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

Association Magazine May 2017

Conference 2017

Contents

PageArticle Comment
Keynote presentations
4 The development of pragmatics Christine Yoshinaga-Itano discusses pragmatic language development from early childhood through to secondary education and the challenge of developing language skills that are age appropriate and commensurate with age-matched or cognitively-matched peers.
7 Helping deaf children who are struggling emotionally Barry Wright argues that there needs to be greater emphasis on the mental health of deaf children even when budgets are under increasing pressure particularly as a study published in 2015 that surveyed deaf children up and down the country found that in a community sample there were much higher rates of mental health problems in deaf children compared to hearing children.
9 Music and Play Tonya Bergeson-Dana investigates the role of play and music in early language experience and cognitive development in children with hearing impairment and focusses on the importance of play in the early development of children with hearing impairment, and how playing music in particular might serve in developing the fundamental skills necessary for optimising speech, language and cognitive outcomes.
12 Myths, mantras and misunderstandings Connie Mayer makes the case for moving forward and optimising literacy outcomes for deaf students and looks at three particular areas: ‘Language, Literacy and Modality’, ‘Literacy Outcomes’ and 'Teaching Reading and Writing'.
16 Learning in action and with others Terezinha Nunes describes how observational learning can be used in mathematics to develop deaf and hard of hearing children's problem solving skills and how to use language that the children understand so that they are able to imagine situations and solve problems.
Conference presentations
18 Positive Futures for Deaf Children: Optimising Outcomes Jane Beadman gives an overview of the 2017 BATOD Conference at the Manchester Conference Centre where 300 delegates enjoyed great opportunities to network. She discusses the speeches, presentations and breakout sessions as well as complimenting the catering which kept everyone going.
20 Innovations in Bridging the Gap Joy Rosenberg explores training needs and outcomes in Educational and Clinical Audiology and Early Years and looks at the Professional Opinions Survey as well as the roles and remits of those working with early years children.
22 Linking Listening to Language Trish Cope explores the link between the acoustic features of speech, listening skills and language development and talks about how workshop delegates looked at the language assessment results of a profoundly deaf pupil and explored how particular expressive language difficulties might be related to aspects of listening and attending that are not sufficiently well developed.
24 Radio aids at first hearing aid fit Cate Statham and Hannah Cooper welcome the revised standards that state that every deaf child should be considered for a radio aid at their first hearing aid fitting as it can lead to improvements in wellbeing, such as a child being calmer at family gatherings and in the supermarket and demonstrate a greater ability to take part in group activities and in family life in general.
25 Translanguaging Ruth Swanwick outlines the role of translanguaging in unlocking learning through dialogue in its broadest sense in deaf education and argues that the two axes of dialogue and translanguaging offer a pedagogy that is grounded in a robust theory of learning, sufficiently dynamic and flexible to be relevant across the different contexts for learning and also sensitive to the diverse linguistic resources that deaf learners bring to the classroom.
28 Deaf identity matters Madeleine Chapman and Jesper Dammeyer discuss social identity theory in order to stress the importance of deaf identity and social inclusion to the well-being of young deaf people despite the importance of supporting identity development among deaf children and adolescents.
30 Reluctant teenagers Wendy McCracken examines factors behind the reluctance of some teenagers to wear radio aids such as room acoustics, the lack of regular checks and that mainstream staff can find it hard to make appropriate use of such technology.
32 Lesson capture Andy Taylor shows how teachers can now augment the amplification benefits of soundfield with visual and audio content recordings that students can review later either to cover something missed or to allow them to review a lesson later in order to fully understand a subject at their own speed.
33 Resilience in military families Catherine Walker considers if teaching resilience skills to children with a hearing loss from military families is enough to prepare them for an independent adult life with help from her own questionnaire on social and emotional needs that she used with children and young people with hearing impairment in families posted to Germany.
34 Developing literacy using Cued Speech Cate Calder stresses the benefits of using cueing to enrich the literacy skills of deaf children by giving them visual access to speech (either to clarify what they can hear or to replace listening entirely) so they can develop a full mental model of that language.
36 Using current technologies to improve speech discrimination James Mander outlines some of the speech identification technology now available – such as Amazon Echo Dot, Amazon Echo Smart and LENA – and how modern microphone transmitter systems ensure optimum speech recognition is delivered to the child with the radio aid receiver(s) or the Amazon server.
38 Noise susceptibility Pauline Cobbold and Colin Peake ask if noise susceptibility in children using headworn microphones, higher on the head than the traditional ear level forward facing microphone, suggests earlier radio aid fitting can be beneficial.
40 Thinking inside the box Richard Vaughan and Jeremy Hine look at current practice in test box use for radio aid fitting and evaluation and how a test box can aid earlier identification of faults on hearing instruments and radio aids as well as enabling accurate setting up of radio aid systems.
