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| Page | Article | Comment |
|---|---|---|
| Focus articles | ||
| 4 | Supporting at primary without a resource base | Carina Newman describes how Shropshire and Telford and Wrekin manage to provide an effective service to deaf children spread over this wide rural county. The Sensory Inclusion Service provides support to over 330 hearing aid wearers aged 0-19 with a wide variety of needs as well as making sure mainstream school staff have the right training to cope even when ToD support is not available. |
| 7 | Supporting deaf children in mainstream secondary schools | Ann Robey discusses the challenge of responding to the needs of deaf children in a large rural county once they leave the familiar environment of primary school. The Warwickshire Team of nine Teachers, four Teaching Assistants and a Sign Language Tutors work in both primary and secondary schools and provide and maintain the auxiliary aids for all the high needs children. |
| 8 | The Welsh language and teaching deaf children | Gwen Ellis Jones and Denise Hughes show how the Welsh Education Scheme is working to ensure deaf children are confident in their native Welsh as well as in English and BSL. You can read this article in Welsh here. |
| 9 | Island service | Petra Robinson discusses how the small size of the Isle of Wight poses very distinct problems for the provision of support to deaf children on the island. The Hearing Support Team has to supply the needs of 75 children aged 18 or under and also have to cope with the difficulties posed by the lack of a deaf community on the island. |
| 12 | Acoustic Audit | Carina Newman stresses the importance and value of undertaking acoustic audits in the mainstream classroom and how much it can improve the listening environment for a deaf child... and indeed all children. Pre-lingually deaf children need an acoustic environment which is quieter and less reverberant than their peers do in order for them to access the spoken word, develop language and reduce learning fatigue - this article addresses how an acoustic audit can improve that environment in a mainstream school. |
| 14 | A new enhanced provision for Lincolnshire | Alison White introduces an exciting new provision which acts as a dedicated hub for all deaf children from birth to 11 years old living all over the county. Located in the centre of the county, this new provision can offer a range of support for deaf children in the county and is aimed at supporting the whole family as well as the child. |
| 16 | Qualities for transition | Philomena Clifford looks at the qualities needed by deaf children and young people in times of transition in a mainstream setting in Cornwall. The new programme helps to empower students through the acquisition of a number of qualities felt to be most important to a deaf student�s integration into adult life. |
| 18 | Deaf children in the mainstream: a challenge worth having! | In an educational climate of great change, Keegan Hall-Browne reflects on the challenges of educating deaf children in a Total Communication mainstream Designated Special Provision in the heart of a mainstream school. As an example, BSL forms part of the whole school languages curriculum and importance is placed on lifting any barriers to communication and socialisation. |
| 20 | Transition in Bristolk | Ann Manuel and Deborah Rutherford discuss the role of Transition Co-ordinator and explain why it is an integral part of their provision. This role was created mainly to support parents and young people on the next part of their journey into further and higher education, apprenticeships and employment, and also to provide the service with a post-16 specialist who could keep up to date with changes and developments in the FE, HE and employment sectors. |
| 22 | INSET in Rotherham | Clare Armitage talks about the ways the Rotherham Hearing Impairment Team make the most of their budget to safeguard the specialist training for those working with deaf children and young people not least in making sure staff can find time to fit in the training even when children are in need of support. |
| 23 | Support in further education � some research | Brian Kokoruwe looks at deaf students in mainstream education � their experiences and the perspectives of the professionals who support them in the classroom. Using observation of deaf students, questionnaires and interviews with support staff, he shows what the perception of deaf students is of their inclusion in mainstream classrooms and has recommendations for the future. |
| 27 | Sensory Impairment Team making a difference to deaf students at Blackburn College | A colleague describes the provision and the work of Lucy Sugden who is part of the Additional Learning Support team. Lucy explains her role in helping students in transition to Blackburn College as well as her work with other support workers and the college tutors which have helped hearing impaired students really achieve their goals. |
| 29 | Passport to access | Andrew Owen introduces the CSW�s Silver Bullet which is intended to give straightforward guidance to deaf learners, teachers and exams officers in different examination situations ensuring that deaf students have as much chance of success in exams as hearing students. |
