Deaf Support Department

Transcription

1 Deaf Support Department

2 Welcome Heathcote Deaf Support Department (DSD) is a specialist department in the school that has space for up to 15 deaf learners from Year 7 to Year 13. Deaf students are considered to join us if they have an Education Health Care Plan that details: Moderate to profound level deafness. Speech, language and communication needs that affect their learning. Heathcote school has an inclusion policy for education so deaf students spend most of their time in mainstream lessons with hearing peers. Our students receive an individual package of in-class support from specialist DSD staff and can use up to date technologies in order to access their lessons. Our students are also able to have specialist small group or one-one teaching in the DSD up to three times a week.

3 Facilities In the DSD we have our own classroom where students have their small group tutorials. We aim to create a family, friendly environment in the DSD and the deaf students know that this is their quiet, safe space that they can come to whenever they need help or support. In a large mainstream school this can be very important for some learners. The students come before school to collect radio aids and to get support with their hearing aids or cochlear implants. Students can come to lunchtime friendship clubs and after school to homework club.

4 Students in the DSD working with support staff and together as peers at homework club.

5 Language and Communication At Heathcote, we use a flexible approach to communication, meeting the needs of each individual student. In order to learn and succeed, students need access to high quality language. Our team of specialist support staff are able to work flexibly to ensure that our deaf learners can access their lessons in whatever way they learn best. Staff use a diverse range of strategies in the classroom to facilitate understanding such as speech, signing, note-taking, drawing diagrams on a whiteboard, looking up information visually on an ipad, etc. Where a learner s preferred language is English, we use specialist technology in conjunction with their hearing aids or cochlear implants, such as radio aids and Soundfield systems. Staff are trained in maintaining the equipment and are supported by a visiting Audiological Technician once a week. Students are also given assistance to become independent users of their technologies, receiving lessons in how to change hearing aid batteries, tubing and so on. Our Audiological Technician can fit and supply new ear moulds on site, saving learning time lost to extra trips to the Audiology Clinic. For learners who use British Sign Language or Sign Supported English, we have a team of specialist staff who hold recognised British Sign Language qualifications, two of whom are qualified at the highest level, Level 6. All of our students that have Speech and Language Therapy listed on their Education Health Care Plan will receive specialist assessment and therapy. The school commissions Speech and Language Therapy from a qualified Speech and Language Therapist with experience of working with deaf students.

6 Deaf learners using Soundfield technology in a mainstream Science class.

7 Teachers of the Deaf Each student in the DSD is allocated their own Teacher of the Deaf (ToD). They can approach their ToD at any time to get help and support with audiology, homework, peer and friendship issues or anything else. This is a definite benefit of being part of the DSD, compared to a mainstream school without a DSD, where they may only get a ToD visiting from time to time. Their ToD regularly liaises with other professionals such as subject teachers, Speech and Language Therapists, Audiology and so on to ensure that they get the best support and help that they need to flourish. ToDs carry out assessment and monitoring of students speech perception, language and literacy skills which then informs intervention in specialist small group teaching in the DSD to help learners to continue to progress. Many parents and families of the students value the close contact and communication that they and their child can have with their ToD. Each ToD is responsible for a maximum of 5 students so is able to develop a close working relationship with the family in order to support the development of their child.

8 Meet Charlie I like the DSD because I get support in my lessons, I always sit in the front but if I can t hear then support staff will check that I understood. If I make any mistakes or I can t spell something then staff will write it on a whiteboard for me and then help me to practice my spelling so I can improve. I also like going to the deaf athletics events because I enjoy sports. I am happy that my Teacher of the deaf is deaf himself because he understands what its like for me, like when my batteries go dead! Deafness: Profound from when I had meningitis when I was 18 months old. Technology: I have a Cochlear Implant and use the Radio Aid at school. Communication: Speech.

