the british association of teachers of the deaf magazine · 2018-02-16 · from your editor.... the...

Presidential InauguralAddress - Sue Archbold

INTER-ACTIVE MATHSNUMERACY MEMORY SKILLS FOR SIGNING PUPILSSPECIAL PROGRAMMESAUDIOLOGICAL ISSUES

NEWS & INFORMATION

AUDIOLOGY REFRESHER 11DEAFNESS & EDUCATION INTERNATIONALICT NEWSPAGECOURSES AND MEETINGSREGION NEWSSIGN BILINGUAL CONSORTIUMTYPETALK

CALENDAR

£ 3.00

The British Association of Teachers of the Deaf

British Association of Teachers of the Deaf

MAGAZINEJanuary 2000

ISSN 1366-0799

From your editor....The January Magazine slots neatly between NEC meetings so you don’t need your reading glasses to scan theminutes to track down what is going on. Sunglasses are more in order to cope with the bright and busycollection of ideas from Bob Sawyer, Stoke’s Senior Advisor who has enthralled many ToDs with over the pastfew months. If you are offered the chance to listen to him make every effort... it is well worth it.

November saw the biennial ‘cabinet’ reshuffle at the AGM when Peter Annear handed his badge of office toSue Archbold and welcomed David Hartley as President-Elect. A sad farewell was said by NEC members toPauline Hughes (now previous and not past(it) President!), although she continues to wield her red pen on theMagazine proof.

The main emphasis of Sue’s speech was Continuing Professional Development and BATOD’s role in ensuringthat all Teachers of the Deaf are able to take advantage of training and developments. The Magazine willcontinue its role in sharing information and bringing issues to the fore.... with the help of all BATOD membersand colleagues who offer articles, pictures and news for publication.

Front CoverMargaret Kumsang shares a book with Zac.Photo: video-still from the Ewing Video

Contents

PRESIDENTIAL INAUGURAL ADDRESS 1

Articles and Reports:

Interactive Maths - A B & C moments 3Numbers in BSL 6Review of articles involving numeracy 7Improving memory skills in signing deaf pupils 9Corner House 17MOVE at RSD 18PATHS 19Groupies travel to AGM 19Survey - reducing numbers? 19Ewing Video -advice for new Peris 20Working with the Literacy Strategy 21ICT Newspage 32The power of new technologies 25Deaf Children in India 27Noticeboard 29Deafness and Education International 30CACDP & Deaf Awareness week 33Audiology Refresher no 11 35Processing hearing difficulties 37Neonatal screening - What next? 38A consortium is born.... 40Typetalk Consumer Panel report 42

Association Business:Subscription Rates into 2000 43I’ve moved... notification form 43

Calendar 48

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answerphone / fax 01494 464190

www.batod.org.ukOur e-mail addresses are easy to remember they allend @batod.org.uk So the Magazine will be:

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AnnAnnMagazine editorMagazine editor

BATOD Magazine January 00 1

Sue Archbold picked up the reins of BATOD’sPresidency at the AGM and Conference inManchester on 20 November 1999. With alleyes firmly fixed on the new Millennium andanticipating fresh impetus to achieve things,Sue considered where BATOD is headingrepresenting Teachers of the Deaf in the UK.

Peter Annear, in his Presidential speech, twoyears ago, left us with the old Chinese curse;“May you live in interesting times....”. Did Peterknow something that we didn’t? Working withdeaf children has always involved controversyand challenge and never more so than at thepresent. During Peter’s tenure as President,BATOD has continued to develop itsprofessional standing in meeting the challengeof change and in developing importantrelationships with other organisations whichhave enhanced our professionalism. BATOD’sslogan Advancing the Profession isone of which I am proud and would like toexplore with you and take forward during thenext two years. If we are to advance our

profession, we need to considerwhether we understand what isdifferent about a profession andfurther, what is different aboutour profession?

A profession is marked byspecialist skills and knowledge,

specialist qualifications, ongoing professionaldevelopment, a monitoring or governing body, apurpose not fulfilled by any other....and integrity.What then of our profession? We havespecialist skills and knowledge, qualifications,we have BATOD and we have a purpose notfulfilled by any other profession and integrity -or do we? Do we share amongst ourselves acommon goal and one which we can share withpride with others? Are we clear about ourspecialist skills? Do we use them with integrity?

Historically, the education of the deaf has beencharacterised by division and conflict and byfundamental differences of opinion about howand where deaf children should be educated.These strongly held beliefs have often beenrepresented by single organisations, leading tofurther division. This situation has notenhanced the credibility of those of us working

ADVANCING THE PROFESSIONSue Archbold

President of BATODin the field of deaf education to others, as weattempt to influence policy and practice. Ted Wragg (TES,1998) described a group ofTeachers of the Deaf as ‘Angel’s at EachOthers’ Throats’; not a description of a group

of professionals but onewhich we may recognisefrom our ownexperiences! However,these strongly dissentingviews are often difficult tounderstand by thoseoutside our profession.

What about BATOD in this historical context ofdissension and the present one of change andchallenge? What are our aims? BATOD’s aimsare:

w To promote the education of all deafchildren, young persons and adults

w To advance the status of Teachers of theDeaf

w To ensure and enhance the high quality ofmandatory training of Teachers of the Deafand their continuing development

BATOD should then be an organisation whichcan represent effectively a range of views inworking with deaf children, promoting effectiveeducation which can meet a wide range ofneeds, by a highly trained and skilfulprofession. In order to do so, we need to makethe needs of our children and our professionknown at high level, influencing both policy andpractice. If we are to be effective incommunicating our views, our messages mustbe clear and consistent, whilerepresenting a range of needand practice, and based onevidence, rather than onrhetoric.

Effective lobbying cannot bedone by diverse organisations, whichundermine the consistency and professionalismof the message. However, although BATODmay be our professional organisation, effectivelobbying cannot be done by BATOD alone andin our professional role we need to work in aunited way with other organisations, rather thansending mixed messages to those we areendeavouring to influence.

professional in our outlook. I suggest that thisrequires us to reflect on:

w our specialism - what it involvesw our initial trainingw our ongoing professional developmentw our collaboration with other organisationsw our public “face”BATOD has already begun:

We clarified our specialism in our response tothe TTA. A review of initial training will becarried out; BATOD will be heavily involved Inchanging times, ongoing professionaldevelopment is a priority and must be drivenby BATOD and its members; work in this areahas also begun. We are proud to be jointorganisers of an innovative conferenceCOMMUNICATION 2000 - with the BritishAssociation of Paediatric Otorhinolaryngologistsgetting together the different disciplines workingwith the deaf in order to share professionalconcerns.

Collaboration with other organisations is at ahigh level and must continue. Our public faceis one which can only improve, if Ted Wragg’sarticle is anything to go by! For this, we all bearresponsibility.

So.........Advancing the Profession

Let us look for professional collaboration andmutual respect rather than dissent - only byworking in a professional manner together canwe plan for the future of our deaf children .....and if we don’t plan for the future we may notlike what happens!

Please feel free to remind me of this when lifebecomes more than usually challenging duringthe next two years!

Remember - another Chinese proverbAbove the clouds the sun is always shining!

Over the last year there have been significantdevelopments in this area, including jointdiscussions with the Teacher Training Agency(TTA) with BATOD, RNID and NDCS; followinginitial discussions, the TTA undertook aconsultation on the National Standards forSpecial Educational Needs (SEN) SpecialistTeachers and BATOD was able to work closelywith the other organisations to give a speedyresponse. BATOD has been closely involvedwith the NDCS and its development of QualityStandards in a variety of areas and with theRNID and BECTa in the development of anational database of teaching materials andwith RNID in their Educational GuidelinesProject. A glance at the most recent edition ofour magazine illustrates clearly the range andquantity of important collaborative work which

we currently undertake. Inaddition, the unique work of theBATOD database places us in anenviable position with up-to-dateand accurate information withwhich to inform policy.

These developments in collaborative work aremost encouraging and point the way to thefuture. However, our profession is faced withmany current challenges:

w Inclusion: The policy initiative from centralgovernment towards greater inclusion of allchildren with disabilities into mainstreamschool

w Universal Neonatal Hearing Screening (UNHS):The introduction of UNHS will requireeffective support for younger and youngerdeaf infants and their families

w Regionalisation: Regional co-ordination ofplanning for educational services for lowincidence groups such as deaf children isjust beginning

w Training: The current training arrangementsfor Teachers of the Deaf and others iscurrently under review

w Appraisal: Appraisal of performance withnew pay structures for all teachers, includingTeachers of the Deaf , is to be introduced

Taken together, they represent a strongchallenge to current ways of working. Do weview these as opportunities or threats to ourprofession? We must recognise that change isalways uncomfortable; are we to beobstructionist or pragmatic? To be effective inmanaging and influencing the implementation ofthe inevitable flow of change, we need to be

2 BATOD Magazine January 00


A,B & C moments - or Polar Bears, Holes and FishesInteractive Maths - a collection of points from various lectures by Bob Sawyer, Principal Advisor

Stoke-on-trent

YOUNG BRITONS CAN'T COUNT I wish I had been taught at school howto do basic maths in my head.

Sunday Telegraph 1996

Why is there a National Numeracy Strategy? In January 1997, as part of the National NumeracyProject, a survey of Year 5 pupils revealed someinteresting facts.

How many 10 year olds answered these questionscorrectly?What is 8 times 10? 87%Write 254 to the nearest 100? 57%What is 15 multiplied by 6? 20%What is one fifth of 20? 26%Share 92 equally among 4 11%What is 15% of 200? 3%

Internationally the UK is in the top flight for problemsolving but comes much lower in the mentalarithmetic stakes.

BUILD UP CONFIDENCEHow often do you hear “I hate Maths...”, “ I can’tadd up to save my life...”, “Columns of figures terrifyme.....”?

Allow pupils the opportunity to develop confidence,take risks.... and change their minds. If Maths is anenjoyable experience fear will diminish andstandards will be raised.

FDon’t point!Anxiety is directly proportional todistance between the pupil andthe teacher!

A

C

B

An ‘A moment’, when pupils learn ordiscover something they did notpreviously know or understand.

Then there will be ‘B moments ’when pupils practise and consolidatesomething they have previouslylearned.

Finally, it must be accepted that insome lessons pupils will experience‘C moments’ when they are notactively involved in learning, merelybeing entertained or amused.

teacher expositionIntroduce new learningBuild on prior learning through thedevelopment of a known concept

oral / mental warm-upPractise instant recall and develop mentalstrategiesInvolve all pupilsCreate an atmosphere of enthusiasm andsuccess

pupil activityConsolidate prior learningTo work with new ideas

plenaryReview pupil progressIdentify things that need re-teachingTake advantage of a learning momentCelebrate success

Every lesson should have it’s moment!

Do you know where your moments are?


multiply times productX

next toadjacentalongside

oddl lll lll llll

ll lll

evenl ll lll lllll ll lll llll

4 is more than 34 is greater than 34 > 3

NUMBERS:prime 2 3 5 7 11 13 17 19

square 1 4 9 16 25 36 49

Never wrong....Look againReconsider ... Think againHow did you get that?

Using “show me” cards....Pupils have sets of cards with numbers 0 - 20. They are presented with a picture or part picture and askedto hold up whatever they think the answer may be. As more of the item is revealed it is permitted tochange the “show me” answer... look at neighbours, encouraged to look again, reconsider or explain.

change the pattern orthe shape, retain anelement of surprise!

I can see 2 holes, 6 polarbears and 6 fishes

I can see 0 holes 0 polarbears and 0 fishes

llllll

llllll

llllll

llllll

I can see 1 hole 4 polarbears and 2 fishes

What can you see?an explanation can be found on page 40

Ensure vocabulary is present in everyroom and located next to the symbols


Bob’s approach stresses that in all situations it is notthe content of the lesson that is important so muchas the teacher’s ability to present the information tothe children. Knowledge of the subject to be taught,careful planning and appropriate resources are all essential ingredients of a good lesson but are onlytruly effective when the teacher understands theneeds of the children in the group – deaf andhearing alike.

These are essential aspects of teaching:w high expectations and clear objectives

conveyed to pupilsw well-structured lessons delivered at a suitable

pacew a high proportion of direct teachingw frequent quality interactionsw daily oral and mental workw well organised group workw differentiation of materials providing suitable

levels of challenge for group workw effective deployment of support staff

Equally important is an understanding of thecharacteristics of effective teachers:They place great emphasis on:w frequent quality interactions;w pace of learning;w levels of challenge. They constantly seek to develop:w high quality exposition;w secure subject knowledge;w empathy with the learner.

Learning maths has issues surrounding four keyideas:transmission

enabling the ability to receive, correctlysynthesised

facilitationthe ability to accept and develop the concept

understandingthe ability to understand at the point ofreception

occupancythe ability to make connections and locate theconcept within previous knowledge

In order to facilitate access to the lesson for deafpupils, Bob’s basic recommendation was thatunnecessary language and explanation (noise)should be removed through the use of a consistentformat to lessons. As pupils understand the routineof the lesson and the nature of activities takingplace, they can concentrate on the new content ofthe lesson rather than the ‘carrier language’ ofcomplex explanations of new forms of presentation.Once the pupil is able to facilitate the concept theadditional language can then be integrated into thelearning.

Slowly all is revealed

The pupils havetheir own sets of‘show me’ cards.

They are requiredto show 2 numberswhich make up themultiplication fact.

There are a rangeof answers whichthe teacher caninteract with andthe pupils canchange to as moreof the calculation isrevealed.


Training CD ROM on using numbers in British Sign Language Lynne Barnes, David Dorrington & Mark Heaton; Deaf Studies, Department of Education Studies,University of Central Lancashire, Preston, Lancs, PR1 2HE

Why use computer assisted learning in relationto numbers in BSL?

The development of new technology has openedinnumerable doors for the BSL tutor. Multimediacomputer assisted learning systems offer theopportunity to combine low-cost, high quality digitalvideo (MPEG) with sound, text and graphic images,with the added advantage of interactivity. Applicationsdeveloped using this technology offer learners thecontrol and flexibility needed to work at their ownpace, to view exactly what they want, when they wantand to have the opportunity to practise assessmentexercises. Furthermore, with the widespreadavailability of CD-ROM technology, members of thehearing community are better served to practise BSLin the comfort of their own homes, although this is noreplacement for experiential learning.

The aim of the CD-ROM was to illustrate how numberis signed in British Sign Language. The focus onnumber was deliberate, as this topic is quite complexfor the student of Sign Language. Just as spokenEnglish differs from region to region according todialect and accent, so too BSL differs across regions.This regional variation is very clearly pronounced inthe use of number systems in BSL. As regionalvariation is something that new learners need to beaware of and more advanced BSL students needpractice with, this focus allowed us to produce a CD-ROM of use to a wide range of learners.

The programme was designed with this open accessin mind. Users had the option of using sign only, signwith full text or sign with captions, with or withoutvoice-over. These options enabled students to learnat their own pace and level, provided for assessmentof progress and gave free-reign to the BSL usersthemselves, who were filmed signing at their ownpace, using their own native and regional sign. Theresult was a wealth of natural signed narrative.

The programme was divided into five main topicareas:General numbersAgeMoneyClock timeCalendar time

The Target AudienceWe were keen to allow access for both Deaf andhearing users. Many BSL-users have English as asecond or third language. By making the CD ROMaccessible to Deaf people, it would be possible to

introduce it as a resource for deaf children in schools,as a means of testing their own comprehension ofBSL and English, introducing regional variation andcreating a positive resource for children who seldomsee Deaf people signing in the classroom.