| 30 | Personal experience | Jackie Wan looks back at her access to education from primary school to university. She has deaf parents and went to mainstream primary school, followed by a mainstream high school with a hearing support unit then making a move to boarding at a specialist school for deaf children and finally reaching university. She writes very clearly about her experiences and how they helped her get a chance to thrive. |
| 32 | Transition | At this time of year, when pupils and students are settling into new routines and Teachers of the Deaf are already preparing for the newcomers in the next academic year, Penny Rowbottom reflects on what supports a successful transition for deaf children and young people into a Resourced Provision. |
| 34 | Provision planning | David Canning looks at the challenges facing local provision planning in an urban authority in order to meet the needs of deaf children. The special educational needs of a deaf child do not sit in isolation but within a complex environment and planning provision has to be flexible as well as effective. |
| General features | ||
| 36 | Dodgy speech banana | Peter Keen explains why dodgy speech bananas drive him bananas and introduces new Consonantal Speech Banana and Dotty Audiogram forms which throw out the misleading pictures that decorate so many diagrams and replace them with much more meaningful information. |
| 40 | AAST | Christina Herrmann shows how the adaptation of the Adaptive Auditory Speech Test (AAST) into British English can help to detect speech perception problems. The AAST is a computer-based test in closed-set format that can be performed quickly and is enjoyable for the child yet can still provide a useful early diagnosis of possible speech perception problems. |
| 42 | Does every deaf child really matter? | Louisa Cole asks the question and looks at what the experiences of deaf young people tell us as discussed at the SW Every Deaf Child Matters conference held in Exeter on 8th July 2014 which brought together over 100 delegates from education, health and social care services, along with commissioners, parents and a panel of young deaf people. |
| 45 | Catching up with subtitles | Stevie Mayhook continues her look at captioning and transcripts, as seen on her Australian trips to visit Ai-Media in Sydney. She visited several schools to see the system in practice as well looking at how parents and teachers are reacting to the system. |
| 46 | Taking over at Mary Hare | Peter Gale, the new Principal of Mary Hare School, takes this opportunity to present the school to BATOD colleagues as a thriving primary school which encourages language in all activities as well as a secondary school catering for all the needs of its pupils. |
| Regulars | ||
| 3 | Online..and up to date | Andrea Baker has been looking at the challenges of the new academic year, the BATOD?Monthly News Roundup and the importance of keeping in touch with members in the regions and nations |
| 55 | Audiology update | This page features innovations and discussions of what is happening in real-world educational audiology and gives readers the opportunity to highlight issues that they encounter in the workplace.This issue looks at the support needed for students as they move though education and also answers a reader�s question on the use of splitters with FM systems. |
| 56 | This and That | Save the date for 2015 BATOD national conference, ADEPT � the new organisation formed by the union of NATED and ACSW, changes to DSA and the revision of the Code of Practice |
| 57 | Reviews | Alphagraphics � Let�s Sign cards. A look at three new packs of cards covering the specific subjects of Emotions, Christmas and Football. |
| 58 | ICT News- ICT and Multi-disciplinary Working | Louie Ruck offers ideas of how to use ICT to enhance classroom life and give deaf children new ways to remember key points. |
| 60 | Calendar for meetings and training | |
| Association Business | ||
| 50 | What Went On at NEC September 2014 | Paul Simpson files a report from the NEC meeting which took place in Birmingham. Some of the subjects covered were the role of Teachers of the Deaf as one-to-one teachers, the apps section of the BATOD website Resources. Also covered were the next Annual Conference and the Treasurer�s report. |
| 51 | BATOD was there 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 included: Andrea Baker, Jill Bussien, David Canning, David Couch, Sue Denny, Paul Simpson, Alison Weaver |
| 52 | Deaf History website - first sections | Sue Gregory announces the first sections that will go live on the new history of deaf education area of the BATOD website |
| 53 | What have the Romans ever done for us?? | Mary Gordon looks at why most BATOD regions are thriving whilst some are beginning to languish and are even in danger of folding and asks... what has BATOD ever done for us?? By comparing the roles of BATOD with the Roman inventions that were so important, Mary uses a light touch to encourage greater involvement from the regions |
| inside back cover | Officers of Regions and Nations | Contact information for officers of BATOD Regions and Nations |