BATOD CPD Study Day and AGM
Joint BATOD - SLT Conference Saturday 13 March 2010
09.30 – 16.15
|workshop 1||comfort break||workshop 2||comfort break||BATOD AGM|
|comfort break||workshop 3||plenary |
|exhibition||lunch||lunch||lunch||SLT meeting||exhibition||exhibition||plenary |
As we hope that there will be a number of Speech and Language Therapists join with us we hope that this exciting collaborative conference there will be additional workshops to allow for smaller working groups.
This list of workshop topics will be updated as soon as we are able to confirm the presenters and the actual content of the session.
|A||Are Johnny and Miranda doing OK with their cochlear implants? |
Julie Brinton , Southampton
|Children with severe to profound hearing loss are now routinely fitted with cochlear implants and these have seen to be effective and safe. Many children do exceptionally well with them and can develop oral speech and language. There is a trend towards younger and younger children being implanted and simultaneous bilateral implantation is often the standard intervention now. This brings great advantages in that the children are implanted whilst the potential for learning language is at its peak and will give them the benefits of binaural hearing. However, some children don't do so well and it is often difficult to both predict this before implantation and/or work out why this is the case. In this workshop we will explore the warning signs to be aware of, how to assess the areas of difficulty and discuss what the professionals involved can do to help.|
|B||Joint working guidelines - local, national & legislation |
|Unfortunately this workshop has had to be cancelled. |
|C||A model of Joint working with Pre-school Deaf children|
Doreen Barcy and Terry Bailey, Advisory Teachers for Deaf Children & Wendy Martin, Specialist Speech and Language Therapist
|This workshop will focus on the collaborative working practices and the model of joint-working used in Camden, London between the Advisory Teacher team and the Specialist Speech and Language Therapy service.
We aim to cover how we work together on a day to day basis in order to support pre-school deaf children and their families. We will discuss our joint working protocol and how we divide roles and responsibilities when working with our families. We will look at the range of therapies, interventions and types of care offered to families.
We will look at practical case studies to highlight our collaborative practice.
As part of the workshop we welcome discussion of other models of collaborative practice and will have opportunities to share views and experiences.
|D||Keeping in step - challenging past working practice Steph Halder and Gill Tapson (ToDs) Wandsworth H-I Service and Antonia Aldous(SLT)|
|How do the Teachers of the Deaf and Speech and Language Therapists collaborate and overcome the challenges of working together when they are based at separate ends of London, working in different organisations and yet manage to work jointly meeting the demands of a regional CIP? What lessons have been learnt and are there key practices that colleagues can use when working together?|
For the team a key aspect is this idea of challenging how we have worked in the past and developing new practices so we keep in step with new advancements.
|E||FM when and how? |
FM working Group members: Liz Reed-Beadle, Richard Vaughan, Jeremy Hine
|Recognising that personal FM systems are often regarded as both complex and specialist, the aim of this seminar is to take the fear out of working with FM technology. It will include an overview of the principals behind the use of FM, provide examples of ways in which you can maximise the benefits for users, familiarise you with the important components of a typical system and provide practical tips for checking and troubleshooting. Finally we will share some experiences of young users in their own words. We hope to leave you with a new-found confidence in working with this important technology and to show you that you already know far more about FM than you think you do!|
|F||joint target setting|
Anna Heydon, Speech and Language Therapist and Jane Turner Teacher of the Deaf Norfolk
|This workshop will be run by a specialist Speech and Language Therapist and a Teacher of the Deaf and will cover the prioritisation and writing of targets based on both professional's assessments, writing targets clearly complying with both profession's standards and deciding how and by whom activities to meet the targets will be carried out. The workshop will also include a practical case study|
|G||Breaking the news |
Peter Annear, Lead Teacher of the Deaf, Hearing Support Team SPMSS, Somerset
This workshop will explore the effects of 'bad', sad and unexpected news. We will look at how information may be given and received and discuss these issues in the context of early childhood deafness and the newborn hearing screen project. During this session we could explore:
|H||Teenagers: an interesting stage in life!|
|The Teenage Years are full of exciting changing that many young people struggle with whether they have a hearing loss or not. This presentation aims to explore some of these issues and how the added hearing loss and associated language difficulties impact on the situation.
This presentation will look at issues around behaviour, social maturlty and independence. It will consider the changes these young people experience in finding their identity and feeling good about themselves. Within this, social use of language will be explored to see how this fits in with this stage of development and the pitfalls that beset young people with particular difficulties in this area. The recent research into young peoples views about what they want in terms of support and school will be discussed.|
|I||Ethnic challenges - working with EAL WITHDRAWN|
|J||'value-added' with particular emphasis on materials collected in joint assessments and linguistic developments and practices. |
|The role of specialist services in supporting children who are deaf is two-fold - supporting their access and inclusion though influencing other professional's delivery and provision ensuring that those aspects of development that are at risk because of early childhood deafness move forward smoothly and support such access and inclusion.
