BATOD CPD Study Day and AGM
09.30 – 16.15
|A||Language Modification Workshop 1 and 2 |
Language access group
|What qualifications are there to learn how to modify language successfully? At this workshop you can learn about the existing Signature qualifications which are suitable for teachers of deaf children or classroom assistants / Communication Support Workers. These are called units L304 and T303. You can also find out more about the new jointly-planned training in language modification which several organisations concerned with pupils with disabilities and English as an Additional Language are developing, with BATOD taking the lead. The aim is that this new course will produce an independently verified certificate which exam boards will accept as providing the necessary training to modify papers at source. At this workshop we will show some examples of texts modified for exams and for class materials, discuss issues which arise when working with exam boards, and how we can maintain an independent check on the modification that the exam boards do.|
|B||Acoustics project – gathering data, potential outcomes Workshop 1|
Anne Wilson and Peter Grayson (Sheffield Service) on behalf of the BATOD Foundation
|Looking at assessments in the classroom that can inform teachers, Teachers of the Deaf, audiologists, consultants and parents on how their deaf/hearing impaired children hear in challenging classroom situations. We will include the BKB assessment kit, research and results on acoustics testing linking the speech transmission index and AB word list to classroom listening conditions, and also report forms and information for annual reviews.|
|C||Social workers & ToDs working together – how child’s voice is heard Workshop 2|
Linda Cox (NDCS)
|Overview of the historical context for social care, explore the differences between social work and social care roles, look at the challenges facing social workers in the delivery of best practice and outcomes, think about why deaf children need social care and the current challenges in safeguarding deaf children. This will be from an England wide perspective.
|D||Nasen – working with SENCOs Workshop 1|
Lorraine Petersen OBE, Chief Executive Officer, nasen
|Every school needs to understand that every teacher is a teacher of children with special educational needs and disabilities. The SEN provision is a whole school issue that demands whole school support BUT there needs to be one person that co-ordinates that provision working alongside the Leadership Team, the governing body, staff, pupils and parents to enable the needs of every child to be met through effective policy and practice.|
The 21st Century SENCO is this person and in these ever changing times of new challenges within the education system there needs to be an understanding of what the role and responsibilities of this key person are and how they have a very important part to play in the educational outcomes of children and young people with special educational needs.
In this presentation I will discuss the changing role of the SENCO and the responsibility they have when working with parents, teachers and external agencies in ensuring adequate and appropriate support to meet the individual needs of children and young people.
|E||Mentoring where are we up to now? Workshop 2|
|About the mentoring project – training, the current position and looking at the future possibilities. This is NOT a training session- which will be provided free separately but it is intended to share plans and information about the project to support newly qualified Teachers of the Deaf.|
|F||Language, communication and literacy. Workshop 1 and 2|
Anne Worsfold and THRASS
|Part one - language and communication: New research and case studies from the US and Europe provide further proof that the system of Cued Speech – used in day-to-day communication by hearing family members - will give deaf babies and children access to grammar, vocabulary and syntax of the English language and how the resulting first-language understanding of English leads to full literacy. The workshop will include a new case study which demonstrates full English access through vision: a second-generation cueing family where the deaf twins of deaf cueing parents had age appropriate or better English. Cued Speech can help any deaf child whose aids or implants do not restore hearing for all sounds. The workshop is ideal for any ToD working with babies and young children particularly pre- and post- implant. Part two - literacy and phonics: The workshop will also look at the classroom use of Cued Speech with phonics to give access to English on a phoneme and single word level. There will be a demonstration of the outstanding, interactive, free software, developed for deaf children by the synthetic phonics company THRASS; invaluable resources for any teacher whose pupils struggle with literacy.|
|G||What resources? Developing materials and equipment – sharing Workshop 2|
Ann Underwood BATOD Publications Manager
Many BATOD members have asked about resources - either created commercially or in-house and this workshop session will provide opportunities to see both… if participants bring along examples.
You are invited to bring along (and collect orders for) materials which you or your service has created to meet specific needs. It may be a worksheet, booklet, game, CD or DVD and you can book a 5 minute slot to share with colleagues in the workshop - and subsequently in the Magazine. BATOD won’t be endorsing your materials - just providing a platform to share. If you have a commercial product that you want to high-light this can also be done.
You can book your 5 minute slot via CPD@BATOD.org.uk providing a short précis about the material (name; source; age group and a sentence or two about what it is). On the reg form choose the ‘What resources?’ workshop as your first choice and we will treat your second choice as your first option.
|H||Communication support in education Workshop 2|
Andy Owen, Chair ACSWs
|This workshop will consider the respective roles of Interpreter, CSW, ToD and how they overlap, how much latitude a support worker has in relation to a ToD, looking at the case of a CSW who has both a teaching and an interpreting qualification and the role of the LSA.
The workshop look at the dynamics in the classroom with all those professionals present and when and where the 'buck stops'. There will be ‘thorny’ case studies that throw up issues to do with roles and outcomes which delegates can debate. |
|I||Mental Health and Social wellbeing Workshop 1|
Barry Wright, Clinical Lead NDCAMHS
|New workstreams within the National Deaf Children and Adolescent Mental Health Services (NDCAMHS) are offering offering ToDs and professional colleagues the opportunity to become involved in the development of materials and assist with research. The workshop will bring delegates up-to-date with the various strands and provide contacts with the new local services.|
|You are invited to display a poster covering your research or practice. Please contact conference@BATOD.org.uk for further details.|
|K||The benefits of the 14 – 19 Curriculum in developing confidence in communication with hearing-Impaired students Workshop 1 |
Anne Morrell, Coordinator Sensory Support Service, Durham
|This workshop will provide an overview of the 14 – 19 curriculum and its relevance for developing communication skills for hearing-impaired students. There will be examples and case studies to demonstrate success in this important area.|