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

Association Magazine November 2017

Specialist provision


PageArticle Comment
Focus articles
5 Educational Audiologists: Bridging gaps and having impact Helen Maiden explores the specialism of the Educational Audiologist (EdAud) and gives an overview of the various aspects of the role – working within Local Authorities, Services, Specialist Schools for the Deaf, supporting ENT, Clinical Audiologists and in Cochlear Implant teams as well as the ability to do acoustic evaluations of buildings used for education.
7 A new specialist provision at Hamilton Lodge School and College Juliet Grant and Hilary Dumbrill explain how the Specialist Provision works to ensure deaf students have all their needs met so that they can enjoy participating in the whole school community and using a communication continuum which recognises that not all learners, or staff, will communicate in the same way.
9 Student support in colleges and universities After an introduction by Nicki Harris, Michael White describes his work as a Student Support Worker, a home-based peripatetic role within the Post 16 Team of Physical & Sensory Support within Surrey County Council, which takes him into Further and Higher Education institutions to provide flexible support for the needs of each student.
12 Audiology at Mary Hare School Vivien Ogg gives an overview of the dedicated approach to audiology at Mary Hare that ensures that deaf children in their care receive the best audiological solutions so that they have the optimum chance of academic success.
16 The Elizabeth Foundation: Meeting the changing needs of families Julie Hughes, Chief Executive of The Elizabeth Foundation, discusses how the changing needs of families and innovations in technology continue to drive change at their charity. Working to support families of children diagnosed with hearing loss, from tiny babies until school age, they provide baby and toddler programmes which include the parents so that they can learn how to provide a language and listening enriched environment all day, every day for their child.
19 Maximising progress for hearing-impaired students with additional language impairment Ann Bradbury addresses the challenge of providing effective education for students which can transform their future prospects socially, in education and in the workplace. Using two case studies, she describes how the curriculum of intensive structured language teaching led to life-changing improvements in the career prospects of two students.
22 Partnership working with AVUK Emma Burton and Karen Gazeley talk about the importance of working in partnership with families and local services using the story of Bess who had a difficult start in life, with a profound bilateral sensorineural hearing loss and auditory neuropathy spectrum disorder, but who has now progressed, with the help of Auditory Verbal Therapy sessions, to become a bright confident four year old.
24 Beyond the Base – Essex resources Matthew Bysouth and his colleagues explain how all service providers for deaf children and young people in Essex reach out and work together – including Teachers of the Deaf, family support key workers and sign language instructors who work as part of the countywide Specialist Teaching & Preschool Service. Close working between services affords continuity and promotes the effective sharing of information and the effective planning of provision particularly during transitions from one setting to another.
27 Therapies at ERADE Kaye Stevenson explores how the Exeter Deaf Academy ensures the specialist needs of severe and profoundly Deaf learners are met, with a particular focus on the in-house Therapeutic Services Team, by working in a blended, trans-disciplinary way, with the individual learner’s internal and external team from education, health and social care to break down the barriers.
30 To be, or not to be, included MG Hardie-Davis examines inclusion partnerships in a special/mainstream school context, what happens when they fall apart and how to build new partnerships that will benefit both schools: respecting the co-operative parameters of their authority and how to avoid the drawbacks of such partnerships..
33 Combined school and service Bill Wilson outlines the challenges of being both Headteacher and Head of Service at Thomasson Memorial School and how combining the two entities in order to manage staff and dwindling finances has led to the creation of an innovative and successful resource which has a bright future ahead.
35 Falkirk School and Service Catherine Finestone discusses what is involved in managing a School for the Deaf and Sensory Services and how imaginative thinking led to an extension at Windsor Park which enabled all the peripatetic staff to be together as a sensory service and also inspired a weekly Toddler Group, held with the support of a TVI and a ToD, which allows the whole family of children with visual and/or hearing impairment to benefit from professional advice plus shared experiences of other parents.
