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Our little Superheroes enjoyed their Festive winter party this week! See you all in 2026 xx

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Hearing and Vision Impairment/Deaf Education Christmas Party

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Fire Safety Training children's services

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Bury Rochdale and Oldham CHSWG | Facebook

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Access our leaflet to meet the Service and discover who we support.

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In the pages that follow, we introduce who we are and what we offer - independently and through a growing number of trusted third-party partners. We share information on the facilities we have available for hire.

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Get support to help you make choices about how your child communicates, both now and in the future.

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Communication and Language Choices | Deaf Choices UK

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Communication and Language Choices for Deaf Children

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Conventional hearing aids work using air conduction but for a number of reasons some deaf children can’t wear conventional hearing aids. A bone conduction hearing device works better for them because of the type of deafness that they have.

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Why would my child need a bone conduction hearing device?

The inner ear receives sound vibrations in two different ways; through the ear canal, ear drum and middle ear (air conduction) and through the skull bone (bone conduction). Conventional hearing aids work using air conduction but for a number of reasons some deaf children can't wear conventional hearing aids. A bone conduction hearing device works better for them because of the type of deafness that they have.

How do bone conduction hearing devices work?

A bone conduction hearing device (also known commonly as a BAHA) works by transmitting sound vibrations through the bone. The sound processor converts the sound picked up by its microphone into vibrations. The sound processor then transmits the vibrations through the bones of the skull to the cochlear of the inner ear. The inner ear then converts these (sound) vibrations into electrical signals that the brain interprets as sound. A bone conduction hearing device therefore allows a child to hear sounds that can't pass through the ear in the usual way, which is through the outer and middle ear.

There are three types of bone conduction hearing devices:

A bone conduction hearing implant is used permanently following one or two surgical procedures to fit part of the device.

A bone conduction hearing aid or the sound processor of a bone conduction hearing implant worn on a headband can both be used by children on a temporary basis if their hearing is expected to improve with time. They can also be used permanently by children when it is not advisable for them to have surgery.

Want to learn more about bone conduction hearing devices?

Become a member for free, and we'll send you information about the topics you're most interested in - like hearing technology - tailored for you and your child.

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Bone conduction hearing devices | Hearing implants

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If you are considering getting a bone conducting hearing aid for your child, you can get information on some of the advantages and disadvantages of BCHIs herBCHIs or bone conducting hearing implants can be an option for some deaf children with: permanent conductive deafness, microtia, and deafness in one ear

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Deaf Education Through Listening and Talking (DELTA)

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Deaf Education Through Listening and Talking (DELTA)

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Deaf Education Through Listening and Talking  (DELTA) is a charity that supports families with deaf babies, children, young people and the practitioners in Health and Education  that work with them.

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We are providing monthly online drop in events for parents/guardians/grandparents through Google Meet to be a part of the DELTA Community to ask questions, discuss and share experiences of raising their deaf child at home and at school using the language of the home and community.

The following drop in events are taking place on the below dates.

Tuesday, February 13th, 2024 : Bluetooth, iPhones, Android: everything you need to know about hearing aid technology with Paul Harris.

Paul Harris is probably the country's leading expert on hearing aid technology. He will explain to you everything you need to know about connecting hearing aids with other up to the minute technology; Bluetooth, iPhones, Android.

Thursday, April 16th, 2024 : Ten Top Tips for getting your hearing impaired child talking.

Every couple of months our meeting will carry a theme and parents will be able to sign in from the comfort of their own home to be involved in sessions expected to last one hour to 90 minutes.

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DELTA: Deaf Education Through Listening and Talking - Deaf Education

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DELTA aims to promote the Natural Approach that can help deaf children to listen and talk! We run summer schools, information days and offer advice for families.

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Our vision is that all deaf children have the same opportunities in life as their hearing peers.

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Makaton is increasingly used by the general public to aid communication.

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We would like to announce that The Makaton Charity has successfully acquired the intellectual property rights of Special iApps, a renowned creator of award-winning educational apps. These apps are specially designed to provide support to children with special educational needs, fostering language and communication development.

