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

Association Magazine January 2017



PageArticle Comment
Focus articles
4 The ethics of assessment Jackie Salter explores the ethics of assessment and our responsibilities as Teachers of the Deaf to ensure that it benefits the pupil, does no harm, allows the pupil to have their voice heard and also that it is fair, just and honest.
7 Dynamic assessment Wolfgang Mann considers how combining teaching with assessment can improve the measurement of deaf learners' learning potential by using DA to assess what a child can learn rather than what the child already knows. He also looks at how DA can differentiate between deaf children with poor language as a result of language learning difficulty vs. children with poor language as a result of lack of input due to hearing loss.
9 Assessment through the ages Ted Moore presents a view of how deaf children and ToDs have been assessed over the years and at the significant changes since 1885 in how deaf children are taught and supported.
12 Audiological assessment Brian Shannan outlines the role of Teachers of the Deaf in audiological assessment, embedding nuance and the caveat in the assessment process. He includes the need to assess the learning environment including measurement of reverberation, noise levels and classroom volume and the importance of additional considerations when using speech in noise assessment tests.
14 Tracking pupil progress Rachel O’Neill describes ways of tracking and assessing deaf students through the education system - including language monitoring and the tracking of added value over time and the importance of systematic monitoring of all deaf children with all levels of deafness.
18 Functional speech perception testing Antony Limbert explains the importance of understanding a deaf child’s access to spoken language and how to use the range of language assessments to gauge their communication skills; using speech perception tests, word lists and lip reading as well as hearing aids and radio aids.
21 Assessment at FE level Jill Bussien stresses the value of assessment for students in further education and the importance of ensuring that they understand the process and how it can enable them to develop not only their vocational visions but also their personal dreams for the future. Such assessments can cover literacy and language development, numeracy and development, communication skills, BSL skills, visual stress (Irlen Syndrome) as well as the speed of cognitive processing and memory.
22 Social and emotional delay Professor Barry Wright describes the importance of assessing deaf children for social and emotional delay. The National Deaf Child and Adolescent Mental Health Service know that significant numbers of children are struggling emotionally and psychologically and that this is often in the context of children who have had early language delay and empathy skill delays and they emphasise the need for family-centred early intervention.
24 Assessing memory in deaf children Isabel Gregory examines ways to overcome problems in communication in order to test successfully the memory skills of deaf students and encourages the use of an introductory chat to give an informal assessment before moving on to more formal tests
26 Local area inspections and assessment Tina Wakefield discusses the importance of specialised assessments when there is a local area inspection as they can show precise results in areas specific to deaf children and young people and this data can be used to accurately show progress in specific areas and clearly define future action.
28 Deaf children’s writing Debra Proctor gives an evaluation of the assessment of the writing skills of deaf children and considers that writing for deaf children, and in particular deaf children with a mixed language repertoire (i.e. sign language and mixed spoken languages), poses many challenges.
31 The assessment of BSL in deaf children Katherine Rowley, Ros Herman and Bencie Woll look at the importance of assessing language development in signers even though few tests exist for deaf BSL users. They discuss the challenges of developing appropriate assessments as this relies on a complex range of knowledge and skills: knowledge of sign linguistics and sign language acquisition, fluent signing skills, and skills in assessment design.
33 BATOD North event on assessment Trish Cope reports from the recent BATOD North Study Day on the subject of assessment which was aimed at improving the specialist skills of those working with deaf children and providing them with an opportunity to network with others working in various types of settings. The day included workshops by Trish Cope, Gill Edgington, James Mander and Suzanne Harrigan.
General features
37 Setting up a Roger ‘SubNet’ James Mander takes you through the ‘what, where, when and how?’ of setting up a subnet in a classroom to allow switching between the main teacher’s Multi Talker Network for talking to the whole class and a subnet for a teaching assistant to activate for a one-to-one conversation with the child with a Roger receiver.
39 Supporting teaching and learning with specialism for deaf learners Louise Morton shares her experience of developing and delivering a pilot course, accredited by Signature at the City of Oxford College, Oxford in 2015/16. This course aimed to increase the number of qualified Communication Support Workers and provided learning support practitioners with the essential underpinning knowledge, understanding and skills in order to effectively fulfil the specialist role in the education sector.
42 Decibels event at the House of LordsKen Carter was Master of Ceremonies at the Decibels Year of Sounds Event celebrating creativity through music, drama, art and technology for deaf people. The event was hosted by Lord Michael Berkeley and the theme was ‘Exploring sound’ in its many forms. There were talks by Ruth Montgomery, Eloise Garland, Rubbena Aurangzeb-Tariq and Helen Lansdown as well as performances by 4ORTE, Caroline Parker and two students of Ilan Dwek who performed two ‘Monologues of Shakespeare’.
45 My journey from HoS to AVT Rosemary Gardner describes how her life changed dramatically over a few years as she found herself drawn towards AVT after an Ear Foundation course on ‘Theory of Mind’. Following a major health issue, she embarked on Part 1 training in AVT and hopes to use her new skills to support her ToD colleagues and work with them to enrich the lives of deaf children.
48 The power of signing in poor rural communities Isobel Blakeley shares her delight in meeting deaf young people who live far from our modern resources but whose lives are transformed by simple sign language. She has seen the success of signing classes in Patongo and the transformation of life for one of the students who went from a very isolated boy to starting to raise piglets.
50 MESH GuidesAnn Underwood and Joyce Sewell-Rutter from BATOD Foundation give an update about MESHGuides­­ which gather together unbiased information on a range of topics for ToDs, a series of workshop/study days and the opportunity to contribute personal experiences and cases studies to help other ToDs.
52 Stagetext Adam Werlinger examines ways of making great theatre accessible in the classroom with Stagetext and the National Theatre’s digital initiative ‘On Demand. In Schools’ which offers free, acclaimed curriculum-linked productions to primary and secondary schools across the country fully captioned by Stagetext.
Association Business
03 Shaping practice, influencing change Stuart Whyte considers the vital importance of addressing inequalities and ensuring that deaf children are not 'just managing' and asks how Brexit might affect them.
53 FEAPDA congress and council Luxembourg 2016 Alison Weaver files her report from the FEAPDA congress, entitled “Inclusion and what it means for deaf education”, which took place in October and was attended by over 150 delegates. Speakers included Thomas Kaul, Guido Lichtert, Jackie Salter and Wendy McCracken.
57 Deaf children, the family and education Sue Gregory continues her exploration of the history of deaf education. This time she focuses on family life and hopes to continue to attract contributions from members.
58 Awards for BATOD members Paul Simpson looks at the awards that are available to BATOD?members such as the Eichholz Prize and the Peter Preston Award.
60 Audiology update This page features innovations and discussions of what is happening in real-world educational audiology and gives readers the opportunity to highlight issues that they encounter in the workplace
61 Representing you 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. Your representatives at the meetings listed included: Andrea Baker, David Canning, Sue Denny, Elizabeth Reed-Beadle, Paul Simpson, Carol Thomson.
62 Abbreviations and acronyms
63 Membership, Officers, Regions and Contacts
64 Calendar