National Conference 2018 Wandsworth, London
Information about the BATOD conference to be held on March 17th 2018 at the Linden Lodge School in London, SW19 6JB.
The timetable of the day was on the original application form and can be downloaded here: Timetable of the day
We have asked the workshop presenters to provide more detail. Here are the abstracts we have received so far:
Evidence supporting the importance of communication, regardless of modality, to cognitive and emotional development.
Kate Rowley (Research Associate at the Deafness, Cognition and Language (DCAL) Research Centre), Mairead MacSweeney (Director of DCAL) and Hilary Dumbrill (Speech and Language Therapist and Play Therapist, Hamilton Lodge School and College, Brighton)
For many deaf children a ‘watch and wait’ approach is taken to decide the communication mode used. This usually involves waiting until the child either succeeds or ‘fails’ at spoken language. In the event of ‘failure’ many children are then allowed to resort to BSL as a back up.
In this workshop we will present evidence indicating that, for some children, the consequences of a ‘watch and wait’ approach can be catastrophic for the cognitive and emotional development of the child (Rowley/ MacSweeney). We will also discuss approaches that Teachers of the Deaf can take to give a deaf child access to a range of communication strategies (Dumbrill).
What evidence can we use to diagnose dyslexia in deaf children?
Ros Herman, Reader in Communication & Deafness, Language & Communication Science Division, City, University of London
Literacy difficulties are more widespread among deaf children than hearing children, but reasons for their problems differ. Hearing children are likely to be described as dyslexic and once diagnosed, may benefit from specialist support. However, for deaf children, their hearing difficulties are seen as primary and in comparison to hearing dyslexic children, proportionately fewer receive specialist reading interventions.
This workshop presents findings from a national study of reading in 141 severely-profoundly deaf children in their last year of primary school using a large battery of literacy, phonological and language measures. Data from deaf children with different communication preferences (oral vs signing) were compared with data from a reference group of 20 hearing children diagnosed with dyslexia.
All groups achieved lower literacy scores than expected for their age, with deaf children performing more poorly than hearing dyslexic participants. Signing deaf children displayed the lowest literacy scores, with the exception of a subset of signing deaf children with two deaf parents.
MESHGuides – research and evidence at your fingertips 24/7 This workshop did not run due to insufficient numbers of delegates opting for it
Ann Underwood, Chair, BATOD Foundation Trustees
Are you keeping up-to-date with research that can affect your classroom practice? Save yourself hours of web browsing and join BATOD Foundation to see how MESHGuides connect research and classroom practice, providing relevant links and evidence to improve your knowledge and approaches – all in one clear structure.
Discover how MESHGuides can help you with information 24/7. Learn how easy it is to access evidence to argue for better acoustics in schools, funding for radio aids, working with deaf and autistic children, those with EAL, dyscalculia or dyslexia; discover the theory behind teaching spelling. Consider new approaches and teaching techniques developed because of research carried out.
Find out how you can share your expertise and classroom developments with colleagues and encourage potential researchers looking for areas which are under-researched to collect data beyond case studies and provide translational research. Widen your knowledgebase – use MESHGuides 24/7
Please bring your tablet/laptop so that you can explore MESHGuides as we work through the session.
Co-working with Deaf practitioners in BSL to support deaf children with language disorder
Joanna Hoskin, Speech and Language Therapist, Corner House, National Deaf CAMHS This workshop did not run due to insufficient numbers of delegates opting for it
This workshop will include information about aspects of language development in spoken and signed language, an introduction to Developmental Language Disorder and Language Disorder Associated with Deafness, and ideas for developing co-working between Teachers, SLTs and Deaf practitioners to support language intervention. Deaf practitioners are employed in different roles in different contexts. They can bring a wealth of knowledge and experience about BSL and the lived experience of deafness when planning and delivering language interventions. Evidence from recently published research, the presenter’s PhD research and clinical practice will be used to provide information for this workshop. The session will include practical activities including discussion of video clips of children’s BSL.
Phonics – expectations and approaches; what evidence is there for impact?
Trish Cope, Education Consultant, Ewing Foundation
Most deaf children are educated in mainstream settings where the school is wedded to synthetic phonics and mindful of the Year 1 screen. What evidence is there that this approach is the most effective one for pupils with permanent childhood deafness?Given that there are no magic wands, easy answers or simple solutions, what strategies will support the development of good phonic skills?
This workshop will explore what skills are needed and what are the foundations for developing them. At the end of the workshop you can reflect on what will be in your “magic wand” when you return to work on Monday morning?