With Special iApps, users can effortlessly create personalised learning resources in minutes, making it easier for children to access the educational tools they need.

We are excited to continue the legacy of Special iApps and further enhance the impact these remarkable apps have on individual's learning journeys.

Next steps

Our goal is to enhance and modernise the existing Special iApps functionality through updated technology and advancements. We are aiming to relaunch the apps by Summer 2024.

We are delighted to announce that as part of their membership package, all Makaton Members will have exclusive access to the apps. This means that Makaton Members will be able to benefit from the incredible features and educational resources offered by Special iApps, further enriching their membership experience.

Previous Special iApps customers

The apps will also be made available free of charge to previous Special iApps customers for a period of six months. During this time, we encourage users to provide feedback on the development and usability of the apps. This valuable input will help us further improve and refine the apps.

Sharing your data

If you were a previous Special iApps customer and you would rather not have your personal data stored with The Makaton Charity, please email vicki.partridge@makaton.org and we'll ensure it is removed from our database.

More information regarding these exciting developments will be released later in the year. Makaton has worked closely with the Founders of Special iApps and is committed to continuing and expanding upon the remarkable work they have accomplished.

Stay tuned for more updates on how we will be taking this important work forward!

The Makaton Charity

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Makaton is a unique language programme that uses symbols, signs and speech to enable people to communicate. It supports the development of essential communication skills such as attention and listening, comprehension, memory, recall and organisation

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Signalong is a key word sign-supported communication system based on British sign language and is used in spoken word order. It uses speech, sign, body language, facial expression and voice tone to reference the link between sign and word.

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Signalong provides training and resources to assist those with communication difficulties and English as an additional language.

Signalong is a key word sign-supported communication system based on British sign language and is used in spoken word order. It uses speech, sign, body language, facial expression and voice tone to reference the link between sign and word.

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Signalong provides training and resources to assist those with communication difficulties and English as an additional language. Signalong is a key word sign-supported communication system based on British sign language and is used in spoken word order. It uses speech, sign, body language, facial expression and voice tone to reference the link between sign and word.

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Sign Supported English (SSE) is a way of communicating that uses signing and spoken English at the same time.

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Sign Supported English (SSE) is a way of communicating that uses signing and spoken English at the same time.

When you use SSE, you speak in English and sign key words in BSL. You don't need to sign every word. SSE uses English word order, rather than following BSL grammar rules.

SSE can be useful for:

supporting lip-reading for deaf people who use speech

communicating using speech in a noisy place

BSL users learning English

communicating in a group with people who use BSL and English.

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Sign Supported English (SSE) | Information for deaf children and young people

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Learn more about using Sign Supported English (SSE)

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10 June Saturday Youth Futsal Tournament 2023 View Detail 17 June Close House Hotel & Golf Resort Saturday England Deaf Golf Open Championships 2023 Close House Hotel & Golf Resort | Heddon on the Wall, Newcastle Upon Tyne NE15 0HT View Detail 25 June St. George's Park Sunday England Deaf Football League Finals 2023 St.

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We support people across Greater Manchester by empowering healthier lives through football. Our youth-led programmes place physical and mental wellbeing at their core, whilst also creating healthy futures and healthy communities.

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Whether at home, in nursery or at school, all adults and caregivers can help provide a good listening environment for deaf children.

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What do we mean by listening conditions?

We mean an environment (like your home) where the listening conditions (or acoustics) are at their optimum level so that your child has the best chance to access sound and develop their listening and language skills. For example, good listening conditions would mean there is no background noise or it's reduced.

Why are listening conditions important for deaf children?

Unlike hearing children, deaf children find it difficult to filter sounds so any background noise is going to get mixed in with what your child is trying to listen to and make understanding speech harder for them. For example, if they wear hearing aids or implants, it makes all sounds in that room louder (the tv, people talking, plates clattering) as well as the sound they're trying to listen to (mum reading them a story). Think about how hard it can be to have a conversation in a busy restaurant, for example. So having a quiet environment in the home where you can talk and play helps to develop their understanding of sounds and language.

