Language Policy for Deaf Children
Philosophy Statement
Aims
Time Allocation
Teaching Strategies
Planning
Audiology
Equal Opportunities
Resources
Assessment and Recording
Monitoring and Evaluation
Philosophy Statement
We believe that a positive self-image is the foundation of effective learning. Children need to believe in themselves as deaf individuals in order to achieve their full potential. As a school, we have high expectations of children both academically and socially and encourage them to have the same high expectations of themselves. Children are expected to achieve a high level of independence in respect to their own learning, equipment and environment. Creating a positive identity helps children to understand that they have a valid role in both Deaf and hearing communities.At Warren we offer a child-centred approach to communication. Our aim is to meet the varying needs of the deaf children in the school, recognising and using their linguistic strengths. The curriculum is delivered in the individual's preferred language whether that is British Sign Language (BSL), Signed Supported English (SSE) or Spoken English. We provide resources that enable deaf children to be included into mainstream classes, where they can access the curriculum, whenever possible. When this is not appropriate, children are taught an adapted curriculum which is based upon the requirements of the National Curriculum. Back to top
Aims
- To develop children's confidence to communicate and express themselves effectively.- To develop the ability to speak or use BSL fluently to communicate ideas to a variety of audiences.
- To actively participate, responding appropriately to others, whilst valuing their opinions & mode of communication.
- To enable children to ask relevant questions and formulate appropriate answers.
- To make explicit the language differences between formal and informal discussion.
- To raise children's awareness of the effect and power of language in the wider community.
- To give children the opportunity to communicate with a wider audience, including the Deaf community.
- To read and understand English texts using Signed English or Spoken English. (See Reading Policy)
- To use correct English in their writing. (See Writing Policy) Back to top
Time Allocation
Language skills are practised and developed by children almost every single moment of their school lives. We strive to remember this in all daily contact with children and ensure that we are providing good role models for them. Back to topTeaching Strategies
At Warren we strive to communicate with each child in the mode appropriate to the individual and situation. We believe that all deaf children should have English taught to them explicitly, working from a sound language base, which may be BSL or Spoken English. We realise that for many deaf children some aspects of communication must be taught directly as well as conveyed naturally in conversation.?X Learning Support Assistants (LSA) will facilitate communication between deaf and hearing peers if communication breaks down.
?X Visual resources are used to support teaching all deaf children.
?X All deaf children will be given the opportunity to meet with deaf adults and peers.
?X Drama, including role-play, will be used in order to extend experiences and explore a range of social contexts and relationships.
BSL Users
?X English will only be taught once a solid language base is established in BSL. It will be made explicit to the child whether the language used is English or BSL.
?X Signed English is used to teach English language structure.
?X Where possible all adults will communicate using BSL in front of a BSL child/adult. This is to ensure the children are able to access adult models of interaction, provide opportunities for incidental learning and that Deaf staff have equal access to information. If there are other members of staff in the vicinity who cannot access BSL conversations it will take place in SSE.
?X Children will be given the opportunity to access a variety of BSL users e.g. Deaf adults and peers, TV, videos and CD ROMs.
?X Mainstream lessons are taught in English, which is then delivered in BSL by the LSA.
?X Any adults delivering or communicating in BSL, should be aware of individual children's levels of BSL, care should be taken to ensure that BSL is given at an appropriate level.
Spoken Language Users
?X The curriculum is delivered in English, and children are encouraged to listen actively, and watch the speaker to gain visual clues. If meaning is lost, keywords will be signed by the Learning Support Assistant using Sign Supported English.
?X Teachers will be made aware of deaf issues, which affect the child's learning.
?X Learning Support Assistants will check the child understands at appropriate intervals by verbally questioning, if the child has not understood it is their role to explain.
?X It is the responsibility of the Learning Support Assistant to inform both class teacher and teacher of the deaf when a child has not understood. Back to top
Planning
Language Support Assistants are expected to have prior knowledge of lesson content and prepare resources that will be needed to support the deaf child. This will be in liaison with the class teacher.Teachers will discuss with the class the role of communication in the classroom highlighting how it is an integral part of learning, and will plan for collaborative work requiring genuine co-operation between hearing and deaf peers.
Teachers of the Deaf will plan in collaboration with mainstream teachers, a speech and language therapist and support staff. Staff will use, creatively, spontaneous opportunities for conversation as they arise and this will stem from a working knowledge of each individual's communication needs and preferences. Back to top
Audiology
All children are encouraged to wear their hearing aids/cochlear implant.Radio aids are used in situations where an adult is talking 1:1 or to a group of children and the deaf child is gaining access purely through an aural mode.
Radio aids are only used with BSL children when the focus is on speaking and listening.
Soundfield systems are used in whole class situations where the deaf child is gaining access through an aural mode. It can also be used during PE (dance) to amplify music.
An Auditory Training Unit (ATU) is specifically used for speaking and listening work. Back to top
Equal Opportunities
Teachers recognise the range of language and experiences that children bring to school. In order to promote confidence and self-esteem, these differences are valued and drawn upon in a positive and constructive way. Teachers also acknowledge the different interests and motivation of boys and girls and strive to provide resources and activities to promote interest and an appropriate level of challenge.All children will be encouraged to value their own dialect and languages and use them when appropriate to the context and purpose. We encourage children to be sensitive to the feelings of others about the way they communicate. Back to top
Resources
AudiologyRadio aids and soundfield systems are used in conjunction with personal hearing aids when appropriate.
Children are encouraged to be actively involved in their own audiological management and to be aware of their own listening needs and environment.
For all deaf children it is of the utmost importance that audiological equipment is maintained in working order. Personal hearing aids and radio aids undergo a listening check on a daily basis and a test box is used to ensure that all systems are in working order at least once every term.
The school also has access to an Audiometer and an Auditory Training Unit.
Human
Each child is assessed according to their individual need and Learning Support Assistants are allocated accordingly.
Physical
Teachers and support staff have access to a noise free overhead projector and a subtitling video player.
Visual resources will be centrally stored under National Curriculum subject headings.
All teachers and support staff have access to a selection of materials that can be used to promote different types of talk and sign. For example there is a range of puppets and BSL stories on video available and access to audio recorders and video cameras so children can tape themselves and listen to or observe the result. Back to top
Assessment and Recording
Children will be included in mainstream school assessment if it is accessible to the child. (See Assessment policy for details)Assessments are made of children's growing ability as language users. Informal observations, in a variety of social groupings and learning contexts that occur across the curriculum are undertaken. Social and cognitive skills are assessed.
Reference will be made to the development of communication skills in the interim and the annual report by the TOD responsible/involved.
The following formal assessments will take place throughout the school year to evaluate progress. These will be in conjunction with less formal teacher assessment and observation.
Nursery
?X ESP monitoring Protocol for deaf Children
?X Informal Assessment
F/KS1/KS2 - Termly
?X Video recording of reading
F/KS1/KS2 - Prior to Annual Review
- STASS (expressive)
- Bracken (understanding of concepts)
- Derbyshire (receptive word levels) KS1
- CELF (Receptive and Expressive) KS2 or TROG
- Verbal Reasoning Test
- BSL Receptive Test (KS1/2)
It is the responsibility of the mainstream class teacher to assess and monitor a deaf child's progress in all National Curriculum subjects that they teach to the individual child. They should liase regularly with the Teacher of the Deaf with regard to support needed or concerns over achievement and progress.
It is the responsibility of the Teacher in Charge of the Resource Base, in conjunction with the Speech and Language Therapist to assess pupils' communication skills through discussion with children, staff and parents, lesson observation. Back to top