Resource | 19.02.2024 | By Teresa Quail

7b. QToDs and assessments

Qualified Teachers of Deaf Children and Young People (QToDs)
•understand that assessments are crucial to inform statutory processes such as Education, Health and Care Plans (EHCPs), Additional Learning Provision (ALP), Child Plans, etc
•know about the standardisation processes around the different assessments and what these means for a DCYP
•know how to use a wide range of assessments (as appropriate) to monitor a DCYP’s communication and language development
•monitor communication, receptive, and expressive language skills, taking account of the first language used by the DCYP
•monitor functional listening skills through personal amplification and assistive listening technology and the different situations in which a DCYP spends their time
•know when assessments show that there could be an additional need and how to seek a differential diagnosis
•consider how adaptations might be possible to ascertain skills in children where formal assessment may be difficult or not age appropriate
•consider holistic assessment, eg social and emotional development, maths, literacy, listening, pragmatics, ToM, cognition, sensory integration
•specialist assessments also involve looking at all areas for independence and access, eg equipment in the home and for university, employability, team building, etc
•be involved in the two-year-old progress checks
•be aware of involving DCYP and their families in national research projects
•have the knowledge and skills to support DCYP and their families through the relevant statutory assessment processes; knowledge of time frames, writing effective requests and plans, etc
•provide interpretation for DCYP and families on specialist assessments from other professionals, eg EP, aetiology, SLT, audiology, etc.

Suggested resources