As your child gets older and starts nursery or school, a quiet environment will become much more difficult to achieve and this sudden change can be very challenging. This listening conditions of a school will be very important for your child. School and nursery classrooms can also be very noisy.

Why are listening conditions important to learning?

At school, children can spend much of the day just listening, so good conditions are essential for all children to access teaching and learning and be fully included in school life. Research has shown that there is a link between attainment and good acoustics for both deaf and hearing pupils - and poor classroom acoustics can be particularly challenging for children with glue ear or a permanent hearing loss.

Poor acoustics can also make it difficult for deaf children to make the best use of their hearing aids and cochlear implants, as they make all noises in the classroom louder, not just the teacher's voice. These noises can drown out the teacher and may mean that the child misses much of the lesson.

For a child to understand what is being spoken, the teacher's voice needs to be louder than the background noise. If the classroom is too noisy most teachers will have difficulty speaking loud enough to enable good understanding. As adults, because of our knowledge of language, we are able to fill in the gaps where we haven't heard the full message. Children have a more limited language and are therefore less able to fill in the gaps.

In addition, many classrooms produce an echo effect which prolongs sounds, making listening more difficult. Echo occurs when the sound from the source has stopped, but reverberations from the sound continue in the room. If the surfaces in the room are hard then the sound may bounce around the room, arriving at the child's ear at different times and making it difficult to listen to the message. If we can make the surfaces more absorbent of sound this can help reduce the echo.

Find out what a noisy classroom sounds like to deaf children.

What should I look at before my child starts nursery or school?

Make sure you visit the school or nursery during an ordinary working day so you can hear for yourself how noisy it is when all the children are in.

Talk to staff about any quiet areas that are used for small group or individual work.

Talk to staff about how much of the day is formally teacher-led, such as story time, when the general background noise would be less.

Find out if there's any technology that could help your child, such as radio aids or soundfield systems.

Make sure that the special educational needs co-ordinator (SENCO) (additional learning needs co-ordinator in Scotland) and teacher have been told of your child's hearing loss and that the school and local authority are aware of any possible modifications that would have to be made.

Ask about support available from the Teacher of the Deaf to ensure rooms are good listening environments and that your child has the necessary support.

What can be done to improve the listening conditions at my child's school?

Under the Equality Act 2010 (or the Disability Discrimination Act 1995 in Northern Ireland), schools and nurseries have a duty to make reasonable adjustments to ensure disabled pupils are not disadvantaged because of their disability. Schools also have to plan better access for disabled pupils. This includes improving the physical environment of the school such as improving acoustics.

For more information on your child's rights go to The Equality Act and your child's education.

Examples of reasonable adjustments, and simple cost-effective improvements, that could be made to classrooms include:

Making sure doors are shut when teaching

Turning off electrical equipment that is not being used

Using fabric in classroom wall and table displays to absorb sound

Fixing plastic buffers on chair or table legs to reduce the noise of scraping chairs

Suspending displays from the ceiling to reduce reverberation

Having as many carpeted areas as possible

Fitting double glazing

Fitting specialists acoustic boarding to ceiling or walls.

Are you worried about the listening conditions at your child's school?

Does your child come home from school or nursery often complaining that the class is too noisy, and that they cannot hear their teacher or friends?

Ask your child how well they can hear what their teacher and friends are saying.

Ask whether they have more problems in one classroom or area than another.

Does your child report that other children in her class cannot hear what the teacher is saying?

Have you sought views from your child on the listening conditions at their school? Have a look at some example pupil interview surveys

If further improvements are needed or you have any concerns, you could consider:

Talking to your local Teacher of the Deaf about advice and support they can offer.

Asking the school or local authority for an acoustic review of the classroom from a professional acoustician. (Your school can locate an acoustician by going to the Institute of Acoustics website or a company which is a member of the Association of Noise Consultants.)

Assistive technologies such as radio aids and soundfield systems can help - but should be additional to, not instead of good acoustics.

