| Article | Page | Comment |
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| Articles |
| What is dyslexia? | 4 | Dr Andi Sanderson
Education Consultant, iANSYST Ltd is a declared dyslexic person who speaks with authority on the subject and makes everyone feel that they understand some of the issues. Andi spoke at the BATOD CPD Deafness and Dyslexia study days and has endeavoured to cover in print what she communicated so well verbally at those events - what is dyslexia?. |
| Dyslexia: insights and innovations | 7 | Dr Gavin Reid, University of Edinburgh, provides readers with some background to the latest developments. The field of dyslexia has benefited from considerable developments in research and practice for some time now. While there are still a number of controversies and areas of confusion there is evidence of greater awareness of dyslexia and a greater consensus about how dyslexia should be identified and dealt with in the classroom. |
| A trouble-shooting guide for the bewildered | 10 | In 2001 Michelle Gray completed a masters degree considering deafness and dyslexia. She returned to her service and put together some helpful sheets that Michelle and her service have sent to share with BATOD members. Michelle lists the diagnostic materials and suggests ways of analysing the data obtained. |
| FAQs | 11 | If these are not Frequently Asked Questions, they should be! Michelle Gray lists the questions that ToDs should be asking and then suggests actions if the answer is yes. |
| Learning Works learning toolkit | 13 | A very brief look at The Learning Toolkit resource is designed to support teachers working with secondary school students from the beginning of KS3 onwards. The information, self-assessment and activity sheets for teachers and students have been written by the Learning Works® team and used in a wide range of settings with students across the age and ability range. There are some sheets available in the on-line Magazine folder. |
| Auditory memory as a factor in dyslexia | 14 | Marina Rose, School of Life and Health Sciences, Aston University, Birmingham and Burton Rosner Phonetics Department, Oxford University report on research carried out recently. Marina spoke about this research at the Deafness and Dyslexia Study day in Newbury in March 2005. The research carried out focussed on the sequential auditory memory for both speech and non-speech stimuli in dyslexic adults, compared to age, sex and educational background matched controls. Auditory memory spans were assessed in a traditional way and with a new computerised staircase paradigm. |
| A new hypothesis in dyslexia | 15 | Dr Lindsay Peer CBE, Chartered Psychologist and International Dyslexia Consultant, believes that the high incidence of glue ear in children identified as dyslexic suggests a link between the two conditions, hitherto unrecognised, which may well have a significant impact on learning and daily functioning.
This article has also been published in SENCo Update June 2004 Issue 56. |
| Cueing with language disordered children | 17 | Ann Clarke, Speech and Language Therapist at Thornfield House explains how techniques used by some ToDs can work for hearing children with difficulties too. Cued Speech, which was designed to enable deaf children to understand and use spoken language, is also being successfully used with hearing children with additional needs. Thornfield House School caters for children with specific language impairment disorders. Some of these disorders impact negatively on their literacy and numeracy resulting in dyslexic tendencies. Cued Speech is used to facilitate the development of these children's phonological awareness. |
| Sharing information - dyslexia | 18 | Patricia Mullan a Teacher of the Deaf in Belfast, wrote to BATOD Magazine earlier this year. Her letter was first published in BATOD Magazine March 2005 but this shortened version has been included again as the follwoing article appears as a result of Patricia's recommendation. |
| Primary movement | 19 | Trisha Saul, Training Coordinator for Primary Movement explains about this unique movement programme which seeks to replicate the early movement of the foetus and to enhance the maturation of the central nervous system. It has been shown to have a significant impact on the educational attainments of children with specific learning difficulties including dyslexia. |
| Alphabet activities | 20 | Ann Underwood has worked with dyslexic youngsters and shares some of the basic activities which teach the names, sounds and sequences of the alphabet. |
| Basic rules of syllabification | 21 | In response to requests for ways of learning new topic vocabulary Ann Underwood and Jean Barney developed a series of worksheets using subject vocabulary supplied by mainstream teachers. The basis of the learning technique is syllabification and the rules are explained here. Some of these sheets are available in the on-line Magazine folder. |
| THRASS phoneme machine | 22 | Alan Davies, Chartered Educational Psychologist, brings BATOD members up to date with the extensive THRASS website, containing 3D animations, a free email course (on the features, phases and stages of the programme), downloadable files (eg the photocopiable THRASS Calendar Chart) and streamed Windows Media Video of features, interviews, demonstration lessons and a video diary. |
| Strategies for supporting dyslexic deaf pupils | 23 | Prue Ruback, Senior Lecturer in Education, University of Hertfordshire and formerly Chief Verifier for SpLD professional training courses, points out that one of the core deficits found in many dyslexics is the inability to process sounds efficiently. Their impaired phonological processing skills make the segmentation and blending of sounds very difficult and this has predictable implications for their acquisition of literacy skills. She recognises that the deaf pupil may have similar difficulties learning to read and, in both cases, the visual route to reading might be preferable. With a deaf dyslexic, the challenge for their teachers is to find material which is both helpful and stimulating and Prue's article is packed with tips for ToDs. |
| PATOSS | 25 | Lynne Greenwold, chief executive of Patoss explains about the Professional Association of Teachers of Students with Specific Learning Difficulties. PATOSS is for all those concerned with the teaching and support of pupils with SpLD: dyslexic, dyspraxic, ADD and Asperger Syndrome.
