BATOD Association Magazine 2019
Aids to hearing January 2019 contents
Hearing devices over my lifetime and before 5
Peter Keen plots the evolution of aids to hearing over the last seventy plus years, with a timeline of hearing equipment going from ear trumpets, to large body-worn aids with batteries strapped to the wearer’s leg through to the discreet, lightweight modern equipment.
New technologies and knowledge 8
James Mander explores some current developments in the field of audiology, including the CARINA, a middle-ear implant that has the microphone, battery and processing chip all hidden under the skin and also discusses the importance of the volume of words heard by children as they develop language and the impact that simple daily conversation can make on their own speech abilities.
The Phonak Roger Select: An independent approach to classroom learning 10
Archie Biddiscombe, who has worn hearing aids throughout Primary, Secondary and Higher Education, gives a consumer perspective of the Roger Select which he is now using at University and how he makes use of the different modes for one-to-one or group situations.
Making the most of the opportunity: radio aid provision for young children 12
Cate Statham and Hannah Cooper consider the revised Quality Standards for the use of personal radio aids and a recent survey into their application which looked at whether there was a written, or summarised policy – or even no policy at all. They also review the responses from the survey which asked how the Quality Standards could be met more effectively
Tracking down information – use a MESHGuide 14
Ann Underwood describes how using MESHGuides can help keep you up to date with changes in the field of audiology by providing relevant information on the subject in question, available in a simple-to-use structured format that relates research to actual classroom practice.
Aids to hearing in a sign bilingual context 15
Babs Day, Jade Ariho and Alicja Lievaart give an overview of the issues related to the use of radio aids by pupils following a sign bilingual approach where a profoundly deaf first language BSL user might be sitting alongside a fluent English speaking implant user who sits alongside a hearing aid wearer who relies on sign to support speech but is an approach which also gives their students more options when in an unexpected situation without their usual equipment to rely on.
Soundfield systems – their development, use, supply and funding 18
Phil Boswell gives an overview of soundfield systems from early VHF radio systems with limited radio frequencies, to infra-red, and talks about the experience of the students who get to listen clearly to a calm, relaxed teacher instead of a harassed teacher shouting at them from the far side of the classroom.
Keeping up with the changes 20
Stevie Mayhook discusses the importance of Teachers of the Deaf at all stages of their career keeping up to date with the rapidly evolving field of audiology – covering SEND policy; inclusive practice; special school closures; clinical practice; exams and assessments … and, of course, the technology available to enhance the hearing, listening and learning experiences of our deaf learners.
Group listening technology 22
Vivien Ogg discusses the advantages of the Group Hearing Aid system fitted within every classroom at Mary Hare School so that as well as hearing the teacher clearly, all pupils hear the contributions and responses of all other class members which provides a natural group learning experience identical to that of their hearing peers in the mainstream classroom.
Listening technology in further and higher education 24
Kellie Mote discusses collaborative and contextualised approaches to finding solutions that work in FE and HE. She looks at the assessment required for each student, the recommendations, and funding that follow and the choice of equipment – with a particular look at the Roger Select which is proving especially popular with students.
Information spotlight on: aids to hearing 26
Lyndsey Allen highlights a range of online video information available from the manufacturers of hearing equipment and a guide to what is available on a number of topics.
Collaborative working: a positive experience 28
Anna Bradley and Annabel Caiger highlight the great advantages of effective collaborative working and give a case study highlighting the benefits of joint working between local Teachers of the Deaf and a Cochlear Implant Programme.
My role as Audiology Technician 30
Maria Militello talks about her work as an Audiology Technician in the Children’s Sensory Team, Harrow which works with children and young people (CYP) aged from birth to 25 years old with vision impairment (VI), hearing impairment (HI) and multi-sensory impairment (MSI).
NDCS Paediatric audiology survey 32
Beccy Forrow shares the results of a new survey into children’s audiology provision in England which looked at: data on numbers of deaf children, waiting times for assessment and support, staffing levels in children’s audiology services, funding and budgets and, finally, children not brought to appointments.
