BATOD CPD – Deaf Studies modules

BATOD has launched an online pilot Deaf Studies modules continued professional development (CPD) programme.

Topics and information

Below are details on the Deaf Studies module. We have taken the four outcomes from the Deaf Studies module as part of the QToD course in Scotland, and applied them there (saves reinventing the wheel). However, the Deaf Studies working group came up with topics that we felt would be beneficial to our BATOD members and other professionals in deaf education. Below you will see the outcomes in italic, and the topic in bold underlined. There is a total of 12 topics.  These topics will be delivered as part of a pilot over 18 months-2 years, consisting of a 90 minute presentation to include a Q+A delivered remotely, to be held on a Wednesday 4-5.30pm.  Booking links for the BATOD Deaf Studies modules will be available on the BATOD Events page. All bookings will be available via Eventbrite.

1. Show a critical understanding of the different constructions of deafness, e.g. medical, social and cultural.

Presenter: Emma O’Sullivan

Wednesday 25^th March 2026, 4-5.30pm

1a. The medical and social model of disability – and the impact of the cultural model on deafness

This module addressing the medical and social models of disability will explore the nuanced dynamics of deafness and its broader implications. It will critically examine the d/Deaf label, acknowledging the cultural and linguistic significance of capital “D” Deaf for those identifying with Deaf culture, compared to lowercase “d” deafness, often linked to auditory medical definitions. Sensory loss, hearing impairment and hearing loss are terms frequently preferred by audiology, framing deafness within a clinical perspective that prioritizes interventions like cochlear implants (CI) and hearing aids (HAs). These medical approaches, while aiming to mitigate sensory barriers, could impact the social and emotional well-being of individuals by shaping their identity and experiences. The module would also address families’ trauma, often intensified by the predominantly medical focus on deafness, highlighting the importance of navigating these challenges with sensitivity and understanding. Finally, it would champion positive terminology and the social model, emphasising an inclusive perspective that values diversity and advocates for removing societal barriers rather than solely focusing on “fixing” impairments. In essence, the cultural model emphasises the unique aspects of Deaf culture, while the social model focuses on systemic changes needed to create an inclusive society for everyone, regardless of their challenges.

Presenter: Martine Monksfield 

Wednesday 15^th April 2026, 4-5.30pm

1b. Positive Terminology

This topic on positive terminology could explore the impactful shift in language and attitudes surrounding deafness, guided by the positive terminology document by BATOD (British Association of Teachers of the Deaf) and DToD (Deaf Teachers of the Deaf). The document advocates for removing the outdated “Hearing Impairment” label, emphasizing terminology that reflects empowerment and inclusivity. This module would delve into the background of the Positive Terminology document, tracing its development as a response to the growing recognition of the Social model of disability. It could highlight the importance of positive Deaf role models across various professions, underscoring how their visibility inspires and challenges misconceptions. Central to the module would be the principle of being Deaf-led in discussions about deafness, ensuring authentic representation and perspectives. Lastly, it could address the value of hearing professionals engaging with Deaf professionals in practice, fostering collaboration that exemplifies inclusivity and mutual learning.

Register your place via the Eventbrite link

Presenters: Kate Rowley  and Katie Rogers

Wednesday 29^th April 2026, 4-5.30pm

1c. Developing language and communication, and social and emotional wellbeing in deaf CYP

This topic on Developing Language and Communication, and Social and Emotional Wellbeing in deaf children and young people (CYP) will focus on addressing the crucial role of language acquisition in shaping their overall development and identity. It will delve into the challenges of language deprivation, emphasizing the importance of early exposure to accessible communication modes to ensure linguistic and cognitive growth. The topic will explore bilingualism as a powerful tool in fostering both deaf identity and broader social integration, allowing CYP to navigate and thrive in both Deaf and hearing communities. Various modes of communication, including the comparison of Makaton, which is a sign system supporting spoken language, versus sign languages like BSL (British Sign Language), and Sign Supported English (SSE), will be critically analysed to highlight their functions and impacts. The topic will also tie these elements to the social and emotional wellbeing of deaf CYP, illustrating how empowering communication supports their sense of belonging, confidence, and emotional resilience.