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| Using multi-sensory teaching methods | 27 | John Bradford, the founder of Direct Learning has several web pages of explanations and advice about multi-sensory teaching. This article is one of several from dyslexia-parent.com/mag30.html
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| Techniques and strategies for teaching dyslexics | 28 | Sharon Goldie, Education Consultant at iANSYST, joined the Deafness and Dyslexia study days where she shared her experiences and knowledge of various programmes used with dyslexic pupils. These are notes taken from a presentation by Sharon at a BATOD CPD workshop on Deafness and Dyslexia. The advice is that usually given to teachers working with dyslexic pupils - but many Teachers of the Deaf will recognise advice that is given when settling a deaf child into a class. |
| Sign graphics to help word recognition | 31 | Cath Smith offers some suggestions for ways of using some of the Let's Sign and Write graphics to produce easy to prepare sign-supported materials. Teachers are invited to make specific requests for sign vocabulary, suggestions for materials and topic areas. An added advantage of this type of development is that the regional variation of BSL can be more easily catered for than in hard-copy publications. Some of these sheets are available in the on-line Magazine folder. |
| Materials review - Birdart | 33 | Gill Feetham - St Augustines Individual Needs Centre, Worksop, Notts was impressed when she reviewed the materials from Birdart. Sadie Lewis and her colleague Tessa Papier have provided some sample sheets that can be downloaded from the on-line Magazine Deafness and Dyslexia. |
| Book review - Dyslexia: a teenager’s guide | 34 | Katherine Kindersley, Director, Dyslexia Teaching Centre, London recommends this book especially focussing on teenagers. The book presents new skills are with careful detail, guiding the teenager step by step. |
| On-line Magazine Dyslexia and Deafness | 36 | A short article pointing readers to the on-line Magazine and the various downloads of previous articles as well as the sample sheets from various sources. |
| Materials review - Colorcards sequences: 4-step | 41 | Sue Goringe and Sue Watters (ToDs Northamptonshire)used these photo cards with some of their pupils. They explain how they were used and the views of the pupils. |
| SERSEN Working Group Survey | 45 | The South East Regional Partnership set up a project in 2004, to identify the incidence of children (aged 3-16) with a primary hearing loss and additional specific language and literacy concerns. The project began with an initial training event for the Working Group establishing and exploring the issues. The plan was to collate case examples and share good practice and then, depending on the outcome, propose a future course of action. This article is notes from Roz Pither's presentation reporting at Deafness and Dyslexia study day, (Newbury March 2005)expanded by Joyce Sewell-Rutter who now has responsibility for this work. |
| Regulars and General Items: |
| ICT Newspage | 35 | Sharon Pointeer reminds BATOD members that a visit to BETT 2006 will be very worthwhile. She takes a quick look at some of the on-line resources available as well as suggesting visits to certain websites that are 'worth a visit'. There are several references to articles that have appeared in previous BATOD Magazines and readers are guided to the on-line Magazine to download these articles. There are also some sample worksheets available. |
| DCCAP Press release | 38 | Marian Nash explains about the bleak future for DCCAP, SCOPE and London CAP as funding dries up in the Communication Aids Project. She reminds people that schools/units/services should have received a questionnaire about 'How can DCCAP help you?' which we hope will be filled in and returned to DCCAP as soon as possible. |
| Monica Tomlin MBE | 38 | In June 2005, Monica Tomlin attended an investiture at Buckingham Palace to receive the MBE for services to deaf children in Bangladesh from the Queen. |
| International thoughts | 39 | Although David has several articles promised for future Magazines none have arrived in time for this issue. However David has been travelling and keeping in contact with numerous projects and old friends. He has written a short diary to bring everyone up to date. |
| Choosing the right fm system | 43 | The team at Cochlear Europe are developing a series of fact and information sheets. This is the first one... feedback on the usefulness would be appreciated. |
| This and That | 49 | Items from the postbag and email inbox that could be pinned on the noticeboard for you to read!
- congratulations to Pauline Hughes, Deborah Carter, Chris Owen and Wendy Eadsforth as they take on new roles.