EvaluationUser Feedback from our students“Using Number in BSL” achieved our specified aim ofbeing at once engaging and challenging for all usersof the CD-ROM.

Above all, students appreciated the options ofcaption, text and/or sound as this enabled learners ofdifferent levels to complete the activities. Those atmore advanced levels did not appear to use the voiceoption, whilst beginners found it an essential part ofthe package.

Overall, users found the CD-ROM to be accessible,clearly presented, useful for their sign languagestudy. In general activities were found appropriate fortheir current level of BSL learning; ninety-five percentwould recommend the CD-ROM to other potentialusers.

ConclusionNew technology has greatly advanced the field ofBSL tuition and opened up a whole series ofpossibilities and challenges for the Deaf tutor. Therecan be no mistaking the advantages of structuredlearning packages and interactive activities broughtinto the home. The interaction and flexibility affordedstudents is essential. Model answers and testingfacilities are crucial feedback mechanisms for thelanguage learner.

For information and ordering, please contactBusiness Services Office, University of CentralLancashire, Preston PR 1 2 BR. Fax (01772) 892938.

ReferencesBrien, D. (ed) (1992) Dictionary of British SignLanguage/English. Faber and Faber, London. 823-848.Brien, D and Brennan, M. (1994) Sign LanguageDictionaries: Issues and Developments in Bos, H.and Schermer, T (eds) Sign Language Research1994: Proceedings of the 4th European Congress onSign Language Research; Munich, September 1-3,1994. Signum Press, Hamburg.


Problem-Solving Strategies For TeachingMathematics To Deaf StudentsThe need to address problem-solving and critical-skills thinking of deaf students has long beenemphasised in deaf education. Several factorsappear to contribute to the difficulties experiencedby deaf students with respect to problem-solving,such as the building of metacognitive skills andthe tendancy of many deaf students to proceed tooquickly to solve a problem without thinking throughor developing a coherent plan. In the project threeteaching and learning strategies for problemsolving were implemented with first- and second-year deaf college students.Strategy 1: Peer Observer With Signed and Written

ExplanationsStrategy 2: Visualization of Moves Prior to

Attempts to Solve the PuzzleStrategy 3: The Teacher Models the Process for

Solving a Sample ProblemThe results of the project showed that these kindsof instructional strategies can enhance the problemsolving performance of deaf and hard of hearingstudents.Research into the effects of structured problemsolving strategies with college students enrolled inmathematics courses at the National TechnicalInstitute For the Deaf, Rochester, New York.Keith Mousley & Ronald R. KellyAMERICAN ANNALS OF THE DEAF1998. Vol.143, No.4 Pg 325-336

Is Hearing Impairment a Cause of Difficulty inLearning Mathematics?Previous study has suggested that naturallanguage is essential to the learning ofmathematics and because of their difficulties withnatural language learning, deaf children wouldhave an impairment in developing mathematicalknowledge. Nunes & Moreno present theirsummary of some points on children’sdevelopment of numerical concepts, indicatingsources of difficulties for hearing-impaired childrenand presenting evidence for the ‘risk-factor’hypothesis.Children from eight different schools in London, inyears 2-5 were interviewed and videotaped.Counting and mediator influence were analysedand a standardised mathematical test was alsogiven. The results suggested that it is moreadequate to consider hearing impairment as a risk-factor and that carefully designed instruction islikely to have a significant impact on learning.Hearing-Impaired children often lag behind inmathematical achievement tests, is HearingImpairment the cause or a risk factor?Terezinha Nunes & Constanza MorenoEQUALSSpring 1997. Vol.3 No.1 Pg15/16

The National Numeracy ProjectIn this article the emphasis is on planning, what andhow we ask in the numeracy session. Differentquestions are needed at different times during thesession, the article gives clear tables with ideasabout what you need to do and what sort of thingsyou can say. It gives a good flavour of the languageand approaches that are possibly being used in themainstream classrooms. It is very practical andwould need adaptation for some groups and certainchildren. Questioning in the classroom as a tool fordeveloping children’s mathematical thinking(General)Sue AtkinsonPRIMARY MATHS + SCIENCENov/Dec 1998. Pg 6-12

Ten times more funTandi Clausen-May is a member of the GeneralCouncil of the Association of the Teachers ofMathematics, she points out in this article that noone single method of learning multiplication facts issuitable for all children. The Slavanic abacus canbe used for spatial thinkers in the class and can beused to help calculate the products over five timesfive.The Slavanic abacus is an ordinary counting frameexcept that half of each row of ten beads is in onecolour, half in another. The top five rows arecoloured one way and the bottom five another (avisual representation is also given). The process ofusing the abacus as a grid is explained. As withanything, using the grid takes practice, but with timepupils are often able to visualise the grid mentallyand can use it to multiply any pair of single digitnumbers.The article also refers to the ‘Gypsy’ method, whichis not new. It is a way of finding the hardermultiplication facts of the six to ten times tables bycarrying out a routine with the fingers: it involveskinesthetic memory. Again it explains the processwith clear visual representations. Not beingparticularly mathematically minded, I found thismethod incredibly helpful! Multiplication facts canbecome more memorable for pupils who need visualcues.Tandi Clausen-May TES - SPECIAL NEEDS Oct.29 1999. Pg 12/13

Useful source for articlesThe Turner LibraryWhitefield Schools & Centre, Macdonald Road,London E17 4AZ Telephone: 020 8531 8703 Ext 150 Fax: 020 8527 0907 e-mail: [email protected]

Physical Recent articles involving numeracyHelen Maiden, Surrey Physical & Sensory Support Service

A&M Advert



A research project funded by the British Associationof Teachers of the Deaf by means of the MaryGrace Wilkins Travelling Scholarship

Jackie Parsons is Teacher-in-Charge of the SignSupport Resource at Westwood Park PrimarySchool, Guildford, Surrey.

The deaf pupils in this study all have an averagehearing loss in the better ear in excess of 100 dBHL.

IntroductionIn Leila Berg’s (1977) account of how children learnto read, she describes a process which begins atbirth, showing how each and every naturalexchange between mother and baby, father andbaby, is sowing the seeds from which language andreading may grow. A sub-text, implicit rather thanexplicit, suggests that the foundations of memoryskills are being laid through the same process. Formany of our profoundly deaf pupils these naturalprocesses do not occur. They are interrupted,stunted or simply never given the opportunity todevelop. The reasons for this are not clear. Is itbecause parents and carers feel too inhibited tointeract in a natural way with their newly-diagnoseddeaf babies? Who can say? It remains a commoncause for concern among Teachers of the Deaf thatthe memory skills of their pupils are generally poor.

Initial work on video memoryThe interest in developing memory skills in deafpupils began on my appointment as Head of Unit ata local authority comprehensive school. Severelyand profoundly deaf pupils worked in main schoolclasses for at least 50% of their time table. Atechnique frequently used by mainstream teacherswas that of teaching a topic in say, Science orGeography, for three or four lessons, then setting alearning homework and giving the pupils a test inthe following lesson. Generally the deaf pupilsunderstood the work but performed badly in thetests. A strategy that was found helpful for pupilswith useful residual hearing was the equipment andtechniques known as ARROW (Lane, 1985, 1990).ARROW is simply a way of using a two-track taperecorder to enable children to learn by listening totheir own voice. The self- voice is seen to be thekey. By consistently using ARROW to revise fortests in the main school, such pupils improved theirperformance and achieved test scores comparablewith their hearing peers.

Some pupils had insufficient residual hearing to beable to benefit from ARROW. To meet the needs ofthese pupils a pilot project was arranged, as part ofan MA course, to investigate the possibility oftransferring the principles of ARROW to the visualmedium. Instead of tape recording the material tobe learned, pupils made video recordings ofthemselves signing the material and took the videohome to watch for homework.

The results in the first year of the project wereencouraging. In year 7 the deaf pupils’ average testscores over the year were just below the average forthe main school set. Pupils continued to use thevideo memory method for the next four years. Inyear 10, their average test scores were againcompared with the main school set. The deafpupils’ scores were now 20% - 30 % above theaverage. (see figure 1 Todd and Kathy’s averagetest results for years 7 and 10 compared with theaverage results for the main school set in the sameyears.)

Benefits of video memory methodIn addition to the obvious benefits of the test resultsthere were other advantages of working in this way.The neglected area of memory was beingaddressed successfully. Here was a methodparticularly suited to the needs of signing pupils. Itafforded opportunities for independent working andlearning. Lasting motivation was achieved throughwatching themselves. The work was good valuetime-wise. No specialist equipment or knowledgewas needed. The content of each pupil’s videocould be whatever they felt they needed to learn.Video is, of course, the ideal way to capture signedmaterial and pupils are free to use whichever signsystem is appropriate. Families were delighted withthe additional insights given them by the videos andappreciated the opportunity to learn alongside theirchildren. A full description of this work can be foundin Parsons (1996).

Application to BATOD under the MaryGrace Wilkins Travelling ScholarshipThe success of the method in a Hearing ImpairmentUnit in a local authority comprehensive schoolprovided the motivation to trial it in a differentcontext and possibly to compare it with other meansof training and developing memory skills in deafchildren who sign.

Improving memory skills in deaf pupils who sign:an investigation.

Jackie Parsons BA, MA 1998

The Mary Grace Wilkins Travelling Scholarshipprovides funding for small scale research projectssuch as this to allow visits to other environments.

Table 2: Spellings learnt during theresearch

Week 1 Week 2 Week 3why how stopvideo camera research leafletforward what evaluaterewind campaign migrationpause environment planfade television reviewedit camcorder informationlens cassette whozoom tripod populationplay start country

Week 4 Week 5 developed whichdeveloping communicationmigration scriptbirth rate presentationdeath rate audiencelife expectancy propswatch story boardwhen persuasionbox whereposter advertisement


The SubjectsTable 1 gives details of the subjects who were beingtaught as a year 9 class in a school for deafchildren. Their chronological ages are correct foryear 9 ie they were aged 13/14 years. All areprofoundly deaf, according to the audiometricdescriptors recommended by the British Society ofAudiology (British Journal of Audiology, 1989, 23,265-266.) Two pupils have cochlear implants. Theirrange of ability is indicated by their reading ageswhich are calculated by the Individual ReadingAssessment administered by the school. This testgives a range of scores for accuracy andcomprehension. The pupils are of averageintelligence with no major identified additionallearning difficulties. For the purpose of this studythe pupils were put into three mixed ability groups,

Group 1 Pupils A,B and CGroup 2 Pupils D, E and FGroup 3 Pupils G and HPupils D and H have cochlear implants

The StudyThe aim of the study was for the pupils to learn 50spellings over the course of six weeks under one ofthree conditions.

Group 1 would learn from watching a video ofthemselves signing and finger spelling the words(video memory).

Group 2 would watch a video of the class teachersigning and finger spelling the words. (teachervideo).

Group 3 would simply practise signing and fingerspelling the words and not use video (fingerspelling).

The words to be learned were suggested by theclass teacher and were a mix of commonly usedwords eg which and vocabulary items relating tocurrent or recent work in English and Geography egcommunication. It was agreed to include some‘easy’ words so as to give all pupils some success inthe initial testing. For a full list of words see Table 2.

Table 1: the SubjectsPupils Chronological Reading Age* Reading Age* Average

age accuracy comprehension hearing loss inbetter ear (dB)

A 12.10 5.7 -7.1 4.5 - 7.4 118B 13.9 9.3 -10.9 9.5 - 12.4 104C 13.5 8.0 -9.6 6.0 - 9.9 115D 13.8 6.1 - 7.7 4.0 - 6.11 130 E 13.3 8.11 -10.5 7.9 - 10.8 116F 13.1 8.6 -10.0 7.3 - 10.2 119G 13.1 6.5 - 7.11 4.0 - 6.11 105H 13.2 8.6 - 10.0 4.11 - 7.10 124

* Individual Reading Assessment.

A liaison meeting was held at the school at whichthe author met the Speech and Language Therapistand the Class Teacher in order to set up the projectand make detailed plans. Letters were sent to parents, requesting permissionfor their children to take part in the research.

In week one, the pupils were tested on the 50spellings. The Teacher chose to test 10 spellingsper day. Pupils wrote their spellings on preparedsheets which the Teacher collected in between tests.

The following week they began to learn the spellingsfollowing the conditions described above. Thepupils practised the week’s 10 spellings as a class.Then each pupil spent between 5 and 10 minutesworking with the Speech and Language Therapistand the writer. Pupils in group 1 video recordedthemselves signing and finger spelling the words;pupils in group 2 watched a pre-prepared videorecording of their Class Teacher signing and fingerspelling the words and pupils in group 3 practisedfinger spelling and signing the words. All groups worked from a printed, laminated list ofthe ten words. The list was placed on a typist’sstand in front of the video camera. This enabledeach pupil to look in the direction of the cameraduring recording, whilst still reading the words. Thelist was subsequently on display in the classroom. Later in the week pupils worked on the samespellings with the Speech and Language Therapist :groups 1 and 2 watched their videos again andgroup 3 practised finger spelling and signing.


The process was repeated for the next four weeks,a new set of ten spellings being presented at thestart of each week. The Reseacher was present onthree occasions: day one of week one; day two ofweek two and for the final day of testing.Observations were made and noted during the videosessions, either by myself or by the Speech andLanguage Therapist.

On the Monday of the sixth week the children weretested on all 50 spellings, their results wererecorded and compared with the original results.

Table 2: Improvement in spellingexpressed as raw scores

Pupils Method Test 1 Test 2 ImprovementRaw scores out of 50 out of 50

A v m 8 13 5B v m 37 40 3C v m 17 17 0D t v 18 19 1E t v 30 40 10F t v 21 27 6

G f s 14 13 -1H f s 28 42 14

(v m = video memory; t v = teacher video; f s = finger spelling)

Over the course of six weeks, all pupils, exceptpupils C and G, improved their spelling scores, thegreatest improvements being made by pupil H whopractised fingerspelling and pupil G who watchedthe video of the Teacher. Apart from these twopupils, the improvements were not dramatic. Aclose examination of the test papers showed thatsome words were mis-spelt on Test 2 which hadbeen correctly spelt on Test 1. Even when this wastaken into account the overall pattern ofimprovement was similar. Pressures of time at the end of the term meant thatTest 2 was administered as a single spelling test of50 words, whereas Test 1 was given ten words at atime on consecutive days. This change may havehad an adverse effect on pupils' scores.

Table 3: Percentage improvement forindividual pupils

Pupil Percentage improvement

A 62.5B 8C 0D 6E 33F 28.5G -7H 50

If, instead of looking at raw scores, we look at thepupils' improvement as a percentage of their scoresin Test 1, a slightly different picture emerges. Thegreatest percentage improvement (62.5) was madeby pupil A. This was pleasing because his classteacher has long been concerned that he washaving real problems in the area of memory. Thevideo memory method appears to have workedparticularly well for him.

Table 4: Average improvements rankedin order according to method of learning

Method Average improvement(raw score) (percentage)

Fingerspelling 6.5 21.5Teacher video 5.6 22.5Video memory 2.6 23.5

The small numbers in the sample mean that figuresmust be treated with caution. The raw scoreaverage for the signing and fingerspelling methodrepresents an average of 2 scores, 14 and -1. Thissame method produced both the highest and thelowest improvement in spelling test scores.The percentage figures would indicate that each ofthese methods is worthy of consideration whenlooking to encourage the development of memoryskills in deaf pupils.