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Improving listening conditions | Reducing background noise

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It can be difficult for deaf children to filter out background noise if they wear hearing aids or have implants and schools have a duty to make adjustments to acoustics

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Useful page looking into causes before birth (congenital), in childhood (acquired) including CMV, Down's Syndrome, Glue Ear and APD.

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There are many reasons why a child might be born deaf or become deaf in childhood. Although not knowing the cause of deafness can be very upsetting, it isn't always possible to identify the reason. You may be offered tests to try to find the cause of your child's deafness but they will only be able to identify the cause in 40-50% of children.

Causes of deafness before birth (pre-natal causes)

Permanent deafness in children is most commonly caused by genetics, passed down in families, even though there appears to be no family history of deafness.

Some of the most common syndromes associated with hearing loss are:

Alport syndrome

Branchio-Oto-Renal syndrome

CHARGE syndrome

Crouzon syndrome

Down's syndrome

Goldenhar syndrome

Jervell and Lange Nielsen syndrome

Pendred syndrome, where children have enlarged vestibular aqueducts

Stickler syndrome

Treacher Collins syndrome

Usher syndrome Type 1 and Type 2

Waardenburg syndrome

For detailed information on these syndromes, visit Contact.

Deafness can also be caused by complications during pregnancy. Infections such as rubella, cytomegalovirus (CMV), toxoplasmosis and herpes can cause a child to be born deaf.

There are also a range of medicines, known as ototoxic drugs, which can damage a baby's hearing system before birth.

Hearing can be affected by cleft palate or cleft lip and palate, which can occur on its own or be linked to one of the syndromes listed above.

Different types of deafness can be associated with microtia and atresia, depending on which part of the ear is not formed or working as it should.

Causes in childhood (post-natal causes)

Being born prematurely can increase the risk of a child being deaf or becoming deaf. Premature babies are often more prone to infections that can cause deafness. Severe jaundice or a lack of oxygen at some point can also cause deafness. Infections during early childhood, such as meningitis, measles and mumps, can be responsible for a child becoming deaf.

Temporary deafness in children is most commonly caused by glue ear.

Children may develop a rare ear disease known as cholesteatoma. This can happen at any time during childhood.

Children born with enlarged vestibular aqueducts can be born with a hearing loss which can be progressive or develop for the first time in early childhood.

Children may develop a rare condition known as otosclerosis. This can happen at any time during childhood, but is more common in teenagers and young adults.

Occasionally, a head injury or exposure to loud noise can damage the hearing system.

Ototoxic drugs used in medical treatments

Ototoxic drugs (drugs that can cause damage to the inner ear) used in some medical treatments can cause hearing loss, tinnitus and balance problems.

Children being treated for cancer are at particular risk of hearing loss caused by the cisplatin-based chemotherapy agents used in childhood cancer treatment. Children having chemotherapy should have their hearing levels monitored regularly to check for any deterioration early, so that oncologists (cancer doctors) can consider alternative drugs or changing treatment doses. Hearing aids can also be offered if needed.

RNID have more information about deafness caused by ototoxic drugs.

Medical tests used to help diagnose the cause of deafness

Information about how you can try to find out the cause of your child's hearing loss can be found in Chapter 8 'Medical tests used to help diagnose the cause of permanent deafness' in our resource Understanding Your Child's Hearing Tests.

Want more information like this?

As a member, we'll send you information and inspiring stories - tailored just for you and your child. You'll also be joining a community of over 35,000 families, so whether you know the cause of your child's deafness or are still unsure, there are plenty of other families going through a similar journey who can share their experiences and advice.

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Deafness can occur before or after birth, find out more about the different causes of deafness and the medical tests that can be used to diagnose the cause

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The level of your child’s deafness can be described in terms of their decibel (dB) hearing level, or by the terms ‘mild’, ‘moderate’, ‘severe’ or ‘profound’.

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The level of your child's deafness can be described in terms of their decibel (dB) hearing level, or by the terms 'mild', 'moderate', 'severe' or 'profound'.

Based on British Society of Audiology definitions of hearing loss, this is the decibel hearing level range each of these terms refer to:

mild (21-40 dB)

moderate (41-70 dB)

severe (71-95 dB)

profound (95 dB).

