naatd - ensuring teachers of the deaf make a difference trudy smith & john richards

NAATD - Ensuring Teachers of the Deaf make a difference

Trudy Smith & John Richards

Sixth National Deafness Sector Summit - Saturday 24th April 2010

National Association of Australian Teachers of the Deaf

NAATD Background & Current Focus

• Who are we?

• What is the role of the Teacher of the Deaf?

• What is the purpose of NAATD?

• What is NAATD’s current focus?

Who are we?

• The National Association of Australian Teachers of the Deaf, often now known as NAATD, has been a professional body for Teachers of the Deaf since 1935.

• We currently represent over 300 Teachers of the Deaf throughout Australia. Potentially we could include all Teachers of the Deaf within Australia – however membership of the Association is not compulsory.

What is the role of the Teacher of the Deaf?

• The role of the Teacher of the Deaf varies throughout Australia and internationally.

• NAATD agrees that the focus of the work of a Teacher of the Deaf is to work with and support the education of deaf and hearing impaired children and their families.

What is the role of the Teacher of the Deaf?

• As Teachers of the Deaf we work in a variety of educational settings such as Schools for the Deaf, Unit classrooms, early intervention programs, and Itinerant Teacher of the Deaf roles visiting deaf and hearing impaired children in their local schools.

• The NAATD Competencies describe the work and skills and understandings of the TOD.

What is the purpose of NAATD?

To promote unity, diversity and understanding between Teachers of the Deaf and other teachers and professionals involved in the education of deaf and hearing impaired students.…… how do we do this?


Through the Association we provide members at a national and state level with the opportunity to communicate and share educational philosophies and practices relevant to deaf and hearing impaired children.


Through the Association we provide members at a national and

state level with the opportunity to communicate and share educational philosophies and practices relevant to deaf and hearing impaired children.

NAATD Membership e-Newsletter (each member receives three editions per year via email)


Through the Association we provide members at a national and state level

with the opportunity to communicate and share educational philosophies and practices relevant to deaf and hearing impaired children.

NAATD Membership e-Newsletter (each member receives three editions per year via email)

Website www.naatd.org.au

http://www.naatd.org.au/


We provide professional development that meets the wide ranging needs of members.



NAATD Visiting Fellow program

Since 2001 NAATD has invited and funded six internationally recognised speakers who are “experts’ in our field.



NAATD Visiting Fellow program

Since 2001 NAATD has invited and funded six internationally recognised speakers who are “experts’ in our field.

2008 Dr Linda Byrnes, (University of Melbourne) 2006 Dr Maria Remine (University of Melbourne) 2004 Sue Lewis and Andrew Broughton (UK) 2002 Shirin Antia (University of Arizona) 2001 Dr Susan Gregory (University of Manchester)


2010 NAATD Visiting Fellow program

This year we have Professor John Luckner Ed.D from the University of Colorado and he will present in each state during the 10-22 May 2010


2010 NAATD Visiting Fellow program

This year we have Professor John Luckner Ed.D from the University of Colorado and he will present in each state during the 10-22 May 2010

Some of the topics Professor Luckner will be presenting on include,

• “Research-Based Literacy-Based Literacy Instruction for Students who are Deaf or Hard of Hearing

• “The Art and Science of Itinerant Teaching”, and

• “Using the Speech Assessment System: Deaf/Hard of Hearing to Improve the Spoken Language Skills of Students who are Deaf or Hard of Hearing”.


We organise national and state conferences, seminars and other state meetings according to the aims of NAATD.



ANZCED Conferences Every two years NAATD holds a conference with our New Zealand

colleagues which is known as the…….

Australia and New Zealand Conference for Educators of the Deaf (ANZCED)



ANZCED Conferences Every two years NAATD holds a conference with our New Zealand

colleagues which is known as the…….

Australia and New Zealand Conference for Educators of the Deaf (ANZCED)

Hobart July 2007 Sydney July 2009 Melbourne 15-17 July 2011 Christchurch (NZ) 2013


We promote research into the theory and practice of the teaching of deaf and hearing impaired children.


We promote research into the theory and practice of the teaching of deaf and hearing impaired children.

“Deafness & Education international” Journal NAATD jointly with the British Association of Teachers of the Deaf (BATOD) publishes the DEI Journal. This demonstrates NAATD's willingness to develop international links.


We determine and promote minimum competencies for the training of persons involved in the provision of education to children and students who are deaf and hearing impaired.


We are available as a body to speak on behalf of the education of deaf and hearing impaired children to the media.


Whenever possible we encourage Governments to improve services and allocate appropriate resources to the education of children and students who are deaf or hearing impaired, and


We always strongly support and welcome the involvement of parents in the education of children and students who are deaf or hearing impaired.

What is NAATD’s current focus?

Two main issues

1. Membership is not compulsory –we are working toward making NAATD more useful to all TOD so that all Teachers of the Deaf in Australia will want to join our Association.


