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

Association Magazine March 2017

Legislation and Policy

Contents

PageArticle Comment
Focus articles
4 Timeline of legislation through the ages Ted Moore gives a comprehensive overview of the history of legislation concerning the education of deaf children. From year 598 through to the present day, he outlines all the major Acts and reforms that have had an impact on the lives of deaf children.
8 Developments in Wales Lynette Higgs looks at how one Sensory Services team in Wales put its pupils and young people at the centre of all decisions and recognises the importance of implementing practices that enable their pupils to have a voice so that they are empowered to take ownership of their learning and how they like to be supported.
10 The NatSIP Eligibility Framework for Scoring Support Levels Lesley Gallagher describes this tool to guide decision-making for students with sensory impairment and explains how it works in practice including teacher support allocation for individual children and young people with hearing impairment (HI), vision impairment (VI) or multi-sensory impairment (MSI).
13 Ofsted local area SEND inspections Tina Wakefield asks what we can learn from the first inspections and how they are working out in practice assessing how effectively local areas are meeting their obligations to children and young people who have SEND in line with the reforms set out in the Children and Families Act 2014.
16 Rochford Report Alison Weaver examines what this report means for Teachers of the Deaf and deaf pupils who fall outside the usual National Curriculum expectations in order that it is possible to record and assess the attainment and progress of each child with regard to their own individual needs rather than national expectations.
18 Mental Capacity Act Jane Sinson gives an introduction to the Mental Capacity Act 2005 and explains how education professionals need to have regard to the five basic principles that are intended to ensure that young people can be confident that there will be ‘no decision about my education, without me’.
22 Equality Act 2010 Brian Gale outlines the main points of the Equality Act 2010 and the implications for Support Services for Deaf Children and Young People including Reasonable Adjustment Duty to avoid placing a disabled child or young person at a substantial disadvantaged compared with others in accessing education and Public Sector Equality Duty to advance equality of opportunity for deaf children and young people in participating in everyday activities.
24 Demonstrating service impact Nicky Ereaut describes how she is using data in Oxfordshire to demonstrate the impact of the work carried out by Teachers of the Deaf which is collated on a SENSS dashboard and shows input data such as overall team costs, costs/pupil by area of SEND, income generated and cost of commissioned services and includes a questionnaire for children to assess their own feelings of progress.
28 Early Years Funding Brian Gale discusses changes in funding for early years education in England for children aged two to four years old, looking at funding to Local Authorities, funding from ALs to providers and meeting children’s additional needs from the Disability Access Fund and the SEN Inclusion Fund.
30 The Local Offer – what do deaf young people think? Ian Noon writes about how young people can be engaged in the development of Local Offers by using the website, leaving feedback and also how local authorities can make improvements to engage young people in the Local Offer by making sure they are aware of the Local Offer and that it is accessible for deaf young people.
32 Winds of change - post-16 legislation Martin McLean looks at how recent changes to legislation are being implemented and how they are impacting on the education of deaf young people now that they have new rights to request an assessment for an Education, Health and Care (EHC) plan and to take a case to a SEND tribunal.
34 Shining a Northern light Fiona Smith gives a personal overview of policy and legislation in Scottish education where every child, including deaf children, with a wellbeing need will have a Child’s Plan and the views of the child must be central to their plan and to any targeted intervention. She also looks at the difference the British Sign Language (Scotland) Act has made.
36 Disabled Students Allowance Nicki Harris provides an update about changes relating to the DSA and how things have moved on during the last 12 months, in particular with regards to note-takers, non-medical helpers, funding and the importance of record keeping of support sessions.
38 Health perspective Catriona Bryant looks at current practice in the health service – what’s happening now and what’s around the corner including changes to the Newborn Hearing Screening programme, research and evidence-based good practice programmes and IQIPS accreditation.
41 Parent and Pupil Voice Nicola Taylor explains how the Northumberland Sensory Support Service works closely with families and stresses the importance of good communication between support services to ensure that parents are aware of what support is available, not just within educational areas but also to help their emotional, mental and social development.
General features
43 Pauline Hughes reflects Pauline Hughes looks back at 50 years’ experience and urges members to make the most of opportunities to keep in touch with colleagues as they can supply valuable knowledge and support throughout your career.
46 Supporting deaf children in Nicaragua Kathy Owston continues her travels seeking out the best way to help deaf children in Nicaragua, including helping them have their own sign language dictionary, and the difficulty of communicating to parents the importance of helping a deaf child, who has been lucky enough to receive hearing aids, how to get the greatest benefit from them.
48 Issues in reading assessments for deaf children Emmanouela Terlektsi considers issues related to the assessment of deaf children’s reading which may include informal reading assessments, reading portfolios and standardised tests such as the Single Word Reading Test 6-16.
50 Deaf children in The Gambia, West Africa Malcolm Garner shares some of his memories of travelling to and working in Gambia on many visits since 2004 – providing training courses for local teachers, helping to set up the ‘Gambian Deaf Children’s Support Project’ as well as a wide range of other projects aimed at increasing the support available to deaf children in that country.
54 Rocking ossicles Peter Annear has been exploring auditory potential with deaf children over the last 48 years from playing with contra-bass bars, through to a bouncy castle type mattress vibrating to pre-set ‘tunes’ and later, in conjunction with Mark Withers of the Halle Orchestra developing ways of bringing musical enjoyment to many deaf children with profound and multiple learning and support needs.
58 Creating an Autism and Deafness MESHGuide Ann Underwood and Joyce Sewell-Rutter from BATOD Foundation continue their series about MESHGuides­­, in this case looking at a workshop for those with experience of autism and deafness and how they constructed a table which, in time, will lead to relevant information being easily available.
Association Business
03 Shaping practice, influencing change Stuart Whyte takes stock half way through his term of office and looks at the Mandatory Qualification for specialist teachers of children and young people who are deaf and also at the encouraging increase in the percentage of BATOD?members who are under 40 years of age.
60 What went on at NEC in December 2016 Sue Denny reports from the December NEC meeting in Birmingham which covered the BATOD?Position Statement on core aspects of the work of ToDs, CPD, development of the new BATOD?website and included reports from the President, National Executive Officer, Treasurer and regions and nations
61 Online Reading Research Project Rachel O'Neill is looking for participants in an exciting new research project which focuses on reading skills online using such strategies as graphics, text, multiple pages etc in both hearing and deaf children and is looking for schools or services for deaf children who have deaf students aged 13-14 who might be able to be candidates.
Regulars
60 Audiology updates 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
63 New kid on the block Pauline Hughes, part-time CEO for nearly 12 years, is finally being allowed to retire, as the Trustees are delighted to announce the appointment of Anne-Marie Hall as her successor.
63 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 Couch, Sue Denny, Paul Simpson and Stuart Whyte.
64 Technology and Data Capture In the first of an occasional series of IT news pages, Chris Albert makes the case for keeping all pupil information on a simple database to encourage quick retrieval of information, avoid paper shuffling and make information accessible on a central server which can be accessed by your whole team.
65 Review – Introducing sign language A review of ‘Introducing Sign Language’ which is the first textbook dedicated to analysing and appreciating sigh language, storytelling, poetry and humour and assumes no prior knowledge of sign language.
62 Abbreviations and acronyms
63 Membership, Officers, Regions and Contacts
64 Calendar