Mary Grace Wilkins Travelling Scholarship Mary Grace Wilkins Travelling Scholarship

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with ideas for small scale research or study which has directrelevance to hearing-impaired pupils/students in the British Isles.

up to £ 1,000

REWARD OFFEREDMary Grace Wilkins Travelling Scholarship Mary Grace Wilkins Travelling Scholarship

further details from: BATOD SecretaryMr Paul A. Simpson21 The HaystacksHigh Wycombe HP13 6PY

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Table 5: Results by ranking pupils inorder of improvement set againstmethod used.

Pupil Improvement Method(raw score)

H 14 fingerspellingE 10 teacher videoF 6 teacher videoA 5 video memoryB 3 video memoryD 1 teacher videoC 0 video memoryG -1 fingerspelling

The pupil making the greatest improvement usedthe signing and fingerspelling only to help him learnhis spellings. Does this then mean that the use ofvideo was redundant? Possibly, except that the nexttwo pupils in this ranking order of improvementused the teacher video. This would indicate thesuperiority of watching the teacher video overwatching themselves. Of the next three pupils, twoused video memory.

Table 6: Results by ranking pupils inorder of percentage improvement setagainst method used.

Pupil Percentage Methodimprovement

A 62.5 video memoryH 50 fingerspellingE 33 teacher videoF 28.5 teacher videoB 8 video memoryD 6 teacher videoC 0 video memoryG -7 fingerspelling

Of the four pupils making the greatest percentageimprovement, one used the video memory method,two watched the teacher video and one used signingand fingerspelling alone. This appears to reinforcethe argument that each method is valid.

DiscussionMethodologyIn view of the fact that eight pupils used threedifferent methods to learn the spellings it is notpossible to make any calculations as to thestatistical significance of these results. Indeed theapproach, used was an interpretative, ethnographicapproach the value of which lies in the discussion ofthe findings and in the search for ways forward.The intention was to incorporate the researchproject as far as possible into the on-going work inthe classroom, not to follow a series of unrelatedtests. This was action research from which someinteresting and useful insights were gained into howdeaf children learn.

The question should be asked how appropriate wasthis method of study. The answer must be that itwas worthwhile if only to highlight the differencesbetween the two approaches, ie the qualitativeversus the quantitative, and to point up the directionfor future research. Action research of the kinddescribed by Lang (1996), in which teachers aim toshare with one another examples of good practice,would seem to be a far more productive and helpfulapproach. Teachers need to know abouttechniques and methods which have been tried andfound successful by colleagues carrying out theirday to day work. Indeed they are more likely to feelkindly disposed to accounts of such work than toinvestigations which have been artificially set up.

We now turn to the observations made during thecourse of the project. Pupils were observed duringthe recording and practice sessions and written

notes made, either by the Researcher or the Speechand Language Therapist. These notes form thebasis for the following comments and are helpful inexamining the learning styles being used here.

Spelling or vocabulary?Whilst the aim was for the pupils to learn spellings,much of the vocabulary they were learning was newto them at the time. It formed part of an Englishproject on Communication. All pupils becamethoroughly confident in understanding and using thenew vocabulary itself and for deaf pupils this canonly be considered a useful outcome.In addition, of course, it should be noted that six outof the eight pupils improved their spelling scores too.

EnjoymentPleasure and enjoyment, so strongly advocated byBouvet (1990) as a major part of the learningprocess, were noted eleven times for pupils usingthe video memory method. They were observedsmiling, leaning forward in their chairs and givingevery appearance of being totally involved in theirtask. Enjoyment was also evident in pupils in theother two groups. It was noted five times in thosewatching the teacher video and seven times in thosepractising fingerspelling and signing. However, onsix occasions, pupils watching the teacher on videoclaimed to be bored. Motivation, that elusive quality,is regarded as essential to learning by every teacherand seen as vital to the learning process by Hanson(1987) and Sanders (1988). It may well be thatdifferent ways of learning will appeal to and besuccessful with different pupils and teachers need tomake full use of anything which motivates pupils to


learn. Quigley and Paul (1994) make this pointabout language instruction for deaf children but itapplies equally here to instruction in memorytechniques. However, since all pupils using thevideo memory method were keen to learn from theoutset, this could be a point in its favour.

RehearsalImportant for this study are those aspects of learningwhich relate particularly to the improving of memoryskills. Belmont, Karchmer and Pilkonis (1976)described how their deaf subjects’ memory forsequences of random letters improved after theytaught them how to practise fingerspelling thesequences. Pupils in group 3 were, of course, beingtaught to do just that with the spellings. However itwas interesting to see that pupils in group 1 beganspontaneously to finger spell along with their ownvideo on the first showing and continued to do sothroughout the six weeks. After three weeks onepupil (pupil E) in group 2 began, againspontaneously, to sign along with the Teacher onvideo. The following week another pupil (pupil F) inthe same group began to do the same. All threegroups then came to be using the practice known as‘rehearsal’ to help them remember the signs and thespellings. Pupils came to this practice quiteindependently of each other. As far as it waspossible to tell from observing them, this was aninstinctive response.

Repetition and RhythmRepetition, often quoted as another key ingredient inthe learning process, Moores (1987), Luetke-Stahlman and Lucker (1988), was included quitenaturally in all three methods. Pupils were given theoption of watching and/or practising the spellings forthe current week only, or of including spellings fromthe previous week. Pupils in all three groups choseto do the latter: in group 1, seven times; in group 2ten times and in group 3 six times.Finding patterns and rhythms in the spellings was adiscovery made by pupil H. He was excited todiscover that in a word such as camcorder, theletters could be grouped into threes: cam-cor-derand then spelt in rhythm. He took great pleasure inthis and began actively to seek similar patterns inother words. By contrast pupil G’s problems withsequencing letters in words was highlighted. Shewas observed to need the support of the writtenform at all times. She had a particular problem withfinger spelling vowels, often saying one vowel andpointing to another.

ConfidenceDuring most of the practice sessions, pupilsexpressed confidence in their ability to rememberspellings from previous weeks. This feature wasagain noted during spelling test at the end of the sixweeks. The pupils were eager to watch for thequestions and quick to write down their answers.Any strategy which improves pupils’ confidence is tobe recommended.

Monitoring one’s own signingOne other benefit of the video memory method wasthe ability to monitor one’s own signing, to discussthe accuracy and clarity and to re-record if, for anyreason, the initial recording was unsatisfactory.Pupils A and C both took advantage of this facility.

Inter-professional co-operationFinal thoughts on this section must come from theSpeech and Language Therapist. She felt that thevideo memory method has potential for looking atlip-patterns and for listening work as well as forsigning. All three methods helped with learning newsign vocabulary and the written word. They allrepresented good value time-wise, ten minutes perpupil was time very well spent, provided theorganisational issues were thought out beforehand.The opportunity to work with the Teacher in this waywas very valuable for the Speech and LanguageTherapist.

Sequential or parallel learningA perennial problem for deaf learners is how towork and follow instructions simultaneously. It is notpossible to look at the printed word and watch theteacher at the same time. Learning a practical task,such as ironing a shirt, is even more problematic.Each time the instruction is given, the iron must beput down and attention given to the speaker. Thenthe iron is picked up and the attempt to iron the shirtcontinues. The results can be disheartening for allconcerned. To learn from video means thatchildren are involved in the learning process whilstwatching the material to be learned at the sametime. In this instance the learning is taking placesimultaneously.

Learning as individuals What appears to be evident is that these childrenwere all learning as individuals, responding asindividuals to the different methods they were beingasked to try. We would do well as a profession to“remember that all children are individuals withdifferent needs. Teachers therefore must be awareof each student’s strengths and weaknesses andfind out early what reinforces their growth” Sanders(1988). Indeed this is the skill and the fascination ofour profession. We are constantly searching for theone way of motivating each pupil and enabling eachone to enjoy success. Each of the three methods oflearning spellings used in this research was ofbenefit to one or more pupils and each is worthy ofconsideration by other teachers.

Differences between this research andthe earlier work on ‘video memory’The original work on video memory suggested anamazing rate of improvement in the pupils’ memoryskills. It could therefore be considered disappointingthat in this instance the results were far lessconclusive. However, there were several importantdifferences which should be noted here. Because of


the desire to create a ‘fair test’ modifications wereput in place and many of the original and goodqualities of the video memory method were lost orlessened. This section is included because it offersadditional points for consideration by teachersintending to try using video to support learning inthis way.

Four years compared with six weeksThe original study was an account of four years’work. This current project lasted for six weeks.Pupils in the original study did not begin to makesignificant improvement in their performance in thefirst year of using the video memory method, butgradually improved over a longer period. Theindications are that this is a method which succeedsin the long term.

Research or homework?An essential part of the original research was theobvious link with main school lessons. Deaf pupilswere required to learn material for tests in whichthey would be assessed alongside their hearingpeers. The memory work was seen by the pupils asan integral part of their studies and contributingpositively to those studies, rather than as an ‘add-on’ activity which they were required to undertake asdeaf pupils. Tucker and Powell (1991) speak of theimportance for the deaf child of being able to relatehis language learning to what he is learning as partof the curriculum. It would appear that the sameprinciple holds good for instruction in memorystrategies. In the school for the deaf the connectionwith the regular work of the class was indeed there:the spellings being learned were included in theircurrent English topic or their most recent Geographytopic. However, the testing associated with it waspurely for the purposes of the research and was notan integral part of the school curriculum. This mayhave had a de-motivating effect on some pupils.Negotiated material or imposed material?

Essential to the original process was the discussionand negotiation leading to the choice of material foreach video sequence. Teachers of the Deaf arefamiliar with Wood et al’s advocacy of a low degreeof control in developing language competence indeaf children. The same principle applies here.Pupils were encouraged to think for themselves,make choices and come to some agreement aboutthe material to be recorded. It was possible for eachpupil to choose a different video script, dependingon which one they felt would be of greatest benefit.They were able to establish true ownership of theirvideo. In this study, because of the need tocompare results, no such freedom could be given topupils. Discussion took place between Teacher,Speech and Language Therapist and Researcher inorder to decide on the spellings to be learned butthe children were not involved in this. In order forthe results to be measurable and obtained in a way

that was seen to be fair, all pupils had to learn thesame spellings. The only way to ensure this was toprescribe them. It would probably have been farmore interesting and probably more effective toallow the pupils to decide for themselves whichspellings they needed to learn in order to improvethe quality of their own work.

Family involvementThis study differs from the 1996 research in anothersignificant aspect, that of family involvement.Webster and Wood (1989) recognised theimportance of family participation in helping deafchildren learning to read. Family involvement alsobrought its benefits in the original video memoryproject. Families of the pupils involved were able towatch the videos and feel a part of the work. Theywere able to learn new sign vocabulary along withtheir children. Of course for the pupils it wasprobably quite flattering and enjoyable to be thecentre of attention on video for a guaranteed timeeach week. In this study, again because of theperceived need to control the conditions, pupils werenot allowed to take their videos home until the endof the project. All the potential advantages of familyinvolvement were therefore lost.

Freedom of accessNot only was family involvement prohibited butpupils’ access to their own videos was limited to set,observed times. They were not free to watch andre-watch at will. In the original study, a minimumnumber of times to watch the video was set ashomework but no limits were set on the amount oftime or on the number of occasions the video couldbe watched. Here, of course, pupils in groups 1 and2 were restricted in their access to their videos butpupils in group 3 were free to practise their fingerspelling at any time. In fact one pupil in group 3was observed to be practising his spellings in theclassroom, in competition with a pupil from group 2and these two proved to be those who made thegreatest improvement. Moores (1987) cites theinfluence of the classroom social group as a majorfactor influencing learning and it certainly appearedto be operating in this instance.

Use of additional memory strategiesAnother area in which pupils in the original studywere not limited was in their use of additionalmemory strategies. The video memory method wasthe only one being measured but over the four yearsthey were also taught other revision skills whichinevitably contributed to their overall results. Noattempt was made artificially to separate thosememory processes. In this study significantrestrictions were made. Pupils were only allowed touse one method each, that chosen for them by theTeacher and Speech and Language Therapist.They themselves had no say in the matter. It wasnecessary to have an equal distribution of general

independent use of the equipment and arebeginning to negotiate as to which material theywish to record.

ConclusionWhat can be said, then, in conclusion? Is it possibleto draw together the findings in this report? Onething is abundantly clear. It is quite possible toteach memory skills to deaf children. There appearsto be no inherent reason for such pupils to possessinferior memory skills. For some childrenimprovement may come about after a very shortperiod of training: eg weeks as in this study. Mostwill need a longer period of practice or trainingbefore memory performance improves. From thisresearch a key factor appears to be that childrenneed to learn to ‘rehearse’ the material they arerequired to remember. There are many ways ofhelping pupils to acquire this skill. Three methodswere used in this study: the ‘video memory method’ie watching themselves on video; watching theTeacher on video and signing and fingerspelling thematerial to themselves without video. There is nodemonstrable superiority here of one method overanother. The particular research methodology usedremoved many of the valuable features of the videomemory method as used in the Researcher’s ownschool. There is a need for more action researchinto the effectiveness of these and other methods.As with every other aspect of teaching and learning,the expertise and insight of the Teacher is essential.Teachers need to know their pupils and be preparedto try different ways of motivating them. Teachers ofthe Deaf seeking to develop memory skills in theirpupils may find it useful to try all the methodsdescribed here. One method may suit one pupil,another method will be successful with another. Theimportant thing is to realise that poor memory skillsin deaf pupils do not have to remain. There areways to improve them and all that is needed is thewillingness to try.


ability across the three conditions and so no choicecould be given to pupils. Far more effective wouldbe to allow pupil choice. Probably impossible tomeasure in a clinical way but far more interesting toobserve.

Presence of the ResearcherThere is a well known phenomenon which describesthe effect of the presence of the Researcher on theoutcome of the research. This Researcher wasteaching the original pupils all the time. In contrastshe was present for only three of a total of twelvesessions in this study. It could, then, be argued thatthe success of the original project depended largelyupon the presence of the researcher. Theenthusiasm of the staff of the school cannot be indoubt, however and it is difficult to assess whetherthe absence of the Researcher made any differenceto the results.

Independent use of equipmentPupils in the original study were in full control of allthe equipment used: the video camera, the schoolvideo recorder and their home video recorders.Once they had been taught to use the camera, theTeacher rarely touched it. In fact when a secondvideo camera was purchased, one pupil was farmore expert in its use than the Teacher! Here thepupils had no such control and three different videocameras were used. Pupils did not have theopportunity of taking control of this aspect of thework and were thus denied the self respect andindependence which such an activity wouldengender. The fact that there were technicalproblems with the playback on the television merelyincreased the frustration.

Use of video memory in Key Stage 1 andKey Stage 2The opportunity has now arisen to use the videomemory method with three profoundly deaf pupils atthe very early stages of language acquisition. Ashort video recording is made of the pupil workingwith the Teacher on any topic: language, reading,mathematics. The video cassette is then takenhome for the family and the child to watch togetheras many times as they wish. The video cassette isreturned to school the following week and theprocess repeated.