2. Show a critical understanding of the notions of deaf communities and deaf culture.

Presenter: Robert Adam

Wednesday 6^th May 2026, 4-5.30pm

2a. Building Cultural Awareness and Inclusive Practice in Deaf Education

This session focuses on developing cultural awareness and inclusive, community led practice in Deaf education through real life experience and grassroots perspectives. Drawing on work across Deaf spaces in the UK, Ireland, and Europe, the session explores how language, culture, identity, and background shape how Deaf children, young people, and families experience education. Participants will reflect on how everyday decisions, communication styles, and professional expectations can either support belonging or unintentionally create barriers. Through discussion and practical examples, the session highlights the importance of listening to community voices, working across difference, and learning from lived experience. It demonstrates how inclusive, relationship based approaches strengthen trust, engagement, and learning outcomes. By the end of the session, participants will have a clearer understanding of how culturally responsive, Deaf led practice can improve learning environments and support more confident, connected, and resilient Deaf learners.

Presenter: Lydia Gratis

Wednesday 20^th May 2026, 4-5.30pm

2b. The history of Deaf Education (and local Deaf schools/provisions)

The 1880 Milan Conference marked a turning point in deaf education, favouring oralism over sign language and shaping policies for decades. Conrad and Warnock later contributed significant insights into deaf education, advocating for more inclusive approaches. The READY study further examined the effectiveness of various educational strategies, reflecting the evolving terminology that acknowledges a range of approaches to deaf learning. Over time, provisions for deaf students have shifted, transitioning from specialist schools to resource provisions and mainstream education, offering diverse opportunities for communication and learning. The impact of technology on deaf education has been profound, introducing innovations such as cochlear implants, digital hearing aids, and improved accessibility tools, reshaping how deaf individuals engage with learning and the broader world.

Presenter: Annelies Kusters

Wednesday 17^th June 2026, 4-5.30pm

2c. Deaf space

Deaf spaces take many different forms. They can be organised in institutions, such as clubs, associations, schools, universities, and conferences, or come into existence informally, such as cafés, family gatherings, or spontaneous encounters. They exist offline and online. Within these spaces, deaf people connect through shared experiences and sign languages, but they also set up spaces around specific shared interests, backgrounds, or life experiences in addition to deafness, such as in queer deaf spaces, or deaf spaces consisting mostly of migrants. Deaf spaces can be supportive and celebratory, but they can also be exclusionary, reflecting differences related to language background, race, class, gender, sexuality, disability, religion, or migration histories. Exploring this diversity of deaf spaces shows how deaf people actively build environments that foreground sign language communication, while also negotiating inclusion and exclusion in complex ways.

3. Be familiar with the key aspects of deaf history and heritage, especially in relation to deaf education.

Presenter: Robert Adam

Wednesday 24^th June 2026, 4-5.30pm

3a. The ban of sign language in deaf education and the impact on deaf people’s lives today

The historic ban on sign language in Deaf education has had lasting consequences, deeply shaping the experiences of Deaf individuals today. The exclusion of Deaf professionals from teaching roles led to white women being appointed as educators for Deaf children and young people, often without lived experience of Deaf culture. This systemic shift contributed to audism—the belief that spoken language is superior—limiting opportunities for Deaf individuals to pursue careers and develop professional identities. The impact on Deaf children was profound, as they were often deprived of natural language acquisition in sign language, affecting their cognitive, social, and professional development. Even today, Deaf professionals continue to navigate barriers created by these historical injustices, working to reclaim spaces within education and beyond to empower future generations. The resilience of the Deaf community is evident in efforts to restore sign language’s rightful place in education, combat audism, and promote inclusive learning environments that respect Deaf culture and identity.

Presenter: Dr Celia Hulme

Wednesday 16^th September 2026, 4-5.30pm

3b. The use of amplification and technology in deaf people’s lives outside of a clinical setting

Deaf history and heritage reveal the evolving role of amplification and technology beyond clinical settings, profoundly impacting Deaf education and daily life. While early approaches to Deaf education often prioritized speech and hearing through amplification devices, modern technology has expanded accessibility and autonomy for Deaf individuals. Innovations such as captioning, video relay services, and digital communication tools have empowered Deaf people to engage with education, work, and social interactions on their own terms. The integration of technology into Deaf culture reflects the community’s resilience in adapting resources to fit its needs, fostering greater independence and inclusion. These advancements highlight the significance of understanding Deaf history—not just in medical contexts but in the broader pursuit of equity, identity, and cultural pride.