Two main issues

1. Membership is not compulsory –we are working toward making NAATD more useful to all TOD so that all Teachers of the Deaf in Australia will want to join our Association.

2. Currently there is no requirement for Mandatory Qualifications for Teachers of the Deaf.

Mandatory Qualifications for Teachers of the Deaf

ENGLAND

To teach a class of pupils with hearing impairment, a teacher is required to hold a relevant mandatory qualification (MQ) as well as qualified teacher status.

MQs show that the teacher has undergone an approved course of specialist training and has demonstrated the knowledge, understanding and skills to teach pupils with a hearing, visual or multi-sensory loss.

Document reference number: HMI 2297


CANADA

Alternative Educational Programs and Services for Deaf pupils

The teacher must hold: • a Permanent Letter of Standing valid for the teaching of deaf pupils; or

• a certificate or a letter of standing to teach in an elementary school or secondary school in Ontario; and – hold the Diploma in Deaf Education granted by the Minister or

qualifications in education of deaf pupils that the Minister considers equivalent;

Policy/Program Memorandum No. 76C


SCOTLAND

The Requirements for Teachers (Scotland) Regulations 2005 require that where an education authority employs a teacher wholly or mainly to teach pupils who are hearing impaired, visually impaired or both hearing and visually impaired, then that teacher should possess an appropriate qualification to teach such pupils.

A competencies document determines what would constitute an appropriate qualification.


USADeaf Child’s Bill of Rights

CONCERNING THE EDUCATION OF CHILDREN WHO ARE DEAF AND HARD OF HEARING Be it enacted by the Legislature of the State of West Virginia

SECTION 1. Legislative declaration State of West Virginia

2) It is essential that deaf and hard of hearing children have an education in which teachers of the deaf and hard of hearing and the interpreter are proficient in the primary language mode of those children;

3) It is essential that each teacher of the deaf and hard of hearing be appropriately trained in this area of exceptionality and be sensitive to the cultural and linguistic needs of deaf and hard of hearing children;

National Association of Australian Teachers of the Deaf

NAATD is currently working with the “Leaders in Deaf Education” group that has now embarked on achieving Mandatory Qualifications for all Teacher of the Deaf positions within Australia and New Zealand.

………this is a one of opportunity of achieving essential Teacher of the Deaf qualifications for all who work with deaf and hard of hearing children which has been achieved in countries such as the USA, Canada, England and Scotland.


Revised Teacher of the Deaf Competencies Document

NAATD Competencies for Teachers of the Deaf

Purposes of the document

• To determine eligibility for category of membership of the professional body known as the National Association of Australian Teachers of the Deaf

• To guide Teachers of the Deaf in the improvement of their professional practice through self-reflection, professional learning and other methods of personal development.

Additional Purposes of the Document• Inform universities who provide graduate and post-

graduate programs for teachers involved in the education of infants, children and students who are deaf or hearing impaired about the competencies set down by the NAATD

• Inform authorities who employ Teachers of the Deaf to work with infants, children and students who are deaf and hearing impaired about the competencies set down by the NAATD

• Guide Teachers of the Deaf and employing authorities in the identification of, and provision of, on-going professional learning.

Initial Release

• This document was developed through broad consultation with representatives from National and State AATD committees during the period of 2000-2005.

• The document was released by the National Committee 17 March 2005.

2008-9 Review

• The National Committee commenced this review October 2008.

• Review continued by the state branches November 2008-May 2009

• Review document was displayed at the 2009 Australian and New Zealand Conference for Educators of the Deaf (ANZCED) and the for comment

Changes as a result of the review

The major change for the Competencies is a new focus for how they may be used:

• As a reflection tool to assess current professional practice

• As a guide to identify ongoing professional development needs

The Competencies

The document has been divided into four categories:

• Curriculum, Teaching and Learning• Communication, Language and Literacy • Educational Audiology• Professionalism

Curriculum, Teaching and Learning

• Understanding of child development• Meeting individual learning needs in an

inclusive environment• Using effective teaching strategies• Working within an education support team• Knowledge of specialist equipment and

support procedures

Communication, Language and Literacy

• Understanding of the sequence of child development

• Knowledge of and experience with the range of communication philosophies and approaches

• Being familiar with assessment tools• Ability to use assessment results to guide

future programs for students

Educational Audiology

• Understanding of assessment methods and techniques

• Ability to analyse audiology results and identify the implications for students

• Able to explain audiology reports to parents, teachers and stakeholders

Professionalism

• Knowledge of international, national and state legislation and policy

• Demonstrated professional and ethical practice

• Knowledge of the range of provision of education support to students

• Commitment to ongoing professional leaning and practice.

Availability of the competencies

• Copies are being provided today• Join NAATD and receive your copy as a

member.• View the competencies on the website:



naatd - ensuring teachers of the deaf make a difference trudy smith & john richards

Documents

purpose of naatd

education of deaf

deaf roles

naatd competencies

naatd membership enewsletter

impaired children

wide ranging needs of

educational philosophies