Particular care needs to be taken in assessing children and young people who are deaf and have additional needs. Where communication and language is severely delayed the child or young person may be more able than is first assumed. Regular strategies and intervention for children with hearing loss may also be less available to a child who has other difficulties e.g. sign language for a child with physical difficulties. Specialist Teachers for Hearing Impairment (Teachers of the Deaf) support will be determined following consultation/assessment. Setting and support workers will need to have access to continuous professional development in order to acquire and maintain the specialist skills required for their role. A range of CPD opportunities will be made available through the specialist support services Quality First Teaching Strategies/ Impact of Condition on Learning Relevant Information/Assessments Specialised Adaptations Making satisfactory progress but at risk of or Basic classroom management strategies should The School Leader should clarify the nature and possible beginning to fall behind. be put in place using materials and guidance implications of the diagnoses by liaising with parents, available from the National Deaf Children’s health professionals and the Sensory Team , for Sometimes misunderstands instructions and Society. Examples include: example: needs reassurance or reinforcement before beginning a task. Favourable Positioning Unilateral hearing loss Apparent fluctuations in attention, responses to Management of background noise Mild or moderate bilateral (both sided) temporary sound and spoken language. hearing loss caused by Glue Ear Repetition of instructions Difficulties understanding peers in group Mild or moderate bilateral hearing loss which may Multi-sensory approaches to teaching and discussions and on the playground – may feel or may not require hearing aids learning – practical and visual reinforcement isolated or anxious at times. The school should carry out a basic assessment of the Management of turn taking in classroom Frequent ear infections and hospital impact of the hearing loss using a telephone discussions , repeating key points appointments may have caused higher than consultation with the Sensory Team if needed. New vocabulary is shared with parents usual school absence as well as intermittent The School Leader can make a full referral to the Sensory Home-School communication book is set up hearing loss. Team if it felt that further guidance is needed. School
Particular care needs to be taken in assessing children and young people who are deaf and have additional needs. Where communication and language is severely delayed the child or young person may be more able than is first assumed. Regular strategies and intervention for children with hearing loss may also be less available to a child who has other difficulties e.g. sign language for a child with physical difficulties. Specialist Teachers for Hearing Impairment (Teachers of the Deaf) support will be determined following consultation/assessment. Setting and support workers will need to have access to continuous professional development in order to acquire and maintain the specialist skills required for their role. A range of CPD opportunities will be made available through the specialist support services Impact of Condition on Learning Quality First Teaching Strategies/ Specialised Adaptations Relevant Information/Assessments Making satisfactory progress but at risk of or beginning to fall behind. Sometimes misunderstands instructions and needs reassurance or reinforcement before beginning a task. Apparent fluctuations in attention, responses to sound and spoken language. Difficulties understanding peers in group discussions and on the playground – may feel isolated or anxious at times. Frequent ear infections and hospital appointments may have caused higher than usual school absence as well as intermittent hearing loss. Basic classroom management strategies should be put in place using materials and guidance available from the National Deaf Children’s Society. Examples include: Favourable Positioning Management of background noise Repetition of instructions Multi-sensory approaches to teaching and learning – practical and visual reinforcement Management of turn taking in classroom discussions , repeating key points New vocabulary is shared with parents Home-School communication book is set up The School Leader should clarify the nature and possible implications of the diagnoses by liaising with parents, health professionals and the Sensory Team , for example: Unilateral hearing loss Mild or moderate bilateral (both sided) temporary hearing loss caused by Glue Ear Mild or moderate bilateral hearing loss which may or may not require hearing aids The school should carry out a basic assessment of the impact of the hearing loss using a telephone consultation with the Sensory Team if needed. The School Leader can make a full referral to the Sensory Team if it felt that further guidance is needed. School
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