Your child's audiologist will be able to give you more information about the level of your child's deafness. They will also be able to explain the sounds that your child can and can't hear.

Frequency

All sounds are made up of different frequencies, measured in Hertz (Hz). The frequency of a sound affects the pitch that it's heard at. For example, the high notes on the right-hand side of a piano keyboard are examples of high-frequency sounds. If your child has a hearing test where the results are plotted on an audiogram, you'll see low to high frequencies marked along the top.

It's possible to have the same level of deafness for all frequencies or to have different hearing levels at different frequencies. For example, your child may have more difﬁculty hearing higher frequency sounds.

Speech consists of vowels (a, e, i, o, u) and consonants (the remaining letters), that are made up of a range of frequencies.

Consonants communicate most of the information when a person speaks and they're also what make speech intelligible (able to be understood).

Consonants appear in the higher frequencies of an audiogram chartmeaning that children need to be able to hear the full range of speech sounds at a quiet level to be able to understand speech.

Your audiologist will be able to explain your child's audiogram and give you information about the frequencies affected by your child's deafness.

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Levels of deafness | Main types of deafness

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The level of your child's deafness can be described in terms of their decibel (dB) hearing level, or by the terms 'mild', 'moderate', 'severe' or 'profound'. Based on British Society of Audiology definitions of hearing loss, this is the decibel hearing level range each of these terms refer to: mild (21-40 dB) moderate (41-70 dB) severe (71-95 dB) profound (95 dB).

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For hearing aid users seen at Bury, Rochdale or Oldham.

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For hearing aid users seen at Bury, Rochdale or Oldham.

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Everything you need from contact details, click and post service for batteries, hearing aid repairs to Newborn Hearing Screening Programme and a Glossary of Terms.

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Tinnitus is the term for the sensation of hearing a sound in the absence of any external sound. Symptoms of tinnitus are you may hear different types of sound, for example, ringing, whooshing or humming or buzzing in the ear. These can be continuous or they can come and go. The tinnitus might seem like it’s in one ear or both, in the middle of the head or even be difficult to pinpoint. Some people may think the noise is coming from outside and hunt for it until they discover it’s actually inside them!

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Story time is a fun way to introduce your child to new and exciting worlds that help them develop their attention and engagement, grow their imagination, and learn new vocabulary.

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Story time is a fun way to introduce your child to new and exciting worlds that help them develop their attention and engagement, grow their imagination, and learn new vocabulary.

Watch our videos to find out about different techniques for telling stories using sign language.
Storytelling using characters Storytelling using outdoors Storytelling using pictures Storytelling using props
Telling stories using sign language

When you're telling stories to your child in sign language, the most important thing is not the speed of your signing but your clarity and accuracy.

Here are a few tips.

Make sure your child can see the book, your face and the signs you are using. This will help them to understand how the elements of storytelling are connected together.

Make sure there's plenty of light on you so your child can see your facial expressions and signs easily.

Use eye contact to keep their attention.

Use lots of facial expressions to show how characters feel.

Try and use gestures and mannerisms that fit the characters in the story, like being big, loud and heavy for an elephant and small and timid for a mouse.

If you're using your voice, use different voices for different characters. Even if your child can't hear your voice, they'll pick up on those elements of the characters by lip-reading you and watching your gestures and expressions. Remember, keep storytelling fun and be as expressive as you can.

Involve your child in storytelling

It's important to keep your child as involved as possible in story time; it will help keep them interested and improve their concentration. Here are some things you can try to get your child to take an active part in storytime.

Let your child choose a story they want to read and let them touch the book and turn the pages.

Use pop-up books to keep your child's interest.

Allow your child to ask lots of questions about the story so you can explain what's happening.

Be guided by what your child is interested in and let them point out the parts of the story they like the most.

Spell out words using fingerspelling, or ask your child to find different letters in books. This will help your child remember how those words are spelled.

As your child's communication skills develop, encourage them to take a more active role in telling the story. You could take turns signing a page or even a sentence each.

Eventually, your child could tell you the whole story in their own words and signs. It's a great way for them to be creative and express themselves.