General features
38 European conference in Amsterdam Paul Simpson reports on a stimulating conference held in Amsterdam and looks forward to the forthcoming book based on the presentations. Professor Marschark opened the conference talking about a range of myths about deaf education, followed by Alexandra Quittner who spoke about the effects of maternal sensitivity and language input on oral language. Then Kathryn Crowe gave an overview of issues relating to deaf children who are multilingual learners (in oral languages) and further talks were given by Terrell Clark, Dr Ruth Swanwick, Jasper Dammeyer, Mairead McSweeney and other speakers to make for a very rich conference with a great deal of food for thought.
41 Communication in Nicaragua Kathy Owston continues to report on her support to deaf children in Nicaragua – in particular her time working in the special school in Estelí which has centred on gathering as much information as possible about what is happening there and to encourage communication between the different groups who are working in the field of deafness so that people work together more cohesively.
44 Update on CRIDE Karen Simpson’s article is focused on Heads of services and schools but will be of interest to all BATOD members and looks at how CRIDE, together with UCL and City, University of London, will be launching the NatSIP-CRIDE longitudinal study, building on the work of CRIDE and the NatSIP Outcomes/Benchmarking project. HI Services across England will be invited to take part in this exciting study which will provide us with robust data on the attainment trajectory of two cohorts of deaf children as they progress through their education.
45 NatSIP-CRIDE Longitudinal Project The NatSIP-CRIDE Project team provides details of a collaborative longitudinal study of deaf children and young people, starting this autumn, which will investigate relationships between pupil, provision and outcome variables and will focus on two cohorts of deaf children and young people, one tracked from the end of the early years foundation stage to the end of key stage 2; the other tracked from the end of key stage 2 to the end of post-16 year 12.
47 Executive function Kathryn Mason and Dr Anna Jones look into the impact of deafness on executive function – the name given to a range of cognitive skills which help us to regulate and monitor our behaviour, and to plan ahead.These skills, such as working memory, inhibitory control and cognitive flexibility, are mainly language based and so they were interested in how the delay in language acquisition impacts on these skills in deaf children.
48 Cued Speech training Rachel Rees asks if explicit training in Cued Speech helps school-aged deaf children and reports on the first of a series of studies to address this question. This first study evaluated a newly designed training programme delivered via computer with hearing adults denied access to sound, by testing their ability to identify phonemes (e.g./n/ and /f/) in cued nonwords (e.g.”nim”, “fup”) before and after the 45–minute training.
Association Business
03 Shaping practice, influencing change Stuart Whyte looks at Article 26 of the United Nations Convention on the Rights of Persons with Disabilities and how BATOD upholds the aim of full inclusion and participation in all aspects of life. To promote and enable this, it states that health, employment, education and social services programmes “should begin at the earliest possible stage” and be “based on the multidisciplinary assessment of individual needs and strengths”.
50 A conversation over coffee in Vancouver Alison Garside and Chiara Berton discuss their respective roles and the possibility of exchanges between peripatetic Teachers of the Deaf in England and in Canada.
52 What went on at NEC – September 2017 Sue Denny reports from the NEC meeting in Birmingham which discussed next year’s Conference, the CPD logo, supporting progress for ToDs, a report on the new BATOD website and a round table discussion. Following that, there were reports from the President Elect, National Executive, the Treasurer, the BATOD Consultant, adept and also reports from the regions.
53 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 (as known at the time of writing) included: David Canning, David Couch, Lois Couch, Sue Denny, Stephanie Halder, Derek Heppenstall, Rachel O’Neill, Jackie Salter, Paul Simpson, Carol Thomson.
54 Abbreviations and acronyms
55 Review - Daisy and Ted's Awesome Adventures This book for young children is about a little boy, Ted, who befriends his new neighbour, Daisy, who is deaf and wears two hearing aids. By way of tales of pirates and aliens, Daisy explains to Ted some top tips for communicating with a deaf person. The story has bright illustrations on each page and would be good for children aged approximately four years old upwards.
55 Membership, Officers, Regions and Contacts
56 Calendar