42 iPAd apps Joyce Sewell-Rutter discusses the use of iPad apps to support exploration of sound and use of voice in both listening and speaking. She looks at apps for early listening games and sound effects, noise making apps as well as apps suitable for older children and sound apps linked to the curriculum.
44 Fair access to exams for signing deaf candidates? Rachel O’Neill and Audrey Cameron cover the Scottish policy context and and an investigation into how valid the current Scottish Qualification Authority arrangements are for signing deaf candidates as well as examining an alternative centralised way of producing translated exam papers and how a pilot has been received by deaf students and their teachers.
46 Australian ToD standards? Trudy Smith discusses Teacher of the Deaf elaborations to the Australian Professional Standards for Teachers which have led to the National Association of Australian Teachers of the Deaf (NAATD) updating their guiding documentation using the same forma.
48 The parent journey Louise Ashton and Karen Gazeley talk about parents’ wishes – ‘I just want my child to be able to talk.’ ‘I want her to go to school with all her siblings’ and the Stokes’ Six Parental Journey which describes the stages that hearing parents experience when raising a child with hearing loss while adopting a listening and spoken language approach.
50 Assessment of mental health difficulties Claire Wiltshire compares two of the available assessments which she uses to support the social, emotional and mental health of deaf young people: The Strengths and Difficulties Questionnaire (SDQ), Goodman (2001) and the Boxall Profile, Boxall (1969) and gives the pros and cons of each.
51 Lasting impact Sarah Hogan and Abigail Hitchins emphasise the lasting impact of a positive start and share evidence of these positive outcomes for children whose families had chosen a listening and spoken language approach to early intervention at Auditory Verbal UK leading to a high percentage attaining nationally expected level for reading, writing and mathematics at Key Stage 1.
53 BATOD Foundation Ann Underwood shows how the BATOD Foundation is promoting research-led classroom practice through the development of MESHGuides to provide teachers with ‘one stop’ resources with access to links and facts about the history, context, interventions, resources and case studies on a wealth of subjects 24/7 wherever you might be in the world.
54 Young person forum Extracts from the parent/young person forum which took place on Day 2 of the Conference giving voice to the reactions and thoughts of young people and their feelings about Teachers of the Deaf, use of technology, what support they would like, advice they would give their younger self and tips from parents on managing equipment at home.
56 Standardised measures Brian Shannan and Rachel O’Neill look at using standardised measures of assessment in the primary years: comparing deaf and hearing learners in areas of affluence and deprivation and what differences there are in attainment outcomes across the primary years of deaf compared to hearing children, using academic and socio-economic indicators.
58 Radio aids and cochear implants workshop Sam Bealing, Sarie Cross and Stuart Whyte summarise the topics covered in their conference workshop reviewing the methodology for fitting radio aids with cochlear implant processors taking into account liaising and planning, test box procedure, appropriate levels and evaluating the benefit.
60 E-learning to increase communication and socio-emotional skills Denise Powell explains how e-learning is being used by the NZSL@school Project to improve the social connectedness of deaf children, many of whom live in remote, sparsely populated areas, via an online platform called ZOOM and is a conversation between a Resource Teacher of the Deaf, a NZSL Specialist Resource teacher and three 11-13 year olds and encourages discussion of a variety of topics, developing an identity as a deaf person plus building a positive attitude towards being deaf and a positive sense of well-being.
62 Conference overview Lisa Mart, a current trainee ToD at Manchester University, shares her thoughts about this year's conference and comments on the great atmosphere, the speakers, the breakout workshops and, not least, the BATOD dinner with the amazing 4ORTE ensemble as well as the fantastic opportunity to speak to people from services and organisations all around the world and compare their training and experiences to her own.
General features
63 Reflections on an interesting and rewarding career Susan Knowles looks back on a career full of variety and change from her first job in Manchester’s Moss Side, a position at a Norwood Green primary school then on to working in Canada at the Metro School for the Deaf in Toronto before returning to England as a service head and then ten years on the BATOD National Executive as well as an appointment as an Educational Audiologist/ToD at Kingston Hospital.
64 IPSEA Julie Moktadir responds to our invitation to write about the work of IPSEA – Independent Parental Special Education Advice which provides independent legally based advice to parents of children and young people with Special Educational Needs guiding parents through the stumbling blocks and helping them to get the help their child needs.
Association Business
03 Shaping practice, influencing change Stuart Whyte shares his thoughts as he reaches the mid-point in his Presidency, encouraging delegates at the Manchester Conference to be curious and challenge their thinking and practice. He also looks back at the history of deaf education and how to find hope in the challenge of budget pressures.
66 What went on at NEC in March 2017 Sue Denny reports from the NEC meeting that followed the International two-day conference.
Regulars
69 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: Sue Denny, Stephanie Holder, Elizabeth Reed-Beadle, Paul Simpson, Stuart Whyte.
65 Review Joyce Sewell-Rutter reviews "Auditory Perception Test for the Hearing-Impaired".
70 Abbreviations and acronyms
71 Membership, Officers, Regions and Contacts
72 Calendar