Be creative

Try to have fun with your storytelling and make up new stories with your child.

Here's some helpful tips to get your creative juices flowing!

Don't feel you always have to follow the written text. As your sign language skills develop, you'll be able to adapt the story to suit the signs your child knows and understands.

Involve your child and let them move the story along by making decisions for characters or events in the story if they want to.

Play around with the endings of stories. Ask your child how they think the story should end, or what might happen next.

Encourage your child to put themselves into the story. If you were the main character, what would you do?

Remember, your stories don't always have to come from books. You can tell real life stories about yourself and your family. This is a great way to involve other family members as they can tell stories about themselves and other people in your family.

You could be really creative and make a storybook using family photographs, or make a scrap book together about a family holiday or fun activity and retell the story with your child.

Choosing books

Choosing books can be fun, so get your child involved to choose a story to read together.

Here are some things to think about when you're choosing books for your deaf child.

Very young children love colourful and very visual books. Clear and uncluttered pictures help them understand easily what's happening in the story.

Touch and feel books are great fun and give you lots to discuss and learn about.

Picture dictionaries can be really useful and make it easier for your child to understand the meaning behind a word, helping them increase their vocabulary.

When your child is ready, choose books that can develop and extend their language; books with new words and signs, or a more complex story that challenges them.

Look for books and stories with positive images of deafness. Check out our reviews page to read other families' reviews of books featuring deaf characters.

To get you started, check out our range of children's books for books featuring positive deaf role models!

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If you have a deaf child you can get great ideas for storytime right here - including information on how to tell stories and choosing books for deaf children

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MDC strive to deliver a range of educational courses in various settings. We teach full, Signature accredited courses for Levels 1, 2 and 3 in British Sign Language. We deliver Deaf Awareness sessions, 5-hour and 10-hour Introduction to Sign Language courses. We are currently developing a training package which we will offer to employers who are keen to make their place of work as inclusive as possible. In line with bespoke training, we can also offer 1:1 tutoring. Our teachers are professional, fully qualified, experienced, reputable, and profoundly deaf native BSL users. Our training is delivered in British Sign Language to ensure an authentic learning experience. Where necessary, a fully qualified BSL Interpreter will be present to assist with the facilitation of communication between teacher and participants.
P​lease note: course content and eligibility varies between paid and free courses
Not quite what you're looking for? If you want to book a course or training for your organisation, you can find out more here.

Meet our Staff

Jonathan Slack - BSL Teacher
"I'm a qualified teacher, assessor and internal verifier and have been teaching for many, many years at a range of different places. I've had experience teaching British Sign Language Levels 1 - 6, as well as courses focussing on Deaf Awareness, Communication Methods and Deaf Culture. I really enjoy teaching and I believe communication is so important to help members of the Deaf and hearing communities understand and connect with each other - that is why I am so passionate about sharing BSL. I love helping hearing people understand more about Deaf people and their culture so we can breakdown those communication barriers and I try to ensure my lessons are also fun, encouraging and enjoyable, with a bit of Deaf humour thrown in!"
Email: jonathanslack@manchesterdeafcentre.com

Anita Kanji - BSL Teacher
"I am a deaf tutor for BSL. I have been teaching BSL for the last 20 years in a number of
different places. I became a qualified teacher (PGCE) in 2015."
Email: anitakanji@manchesterdeafcentre.com

Dipti Patel - BSL Teacher
I have worked at the Deaf Centre for almost 3 years. I am a Deaf BSL user. I consider myself to be a deaf role model as I am involved in both the deaf and hearing community. I am a qualified teacher delivering a variety of Employment training through the Deaf Centre, as well as teaching British Sign Language. I campaign for the deaf community to be given access to all education so that they believe they can train for any job role they wish to pursue.
Email: diptipatel@manchesterdeafcentre.com

Wayne Sharples -

BSL Teacher
I'm Wayne, I'm profoundly deaf and a native BSL user. I have a BA Honours degree in British Sign Language and I graduated from UCLAN in 2012. In addition to being a BSL teacher I am a Wellbeing worker and an Advocate at MDC, I also deliver Deaf Awareness training. I love performance, dance and theatre and I was involved in the Paralympics opening ceremony in 2012. I also have experience doing BSL translations for ITV. My hobbies include LGBT rugby and outdoor military fitness boot-camp, attending deaf exhibition events and going to watch accessible theatre (with a BSL interpreter or captions).

