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

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BATOD CPD Study Day and AGM

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Shaping Sensory Support for the Future

Saturday 10 March 2012

09.15 – 16.30

St Cecilia’s, Wandsworth Church of England School,
Sutherland Grove, Wandsworth, London SW18 5JR

Workshops available

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

A Language Modification
Maureen Jefferson, 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 consider how we can maintain an independent check on the modification that the exam boards do.

B Sensory Integration
Amy Stephens, SLT Southampton CI Centre, Advanced Practitioner, Sensory Integration
Sensory Integration describes the process by which our nervous systems and brains discriminate, process and respond to our environment. For most people, the senses of hearing, sight, touch, taste, balance, pain, heat tolerance and body position develop through our experiences in ordinary childhood activities, but for some people, sensory integration does not develop as efficiently as it should. This is known as sensory processing disorder [SPD] SPD can affect academic achievement, personal identity, activities of daily living, behaviour or social participation. Dysfunctional sensory processing prevents a child from achieving and maintaining a calm and alert state: the place we need children to be in to be best able to access learning.

The concept and theory of sensory integration comes from a body of work developed by Dr A. Jean Ayres, PhD, OTR, an American Occupational Therapist, who spent a lifetime researching the ways in which sensory processing and motor planning disorders interfere with activities of daily living and learning.

Research studies have pinpointed that sensory processing disorders are prevalent in children who were born prematurely, who have an Autistic Spectrum Disorder, and in children with severe Learning Difficulties. A recent study looking at the North Texas cochlear implant centre suggested incidence in the Deaf population may be as high as 70%.

The workshop will give an overview of sensory processing difficulties and their potential impact on classroom participation and learning, with some pointers for further training and information.

C Evidencing pupil progress
Sue Lewis Mary Hare Training Services
This workshop seeks to explore how pupil progress can be evidenced meaningfully both to demonstrate value added but also to allow schools and support services to set meaningful targets for the pupils they support. It will consider the view of progress within the new OFSTED framework, including progression guidance and the new requirements re reading and phonics. It will also consider how broader personal and communicative development can be evidenced more securely alongside academic achievement to give an overall judgement about pupil progress that is secure.

D Counselling skills for those working with families
The Ear Foundation, UK
Workshop 1 only
“If you take good care of parents the children will do well” Luterman, 2005
We live in a world of exciting technology: early diagnosis followed by early audiological management and cochlear implantation can transform the potential for communication and spoken language development for congenitally deaf babies. However, success is dependent on relaxed family interaction and communication; research demonstrates that pre-implant communication predicts outcomes. Participants will explore the impact of these interventions on family dynamics. They will use counselling training DVDs developed with David Luterman and Kris English that enable professionals to consider their role in effective family support, essential to maximise the benefits of early intervention and cochlear implantation.

EDeaf teenagers: what are the issues?
The Ear Foundation, UK
Workshop 2 only
This workshop will provide an 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.

F Maintaining specialist skills in a challenging environment
Helen Chilton
As financial constraints really bite it is important to ensure that all Teachers of the Deaf have access to the latest research and best classroom practice. It is only by constantly questioning our own practice that we can ensure deaf children/students receive optimum services. Healthcare professionals have access to electronic resources meaning they can access new research. Similarly funds are available for CPD as healthcare professionals are required to keep up clinical skills and provide evidence. Deaf Education is a technologically driven profession whether it is through use of audiological possibilities, computer technology, DVDS, ipads, i books. Such technology is only effective if used and exploited by skilled professionals. With limits on travel and funds is there a positive way forward?
  • Can Special Education lobby for an e-portal to allow access to the latest research? [long term project]
  • Can we use links with industry not simply hearing aid companies?
  • Can we promote active sharing by pairing up statistical partners -services/schools?
  • Can we promote more active sharing of resources?
  • Can we share CPD monies across boundaries to get the training you need?
  • Are training sessions captured for reference ?
  • Is one of the main issues TIME?
This will be an active workshop where ideas are discussed and debated to provide feedback to BATOD on possible ways forward. Come ready to join in!!

G Fonics for the Phuture
Lilias Reary NDCS
With the introduction of the Phonics Progress Check for 6 year olds, the teaching of phonics is now well and truly back on the agenda. The above workshop session is based on the premise that if we can get the teaching of this important skill right for children with a range of special educational needs, and in particular for deaf children, we will get it right for all children.

The following questions will be addressed:

  • What do we mean by phonics?
  • Are phonics the ‘be-all and end-all’ in the teaching of reading?
  • Can we make the teaching of phonics successful for all children?
  • Do we really need to use non-words?
  • What if the child ‘fails’ the Phonics Progress Check?

H Developing 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 to 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.

I Independence and mobility
Tineke Smith (North Yorks)
Programme for developing independence skills from KS1 – KS4 – getting around, planning journeys and activities based on VI but now doing same with MSI & HI

Sorry workshop withdrawn...

JWhat resources? Developing materials and equipment – sharing
Ann Underwood BATOD Publications Manager
Workshop 1 only

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 description of the material (name; source; age group and a sentence or two about what it is). On the registration form choose the ‘What resources?’ workshop as your first choice and we will treat your second choice as your first option.

K Making TAs more effective
Lindsey Rousseau
Workshop 2 only
The workshop will describe the NatSIP work stream projects which are focusing on the role of the teaching assistant in supporting sensory impaired children and young people.  This work to date includes three bespoke introductory 2-day courses which have been designed and delivered by NatSIP partnership teams and which feature in the training pathway that the workforce development group has written.  In addition to producing a model person specification for school based teaching assistants working with children and young people with sensory impairment the effective working group is developing advice to schools on the roles of the class teacher and SENCo  in supporting and working with teaching assistants to ensure they make a positive contribution to pupils’ learning.

L Mental Health and Social wellbeing
Barry Wright, Clinical Lead NDCAMHS.
Workshop 2 only
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.

M 'Life and Deaf II' poetry work with teenagers
Helena Ballard and Andrew Burgess
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 in May 2011.

'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. Following successful workshops in May and July the team are working to produce a short film which will be launched in 2012.

Please look at the Life and Deaf website for more information.

NPoster presentations.
You are invited to display a poster covering your research or practice. You will need to be close to your posters during the exhbition times. Please contact conference@BATOD.org.uk for further details.

O Deaf Achievement Scotland - final report 
Rachel O'Neill
Results from this two-year research programme will be discussed in this workshop. Funding was awarded from the Nuffield Foundation to investigate the lives of young deaf people in Scotland. Between 2000-2005 teachers of deaf children in Scotland recorded details about all the pupils they visited at least twice a year. This database, the Achievement of Deaf Pupils in Scotland, has been under-used as a resource so far.  The Deaf Achievement Scotland project followed up the deaf young people who had left school and to find out more from the parents of deaf children still at school. An agreement with the Scottish exam board SQA meant that the achievement of those pupils who have left school could be compared with national statistics. The project team consists of Julie Arendt, Marc Marschark, honorary professor of deaf education at Moray House, and Rachel O'Neill. This workshop is the first opportunity to share results with teachers and compare them  with findings from similar research.