The project has been greeted with approval byparents who appreciate the opportunity to share intheir child’s education and be kept abreast of thenew signs which are being taught in school. Earlyindications are that the pupils are remembering thematerial they have videoed and their general rate ofprogress across the curriculum is encouraging.Pupils have been observed signing or mouthingalong with their video as they watch. Families maykeep these video recordings as evidence ofdeveloping progress and selected extracts may becopied for school records. The pupils are learning

Spell your way into the Millennium

The Mencap National Schools Spellathon takesplace in February 2000. Children are given 50words to learn and then sponsored for every wordspelt correctly. The Mencap Spellathon has beenrunning successfully since 1994 for children aged7-11 in both mainstream and special needsschools - Spellathon 2000 will extend to year 7secondary school children.

Teachers who register receive a Spellathon packcontaining a selection of word lists prepared byOxford University press. The scheme may be apart of a lesson plan or part of the literacy hourwork. There are a range of prizes for outstandingspellers!

For information about the free Spellathon 2000pack telephone 0645 777 779 or write to Mencap National Schools Spellathon2000, Mencap, FREEPOST EC1B 1AA


ReferencesBERG, L. (1977) Reading and LovingBELMONT, J.M., KARCHMER, M.A. and PILKONIS, P.A. (1976) Instructed rehearsal strategies' influence on deafmemory processing. Journal of Speech and Language Research, 19, 36-47.BOUVET, D. (1990) The Path to Language - Bi-lingual Education for Deaf Children. HANSEN, B. (1987) Sign Language and Bi-lingualism - a focus on an experimental approach to the teaching of deafchildren in Denmark in Kyle, J. (ed.) Sign and School, Multi-lingual Matters LtdLANG, H.G. (1996) Revisiting History: On Bridging Research and Teaching. Journal of Deaf Studies and DeafEducation, 1, 4, 279-280.LUETKE-STAHLMAN, B and LUCKNER, J. (1991) Effectively Educating Students with Hearing Impairments.MOORES, D,F. (1987) Educating the Deaf: Psychology, Principles and Practices.PARSONS, J. (1996) Memory: the forgotten cognitive skill: encouraging the development of memory strategies in deafsigning pupils. Journal of the British Association of Teachers of the Deaf, 20,3, 101-110.PAUL, P,V and QUIGLEY, S,P. (1994) Language and Deafness.SANDERS, D,M. (1988) Teaching Deaf Children - Techniques and Methods.TUCKER, I and POWELL, C. (1991) The Hearing Impaired Child and School.WEBSTER, A. and WOOD, D. (1989) Children with Hearing Difficulties: Special Needs in Ordinary Schools.WOOD, D., WOOD, H., GRIFFITHS, A. and HOWARTH, I. (1986) Teaching and Talking with Deaf Children.

‘Memory - The forgotten cognitive skill: encouraging the development of memory strategies in signing pupils’ describesthe initial study by Jackie Parsons. This was published in the Journal of The British Association of Teachers of theDeaf Vol 20 NO 3 (September 1996).

Connevans advert


Corner HouseSimon Andersson

Deaf children and young people experience thesame range of emotional, behavioural andpsychiatric disorders and hearing children andyoung people. There is established evidence toindicate that the incidence of such disorders ishigher (around 40%) among the deaf group.

Many such deaf children are excluded from childand adolescent mental health services because oftheir deafness and different communication needs.Deaf children with severe mental health problemswho need inpatient assessment and treatment arefaced with two options. They either receive noservice or are admitted to hearing services withlimited or no experience of working with deafchildren, little or no means of communicating withdeaf children and where they are almost invariablythe only deaf child.

The Deaf Child and Family Service, based atSpringfield Hospital, is part of National DeafServices managed by South West London and St.George’s Mental Health NHS Trust. It has provideda national service to deaf children with emotional,behavioural and psychiatric problems for eight yearsand are the only specialist team in the UK. It seesabout 120 deaf children and young people per year.At present they offer:w An outpatient service providing treatment and

assessment for young deaf people aged 0-19and their families

w Family therapy – a weekly family therapy clinicfor families with deaf members

w An inpatient support service to support theadmission of deaf children and young peopleinto local psychiatric units

The Deaf Child and Family Service, in partnershipwith Sign, the mental health charity for Deaf peopleand Wandsworth Education Department, through itsHearing Impaired Service are working together toset up a new inpatient service for Deaf children andyoung people aged from 8-16, called Corner House.It is planned to open in January 2001 at a temporarysite in Springfield Hospital before moving to apurpose built facility in Balham, south London in2002.

Children referred to Corner House will have severemental health problems and are highly likely to haveadditional needs, in particular challenging behaviour.A multi-disciplinary service will be provided,including child psychiatry, mental health nursing,social work, clinical psychology, speech andlanguage therapy and occupational therapy. Childrenin the IPU are legally required to receive educationand so teachers and education support staff will

need to be an integral part of the team. The aim ofthe unit will be to enable children and young peopleto return to their families and schools whereverpossible. The education component of the IPU willbecome a unit within Wandsworth’s HearingImpaired Service, be managed by that service andtherefore become part of Wandsworth BoroughCouncil’s Education Department.

Education staff will play an integral part in thetherapeutic process. Many of the children admittedwill have experienced severe difficulties in schooland education will be a therapeutic experience in itsown right. Education professionals and staff fromother disciplines will need to work together toachieve this aim. At the same time, education staffwill receive support in a wider educational context,access to curricular support and management byspecialist professionals. Also there will be liaisonwith education professionals from the deaf child oryoung person’s school to ensure continuity ineducation provision.

Teaching staff will be required to have high levelBritish Sign Language skills (minimum of CACDPStage 2) and will receive specialist training in mentalhealth issues and multi-disciplinary working. Asubstantial paid induction and training period isplanned for all staff involved in the project, fromSeptember to December 2000. This will be jointtraining for health and education staff, using existingexpertise within both professions and includingplacements at specialist child and adolescent mentalhealth inpatient units. Three Teachers of the Deafand two teaching assistants will be recruited to theunit to start in September 2000.

For further information about this innovative andcollaborative project, please contact any of thefollowing:

For referrals and clinical information:Dr. Peter Hindley, Consultant Child and AdolescentPsychiatrist, Deaf Child and Family Service,Springfield Hospital, 61 Glenburnie Rd, LondonSW17 7DJ. Phone: 020 8682 6925 Textphone: 020 8682 6950 Fax: 020 8682 6461

Education information:Peter Merrifield, Headteacher, Oak Lodge School,101 Nightingale Rd, London SW12 8NAPhone/textphone: 020 8673 3453 Fax: 020 8673 9397

General information:Simon Andersson, Project Manager, Deaf Child andFamily Service, Springfield Hospital, 61 GlenburnieRd, London SW17 7DJ Textphone: 020 8682 6957Fax: 020 8682 6461


First European MOVE Model and Training Site

The Royal Schools for the Deaf Manchester hasrecently been approved as Europe’s first MOVEModel & Training Site.

MOVE (Mobility Opportunities Via Education)© is aregistered charity that helps children and adultslearn the functional skills they will need to leadindependent lives. MOVE provides a frameworkthat enables team working and cross agencycollaboration.

The Royal Schools for the Deaf caters exclusivelyfor deaf children with additional and complex specialeducational needs from across the UK. Many of thechildren have physical disabilities.

Since 1993 the school has been using the MOVEcurriculum to enable the children at the school andtheir families to select their own goals for life. Theformat helps the school’s therapists, educators andsupport staff and the children’s parents and carersto provide a coordinated holistic service.

MOVE and the Royal Schools for the Deaf havebeen working together to raise awareness andchange attitudes to the needs of young people withphysical disabilities through this special programme.This had led directly to the school being awardedthis kite mark.

Being a model site means that the Royal Schools, aregistered charity, is able to demonstrate MOVE inaction and offer support, advice and training forother schools wishing to implement the MOVEcurriculum.

Linda Bidabe, author of the MOVE Programme, said“MOVE is about individuals — who belong to afamily — who live in a community — which is part ofa country — which makes up the world. MOVE isabout forming a team that includes every one whotouches the life of the individual with disabilities.Professionals and non-professionals use the MOVEProgram as a foundation for sharing information,making decisions and measuring change. MOVE isbased on a collaborative approach which utilisesinformation from every support system available tothe individual.”

“MOVE has made a very real difference to the livesof the children here who have movement difficulties.“said Anne Bush, Physiotherapist at the Royal

Schools for the Deaf, who is a MOVE InternationalTrainer©. “They are learning skills which give themmore control over their own lives and which lessenthe physical burden for their parents/carers. Theynow spend less time in their wheelchairs beinghelped by others and more time on their feet movingindependently.”

For more information contact:Jenny French, Training and Development Director,MOVE International (Europe), University ofWolverhampton, Gorway Road, Walsall, WS1 3BDTel: 01902 323066, Fax: 01902 322858e-mail: [email protected]

Dominic Tinner, Development Manager, RoyalSchools for the Deaf Manchester, Stanley Road,Cheadle Hulme, Cheshire, SK8 6RQTel: 0161 610 0117, Fax: 0161 610 0101e-mail: [email protected] Site: www.rsdmanchester.org

Pauline Robinson, one of the school’s educational support staff,encourages Paul to walk with advice from Anne Bush, Senior

Physiotherapist at the Royal Schools for the Deaf, Manchester.photo Zoë Pinch

Batod Magazine January 00 19

From the BATOD 1998 Survey

According to the DfEE there has been an increasein the numbers of children in each cohort.

New report highlights effective methodof developing children’s emotional skillsA new report published by the National DeafChildren’s Society (NDCS), shows how PATHS(Promoting Alternative Thinking Strategies), a schoolbased curriculum, can significantly help a child’ssocial and emotional development. Quantitativeresults show PATHS to be particularly effective forproviding children with a greater emotionalvocabulary and emotional recognition skills.Additional qualitative evaluation showed thatchildren using the PATHS curriculum had aware oftheir own and other people s emotions and wereable to deal with uncomfortable feelings usingtechniques learned through PATHS.

PATHS: The Way Towards Personal and SocialEmpowerment for Deaf Children reports on theoutcome of the Society’s ‘Deaf Children in MindProject’, a three year initiative designed to empowerdeaf children with new personal and social skills.The original PATHS curriculum was aimedspecifically at empowering deaf children and helpingthem to cope with frustrating everyday situationspresented by the hearing world. However, PATHShas been used extensively with both deaf andhearing children in the USA, the Netherlands,Belgium, the Czech Republic and other countrieswith great success.

‘The Deaf Children in Mind’ Personal and SocialInitiative Project was set up in 1994 withDepartment of Health funding to pilot a curriculum-based programme, now the basis of the Personaland Social Development for Deaf Children and theirFamilies Initiative.Cheap travel? Be a Groupie!They were there at the successful BATOD Conferenceand AGM in Manchester - Groupies! Four of them -proud to have travelled to Manchester for the cost ofone!

Did they stow away on a Virgin Train or had RichardBranson taken pity on them and decided to sponsorTeachers of the Deaf?

Jane Frew’s ICT influence must have rubbed off on theenterprising Barking & Dagenham Service as they hadused the Internet and also phoned Virgin Trainline toget reasonably good deals at very short notice - eg upto a week before the date of travel.

Standard “Groupies” from London Euston toManchester cost the intrepid four just £50.00 (for all ofthem - not each!) with reserved seats in bothdirections. The draw-back was the specified traintimes - fortunately these fitted in with requirements onthis occasion).

Head of Service and Lead Groupie Liz Pescudrecommended a phone call to see what is on offer.She found the staff very helpful, taking time to find thebest option. The website is at www.virgin.com

The current information from the 1998 Survey couldnot answer all the questions required by the Projectsor Reviews. Consequently the ascertainment sheetsfor January 2000 on children have additionalquestions.

88.6% returns in 1998

Can we achieve 100% for BATOD SURVEY 2000?

It is up to you…..Ensure the data is accurate and complete

by returning your Survey 2000 as quickly as possible.

Our Survey data shows a decline in the number ofdeaf children.

Are there really fewer deaf children?Are you filling in the Survey data correctly?

used as a starting point and will be most informativewith an experienced pre-school practitioner to act asa mentor and facilitate follow-up debate.

Within a Hearing Support Service it could beeffectively used for a wide range of In-serviceTraining purposes. There are many other groups,such as parents, trainee Teachers of the Deaf,learning support assistants, mainstream early-yearsteachers and health authority staff involved in thediagnosis and early management of hearing-impaired children, for whom it would provide usefulinformation and insight. Given the importance ofparental partnership and the facilitation of parents asthe experts in developing interaction andcommunication with their child it was encouraging tofind a high proportion of the video clips involvingparents and their children. Many of the commentsmade by the parents were insightful and thoughtprovoking. The discussion between parents at aparents support group provides many pointers to thesensitivity required from the Teacher of the Deafintervening at such an early stage of the child’sdevelopment. Experienced Teachers of the Deafwould find some of the comments salutary.

Inevitably in a video of this length there were areasthat, although briefly touched on, were leftunexplored, such as the role of the Teacher of theDeaf in the playgroup and nursery and the particularneeds of the families where English is an AdditionalLanguage. It would for example have been useful torecognise the support that siblings often provide,particularly in homes where one or both parents donot speak English. Similarly the additional areas toconsider when working with families where one orboth parents are deaf was not included. There isplenty of scope within the field for further videos andtraining materials to look in greater depth at some ofthese areas.

In summary this is an excellent video. It is easy towatch and has plenty to interest and stimulatedebate. I would strongly recommend it as avaluable resource to add to a Support Service’sINSET materials.

Advice for new Peris - Ewing Foundation VideoReviewed by Nicky Ereaut, Oxfordshire Hearing Support Service


Title Working with hearing-impairedchildren and their families: someideas and thoughts for newperipatetic Teachers of the Deaf

Author Dr Margaret Kumsang, The EwingFoundation and Oxford BrookesUniversity

Duration 38 minutesAccompanying notes 16pp Cost £26.00

+ £1.50 postage and packing per orderAvailable from: The Ewing Foundation, Centre for

Human Communication andDeafness, University of Manchester,Oxford Road, Manchester M13 9PL,Tel 0161 275 3367

Reviewer Nicky Ereaut, Team Leader,Oxfordshire Hearing SupportService.

This video and the accompanying notes were madein response to requests from new peripateticTeachers of the Deaf for practical ideas on ways ofworking with pre-school hearing-impaired childrenand their families.

The focus for the video is on the development ofspeaking and listening in pre-school hearing-impaired children, but many of the principles andideas are central to the development of any effectivecommunication system. For example it exploreslanguage environments conducive to developinggood adult:child interaction. It also emphasises theimportance of using a comprehensive languageassessment model covering the following areas:attending and listening, pragmatics/semantics,receptive and expressive language and phonology.It is accompanied by a booklet giving details of arange of manageable assessment materials whichcan be used for assessing the pre-school child’slinguistic development as well as a short book list forinitial background reading. Hence it is informativefor teachers working with pre-school children using arange of communication strategies.

It provides a wide overview of the role of the pre-school Teacher of the Deaf. As the medium used isvideo it cannot be a comprehensive or in-depth lookat this area. What it does extremely well is toprovide a focused stimulus for discussion and thefurther study of the many aspects it covers. Timeconstraints do not allow for consideration of therange of approaches an experienced teacher woulduse and there is always a danger that particularstrategies highlighted in the video could be seen asthe only or most appropriate one when this mightnot necessarily be so. It is clearly intended to be

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Working with the Literacy StrategyJudith Johnston, BATOD North Region Committee

The conference, at St John’s School for HI, BostonSpa, opened with registration and coffee, followedby the North Region business meeting and AGM1999.