This workshop will focus on how specialist assessments and monitoring in the area of communication and language can be used to demonstrate our 'value added' and how joint assessment and a team around the child approach will secure children's progress and access further.
|K||Inclusion Development Programme – Speech, Language and Communication Needs |
Linda Arnold, Specialist Advisory Teacher for SLCN
|This session will give you some of the background to the development of the Inclusion Development Programme, and how it can support Quality First Teaching as a whole school approach. It will guide you through useful information about the how it can be used for Continuing Professional Development through an overview of Speech, Language and Communication Needs, the barriers to learning, identification and actions to scaffold learning, making adjustments to the classroom, and implications for planning for a communication supportive school|
|L||Speech, Language and Communication Framework|
|The Speech, Language and Communication Framework (SLCF) sets out the skills and knowledge needed by the children's workforce in speech, language and communication. This workshop will outline the SLCF and present its applications and benefits for practitioners and managers, including its use as an interactive online tool to support professional development. Lisa Morgan, SLT and Professional Advisor - The Communication Trust has written an article for the BATOD May Magazine with references and links for further information.|
|M||Profile of Actual Linguistic Skills (PALS) |
Dee Dyar, Speech and Language Therapist, Royal School for the Deaf, Derby
|The aim of this workshop is to illustrate and promote discussion about a criterion-referenced procedure known as the Profile of Actual Linguistic Skills (PALS) can assist therapists, teachers and keyworkers to 'profile' rather than test and monitor a deaf child's rate of progress in the development of effective communication skills - in a systematic and time effective way. |
Workshop participants will receive a handout describing the rationale of PALS, an overview of its 5 inter-related linguistic levels and definitions of the 3 classification outcomes: preverbal, transitional and functional language. Single case studies will be used to show how PALS is currently used to identify realistic and linguistically appropriate communication targets, as part of a deaf child's Individual Education Plan (IEP)
|N||ToDs, SLTs and AVTs Working Together Towards a Common Goal |
Catherine White (SLT, CertAVT) ; Corinda Carnelly (TOD, Ed Aud, Trainee AVT)
|True diagnostic intervention requires close collaborative working between the child, his family and their professional support team. In order for co-working to be effective, all of the child's support team need to be working together towards the family's chosen goal. Close partnership between professionals facilitates the sharing of complementary skills and expertise, ensuring that all the child's needs are promptly identified, fully investigated and appropriately managed.|
|O||Withdrawal of deaf children and young people from mainstream session - practical or possible? |
WITHDRAWN due to lack of support
|What is your model of practice? Will you share it with other delegates? We hope that delegates will join this workshop to share their views and their solutions to this challenging issue. It will be an opportunity to explore solutions and outcomes and perhaps develop new approaches to providing essential additional support to deaf young people in mainstream situations. Please email your thoughts and ideas about this topic and we will hope to put together an Magazine article.|
|P||How ToD/SALT collaboration in the post-16 sector can support deaf students/learners as they aim to communicate in wider social and work contexts. |
Helen Chilton; Sarah Beasley
|This session reflects on collaborative work undertaken in an FE college with a group of deaf learners who were finding it difficult to employ appropriate communication. With a strong background of ToD/SALT collaboration it was natural that we used joint working approaches to consider the problem.
The workshop explains how we used the concept of Theory of Mind (Baron-Cohen, S, Leslie, A.M., & Frith, U, 1985) to consider the effects on the communicative situation in which deaf learners can find themselves. We used a tested assessment method to identify the problem and consider factors which may have affected their development of theory of mind, such as access to language, social connections, home background. We jointly facilitated a group as an intervention strategy with the aim of giving learners practical experience of dealing with communication issues.
|Q||Personal understanding of deafness |
|As Teachers of the Deaf, we are concerned about the full range of development of the children and young people we work with. Progress through the National Curriculum is not the only criteria for success. We also aim to make our pupils confident with who they are as a deaf person.|
The Personal Understanding of Deafness (PUD) programme has been developed over a number of years, and is a practical resource that promotes children and young people's understanding of their hearing loss and how it impacts on their lives. It aims to give them knowledge, confidence, practical skills and a positive self-image. It is flexible and adaptable, and can be used across the range of hearing loss, from 5 - 16.
