss how these can be interpreted and used to inform decision making and ultimately improve outcomes in the early years.

GProviding effective support to families with English as an additional language Sue Marsden and Afza Jabeen, Education Bradford
This workshop explores the work of Education Bradford’s Support Team for Deaf Children in relation to families for whom English is an additional language. We consider key issues when working with such families and how we have sought to address family support needs through the development of the role of Peripatetic Inclusion Mentor (PIM). The PIM, who speaks the language of the city’s main minority ethnic group, supports the Teachers of the Deaf in their work with pre-school children and their families. We discuss different aspects of the role including support in the home and early years’ settings, parent/toddler groups, assessment and the enhancement of cultural awareness within the team.

H The Eligibility Criteria David Couch and Mary Bowles, SESIP
The Eligibility Criteria were devised in 2005 by the SERSEN SI Task Group.  They are a set of criteria for scoring support levels to children and young people with sensory impairment.  LAs always had, and still have, varying means of allocating support and resources.  It is our aim that the criteria are agreed and used nationally so that SI services can use them to justify the support provided, to make valid comparisons across services and to strengthen the case for continued and increased resources. The Eligibility Criteria are now used in many LAs evidenced by the recent response we have had to an invitation to participate in a review to update them. The reviewed criteria will be finalised by March and this would be a great opportunity to launch them.

I Support work in schools qualification Clare Lester ToD with the Oxfordshire Hearing Support Service and an Assessor for the SWiS qualification
Development of the Support Worker in Schools (SWiS) Qualification to offer an accredited specialist HI Teaching Assistant qualification (certificate or diploma at Level 3) to Teaching Assistants working with hearing-impaired children and young people.

This workshop explores how Oxfordshire Hearing Support Service has developed the SWiS qualification to provide a work based qualification for Teaching Assistants working with hearing-impaired children and young people.

There will be examples of the Units offered and an opportunity to look at how standards can be modified to relate to the skills, knowledge and understanding needed for working with hearing-impaired children and young people in mainstream classrooms. The way in which the work based study can fit with existing ‘in house’ training and other available training opportunities will be covered as will the role of the mentor supporting the students in the educational setting. Experience from taking the first cohort of students through the qualification will be shared including the practical issues that need to be considered.

J Inclusion – place or progress? Trish Cope, Ewing Foundation
If inclusion is about presence, participation and achievement, how do we remove barriers to learning by providing resources to support learning?
  • What does this mean for Teachers of the Deaf?
  • What characterises inclusive education?
  • What is involved in an effective response to individual need?
  • What can we do that ‘makes a difference’ to the progress that deaf pupils make across all five ECM outcomes?
  • What is the role of assessment, planning and review in inclusive settings?
This workshop will provide and opportunity for discussion about current understandings of inclusion and a chance to share good practice in assessment and planning.

K Included, invisible or ignored? Bronwen Campbell, Bristol
It seems that we are increasingly being presented with the challenge of supporting deaf children who have additional, and in some cases very complex needs. We want to ‘raise the bar’ for these children so that higher expectations can be realised. This workshop will aim to address some of the issues surrounding appropriate education and support for our more complex deaf pupils. We will look at the criteria for placing the children in Local Authority Special Schools. We will consider those positive elements that Special Schools and mainstream deaf education could benefit from sharing, as well as considering the challenges faced by both settings, for example, communication modes; the management use and maintenance of audiological equipment.
The workshop will address these issues and more with the aim of empowering all Teachers of the Deaf to develop confidence in an area which might be new and a bit daunting for some – supporting in Special Schools.

Please come with a question which, as a group, we can discuss.

L How can Teachers of the Deaf promote the well-being of deaf children? Shanee Buxton, Oak Lodge School
This is relevant for all ToDs and people working with deaf children but I have kept peris in the forefront of my mind whilst putting together the ideas for this workshop.

The facts about the emotional and physical well-being of deaf people NHS Review and research by SignHealth
Why  deaf people are more at risk emotionally and physically vulnerabilities (genetic factors, environmental factors, birth complications, additional learning difficulties, deafness) and Stressors (physical and mental well-being, social, emotional, cultural, environmental, language, self-esteem)
How we can make a difference  Supporting families, supporting the deaf young person, supporting professionals working with the deaf -  understanding what it means to be deaf from the children’s point of view and from the  parents/ professionals perspective
Resource Materials to share with the group include:

  • Emotions Curriculum outline of the curriculum and its aim, sample lesson plans and sample resource materials
  • Identity and Self Esteem  a variety of ideas and activities (one of the issues raised by peris is how parents and staff perceive the child e.g. either as a hearing child with a hearing loss/problem or a deaf child with some/little/no hearing  and how do these perceptions impact on a child’s identity and self esteem)
  • Personal Development – ‘My Learning’ skills outline of a skills based programme aimed at teaching children the skills they need to learn and progress in school and in life
  • Strategies Book  this resource is aimed at Teachers and TAs, it includes general strategies for working with deaf children in the classroom plus specific strategies to use with deaf children with additional needs e.g. ADHD, ASD, SEB, Language, etc
  • Anger Management examples of 1:1 work and its links to the emotions curriculum
  • Sex and Relationships stressing the importance of this work and its links to emotional development