- NDCS challenge to trek the Inca Trail in August 2006
- Synthetic phonics programme doubles the normal rate of progress
- CACDP Communication Tactics Training Pack
- Sustrans challenge - are you a champion?
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| Noticeboard | 51 | Details of forth-coming meetings and courses. |
| Advertising Rates | 51 | The advertising rates appear on the website for easy reference they are always present in the Magazine. |
| Abbreviations in this issue | 52 | A life saver - the page that every ToD turns to when confronted with a set of meaningful uppercase letters! |
| Sign Video contact centre | 52 | The SignVideo Contact Centre was launched in October 2005 in London.and is an e-innovative new project that utilises advances in video-technology to boost instant access to highly qualified sign language interpreters for deaf people. |
| Paediatric Audiology Interest Group (PAIG) | 53 | Report by Jen Nicholson |
| Review of cochlear implantation in Scotland | 54 | As Chairperson of BATOD Scotland, Fiona Mackenzie was asked to represent Teachers of the Deaf on this group, to review the position of cochlear implantation in Scotland. |
| The Ear Foundation - Continuing Education Programme | 54 | Continuing education is vitally important for all Teachers of the Deaf facing constant new challenges. The Ear Foundation's rolling programme has new courses to choose from every six months - and with its goal of making the technology work for deaf children, has something for every Teacher of the Deaf, wherever they are. |
| Tripartite meeting - June 2005 | 55 | Regular report from this important m,eeting where BATOD, NDCS and RNID share news about activities and discuss issues common to all three organsiations. |
| Meeting with NASUWT | 56 | One of a series of meetings with teaching unions seeking the opinion and attitude of these organsiations to points of interest to TDs.
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| BATOD and NASEN share concerns | 57 | A report of a regular liaison meeting between these two organis.ations |
| Audiology Services Advisory Group - Scotland | 58 | As Chairperson of BATOD Scotland Fiona Mackenzie was asked to join the group, to represent Teachers of the Deaf. This sub-group has been formed as part of the Audiology Services Advisory Group to the Audiology Services Modernisation of NHS Scotland. The group consists of representatives from Audiologists, Educational Audiologists, Audiological Physicians, ENT Consultants, Paediatricians and Speech & Language Therapists. |
| Questions in parliament | 62 | The following question was answered on 08 June 2005. Malcolm Bruce: To ask the Secretary of State for Education and Skills
- what research she has commissioned on the effects of matching teaching methods to the degree of deafness on the academic achievements of deaf and hard of hearing pupils; [2071]
- what research she has commissioned on academic achievements of deaf and hard of hearing pupils in (a) mainstream schools and (b) special schools and units. [2072]
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| Association Business: |
| From the President's potting shed... | 1 | Carole Torrance has come in from the potting shed but nevertheless muses over the work of Teachers of the Deaf and Northumberland's 'philosophy for children'. She also shares the news of the landmark decision that in Scotland now ALL Teachers of the Deaf must be qualified as ToDs! |
| What went on at NEC on | 2 | Moira Butcher made copious notes during the last NEC meeting to produce the regular précis of meeting business to keep members informed about BATOD business. |
| BATOD UK | 47 | A round up the the reports submitted by the regions to NEC. These reports also appear in the regions folder in the Association Section of the website. |
| Representing you | 58 | Between the NEC meetings, members of BATOD attend various meetings that are of particular interest to Teachers of the Deaf. This list is not exhaustive as some reports have not yet been received or meetings reported on, some are meetings booked for the near future. |
| Minutes of NEC Meeting on 11 June 2005 | 59 | Confirmed Minutes of the previous NEC Meeting
After each NEC meeting we produce this reader-friendly résumé of the meeting under the heading of ‘What Went On at NEC’. We have noted that there is a great deal of repetition in the Minutes when they appear in a later edition of the Magazine. We have therefore decided therefore to discontinue the practice of reproducing the minutes although they will still be available from the Secretary on request. |
| Subscription Rates | 63 | Annual Membership subscription rates apply from 1st August. |
| Have you moved? Change of address form | 63 | Reading a colleague's Magazine? Wondering what has happened to your copy? If you are not receiving your BATOD Magazine and Journal perhaps it is because we have no record of your current address. Put this right by completing the form and returning it to the BATOD Membership Secretary, or simply email from here.
Membership Registrar |
| Officers of Regions and Nations | inside back cover | Committee officials and points of contact - postal addresses. |
| Calendar |
| Meetings to know about | 64 | Advertised courses and meetings which are of interest to BATOD members. Contact the magazine editor to add a one line entry to this valuable page or pay for a small advert on the Noticeboard. |
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