Aids to hearing: training at Manchester now and for the future 34
Helen Chilton and Lindsey Jones discuss the current audiological content of the Manchester ToD training course – from the simple ability to carry out routine day-to-day maintenance of classroom-based audiological and amplification equipment and checking that they are working to specification, through to being up to date with hearing technologies from the different manufacturers as well as troubleshooting workshops to make sure they can deal with any situation that a student presents them with.
Personal Independence Payments (PIP) and aids to hearing 37
Sally Etchells and Sue Davis write about PIP and why evidence from Teachers of the Deaf is so crucial in supporting a deaf young person’s application by being able to communicate to the assessor the ongoing difficulties a deaf young person can face in the many life situations that are nothing like the quiet one to one room used for the PIP assessment.
Shake, rattle and roll 40
Teresa Quail and Becky Frewin reflect on running music groups for deaf children in Peterborough and how the shared experience of music between a caregiver and child results in social and emotional benefits, and the use of strong rhythm and rhyme feeds into language, cognition and motor skills.
Nicaragua in crisis – thwarting our hopes and plans for Deaf Education 42
A dramatic final report from Kathy Owston on her work to improve the lives of deaf children in Nicaragua covers a time of fear, violence and turmoil when she could no longer work, students had to be sent back to their rural areas and all the plans for a much-needed early detection of deafness programme had to be halted.
DEAF EXPO 2018 45
Lisa Durrant explains how this event plays an important part in supporting families of deaf children in Kent and Medway, bringing them together with professionals, giving the children a chance to try exciting physical activities and enjoy a signing choir while their parents had the opportunity to chat to others and gather information from any of the 40 stalls.
The work of SignHealth 48
James Watson describes the ways that SignHealth aims to improve the health and wellbeing of Deaf people by providing services, campaigning for improvements to services and for equal access and by the publication of the ‘Sick of It’ report which showed, for the first time, that the physical health of the Deaf population is lower than it should be and offers ways for that situation to be improved.
Volunteering in Nepal and Sri Lanka 50
Anne-Marie Martin looks back on an exciting trip with Year 12 students from Mary Hare School, sharing their experience with young deaf people in these countries, trekking in the foothills of the Himalayan mountains and working in Sri Lanka refurbishing a building, clearing a beach of rubbish and even releasing two-day old hatchling turtles into the sea.
AVUK Foundation course 52
Anna Salo and Stuart Whyte report on their experience of taking the Foundation course in Auditory Verbal practice which comprised six study days delivered over the period of six months in a small group at the AVUK London centre and covered subjects such as child development across different areas, working through audition techniques and coaching parents so that they feel empowered and confident to continue with techniques at home – both Anna and Stuart feel their work with children and parents has been inspired by the course.
Building on the past to secure the future 3
Steph Halder looks forward to a New Year full of opportunities for continued learning for QToDs and reflects on equipment from the past which includes photos from items at the RNTNE near Kings Cross.
News from FEAPDA 54
Paul Simpson gives an overview of the latest meetings of the committee and council of FEAPDA held in Luxembourg which concentrated on arrangements for the 2019 congress and changes to the constitution but also covered the participation of FEAPDA in two European research projects – one about the whole range of aspects of Auditory Processing Disorder and the second relating to a grouping of academic and other partners called Comm4CHILD which aims to develop new clinical tools to provide strategies for working with deaf children and their families.
What Went On at NEC 56
Sue Denny reports from the NEC meeting at the NCVO in London on Saturday 1st December which included two guest speakers, Sue Keil from VIEW and Steve Haines from NDCS, as well as reports from regions and nations and working groups.
Representing you 57
Congratulations to Marie Watson 58
Marie Watson, who is profoundly deaf and attended the Royal School for the Deaf in Derby (RSDD) as a pupil, was among 13 winners from around the UK who were recently celebrated for their exceptional commitment to education in BBC’s ‘Britain’s Classroom Heroes’.