At the beginning of the conference proper, the Chair,Tina Wakefield, apologised because the keynotespeaker had had to withdraw because of illness, atvery short notice. Remarkably, however, sincearriving at the conference, four people had beenpersuaded to contribute to the afternoon session.

The first session of the morning was led by MaryKean, a ToD from Cheshire, who talked aboutsupporting the literacy strategy at KS3 and 4. Herstarting point in addressing problems of literacy hadbeen the Ofsted report on the teaching of reading toHI pupils in mainstream schools (1998) and sherecommended anyone interested to consult thisdocument. She talked about the challenges andissues which were present with hearing-impairedchildrens’ reading and shared strategies which shehad found useful and successful in addressing theseshortcomings. This was a very interesting sessionwith lots of practical ideas for us all to put intopractice on returning to work on Monday morning!

The second session was led by Chris Addis, fromthe MSI unit at RSD Manchester. This was veryenlightening about what his unit termed as ‘literacy’.The presentation was well supported by video clipswhich brought home exactly the problems they facein any sort of assessment. Their scheme of work isBaseline, which underpins the NC and levels startfrom something as simple as an example of earlycommunication being the shaking of a leg to signifypleasure. Examples of tactile stories were alsoshown and an explanation was given of these. Inall, a very enjoyable morning.

An excellent lunch was enjoyed by all and there wasan opportunity to visit exhibitions from Phonak, PCWerth and Dorling Kindersley.

The speedily-arranged afternoon session wasintroduced by Aftab-i-Haque and began with ademonstration of a soundfleld system from PCWerth. Paul Evans explained how this systembenefited both teachers and pupils. Martin Smithfrom Phonak followed with a talk about their newMicro Link FM system, which does away with theneed for bulky receivers and wires as the receiverfits directly onto the hearing aid.

A slightly different presentation followed by AudreyBall, who is a Dorling Kindersley advisor. She gavea brief resumé of the types of books published byDorling Kindersley and how they related to differentage groups showing examples from their vast range.She explained that specialist catalogues areavailable to schools on request.

The final speaker of the afternoon was IsobelGibson, a senior teacher at St John’s School, whohas an overview of the implementation of the literacystrategy. She stressed that ToDs are and alwayshave been, teachers of literacy, so that when theNational Literacy Strategy was introduced it wasn’treally a problem as they were doing this workanyway. She went on to give examples of how thematernal reflective approach used at St John’s fittedin with various strands of the strategy.

Aftab-i-Haque concluded the afternoon session witha vote of thanks to all the speakers and to St. John’sSchool for the use of their excellent facilities. Thevenue and superb catering had indeed contributedto an informative and enlightening day which wasenjoyed by all.

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Courses & Job Advertisements also appear on our websiteEntries to the Web Site only £100.00 (Entry from receipt to deadline date)Full Colour: Magazine Back Cover £500Full Page £400Half Page £200Loose Inserts with Magazine mailingSupplied (1800 copies) £150Duplicated from master £200

Bromides, Colour Separations and Chromalins or electroniccopy should be supplied wherever possible according topublished copy dates. Confirmation of space requirementsshould be in writing as far in advance as possible.

Please contact the Advertising Manager for further details.:41 The Orchard, Leven, Beverley, East Yorkshire HU17 5QA(01964 544243 answerphone and fax)(e-mail: [email protected])

Track down the cash!The ICT ball is well and truly gathering momentumin the world of education and it is vital that deafchildren and their teachers do not miss out on thefunding, resources and training which is available.

ICT advisors are the nearest points of contact to findout what is happening as well as BECTa. There is alot of money out there and it looks as if Teachers ofthe Deaf will have to track it down, although it doesappear that the government is responding tofeedback from organisations such as BATOD as tothe importance of ICT in the education of childrenwith Special Educational Needs.

BECTa 1999/2002 Corporate PlanBECTa have brought out a Corporate Plan settingout its aims and objectives for furthering the use ofICT in education. It contains several references tochildren with special educational needs. To find outmore, contact 01203 416994 or [email protected]

Funding for ICT TrainingAs reported in previous news-pages, The NewOpportunities Fund (NOF) is distributing £230 millionover the next two and a half years to train UKteachers and school librarians to use ICT. Schoolshave been sent a pack ‘Information for Schools’ withdetails of this training. This explains how to applythrough your LEA. If your Service has not receivedthis pack and/or you require further information,contact your LEA in the first instance or look at theNOF web site www.nof.org.uk The Teacher Training Agency has a free CD-ROM(designed for schools) on getting the most out of thistraining. Tel: 0845 606 0323 or look on their website:www.teach-tta.gov.uk/

Buying ICT EquipmentThere will be a total of £450 million availablebetween now and 2002 for schools to buyequipment and get connected to the Internet.Money can be applied for through your LEA.Contact your LEA ICT advisor for more information.


Audiology and ICT Committee

ICT NEWSPAGEJane Frew

Any articles or items of interest, please send to: Jane Frew, 19C Thomas Court, Haydon Road,Dagenham, Essex RM8 2PA or tel: 020 8599 4820 or e-mail: [email protected] to this page are always gratefully received!

http://www.batod.org.uk

Recommended Web Sites (from various sources)St John’s School for the Deaf:www.stjohns.org.uk

Highly commended at the BECTa 1999 UK Schooland College Web Site awards in the category of‘Curriculum resources for classroom use by otherteachers and learners’.

Ambleside CE Primary School:www.ambleside.schoolzone.co.uk recommended by a ToD for useful resources(especially the infant section).

Teletext has a good reliable source for news:www.teletext.co.uk (EC&T magazine recommendation)

Tate Gallery has an excellent site (although“wordy”) (EC&T magazine recommendation)www.tate.org.uk/

Sim City 3000Anybody using Sim City 3000 with deaf children? If so what’s it like?!!!

Government award teacher trainingstatus to Deaf@x Deaf@x have just been awarded status as a teachertraining body for ICT and deaf children. However,they have not been awarded start up costs whichcould delay the start of training ToDs. A meetinghas been called for all organisations, includingBATOD, who are involved with ICT and deaf childrenfor December (after the deadline for this edition ofthe magazine). Watch this space.....

Audiology and ICT Committee

One Day Project

Using ICT to Develop Literacy Skills withDeaf ChildrenThis full day course will provide an opportunity todevelop your own ICT skills, see examples ofchildren's project work and develop material for yourown situation.

The morning session will start with a presentation todemonstrate how a joint ICT/English project can beintroduced to a group of children. This will befollowed by a tutorial to explain the variousprograms that are available for this sort of work.There will be time for everyone to try theseprograms for themselves and have some individualtuition.

In the afternoon session everyone will work on asimple project of their own, based on the examplesseen previously.

The project will involve a certain amount of problemsolving and creativity and will give you theopportunity to go through the same processes thatwe require of our pupils. The examples shown willbe age specific but the ideas can be adapted to suitany level.

We will be using word processing, DTP, presentationand graphics software but everyone will be able towork at their own level and although basic ICT skillswill be an advantage they will not be assumed. Theproject will require you to use a scanner or digitalcamera but assistance will be given with these ifneeded. There will be time for discussion andexchange of ideas, the atmosphere will be informaland hopefully you will have fun.

WorkshopsAn Introduction to the Internet and its use inthe classroomBasic use of the Internet will be demonstrated andthere will be an opportunity to try it for yourself.Information will be given about how to make thebest use of the Internet with children and there willbe time to exchange ideas. There will be apresentation to show how material downloaded fromthe Internet can be developed into a classroomproject and provide computer based worksheets forchildren to use.

SoftwareAn introduction to the types of software used byTeachers of the Deaf and an opportunity to trysoftware. Bring your own favourites along and anywork related to ICT.

Record keeping Using Outlook as a diary, e-mail centre and forrecord keeping. Develop your knowledge and skillsin using this versatile programme. Voice to text softwareMick Thomas (BECTa) reports of the findings ofBECTa research into the use of these programmes.


Write, phone, e-mail and let me know.

SEMERC’s New Year 2000 catalogue - primaryand special needs software and ICT trainingSEMERC’s Catalogue 2000 has been out sinceOctober 1999. It is full of primary and special needssoftware, which is clearly divided into key curriculumareas covering a wide range of learning abilities.

The Literacy range contains packages for reluctantreaders and writers, word recognition and wordprocessing.

Maths programs cover topics ranging from learningto tell the time to plotting a graph. At the end of thecatalogue is a section on SEMERC’s trainingcourses designed for teachers who use ICT in thecurriculum to support learners with special needs.These are held in centres across the UK.

A special needs on-line information service with up-to-date articles on current topics and news of specialneeds developments is accessible atwww.semerc.com For a catalogue or more details Tel: 0161 827 2927 or fax: 0161 827 2966.Courses

ICT and Deaf ChildrenAll courses: £60.00

(including tea/coffee, buffet lunch)MIDLAND 29 January 2000 RSD Derby1 day project Using ICT to develop literacyskills with deaf children.SOUTH 12 February 2000 Bishop David BrownSchool, WokingWorkshops: - Internet, software, recordkeeping.NORTH 18 March 2000 Chuter Ede, SouthShields1 day project Using ICT to develop literacyskills with deaf children.


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The Power of New Technologies for Deaf LearnersSally McKeown, BECTa

You can’t learn BSL successfully from booksbecause it is dependent on movement and facialexpressions. Ideally everyone should enrol in aclass and spend time at the local deaf club to refineand develop their signing but this is not alwayspossible. Now with CD ROMs we at last have someinteractive learning materials which can be used bylearners outside the classroom.

The CD ROM British Sign Language Dictionary fromSpeciality Software at £45.00 runs on PC. It has analphabetical dictionary and themed word lists ontopics such as food and drink, transport and travel,emotions. ‘SIGN IT!’ From Sign Communique Ltdis the nearest thing to a course on disc. It has overtwo hundred video clips of conversations on topicsstudents need to study for stage 1 and stage 2exams. ‘Sign Now!’ is a different type of dictionarywith over 3,500 signs, including some regionalvariations and you can access a sign by typing in orclicking on a word or by clicking on a handshape.The delight of these resources is that they can beused for self study and encourage learners to beindependent.

The CD ROM is a very powerful medium forhandling data. Not only can it be used for teachinga visual subject such as British Sign Language, butalso it can give an added dimension to all learningbecause it provides for a range of sensory inputs.‘My First Incredible Amazing Dictionary’ from DorlingKindersley was one of the first products to show thepower of this medium. It enabled learners to seeemotions in action rather than trying to match awritten word to a concept.

Huge amounts of data can be stored and accessed,so the range of information is enormous. Of coursenow we have the Internet but the quality of sound

and video is still not as good as the best CD ROMs.CD ROMs are fast - that relieves frustration but alsoovercomes the fear that something has gone round.Text, sound, speech, graphics, photographs,animation and video can all be called up. Thenature of multimedia combines these elements andlinks them as a whole - interlinked yet flexible. Theamalgamation of all the elements of multimedia is avery dynamic one. There are many different ways ofusing a good multimedia package. Independentresearch, directed project assignments or just plainbrowsing are all possible. Some packages offerbuilt-in activities.

Locating information simply and quickly is vital tomaintain the interest of any child (or adult for thatmatter). Hearing-impaired pupils quickly loseconfidence and motivation if they cannot find aparticular topic of interest. A good multimediapackage will help search for a topic word or phrasewith an ‘intelligent’ find facility. Often the user willtype in the word or words to be found and, ifavailable, the title of an article appears; it can thenbe selected. What of the child with language delayand spelling problems ? Most multimedia packagestry to make sense of words typed in; if the first fewletters are accurate, the ‘intelligent’ find facility willimmediately display the article title nearest to theletters already keyed in.

When information is presented in the form of speechor as text considerable problems may face a childwith a hearing impairment. Children may find that itis easier to listen to the spoken narrative; they maydecide to focus on the text information; they mayadopt a combined strategy. It may be that a pupilusing the package has poor speech discriminationability at whatever level the sound is presented. For

that child, on-screen text may beable to support an imperfectly-perceived spoken sentence.But there are now signs thatdevelopers are waking up to theneeds of deaf learners. ‘Elmer’has been produced by the BBCin conjunction with TAGDevelopments.

Each ‘page’ has three screenson the CD ROM. One forpictures, one for signing and onefor text. The signing is providedby Lesley McGilp who is wellknown in deaf circles for herwork on the BBC programmeSee Hear. Like other signingbooks, the user can choose tohear the text. The reader is a 16


year old girl who has been chosen because she hasa very clear voice which can be heard by those withpartial hearing. There are also a number of taskswhich involve matching and sequencing, workingwith numbers and colours. Some activities involvecategorising information about animals. Not only isthis a good introduction to database activities andresearch skills but also it helps with concepts andvocabulary.

Tony Wheeler explained, “While we had a clear viewof the needs of our target group, at the outset weonly had a very hazy notion of what a living book fordeaf children might be like. We were faced with adifficult compromise. The CD-ROM clearly had tobelong to deaf children but it also needed to havethe features and qualities of a mainstream product.”

One of the issues for staff of course is gettinginformation. The Forest Bookshop is one of themost useful contact points but also there is anincreasing deluge of information on the Web. Thereare many good sites such as the See Hear Web Siteand Deaf World Web but there is also a proliferationof less useful sites. The question of filtering thegood materials from the dross is hard but help is athand.

BECTa is working with the Department for Educationand Employment to create a new Web site aboutdisability and SEN issues within the National Grid forLearning. The site, due to be launched in Spring2000, will be a collection of the best resources forBritish schools and colleges with a really effectivesearch engine. Type in ‘Maths Primary and Stories’and ‘Elmer’ will be up there with other usefulresources, guidance and examples of good practiceto support curriculum planning. Designed to beinteractive and using the most up to datetechnology, BECTa is confident that this site will be amodel of accessibility. It will be almost a one-stopshop for staff in the SEN area as it will have goodlinks to material for meeting individual learningneeds.

‘Elmer’ is available for all major platforms from BBC Educational Publishing,Freepost LS 2811, PO Box 234, Wetherby, WestYorkshire LS 23 6YY Credit card hotline 0990 210234 publications

The Forest Bookshop, 8 St John Street, ColefordGloucestershire, GL16 8ARTelephone: +44 [0]1594 833858 (3 lines) or [0] 1594833334 (3 lines) Minicom/TTY: +44 [0]1594 833858(All phones and extensions have TTY units)Fax: +44 [0]1594 833446http://www.forestbk.demon.co.uk/UPDATE.HTM

Sally McKeown is an Education Officer with BECTa,the government funded agency responsible formanaging the National Grid for Learning and theFERL web site.

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A National Lottery International grant has beensecured by the Deafax Trust to initiate a literacythrough communication pilot project with deafchildren at schools in Madras, India. TheDE@FCHILD INDIA project is a 2 year jointprogramme between Deaf@x and the NambikkaiFoundation and Ability Foundation in India.

DE@FCHILD INDIA is part of Deaf@x’s missionunder DE@FCHILD INTERNATIONAL which is toshare good practice in the UK between teachers,parents and experts in the fields of literacy and totalcommunication.