Audiology and evidence based practice: How can we harness audiology to provide evidence?
Trish Cope, Ewing Foundation
Joyce Sewell-Rutter Ewing Foundation
Stuart Whyte, UK Children’s Radio Aid Working Group (formerly UK Children’s FM Working Group)
Using speech perception tests in quiet and noise are useful in many ways to the Teacher of the Deaf.
What protocols are used? How accurate is the process? What more do we need to know? What evidence does it provide? How does the evidence inform audiological management for individuals or groups? How does this improve outcomes in terms of listening and learning?
Come and share some case studies and see how to gather and use the evidence to inform your practice; an opportunity for questions too.
So what does good progress look like? How do we know?
Sue Lewis, Senior Adviser
This workshop will explore the different concepts of progress and the yardsticks we might use for evaluating the progress and development of children who are deaf, including how we consider the impact of specialist support. It considers how the effectiveness of EHC plans, SEND plans and objectives and specialist support might be reviewed to take account of findings.
Imaginative writing of deaf learners: Evidence, evidence, evidence..
Emmanouela Terlektsi, Lecturer in Deaf Education, Department of Disability, Inclusion and Special Needs (DISN), University of Birmingham
Traditionally deaf children have been struggling with expressing their ideas in writing. As imagination is based on language and experience, one might expect that due to the underachievement of many deaf children in language and literacy, they might have limited imagination or they might not be able to express it in writing.
Three sets of imaginative stories from a group of 30 deaf and 30 hearing children aged 9-11 were collected at three points during one academic year. For the evaluation of children’s stories a scale of four categorised divisions (story structure, story plot, linguistic imagination, originality) and one additional division (overall assessment) was developed.
Little variation between deaf and hearing children’s scores in the scale was found, indicating that deaf children do have imagination and are able to express it in writing. However, the stimuli provided can influence how children express their imagination in writing.
Continuing Professional Development and Learning This workshop is not running due to insufficient numbers of delegates opting for it
Jackie Salter, Lecturer in Deaf and Inclusive Education and Programme Leader of the MA in Deaf Education
This workshop will introduce you to the new CPD platform available of the BATOD website. It will provide an outline of the process involved on developing the tool and demonstrate to you how you can use it to support your own professional development and contribute to the development of the profession overall.
It has been designed to support:
- deaf pupils progress and outcomes
- personal career progression
- the maintenance of TODs specialist skills
- the recruitment process
- the importance of specialist CPD within the wider educational environment
- the development and profile of the role of the TOD and our VI and MSI colleagues
- the scrutiny process (Ofsted, local authority, MAT).
The workshop will demonstrate the tool illustrating how if may be used quickly, and efficiently to record your CPD and remind you to reflect on the impact of the CPD on your every day practice as well as career progression.
My personal memories – theory into practice This workshop is not running due to insufficient numbers of delegates opting for it
Mel Gregory, CEO of the Ear Foundation
Building detailed memories in children and young people with a hearing loss contributes to their self identity, self esteem, future decision making and supports advanced thinking skills included in Theory of Mind research. Join this workshop as we review the evidence and importance of autobiographical memories in the context of an holistic approach to the management of hearing loss in children and the impact this approach has on language, learning and social outcomes for young people.
Social and Emotional progress related to deafness
Tara Bell and colleagues
In this session, which is divided into two workshops, we will present and share practice on current initiatives in social and emotional education for deaf and hearing impaired learners. We will look at examples of good practice and their potential effect on increased wellbeing and positive outcomes for a deaf or hearing impaired child’s mental health. The second workshop focuses solely on digital tools and practice to engage learners in social and emotional learning. You are welcome to join us for one or both workshops.
This session is divided over two workshops:
- Whole school approaches to social and emotional learning
- Curriculum development
- External partnerships
- Methods of tracking individual pupil progress
- Digital tools and initiatives in facilitating social and emotional learning.
In this workshop you are invited to engage in a practical session on using technology to facilitate collaboration and communication in deaf and hearing impaired learners. You will leave this session with a number of tools to immediately implement into practice.
Workshops facilitated by:
- Tara Bell – Headteacher, Wandsworth Hospital and Home Tuition Service including Corner House, National Deaf CAMHS.
- Richard Mc Donald – HLTA at Wandsworth Hospital and Home Tuition Service including Corner House, National Deaf CAMHS.
- Holly Black – Assistant Headteacher, Oak Lodge School.
- Darryl Bedford – Apple Distinguished Educator and Head of Art, Design and Creative Media at Oak Lodge School