BSL Opposites for Family Learning – part of the popular ‘Let’s Sign’ series and is a 40 page flip book and would be appropriate for a wide age group, adults and children together to learn to understand concepts such as same or different, easy or hard.
BSL Halloween signs – another good resource from the popular ‘Let’s Sign’ series which covers Halloween vocabulary and includes colouring and work sheets as well.
Membership, Officers, Regions and Contacts 60
You can download the magazine here: BATOD Magazine January 2019
You can download the magazine here: BATOD Magazine March 2019
Effective transition from home/pre-school to school 4
Helen Nelson discusses the importance of successful transition in the early years, looking at the legislation and guidance, what good practice should look like, partnership working with families, acoustic evaluation, the key worker role plus on-going support for families.
Paediatric to Adult Transition at St Thomas’ Hospital 7
Michelle Chung and Premdeep Bhabra look at the transition from paediatric to adult services at the Children and Young People’s Audiology Centre at St Thomas’ Hospital in London, the Transition Pathway and the success of the Transition Event held in 2017.
Transitions into St John’s 9
Catherine Baldwin recommends a smooth transition – much more than just coping – beginning with the first step in their transition which is the four day pre-entry assessment, followed up by a bespoke transition which may include close liaison with their social worker, or include an interpreter for parents who don’t have sufficient command of English, all designed to ensure a smooth transition for both pupils and families.
Think Family – a holistic partnership 12
Sibel Djemal, Catherine Byers and Rose Woolgar stress the need for considering the family as a whole, at our Family Support Groups, with the help of our Deaf Support Workers and with the use of Contracts of Support.
Securing successful transitions 15
Billy McInally discusses the timing of transitions, which may be due to change of circumstances or a breakdown in their current placement, as well as the financial implications but he emphasises that correct transition can pay significant dividends later for the child, their family, the schools involved and for our wider communities.
Apprenticeship journey 16
Matt Lannigan reflects on the difficulties he experienced through high school and college due to the lack of understanding of his needs – and how life changed with the help of Generation North East who helped him to set up interviews, one of which led to his apprenticeship.
Transition from Resource Base to mainstream school 17
A report on the challenges that moving from a resource base to mainstream provision can bring, with two case studies illustrating the challenges that have to be faced – such as behaviour issues and accessing the correct support – in order to achieve a successful transition.
Planning for transitions, planning for Speech and Language therapy 18
Alison Kendall reflects on service development in a Post 16 deaf SLT service using two case examples to show the students’ goals and the interventions involved in helping them achieve their aims. She also includes reflections from recent training and how to look to the future to ensure better and longer lasting outcomes for students.
Transitioning from Year 6 to Year 7 – a pupil and parent perspective 22
Heather McClean has been interviewing a young student and his mother who share their experiences of transitioning from primary to secondary school.
My college transition – an unchartered journey 24
Anam tells her own story of going from a secondary resource provision to being a student in Birmingham – a journey with ups and downs but which has led to a Health and Social Care course and a positive view of the future.
Moving from mainstream with the Con Powell Scholarship 26
Ryan Brewer describes how this scholarship has aided his training to be a QToD and has helped him take his interest in deaf education to the next level and enabled him to make the most of the PGDip Deaf Education course at The University of Manchester.
Lego Therapy: building language and communication skills 27
Amy Smith describes how Lego Therapy is used at Mary Hare School, the basis of which is that young people work in pairs or threes to build Lego sets leading to improved social communication skills and greater independence in their ability to use those skills to solve problems between themselves.
Can you hear me if I SHOUT? 30
Lyn McSorley addresses the challenges of achieving optimum acoustic conditions for deaf and ESL children in mainstream classrooms – her research included 254 students and involved testing noise and reverberation time measurements in nine classrooms.