From fact-finding and hands-on training tours of deafschools in New Zealand (in 1998) and Australia (in1999), Deaf@x is linking up partner countries toencourage the use of telecommunication and theInternet to train deaf children to improve the Englishliteracy & communication skills of deaf childrenaround the globe.

The funds will enable the employment of a Directorand 3 full time Indian personnel to learn aboutDeaf@x’s educative programmes which use allaspects of Information and CommunicationsTechnology to stimulate an interest by deaf childrenin literacy and telecommunication. This willencourage deaf children to integrate successfully inthe wider hearing community and gain greateraccess to education and employment.

Training takes place during October 1999 for 2months and during the first year, 2 schools areexpected to become Centres for running theprogramme. An additional 4 will be established bythe end of the project. This will benefit deaf 60 deafchildren, 60 teachers and 150 or more parents andsiblings.

DE@FCHILD INDIA will survey the literacystandards of deaf children at the schools prior tothe programmes being implemented. Improvementsto the child’s literacy and communication skills, theirintegration with hearing and deaf people both locallyand globally, as well as their access to publicinformation will be assessed and the results putforward to the British Council and IndianGovernment.

The Nambikkai Foundation was registered in India in1882. It offers counselling services, non-formaleducation and training programmes for boys andgirls, as well as Deaf Girl employment projects. Wewould welcome volunteers and anyone interestedjoin us in improving the education, communication,literacy and the quality of life of deaf people.

Over the next two years, Deaf@x will continue toseek further funding opportunities to developits ICT training programmes and sponsorinternational seminars and workshops. Allopportunities will be explored which encourage deafchildren to develop the communication &literacy skills that are central to the quality of theirlives.

To register your interest or questions, contactMatthew James Fax: (00 44) 118 926-0258e-mail: [email protected] or: [email protected]: Deaf@x Trust, Technology Centre, Bulmershe Court, The University,Reading RG6 1HY, United Kingdom

DE@FCHILD SUPPORT DEAF CHILDREN IN INDIA

From left: Matthew James -Director of Operation, Morag Rosie MBE - Chair ofDeaf@x,Ian Stillman - De@fChildIndia Project Director

International Liaison EditorSiân Tesni has agreed to be International LiaisonEditor with a brief to broaden the informationexchange with colleagues in other countries.

If you have friends and colleagues worldwide whomay have information and ideas to share, orquestions to ask please contact Siân via themagazine or directly via e-mail to:[email protected]

Already beginning their training - background far left is Mr R Parthasarathyand far right is Mrs C Rajeswari. They are featured observing a DeafaxTelecommunications and Literacy workshop at St Roses School, Belfast.


Solaris full colour Advert


ATTENTION Course Organisers Bring your course to the notice of all our readers via this page. An Entry: This facility is available at a cost of £25 for a10 line entry, plus an entry onto the Calendar. Copy must be available5 weeks preceding publication. Space should be reserved as soon as possible, details to:Mrs Ann Underwood, Magazine Editor, 41 The Orchard, Leven, Beverley, HU17 5QA fax/phone 01964 544243e-mail: [email protected] Job Vacancies advertised in this section also appear on the BATOD Web pages (Teaching Section Situations Vacanthttp://www..batod.org.uk)

Nottingham Paediatric Cochlear Implant ProgrammeADVANCED WORKSHOP 2000 30/31 MARCH - 1 APRIL 2000

University of Nottingham, Sutton Bonington Campus, Loughborough, Leics.

Our Advanced Workshop gives opportunity for those involved incochlear implantation to bring themselves up-to-date with the latesttrends and techniques, to develop new skills and to have opportunityto discuss of professionals working in the field and will cover:

w assessment of very young, borderline and complex casesw trouble-shooting the systemw educational issues and the role of the Teacher of the Deaf in

rehabilitationw language & speech assessment of preschool and deaf

children with additional needsw video analysis techniquesw quality of life assessment

There will be plenary and workshop sessions and numbers will berestricted to allow full participation.

Early booking is advised. CME Accreditation applied for.INTERNATIONAL GUEST SPEAKERS INVITED.

Cost: £250.00 (Residential) includes full board at University Hall ofResidence (Student rooms)£200.00 (Non Residential), including all meals throughout thecourse

CONFERENCE DINNER on Friday evening is included for all delegatesRegistration form/further details contact :

Maureen Ross, Nottingham Paediatric Cochlear Implant ProgrammeRopewalk House113 The RopewalkNottingham, NG1 6HA.

Tel: 0115 9485549 / Fax: 0115 9485560 / e-mail: [email protected] our website: http://www.npcip.demon.co.uk.

ICT CoursesMidland region - RSD DerbySaturday 29 January 2000

Literacy & ICT Project

South region - Bishop David Brown SchoolWoking

Saturday 12 February 2000Using the Internet & Software

North region - Chuter Ede, South ShieldsSaturday 18 March 2000

Literacy & ICT Project

£60.00 application form with November Magazine

further details from:Jane Frew

ICT Co-ordinator41 The OrchardLeven, BeverleyEast Yorkshire01964 544243

Institute of Child Healthand Great Ormond Street Hospital for Children NHS Trust

University College London Medical School

Paediatric Audiology UpdateMonday 28 February 2000

Topic will include surgical and medical aspects of middle ear andexternal ear diseases, their causes, diagnosis and genetics of hearingloss, specialised hearing aids and educational provision for childrenwith impaired hearing.Fee £95.00 (£60.00 Teachers of the Deaf, Speech Therapists)

Cochlear implants - Update for professionalsTuesday 29 February 200

The purpose of this course is to provide an update for professionalswith regard to the assessment, implantation and rehabilitation ofchildren on the cochlear implant programme. The course is intendedfor professionals involved in the treatment and management of deafchildren.Fee £95.00 (£60.00 Therapists, Nurses, Teachers of the Deaf)

Further details and application forms are available from:The Courses and Conference OfficesInstitute of Child Health30 Guilford StreetLondon WC1N 1EHDirect tel: 020 7829 8692 / 020 7813 8394Direct fax: 020 7831 6902


Deafness and Education InternationalClare Gallaway, Editor, Deafness and Education International

that, given the refereeing procedure, six months isthe minimum publication time - and that is when youhand in a perfect submission, with no revisionsrequired. I can’t remember the last paper that metthis requirement! Publication time now is running atbetween 6 and 18 months - fairly normal for such ajournal.

When a paper arrives, I read it quickly to ascertainits general suitability for DEI and seek two peerreviewers. This is not always immediate as I havemany calls on my time (I may be editing the nextissue and at the same time get a crop of newsubmissions) and it is not always easy to findsuitable reviewers. These are sent refereeingguidelines and given a month to review the paper.In practice, depending on people’s busy-ness, thismight be a week, a month, or never - in which case Ihave to start again. I take steps to ensure thatcontributors suffering refereeing delay do not sufferany other sort of delay.

A frequent scenario is that a contributor receives thepaper back with suggested revisions, but then I haveto wait with bated breath to see whether thatcontributor actually has time to revise it and when itwill eventually return. It might take a year! This iswhy it is nerve-wracking. There might be six papersout with authors for revision and then five of them allarrive back at once. Papers are generally publishedin order of correct final submission, but this is notalways strictly possible due to space and topicfactors. Occasionally, a small paper can fit in theremaining space but a long one with tables will haveto be kept over till the next issue. Final decisionsare made by WP from the copy I provide.

Most revisions are minor, but if major, then areviewer will wish to see the revised version. This isnot a rubber-stamping procedure. It is vital thatpapers do not contain material which is notevidenced properly, which may contain unwarrantedcriticism of a profession or material of a delicatenature which is not properly argued and as Editor Iam ultimately responsible. It is an awesome thoughtthat the material (including errors which might slipthrough) will sit on university library shelves in morethan 20 countries and be referred to for the next 10 -20 years. All refereeing is completely anonymous.If your paper is published, then the reviewer will(obviously) get to know who wrote it, but you willnever get to know who reviewed it. In the case ofpapers not published, neither writer not reviewerever get to know each other’s identity.

Book reviews provide valuable and usefulinformation; those who review books of coursereceive a review copy to keep. However a difficult

1999 is the 23rd year of BATOD’s journal and thefirst year of DEI, now produced by Whurr Publishers(WP) and taking its place alongside a range ofaccredited and stylishly-produced internationaljournals. More than three years and 11 issues ago,I became its Editor and as I write this, the 12th and13th - the first two issues of 2000 - are well underway.

A huge supporting cast has taken part in theJBATOD - Deafness and Education - Deafness andEducation International metamorphosis. For the firstchange of format, when we were all really feelingour way, CVO Print and Lonsdale Typesettingcheerily worked far beyond normal requirements andoften outside hours to produce respectable-lookingvolumes. As for myself, I engaged with font, pitch,verso and recto - a useful learning process but onewhich convinced me of the need to find a publisher.Colleagues from far and wide pledged their supporton a new international Editorial Board. They andmany others have frequently found time to adviseabout the wide range of submissions. Many morethan 200 people have advised, submitted, reviewedbooks and refereed papers. If any editorialindividuals need mentioning, it must be at leastMiranda Pickersgill, who deserves accolades for hermany hours of work on the first themed issue in1997, (more focused issues may well be in the offing- watch the space!) and Meg Shepherd. Meg is our‘Reviews Editor’ but less well-known is her otheressential supportive work, such as preparing theindex and sometimes deputizing for me.

Both quality and quantity of submissions increasedenormously and it became apparent that only anestablished academic publisher could provide theunderpinnings required by our contributors. Theseinclude not only the handling of all the ‘nuts andbolts’ of text production, but less obviousrequirements such as protecting copyright, providingan offprint service and entering the journal in theappropriate databases for citation purposes. Theoutcome of much negotiation by WP personnel andBATOD officers (again, thanks for a great deal ofsupport here) was a final agreement establishing thejoint enterprise from 1999, with WP setting outconditions for the Editorial Board and a contract withthe Editor. The Editorial Board serves the till end of2001 and has 10 BATOD members on it.

Production is complex. I am contracted to provide acertain amount of copy on set dates - which can bequite a nerve-wracking procedure. I often don’tknow until the last minute exactly what is going inthe next issue! I explain why below. The copydeadline is about three months before the duepublication date. Contributors take note: this means


part of Meg’s job is reminding people who have kepttexts but have failed to review them. Please, if youhave a book and no time to review it, return it foranother reviewer; publishers ask for copies of ourreviews and if none is forthcoming, they willundoubtedly get less keen on providing ‘freebies’.

An Editor’s work is hugely facilitated by theincreasing use of electronic means. It is alwaysexciting to switch on the PC and find both reviewsand submitted papers with complex tables anddiagrams from all over the world (I have had torapidly advance my computing skills to deal with thisand upgrade my old dinosaurs at work and at hometo deal with it.)

I would like to end by thanking all those whocontinue to make the editorial task so rewarding - inparticular the never-ending stream of contributorswho entrust the results of their hard work to DEI andto the supportive and kindly efficiency of WP. For the first time ever, I have eight refereed paperswaiting for publication - which means that theFebruary and June issues of 2000 are alreadyplanned.

Comments of any sort from BATOD members areinvited!

Letters to Dr. Clare Gallaway, School of Education,University of Manchester, M13 9PL or by e-mail:[email protected]

Remember remember???I wonder how many readers recall the days ofsearching for Audiology books in the gloomybasement of the John Rylands Library? Or rubbingshoulders with the trendy history of Art students, orwould-be speech therapists in our faculty building.Memorable names such as Jean Huntington and Mr.John; lectures on the history of deaf education,psychology and education or Miss Palmer's teachingthe deaf child to read; phonetics lectures with Mr.Stewart; audiology practicals using the big egg!Perhaps some will remember the Nolan and Tuckerdouble act, working with very young deaf childrenand their families. Other memories might includereturning earlier than fellow students in order to fulfilteaching practices in schools and units up and downthe country.

If any of these things ring any bells from your distantpast you may be interested to hear about themillennium event not to be missed……. a reunion ofall Manchester 4 year BA Hons graduates inAudiology and Education on Saturday 8th July 2000at Mill Hall school, Newbury. Come along andreminisce, swap tales of your experiences ofteaching, find out where fellow students ended up.It could not only be a fun social afternoon, but also achance to share ideas and experiences about theeducation of the deaf.

For further information please send an SAE to :-Pam Robinson & Viv OggMill Hall School for the DeafPigeon's Farm RoadThatcham, Newbury, RG19 8XA

Manchester 4 year BA Hons graduatesin Audiology and Education on Saturday 8th July 2000

at Mill Hall School, NewburyPLEASE PASS WORD AROUND

Let’s make it a success

The Language of Examinationspublished jointly by

BATOD &

NATED

... offers guidelines on the modification ofexamination language. The booklet is accepted bymost examining bodies who have agreed toestablish procedures for special arrangements forhearing-impaired students taking examinations.£5.00 to non-members, £2.50 to members £2.50 per copy if 10 or more copies are ordered

BATOD Publications41 The Orchard, LEVEN, BeverleyEast Yorkshire HU17 5QA

Hearing-Impaired Resource - Co-ordinator

Required for April 2000 or sooner, a suitably qualifiedTeacher of the Deaf to head up the HIR. This is anexciting opportunity to work in a highly praised resourcefor profoundly deaf children. The children follow a totalcommunication approach and integrate with theirmainstream peers as much as possible. The main role of the co-ordinator of the resource is toprovide first class teaching and learning opportunitiesfor the children and support and promote this in othermembers of staff. In addition, the co-ordinator of theresource is responsible for its day to day managementand organisation, deploying staff, developing timetablesand liaising with mainstream classteachers.

Salary MPS + 3 points and Outer London Weighting forcandidates with Teacher of the Deaf qualifications.Teachers in training will also be considered.

For further details, an application form, or to arrange tovisit, please contact Headteacher Denby Richards, on01753 546376 fax: 01753 594111 e-mail: [email protected] or write to theschool at Common Road, Langley, Slough SL3 8TX.

Closing Date: End of Spring term

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“I have been asked to launch ships, but never apackage” so announced Prince Andrew, Duke ofYork as he held aloft the new Deaf AwarenessTutor’s Manual produced by the Council for theAdvancement of Communication with Deaf People(CACDP). It was timed to coincide with DeafAwareness Week and the CACDP annualpresentation of certificates and awards, which washeld at Hammersmith Town Hall on 12th October1999. A new certificate in electronic note-taking forDeaf People Level 2 is now established and the firstsuccessful candidates emerged this year.

As usual it was a lively affair as 155 recipientscollected their awards from Beverly, Lady Annaly.She accompanied her speech with sign, as havingbrought up two deaf children, she is in the habit ofusing Sign Supporting English. Lady Annalyfounded the charity Sign through the Anastasia Trustand her enthusiasm was apparent as she invited thedeaf actress Elizabeth Quinn (star in the stageproduction of ‘Children of a Lesser God’) to addressthe audience for a few minutes. Elizabeth had justreceived her stage 3 certificate, so has mastered notonly American Sign Language, but British SignLanguage too.

This was an impromptu, unrehearsed, performanceabout Elizabeth’s acting experience as a deafperson in television and was very well received bythe audience. No doubt the organisers of theprogramme were relieved that this spontaneous ‘act’initiated by Lady Annaly went well.