The workshop will include getting to know the PUD programme, with examples of how it has been used in resource bases and by peripatetic Teachers of the Deaf.
|R||Accelerated reading for secondary age deaf pupils |
Katherine Richardson, Specialist Speech and Language Therapist, Mary Hare School
|This workshop covers current issues in assessing deaf children's reading skills as well as briefly looking into the reasons why deaf children have reading difficulties/delay. It then goes on to outline a reading program developed for key stage 3 pupils. This program was jointly delivered by the SLT and ToD. It suggests different ways of further developing reading skills in young deaf people giving you an opportunity to look at resources and even try some of them for yourself! It aims to demonstrate that by focusing on specific reading tasks, we are able to help improve and support deaf pupils reading abilities at secondary school. This workshop will provide you with practical activities to use in reading lessons at secondary school that are age appropriate, fun and easy to prepare.|
|S||Developmental frameworks - are we testing/assessing purposefully? |
|This workshop will be looking at a framework for assessment of children with hearing impairment. It will consider this in the light of the following:
During this workshop delegates will be given the opportunity to share with each other assessments they use and discuss these in relation to the management of their children's speech, language or communication difficulties.
|T||Promoting the mutual relationship between literacy and speech with deaf children|
Gill Banham (Exeter Royal Academy for Deaf Education - ERADE), Rachel Rees (University College London); Jacqueline Watton (Devon Primary Care Trust)
|This workshop will explore the close links between speech reading, speech production, phonological awareness and literacy. Developing these integrated skills can be very difficult for deaf children who are relying heavily on lipreading to perceive speech. The presenters will provide evidence that enhancing speech reading (through the use of 'Cued English') and providing additional information about speech production (through the use of tactile cues, articulatory explanation and 'Visual Phonics') can help to enrich a deaf child’s awareness of the spoken form of words. This enhanced phonological awareness should have a positive impact on literacy. Integrating theory and practice in these ways requires close collaboration between Teachers of the Deaf and Speech and Language Therapists.
Rachel Rees will present some recent research findings to support these arguments.
Gill Banham will describe how at ERADE teachers and therapists are striving to teach profoundly deaf students phonological awareness skills so that they can use a synthetic phonic approach to reading and spelling. Using Cued English (a system of handshapes that aids lip-reading) to help them access a phonics programme (Teaching Handwriting Reading and Spelling Skills - THRASS) the students can identify all the English consonants and vowels within words and the spelling choices representing them and can develop skills such as rhyme and syllable awareness.
Jacqueline Watton will describe how Visual Phonics (a system of hand symbols linked to the manual alphabet that provides information on speech production) can be integrated with a phonics programme (eg THRASS) to develop literacy and speech intelligibility.
The workshop will include experiential exercises, illustrations of current work by teachers and therapists and additional information, with references, will be given on handouts and/or the conference website.
|U||THRASS and Visual Phonics to support clear speech production; THRASS and Cued English to support literacy development.|
|This workshop has now been joined with workshop T and will be presented by Gill Banham (Exeter Royal Academy for Deaf Education - ERADE), Rachel Rees (University College London); Jacqueline Watton. We hope that it will provide everyone with a useful and well rounded workshop... and leave the opportuntity for colleagues to attend other workshops.|
|V|| 'Life and Deaf' poetry work with teenagers. |
Jane Thomas, Specialist Speech and Language Therapist for Deaf children and young people
|Jane Thomas and Katie Martin are specialist speech and language therapists and Helena Ballard is a Teacher of the Deaf working with deaf children in the London Borough of Greenwich. In 2006 they worked with colleagues in Education and the private sector to produce 'Life and Deaf' an innovative poetry project which asked Deaf children to explore their identities through poetry in English and BSL. This culminated in the publication of a book and DVD.
'Life and Deaf II' is a web-based project. Free and downloadable resources are available for professionals across the county to create poetry with their students and submit this to the 'Life and Deaf' website. Each child will be rewarded with a certificate and will be able to view their work online. The resources meet the five ECM targets and particularly support the development of good mental health in deaf children.
The workshop will discuss the use and benefit of the resources and future plans for the project. Please look at the website for more information, www.lifeanddeaf.co.uk
|W||SLT support through transition - practical examples workshop withdrawn|
|X||Collaborative working between Speech & Language Therapists and Teachers of the Deaf across Pre-school & Foundation stage settings|
Lucy Montgomery and The Herts Team
|In the light of recent political policies and publications regarding the importance of multi-agency working (The Children Act 2004, Every Child Matters, 2004), Hertfordshire Teachers of the Deaf & West Herts/North & East Herts Speech & Language Therapists set up a working party (September 2006) to review the way both professions are currently working together & outline the way forward. Joint working protocols were devised and now inform collaborative working.
This seminar will provide an opportunity to discuss how protocols have been put into practice across Pre-school & Foundation stage settings. Delegates will be invited to discuss their own experiences & reflect on key issues.
|You are invited to display a poster covering your research or practice. Please contact conference2010@BATOD.org.uk for further details.|