Health Audiology perspective on the depth of range of hearing aids and their programs 33
An abstract of a much longer article by Donald Langer which addresses the subject of Sensorineural hearing loss (SNHL), a complex hearing impairment with wide ranging psychoacoustic effects on listeners including loss of audibility and supra-threshold coding deficits. This article compares unaided vs aided (hearing aid alone) in challenging listening environments and various wireless connectivity technologies are compared.
The full article can be downloaded here.
On and Off Piste – signposting information 34
Ann Underwood highlights the MeshGuide information which provides a summary of the available support for deaf children and their families and which can be used to inform professionals and families alike and includes subjects such as Glue Ear and Auditory Processing Disorder.
Manchester University employability workshop 36
Lindsey Jones and Helen Chilton report on the workshop in December 2018 to support trainee Teachers of the Deaf with their job applications; three guest speakers – Jane Angus, Lisa Lane and Rebecca Berry talked to students about the legislation in place that protects deaf children and the services that support them and addressed the challenges of entering an ever-changing field and the qualities needed to work effectively in this climate.
Opening up musical pathways for deaf children 38
Danny Lane describes Music and the Deaf’s Modulate project, which launched last January, designed to open up musical pathways for deaf children in partnership with five Music Education Hubs and Hearing-Impaired Services and which offers ‘inspiration’ days and training courses to demystify music and musicianship and bring music making into the lives of deaf children.
Supporting the achievement of deaf children and young people 39
Ian Noon discusses the Supporting Achievement resources for education professionals which have been developed to provide mainstream education professionals with information on how they can help deaf children and young people to achieve good outcomes.
Deaf children who speak English as an additional language 40
Ian Noon introduces a new resource for Teachers of the Deaf, Supporting the Achievement of Deaf Children who use English as an additional language, which covers family support, assessment of deaf EAL learners, classroom strategies and case studies.
Roma families and deaf children: key findings for practitioners 42
Jess Elmore summarises a research project which brought together local authorities and others to consider how best to support deaf children from Roma families, build trust with their families, understand how best to encourage consistent use of hearing technologies and help families engage with audiology.
Working with deaf children in the Roma Community in Bradford 44
Sandie Griffiths describes the strategies used by the Bradford service to build confidence and trust with the Roma community, offering support with interpreters who have background knowledge of the community, home visits and signposting families to advice agencies to support them with a range of needs such as benefits and writing letters as well as a wide range of school-aged support for deaf children.
Streamers and radio aids 46
Stuart Milligan and Kim Hagen give an account of the differences between streamers and radio aids and how the needs of deaf young people can be best be met at different stages of their lives from the benefits of radio aids in early education to the more discreet ability of a streamer to connect with a wide range of audio sources for a young adult.
Singular and plural – literacy at Heathlands 48
Sara Head reflects on the importance of the concept of singular and plural as the ability to talk about language in terms of singular and plural supports pupils when they come to address some of the more challenging aspects of English writing for deaf, sign language using pupils.
The brain needs language 50
Kate Rowley, Hilary Dumbrill and Mairéad MacSweeney stress the importance of early language acquisition for cognitive development and explain how to ensure this happens; they also give the advice that ‘communication is key’ whether using spoken or sign language and that a pro-active role in monitoring early language can lead to appropriate support being given much earlier and be more effective.
Building on the past to secure the future 3
Steph Halder looks back on her first year as BATOD President, the progress made and what has inspired and influenced her, plus her projects for the coming year including reinstating the national mentoring scheme that was run out of Manchester University under Wendy McCracken’s leadership and liaising with the teaching unions to help them understand the nature of the role of the QToD.
BATOD North Study Day 52
Trish Cope reports from a successful day at the Textile Centre in Huddersfield with a keynote address by Margaret Harris and workshops by Claire Jacks, Jo Walsh, Sue Lewis and others which made for a very informative day with overwhelmingly positive evaluations from members.
Representing you 51
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, Lesley Gallagher, Steph Halder, Rachel O’Neill, Paul Simpson, Alison Weaver.
Membership, Officers, Regions and Contacts 56
You can download the magazine here: BATOD Magazine March 2019