Presenter: Dr Dai O’Brien

Wednesday 30^th September 2026, 4-5.30pm

3c. Developing a positive deaf identity

Deaf history and education play a vital role in shaping a positive Deaf identity, celebrating the richness of Deaf culture and its contributions across various fields. The arts serve as a powerful platform for representation, with initiatives such as BBC See Hear and Deafinitely Theatre showcasing Deaf talent and stories that resonate with the community. Beyond the arts, Deaf individuals are making strides in STEM, proving that barriers can be dismantled with proper access and support. Intersectionality is also key in understanding the diverse experiences within the Deaf community, recognizing identities such as Deaf and LGBTQIA+, Black Deaf etc, and ensuring inclusivity across different backgrounds. Resources like the Scottish Sensory Centre provide essential support, offering information and advocacy to empower Deaf individuals. Embracing the concept of Deaf Gain—where Deaf perspectives enrich society—helps redefine accessibility, innovation, and representation, reinforcing the importance of Deaf history in driving positive change for future generations.

4. Be familiar with and be able to use the resources of a range of deaf organisations and deaf media.

Presenter: Stuart Harrison

Wednesday 14^th October 2026, 4-5.30pm

4a. History of Deaflympics (+ Deaf sports) and its impact on deaf people’s lives

This topic aims to equip learners with knowledge of various Deaf organisations and Deaf media, fostering an understanding of their significance in community engagement, advocacy, and representation. A key focus is Deaf UK Sport, which provides opportunities for Deaf athletes to compete at national and international levels. Eligibility criteria for playing on national Deaf teams require a hearing level of 55dB or worse in the better ear, with rugby adopting a slightly lower threshold. The achievements of GB and Ireland in international competitions highlight the skill and dedication within Deaf sports, reinforcing pride and visibility. Beyond competition, Deaf sports play a crucial role in the social and emotional well-being of Deaf young people (YP), offering spaces for belonging, identity-building, and camaraderie. By familiarising themselves with these organisations and media platforms, learners can engage more effectively with the Deaf community and advocate for inclusivity and recognition in sporting environments.

Presenter: William Mager

Wednesday 4^th November 2026, 4-5.30pm

4b. Arts, Film and Culture within the Deaf community

This topic aims to familiarize learners with the vast resources available within Deaf organisations and Deaf media, empowering them to engage with and contribute to these platforms. BSL Zone, BBC See Hear, and Deafinitely Theatre provide essential representation and storytelling, ensuring Deaf voices are heard across television, theatre, arts and digital media. Opportunities to get involved in arts, TV and media, such as Deaf Set, BSL Zone’s behind-the-camera database, and Deafinitely Theatre encourage Deaf creatives from a diverse range of backgrounds to shape their industry. FUSE Theatre, along with accessibility services like Stagetext and TheatreSign, enhance the experience for Deaf audiences, although many theatres require signing up for their Access scheme to fully benefit from these resources. By understanding and utilizing these platforms, learners can support Deaf-led initiatives, celebrate Deaf arts and culture, and advocate for wider accessibility in entertainment and media. Please note this topic will be delivered by a range of deaf professionals within the arts, film, tv and media sector focusing on their particular area of expertise.

Presenter: Conor Mervyn

Wednesday 18^th November 2026, 4-5.30pm

4c. Supporting young deaf people in preparation for adulthood

This topic aims to ensure learners are familiar with and can effectively access the diverse resources available through Deaf organisations and media. Understanding national variations in Access to Work policies is essential for navigating employment opportunities, as support differs across regions. Assistive Listening Technology, including Bluetooth streaming and devices like Roger On V2, enhances accessibility in remote meetings and lectures, empowering Deaf individuals in professional and educational settings. CaptionConnect* facilitates real-time accessibility, while PiP tools and carer passes improve inclusion at events such as theatre performances. Organisations like Sign Health and the NDCS provide critical advocacy and health services, offering tailored support based on individual needs. For further and higher education, preparing early for Disabled Students’ Allowance (DSA) through Student Finance ensures access to necessary accommodations. The Disabled Freedom Pass in London and varying benefits, such as Ireland’s Disability Allowance (DA), highlight the need for awareness of local policies. Services provided by Remark, RAD, and Sign Health—ranging from support workers to direct payments or personal budgets—help families navigate education, particularly for those with or without an EHCP. By understanding these resources, learners can advocate for accessibility and empower Deaf individuals in everyday life.

*There is a range of captioning and subtitling providers offering services across the United Kingdom.