The Duke of York, surrounded by the usual royalentourage and press photographers, presented theJoseph Maitland Robinson Awards to PeterLlewellyn-Jones, the well-known Director of LearningProgrammes with Sign Languages International;Brian Symington, Director of RNID in NorthernIreland and Heather Jackson, an active member andofficer of CACDP who is responsible for most of theproduction of the Deaf Awareness Tutors Pack.

Heather lost all her hearing about 12 years ago, butgave a well-articulated speech in response to theDuke of York’s address and presented him with thepoem You have to be Deaf to Understand by WillMadsen.

The event marks the last annual presentation byStewart Simpson as Chief Executive and theinitiation of Miranda Pickersgill who takes over theposition in January 2000.

In the audience, Jeff McWhinney, Chief Executive ofthe British Deaf Association witnessed Stewartwelcoming Miranda to the ceremony, thus illustratingthe close relationship which continues betweenCACDP and BDA.

The presentation of awards was followed by a briefAGM to formally move the Council fromunincorporated to corporate status as required bythe Companies Act. These done BATOD membersfollowing CACDP courses can be sure their trainingis in good hands.

CACDP, Deaf Awareness Week and HRH the Duke of York

Sandra Dowe


Geoffrey Helling, Chair CACDP with Beverley, LadyAnnaly who presented the Awards and Certificates


P.C. Werth

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full colour - film at White Horse Press


AUDIOLOGY REFRESHER No 11Masking in pure tone audiometry

Sue Westhorp

Purpose of the test

The technique of masking is used in orderto isolate the test ear and ensure thatresults obtained are the true thresholds ofthe test ear.

In pure tone audiometry for both airconduction and bone conduction it ispossible that responses obtained are thoseof the non-test ear.

Rationale

To establish the true threshold ofdetectability for air and bone conduction.

Air conduction pure tone audiometry

It is possible for sounds introduced into thetest ear via headphones to be carried bybone conduction across the skull andstimulate the cochlea of the non-test ear.The amount of sound energy that is lost asit crosses the skull is known as transcranialattenuation. It varies in individuals between40 and 85 dB. It is accepted that if thedifference in thresholds between the airconduction results at any frequency is 40dBor greater then it is possible that theresponse is due to stimulus of the non-testear.

When there is this difference of at least40dB then masking is introduced in order toisolate the test ear and obtain truethresholds.

In masking a narrow band noise centredaround the test frequency is introduced intothe non-test ear. This noise “occupies” thenon-test ear and allows the test ear torespond at its true threshold. Pure tonesare presented into the test ear in the usualway until a true threshold can be recorded.

Masking procedure in air conductiontesting: (This is known as Hood’stechnique)w The procedure uses conventional

headphones.w The adult/child is asked to listen to the

narrow band noise in the non-test earand indicate when it is just audible.Increase the level by 20dB. Instruct theadult/child to ignore this noise and listenfor the signal.

w Using the usual 10 down 5 up method,re-measure the threshold of the testear.

w Increase the masking level by 10dB.w Re-measure the threshold.w Repeat the process until for two

successive increases in masking levelthe threshold does not change.

w This gives the true air conductionthreshold of the test ear.

w This technique is not recommended forvery young children as they can find itdifficult to understand what to do.Generally it can be done at around ageseven.


e - m a i l : s e c r e t a r y @ b a t o d . o r g . u k w e b - s i t e : h t t p : / w w w . b a t o d . o r g . u k2 1 T h e H a y s t a c k s , H i g h W y c o m b e , B u c k s H P 1 3 6 P Y A n s w e r p h o n e / f a x 0 1 4 9 4 4 6 4 1 9 0



e - m a i l : s e c r e t a r y @ b a t o d . o r g . u k w e b - s i t e : h t t p : / w w w . b a t o d . o r g . u k2 1 T h e H a y s t a c k s , H i g h W y c o m b e , B u c k s H P 1 3 6 P Y A n s w e r p h o n e / f a x 0 1 4 9 4 4 6 4 1 9 0

Figure 1 gives an example of maskingbeing required for air conduction.

The unmasked results show responses onthe right at around 50dBHL and on the leftaround 10dBHL. As there is a difference of40dB it is possible that the originalresponses recorded for the right are in factthe left cochlea responding.

Masking is required to determine the truethreshold on the right.

Bone conduction pure tone audiometry

In bone conduction pure tone audiometrymasking for bone conduction assessment isrequired when there is a gap at anyfrequency of 15dB or more between theunmasked bone conduction result and theair conduction threshold. This is known asthe air-bone gap.

Air conduction results show a mild hearingloss in both ears. The unmasked boneindicates normal cochlea function in at leastone cochlea. With this result it is notpossible to know if the right, left or bothcochleas are giving this response. Maskingis required to determine the response ofeach cochlea.

Figure 2 shows an example of boneconduction results that require masking.

Masking in bone conduction testing

w The same method is used as for airconduction.

w The bone conduction vibrator is placedon the mastoid process of the test ear.

w Masking noise is introduced to the non-test ear through an insert earphonewhich is placed in the ear canal andheld in place by a hook over the pinna.The tone is introduced via headphoneinto the test ear.


I am writing in the hope that I will stimulate somedebate on a subject that I have been banging onabout for ages to anyone who will stand still longenough. When Margaret Glasgow started writingher wonderful series of Audiology Updates with thepage of definitions of Types of Hearing Loss, Icontacted BATOD - and subsequently Margaret - tosay that I felt that there was an omission and onewhich I felt needed clarifying. What do we call thetype of hearing loss which many of the children withwhom I work possess? These are children, oftenMulti- Sensory Impaired, who have intact peripheralhearing systems and whose problems seem tostem from retro-cochlear damage. Their difficultiesare in processing sounds, but they are ‘labelled’variously as having Central Hearing Problems,Cortical Dysfunction, Central Auditory ProcessingDisorder, or a combination of these and otherterms. I have even heard it described asFunctional Hearing Loss (which, in my mind, issomething quite different).

I am not someone who is obsessed with labels - arose by any other name would still be just as sweet- but being unclear in our terminology not onlycauses confused thinking, but can have practicaldownfalls too, as I know to my cost having satthrough a two-day residential course on CentralAuditory Processing Disorders after discoveringvery early on that the children being described werecertainly not the children with whom I am working.

There are, as ever, trans-Atlantic terminologydifferences which lead to such confusions, but Ihave also found regional differences in this country.To quote from the Powers, Gregory andThoutenhoofd article, ‘The educationalachievements of deaf children: a literature review,Executive Summary’ in a recent Deafness andEducation International:

“There are inconsistencies in the research inthe way hearing loss has been categorisedwhich has made interpretation of thelongitudinal research difficult.”

and

“In a number of areas, terms are not usedconsistently by different writers which meansthat care is needed in interpreting results.Areas where this applies include degree or typeof hearing loss ....”

Perhaps until we know more about the auditorypathways past the brainstem we cannot be specificenough about which children we are talking? Maybeit is impossible at the moment to wheedle out of thejumbled picture of difficulties that these complexchildren have which aspects are to do with audition?Possibly you agree with a Teacher of the Deaf whoanswered my question“What would you call it when a child has an‘intact’ hearing mechanism buthearing/processing problems?”with“I would call it Severe Learning Difficulties”.

Surely we can do better than this?

I was asked by BATOD which term I would favourusing - and was as guilty of fudging as the best ofus. I use the term Cortical Auditory Disturbance, asthis seems to be closest to the parallel term used fora similar visual problem, but I do admit that if I amexplaining the concept to a parent who might beintimidated by such a term, I would be more likely tosay Cortical Hearing Impairment.

Please do enter the debate if you have any thoughtson this matter and write to The Magazine Editor. I think the time has come to choose our term and forus all to stick to it!

Processing Hearing Difficulties -Can We Name Them?Jo Franklin, Teacher of the Deaf

Don’t be without a copy ofGuidelines for Hearing Assessment

of Children with Complex Needs

Devised by the Audiology and EducationalTechnology Committee to help professionals whoare involved with hearing assessments of childrenwho for many different reasons, prove difficult totest.

These Guidelines cover the preparation for testingto establish whether a child who has anycombination of multiple physical, sensory, learningor behavioural disability has a significant hearingloss; modifications to regular test procedures,considerations and further reading. Theappendices offer examples of good practice.

Order your copy NOW (price £5.00 inc p&p) fromBATOD Publications, 41 The Orchard, Leven,Beverley, East Yorkshire HU17 5QA


Neonatal Screening - What Next?Jacqueline Stokes

Was the NDCS reinventing the wheel, or simplystating the obvious when they began to promote thisfundamental principle?:

Parents should be regarded as full members ofthe team supporting the hearing-impaired child,alongside professionals.(Quality Standards in Paediatric Audiology, Vol. II, 19961).

This principle is evident in a number of recentinitiatives, not least Universal Neonatal HearingScreening (UNHS). The document Family FriendlyHearing Service2 sets out 12 principles for paediatricaudiology services and is the cornerstone for UNHS.There has been a lot of discussion, study days,workshop associated with this initiative and it isencouraging to find that issues over the provision ofearly habilitation are finally being raised.

Many services have been providing support fornewly diagnosed babies, identified through targetedneonatal screening, for a number of years. So it istrue to say that nationally there is some experienceof supporting families of hearing impaired babies.Whether this is high quality support is open toquestion. Everyone would agree that it is difficult toacquire new skills and develop new services whenonly one or two babies come on to a caseload eachyear, as is the case in many parts of the country.However, it is clear from listening to parents ofhearing impaired children that treating parents as‘full members of the team' is not the norm nationally.The imperative to get this right is great when wethink about habilitation services for the newlydiagnosed hearing impaired baby.

The key question we need to face is: What are theconsequences of the NDCS principle for neonatallyscreened babies? In particular, current thinking isnow turning to the kinds of support which shouldtake place in the home. This article sets out 7guidelines for a support programme for families of ahearing impaired baby. These guidelines are basedon the experience of supporting and listening tofamilies of newly diagnosed infants, many of whomwere identified through targeted neonatal screening.Significantly, these guidelines are based on theviews and opinions of the parents involved.

Parents are the focus of each visitThis involves a shift in outlook and style when thefocus moves from the infant to the parent. The goalof early support is to build the confidence of parentsin their new role as parents of a hearing-impairedchild.

Why would parents loose confidence in their abilityto parent on hearing their child is deaf? It isimportant to say at this stage that not all parents doloose confidence but many do. The loss ofconfidence has to do with a number of factors: theway in which the news of the loss was given; theintroduction of hearing aids which mark their babyout as different; the reaction of family and friendsand complete strangers who all have an opinion; theneed to become an instant expert on deafnessbecause all the above want to know how on earth‘they' can tell a baby is deaf; the additional stress ofhaving a hearing impaired child which compoundsfeelings of inadequacy in many parents. Thepurpose of early support is to help parents, granniesand grandpas, brothers and sisters, regainconfidence in their ability to interact successfullywith the baby.

Parents remain in controlThere is much talk of empowering parents. Thisbegs the question ‘What happened to their power inthe first place?' Like parental confidence this can beeked away in a number of ways and not least by araft of experts anxious to offer their expertise. Thisguideline is especially important when visits takeplace in the home. The feeling of control isenhanced by parents choosing the time, thefrequency of the visits and so on. In the early stagesit is important to ask for permission before pickingup, touching the baby, or giving toys to play with.The baby doesn't become public property by virtueof his wearing hearing aids. Parents who feel in control are more likely to take anactive role during the visit and not leave you to it!

Avoid the expert-layman gapIt is all to easy to see the visiting teacher / therapist /audiologist as the authority who knows what shouldbe done for the hearing impaired child. It is statingthe obvious, but necessary to remember, that theparents know the child best! Parents are reinforced in the importance of their rolein the process when we listen and show we valuetheir comments by including them in co-operativeplanning. When parents have confidence in theirown abilities they are less likely to feel the need tobecome overly dependent on you.

Listen to parents priorities and goalsIt is important to begin to plan our support by firstlistening to parents and hearing their concerns.Immediately following confirmation of hearing lossthese may range from the concern that their child

for us to let parents know they are valued as ‘fullmembers of the team supporting the hearingimpaired child'.

Respect individual styles of parent-infant interactionThere are probably as many ways of interacting withan infant as there are families. There is no ‘right'way. How parents go about interacting goes right tothe heart of their feelings about attachment with theirchild. The purpose of early support is to enhancethe amount of pleasurable interactions between theinfant and family members. So we need to find outthrough observation and conversation what parentsenjoy most and least in the areas of caregiving,social play, play with toys, language interaction. Atthe same time we need to learn about the qualityand quantity of the infants responses. This sharedinformation will enable families to extend theactivities they enjoy as well as exploring new anddifferent kinds of interaction which yield enjoymentfor them all.

In summaryIt is clear, that the challenge is to organise a styleshift in our approach to supporting the hearingimpaired infant which truly puts the parents at thecentre of our thinking. So, far from stating theobvious, we can see that the NDCS principle isfundamental to our development of provision forfamily friendly support services for neonates.1 National Deaf Children's Society (1996) Quality Standards in

Paediatric Audiology, Vol 2,: The Audiological Management ofthe Child with Permanent Hearing Loss. London:NDCS

2 Baguley DM, Davis AC, Bamford JM ( 1999 ) Principles ofFamily-Friendly Hearing Services for Children. Discussiondocument circulated at National Hearing Screening Meeting,Nottingham UK, March 1999. available at

http://www.ihr.mrc.ac.uk/epid/Projects/unhs/documents/ffhs6.html

Jacqueline Stokes BEd MSc Cert AVT is an Auditory-VerbalTherapist and Qualified Teacher of the Deaf. She works as afreelance educational consultant and trainer. Jacqueline is Editorof ‘Hearing Impaired Infants: Support in the First EighteenMonths’ (Whurr, 1999). Jacqueline can be contacted at:The Oxford Auditory-Verbal Centre, 91 Godstow Road, OxfordOX2 8PF Tel: 01865 553045e-mail: [email protected] web site: www.oxfordav.co.uk

may never learn to talk to fears over futureschooling. Being an active listener here meansperhaps discerning between parental questionswhich are requests for information and those whichare expressions of fears and worries. Frequentlyparental goals are different from ours andsometimes not directly connected to the infant at all.It is helpful to recognise that the parent will have adifficult time focussing on the infant until she hasbegun to deal in a satisfactory way with whateverproblems are of a more and immediate and pressingconcern to her.

Respect parents' goalsIt is important to find out what these are in order toplan and work co-operatively towards them. If thegoals are developmentally unrealistic this co-operative, respectful approach makes it easier todiscuss openly and come to a plan which allowsboth the parents and the infant to succeed. Thencelebrate each little success!

Involve parents in planningIt is around this time that we need to agree anindividual family plan where the means for meetingparental concerns, identifying resources (within thefamily and locally) and outlining steps to achieveparental aspirations for their infant are outlined. Atthe same time family friendly audiology departmentswill be agreeing with parents an audiologicalmanagement plan. These plans are an opportunity


Best Value...Need information to assist with benchmarking?

It’s all there in the Survey data.Contact Margaret EatoughReflections, Merritts Hill, IlloganRedruth TR16 4DF01209 219503 e-mail: [email protected] Survey Information provides detailedinformation about numbers of deaf children,placements, provisions, staffing and achievements.

PLEASE return your completedSURVEY 2000 to ensure that the

information is up to date.

Rushy Meadow PrimarySchool


A Consortium is born....Peter Plant, Headteacher, Longwill School

For the past 8 years a group of schools and services(SSG) have worked together to ensure that therights and entitlements of profoundly deaf signlanguage users to access National Curriculum Tasksand Tests are upheld.