9 Specialist Small Group Teaching All the students in the DSD can have specialist 1:1 or small group teaching up to 3 times a week. These lessons with a qualified Teacher of the Deaf deliver a smaller, more individual teaching environment where students can work on specific language, speech and literacy targets. The curriculums used in these lessons can be varied and matched to the students needs. Recent curriculums we have followed have included: The Secret of Words morpheme literacy programme. Deaf students often have reduced awareness and skill in suffix spelling ability e.g. walked, electrician etc. as they may not be able to hear these high frequency, low amplitude sounds. This curriculum helps students visually learn the rules for appropriate word suffixes which aids grammar, syntax and literacy levels. NDCS Healthy Minds Deaf young people are four times more likely to suffer mental health issues than hearing teenagers. Deafness does not cause mental health issues but deaf students may be exposed to an excess of the risk factors that can lead to mental health issues (e.g. low self-esteem, communication difficulties, abuse, academic failure, negative attitudes to being deaf etc.). This curriculum aims to help students develop emotional vocabulary, intelligence and resilience. It also introduces the idea of identity and starts to support students to find acceptance and positivity in their identity as deaf young persons.

10 Meet Selena I like the DSD because it is a friendly place where I can get help with homework. Also in my role as a deaf peer mentor I help other younger students with their homework. I run a sign language lunch time club to teach hearing students BSL. I like my Teacher of the Deaf because she helps me a lot. Deafness: Severe and I have Auditory Neuropathy as well. Technology: I wear 2 Phonak Hearing Aids. Communication: BSL.

11 British Sign Language Heathcote school highly values diversity in languages and culture. The whole year group in Year 7 receives a short course of BSL and deaf awareness lessons as part of the school PSE curriculum. This helps hearing students integrate with their deaf peers. Many students really enjoy learning this visual, creative language and also attend lunchtime BSL club which is thriving as a fun place for deaf and hearing friends to interact. Several teaching staff each year also choose to learn BSL in their own time. For deaf students, BSL is taught once a week by our Deaf Instructor who is qualified to teach the National Signature Level 1 and Level 2 exams. Whilst many of our students use speech as their primary communication mode, BSL lessons provide an opportunity to help them communicate with signing peers. BSL also really supports self-esteem, confidence and identity development, which can be a struggle for students during the teenage years. Furthermore, gaining BSL qualifications can open doors for their future. For example, they may want to pursue a career working with deaf children etc. Deaf and hearing peers having fun playing a sign language game.

12 Deaf and hearing students together at lunchtime BSL club. They are learning to sign a popular song.

13 Meet Rhian I get support here in school to help me to improve my work. I am doing my GCSEs, I chose ICT, Catering and Business. I really enjoy ICT because I like creating music and apps. My Teacher of the Deaf always helps me with my work to correct any mistakes. I also use a Radio Aid to let me understand what the teacher is saying so I can hear better. In the future I might run a catering business or become an audiologist. Deafness: Moderate in both ears. Technology: I use 2 hearing aids and the Radio Aid at school. Communication: Speech.

14 Skills for life At Heathcote the DSD values the development of the whole range of skills that young people need to be equipped with. We aim for students to mature into confident, caring and well-equipped individuals, ready to make a positive contribution in society. To achieve this we organise a number of extra-curricular events each year that give the students opportunities to develop skills in team-work, communication, presentation techniques and so on. We often use deaf professionals, which really helps the deaf learners to realise that their deafness need not be a barrier to achieving in their chosen career. In the last few years the students have had the opportunity to work with a professional deaf flautist, a professional deaf actress, a deaf footballer and several deaf artists. Furthermore, at the annual Deaf Aspirations Day the students have seen presentations and workshops from deaf adults working in the fields of business, education, audiology and mechanics. The students also regularly get the opportunity to represent Heathcote and the Borough at Disability Athletics tournaments.

15 Our deaf students learning valuable life skills in communication and presentation techniques at a workshop with deaf artists Rubbena Aurangzeb-Tariq and Christopher Sacre. Our deaf learners discovering new technologies on the National Deaf Children s Society Roadshow bus.

16 Workshop with deaf actress Charlotte Arrowsmith. Workshop with deaf artist Christopher Sacre. Workshop with deaf flautist Ruth Montgomery.

17 Meet Shania I like the DSD because its where I can get help with my homework and the staff help me in my lessons. I also like coming to lunchtime club where its nice and quiet so I can hear my hearing and deaf friends when I chat to them. We sometimes play games and watch BSL Zone programmes too which I like. Deafness: Profound from birth. Technology: I have 2 Cochlear Implants. Communication: I can speak and sign BSL or SSE.

18 Contact Details For further information or to arrange a visit please contact: Deaf Support Department Heathcote School and Science College Normanton Park Chingford E4 6ES