This group (SSG) met pre Tasks and Tests with deafcolleagues to agree presentations and the BSLvocabulary that would be used and then producedthose presentations to our profoundly deaf signlanguage users. Guidelines were then produced forstaff who would be involved. Post Test meetingswere a time to debrief and to modify the guidelinesin the light of our experiences and makerecommendations to QCA year on year.

Efforts have been rewarded as QCA have includedthe suggestions in their documentation.

Assessment and Reporting ArrangementsDuring the last year KS1 SSG members haveformed a working Party to look at developments inthe field that specifically address the needs of BritishSign Language dominant pupils access to theLiteracy Hour. Key Stage 2 members have justcompleted their reflections of literacy teaching.

The remit of SSG was widened and has so farincluded Baseline Assessment and theimplementation of the National Numeracy Strategy.In this way a dialogue is maintained with QCA &DfEE to ensure the rights of pupils who have BSL asa first language are not forgotten and that thechallenges they face are addressed by thosebodies.

The positive response received from bothgovernment agencies is encouraging. There arehowever fundamental issues for SSG to addresswith sharing the workload and the financing ofmeetings being immediate considerations. As aconsequence of that SSG met in November 1999 atthe Heads of Schools and Services Conference todiscuss the challenges.

One of the outcomes of the meeting was anagreement that the work on behalf of this group ofchildren should continue. The consortium of SignBilingual Schools and Services was born.

Another product of the gathering was a commitmentto meeting the criteria laid down in the document‘Sign Bilingualism - a model’, written by MirandaPickersgill & Dr Susan Gregory - published byLASER. We recognise that as a group of schooland services we are at different stages on thecontinuum in achieving that goal.

The Consortium will meet again in February todiscuss:w the membership of and funding for the

consortiumw the drawing up of a strategic development plan

for Sign Bilingualismw focusing on specific elements of that plan for

immediate development.The Consortium will continue to promote the needsof BSL dominant pupils:w maintain and further develop networks already

established with Government agenciesw bring together fragmented initiatives into a

coherent frameworkw to be a powerful united voice on behalf of BSL

dominant children.

The present members of the Consortium were selfselecting in that they have been involved in the KS1& 2 working Groups for some considerable time.The Consortium does not wish to be exclusive as itrecognises that there are colleagues who also areworking towards meeting the conditions required forsuccessful sign bilingual education. If you areinterested and importantly are willing to commit yourschool or service to the model and are workingtoward the goal of sign bilingualism please contactPeter Plant 0121 475 3923 to be kept informed ofdevelopments.

Not a BATOD member?Enjoying a quick flip through your

colleague's Magazine? Interested in attending some of the

courses and meetings reported?

Don't delay - Join BATOD Today

What can you see?Still can’t understand it? Well... where do you find holes? Think aboutdoughnuts, polos etc. YES in the middle.Polar bears need to eat and they go fishing don’tthey? So you might expect polar bears to be foundround holes in the ice. No hole.... no polar bears.And the fish.... in the holes??? Look on the otherside of the die. (You need to know that spots onopposite sides of the die add up to 7 to reach theanswer quickly)Now do you get it????


Phonak

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TYPETALK CONSUMERPANEL MEETING REPORTThis is a report on the meeting of the TypetalkConsumer Panel held on 9 August 1999. Thisreport can only give a brief summary of some itemscovered. If you would like more information or haveany queries please write to me via Typetalk or myhome address, both of which are given at the end ofthis report.

This was the first Consumer Panel meeting attendedby Phil Jennings, the new Director, who explainedhis background as a call centre manager for BritishGas. The Panel discussed the quality of the brailleversion of Typetalk update, which had beenimproved but took longer as it was done out ofhouse. The relaying of e-mail addresses continuedto give problems, since not all textphones had the @symbol and textphones which had it did not relay itconsistently. It was agreed that it should be relayedas “(at)” by operators and guidance would be givenin Typetalk update. Visits to Typetalk were alsodiscussed and it was confirmed that the policy wasto discourage such visits but for Outreach staff to goto clubs and other centres and give presentationsincluding the Typetalk video.

In his report, the Director, Phil Jennings, said thatthe number of call minutes was not increasing asfast as expected, but the percentage of callsanswered within 16 seconds was above target. TheOutreach department were working on variousinitiatives to encourage use of the service,particularly with those who were not active usersand who, although registered, had not used theservice in the past year. There would be a secondnewsletter, Relay, which would be sent out betweenissues of Typetalk update and which would giveinformation about the service. A surveyquestionnaire would be sent to users in order todetermine how they felt the relay should bedeveloped and whether a more customer-friendlyservice would be welcomed.

Craig McConkey, Head of Technical Development,reported on the trials of the new upgrade to theinstalled relay systems in which the Panel had takenpart. These had been successful in solving someinitial problems and the software was now beingintroduced into operational use. The Helplineswould also be upgraded over the next few months.This new upgrade was necessary for a number ofreasons including Year 2000 compliance and insome ways the upgrade is a pre-requisite to theimplementation of the Virtual Text Network (VTN).Discussions on the VTN were proceeding with BTand implementation was still on target for nextautumn. Various details were discussed but therewere few definite answers as the system was stillbeing developed. The Panel was reminded that this

was a world first, so the system was constantlyevolving as problems were dealt with.

Various matters were raised by Panel members.The problem of changes of address and otherdetails for corporate accounts, where the actual usermight not even know who dealt with the bill, wasdiscussed and various improvements proposed.The typing speeds of operators was another topic.Typetalk demands a minimum speed of 40 wordsper minute (wpm), but most operators are capable ofat least 50wpm. However, people speak at up to200wpm so the operators need to ask hearingcallers to slow down. But operators are required torelay what is said verbatim, without omittinganything and are monitored to ensure they do this.It was confirmed that Text Users Rebate Scheme(TURS) rebates are calculated on call charges afterdiscounts such as BT’s Friends & Family are takenoff. The Panel felt there was a lack of knowledgeabout the operation of the TURS (such as couplesbeing able to claim double the maximum if bothwere registered and that both BT and Typetalk billswere eligible for rebate claims) and it was agreedthat information would be published in Typetalkupdate and mailed with Typetalk bills.

Another matter raised was the ability to leavemessages on the Nokia Communicator 9000i eventhough it does not have an answerphone message.Operators would be alerted to this possibility, thoughusers must realise that any message left will bewiped out by a further call. One Panel member alsoasked that the operators should be trained torecognise the new 02 dialling codes for London andother places such as Cardiff and Northern Irelandthat are now running in parallel to the existing codesand which will become the only codes next April.

As was stated earlier, this is only a very briefsummary of the matters dealt with. The nextmeeting of the Consumer Panel will be on 6thNovember, 1999.

Ross Trotter,Typetalk Consumer Panel Chairman

Write to me at: or:

Typetalk, 36, Victoria Street,PO Box No. 284, WETHERBY,LIVERPOOL, L69 3UZ, West Yorkshire,

LS22 6RE.

All members are reminded that the National Treasurer MUST be notified of any change to youraddress to ensure that your Magazines and Journals reach you.Name changed to:

Address changed to:

Post code Post code:


Membership subscription ratesMembership subscription ratesdue 1 August 1999

Annual Quarterly ChequeDirect Debit Direct Debit

Full members in employment £ 35.00 £ 9.25 £ 40.00Full members taking a career break £ 17.50 £ 4.75 £ 20.00Associate members in employment £ 35.00 £ 9.25 £ 40.00Associate members, unwaged £ 17.50 £ 4.75 £ 20.00(in training as Teachers of the Deaf)Retired members £ 22.00 £ 6.00 £ 25.00

For those Retired members who no longer wish to receive the Journal there is a concession to pay a reducedsubscription. This concession also applies to Associate members who are employed as Learning Support Assistants orin similar roles who do not wish to receive the Journal.

The NEC has decided that Retired Members who reach the age of 80 should be given free membership of theAssociation. This is largely due to representations made by Mr Rudolf Crossley. Any members who reach thismilestone are invited to contact the Treasurer who will then make the necessary arrangements.

Full and Associate members who are entitled to a reduced subscription should notify the National Treasurer of thecircumstances by 30 June for the following years’ membership to enable the necessary paperwork to be completed.

Anyone with a change in circumstances (eg changing to retired status) should inform the National Treasurer as soon asthey are able. Cheque payers will be sent a reminder about payment in June. Direct Debits will be altered automaticallyfor payments in August and beyond.

Members are reminded that membership of the Association is only open to individuals. There is no category forService or School membership. We are aware that some members have their subscription paid for them andthat some have their mailing to their work address. Only the named individual is the member and no otherperson at that address can claim any benefits of membership.

Any enquiries should be made to

BATOD National TreasurerMr Bev McCracken200 Bramhall Lane SouthBramhall, StockportSK7 3AA

Tel / Fax 0161 439 4586e-mail: [email protected]

1999 / 2000

Date Organisation Meeting Topic Venue

2000 January 6 De@fchild UK Sharing Good Practice Univ. Reading

7/8 BATOD NEC Officers Association business planning Birmingham12-15 BETT 2000 Education Technology Show Olympia, London

22 BATOD NEC Association business London25-26 NDCS From Awareness to Action Keele University

28 BACDA Language, Mental Health & HI in children Brunei Gallery29 BATOD South West Committee business RSD Exeter29 A&ICT ICT Skills RSD Derby

February 4 HOS/SHI SE South East Region Meeting Chertsey, Surrey12 A&ICT ICT Skills Woking, Surrey18 South Preschool SIG Numeracy & Literacy Issues Runnymede28 Institute of Child Health Paediatric Audiology Update London29 Institute of Child Health Cochlear implants - update for professionals London

March 3/4 BATOD NEC Officers Association business planning Birmingham4 BATOD South Behaviour Management Strategies Penn School

17 - 19 Delta Family Weekend Dorset18 A&ICT ICT Skills South Shields

23-25 emap The Education Show Birmingham NEC25/26 BATOD NEC Association business London

Mar 30-1Apr NPCIP Advanced workshop Nottingham

April 6-9 BATOD/BAPO Communication 2000 Nottingham6 Experimental Psychology Soc. Hearing Impairment, Language & Cognition Nottingham

May 13 BATOD South West AGM TBA13 BATOD South AGM & Conference on Numeracy RSDC Margate

19/20 BATOD NEC Officers & Committee Chairs Birmingham

June 16 BATOD NEC Officers & Region Representatives TBA17 BATOD NEC Association business TBA

23 /24 NDCS Technology Open Day Wolverhampton30 HOS/SHI SE South East Region Meeting Chertsey, Surrey

July ICED International Congress Australia8 Pam Robinson & Viv Ogg Reunion (see page 31) Mill Hall School

Sept 9 BATOD Officers Association business planning TBA23 BATOD NEC Association business TBA

Nov 17 BATOD NEC Officers Association business planning Birmingham

Dec 2 BATOD NEC Association business TBA

2001March BATOD NEC Officers Association business planning BirminghamMarch 17 BATOD NEC AGM / NEC Weekend Meeting TBAMay BATOD NEC Officers & Committee Chairs BirminghamJune 15/16 BATOD NEC NEC + Regions TBASept 14/14 BATOD NEC Officers Association business planning BirminghamSept 29 BATOD NEC Association business TBANov BATOD NEC Officers Association business planning BirminghamDec BATOD NEC Association business TBA

Items noted on this Calendar may have been advertised within the Magazine or the information reported bytelephone. BATOD is not necessarily the organising body.Please contact the Organising body (column 2) for details of the conference, NOT the Editor of this Magazine.

DISCLAIMERThe Editors and the Association do not necessarily endorse items or the contents of advertisements

published in the Magazine and cannot accept responsibility for any inaccuracies.


Meetings to know about

Midland regionChairperson: Mrs Alison Weaver

Sensory Support ServiceSandfield Centre, Lenton NottinghamNG7 1QH

Secretary: Mrs Janet GuestThe Glebe Centre, Glebe StreetWellington, Telford TF1 1JP

Treasurer: Mr Robert Miller13 Derby CloseThe MeadowsBroughton AstleyLeics. LE9 6BE

North regionChairperson: Mrs Tina Wakefield

Melrose House, 46 Steade RoadNether EdgeSheffield S7 1DU

Secretary: Mr Chris Payton19 Lawnswood Park RoadSwintonManchester M27 5NJ

Treasurer: Aftab-i-Haque67 Belgrave RoadOldham OL8 1LU

South regionChairperson: Mr Gary Anderson

Specialist Teacher Advisory Service (HI)Hampshire County Council (Inclusion Branch)Havant Local Education OfficeRiver WayHampshire PO9 2EL

Secretary: Mrs Lynne WilliamsPhysical & Sensory ServicesMid Kent Area Education & Libraries OfficeBishops TerraceBishops WayMaidstone ME14 4PD

Treasurer: Ms Viv OggMary Hare Grammar SchoolArlington Manor, Snelsmore CommonNewbury RG14 3BQ

South West regionChairperson: Mrs Linda Lang

5 Tamar View, Launceston Cornwall PL15 9EX

Secretary: Mrs Fiona ElsworthSunspot, Liston DownCornwall PL16 0DB

Treasurer: Miss Harriet Nott‘Ygorow Dew’, 75 Stanary RoadStenalees, St. AustellCornwall PL25 8SW

Region Chairpersons, Secretaries, TreasurersMagazine Distribution

Northern IrelandChairperson: Mrs Olive McManus

22 Cregagh ParkBelfast BT6 9LF

Secretary: Mrs Wilma McCreary41 Knightsbridge ParkBelfast BT9 5EH

Treasurer: Ms Ann Toner5 West AvenuePortstewartCo. Londonderry BT55 7NB

ScotlandChairperson: Ms Sylvia Gordon

Earnock High School Wellhall RoadHamilton ML3 9UE

Secretary: Ms Margaret Highet26 Sinclair Drive, LARGS Ayrshire KA30 9BL

Treasurer: Mrs Ann Dykes4 Grieve Court, SilverwoodBothwell, Glasgow

WalesChairperson: Ms Rose Taylor

Ysgwydd Gwyn Uchaf FarmDeri, BargoedCaerphilly CF81 9NT

Secretary: Mrs Yvonne Turner80, Overland RoadMumbles Swansea SA3 4LL

Treasurer: Mrs Norma Moses28 Pen Y Gros, Groesfaen Pont Y Clun, Mid Glamorgan CF7 8PA

Articles, information, contributions and advertisementsfor the Association Magazine should be sent to:

Mrs Ann UnderwoodBATOD Magazine Editor41 The OrchardLeven, BeverleyEast YorkshireHU17 5QA

e-mail [email protected]

Submissions to the Journal ‘Deafness and Education International’ should besent to:

Dr Clare GallawayCAEDSP, School of EducationUniversity of ManchesterM13 9PL

e-mail [email protected]

BATOD Magazine distribution from:Royal Schools for the Deaf, Stanley Road, Cheadle Hulme, Cheshire SK8 6 RQ

Association Magazine ISSN 1366-0799Published by The British Association of Teachers of the Deaf 41 The Orchard Leven Beverley HU17 5QA

Printed by White Horse Press, 1 Hambridge Lane, Newbury, Berkshire RG14 5TU

Starkey

Ear Moulds


the british association of teachers of the deaf magazine · 2018-02-16 · from your editor.... the...

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