Email: waynesharples@manchesterdeafcentre.com

I love helping deaf people who want to find work in a professional workplace or setting up their own business. It's important that we can breakdown communication barriers and make adjustments to improving things and build a new future.

Brent Allen - BSL Teacher
It's a new experience for me teaching British Sign Language which I really enjoy. It's very interesting for my students to learn new communication methods and Deaf Culture.

I am also a qualified designer of textile design and interior design. I'm passionate to create unique and creative designs of my own work.

J​essica Maryan - BSL teacher
Email: sarahshaukat@manchesterdeafcentre.com

I am Brent Allen, I am profoundly Deaf. I started learning BSL when I was 16 when I was introduced to the Deaf world, where I found my identity. I did level 4 in BSL through the old CACDP (now known as Signature) and I worked as a support facilitator with Deaf and Deafblind people for 4 years. I worked as a technician jeweller with my family business for 5 years. I lived in Romania as a missionary for 6 years. I sign fluently in Romanian Sign Language, American Sign Language and International Sign. I am currently a Deaf translator for the BSL Bible Translation Project as well as work as a self-employed carpenter and joiner.

Jennifer Brown is a fully qualified and highly skilled teacher. She has over 30 years' experience in teaching Deaf Awareness, British Sign Language and bespoke courses in educational, professional, workplace and community settings.

I am a fluent British Sign Language user, having achieved Level 6. I have held many roles within the Deaf community over the last 20+ years, from teaching BSL Level 1 to 3, delivering Deaf Awareness sessions to organisations, being a qualified advocate and more recently, become a regulated trainee BSL/intralingual sign language interpreter. I was born profoundly deaf and have experienced discrimination first hand. I am therefore very passionate about sign language and creating solutions to lessen the gap of inequality for deaf people through my work. I love teaching BSL and I am excited to be part of the MDC team!

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Manchester Deaf Centre BSL courses for individuals

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British Sign Language Courses MDC strive to deliver a range of educational courses in various settings. We teach full, Signature accredited courses for Levels 1, 2 and 3 in

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Taking part in activities and attending events can help deaf children and young people to make friends, develop new skills, be creative and build confidence. In this section you'll find information, advice and tips on making activities accessible to deaf children and young people.

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Taking part in activities and attending events can help deaf children and young people to make friends, develop new skills, be creative and build confidence. In this section you'll find information, advice and tips on making activities accessible to deaf children and young people.

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Adaptions and inclusion | Helping deaf young people join in

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We have information and resources on how you can make a range of activities inclusive for deaf children, including: swimming, football, music and arts

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Making your services and workplace deaf-friendly

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Making your services and workplace deaf-friendly

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The NDCS have lots of information on how to make your organisation or business more inclusive and accessible for deaf children and young people. They also have training and resources to help your staff become more deaf aware and create a more positive experience for deaf children and their families.

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Deaf-friendly services and workplaces | Information for professionals

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Find out how to make your workplace more inclusive and accessible for deaf children and young people. Access our free information and resources and sign up to staff training.

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Take a look at the fun we had playing Crazy Golf!

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Read all about the Deaf Awareness Day at Elton Primary School 2024

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Read all about the Deaf Awareness Day at Elton Primary School 2024

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Elton Primary featured in BATOD magazine!

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Academic Year 24 - 25: Manchester Museum

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Academic Year 24 - 25: Manchester Museum

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If your child has a bilateral sensorineural hearing loss of severe or greater they may be eligible for DLA.

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Skip to main content

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Disability Living Allowance ( DLA) for children may help with the extra costs of looking after a child who:

is under 16

has difficulties walking or needs much more looking after than a child of the same age who does not have a disability

They will need to meet all the eligibility requirements.

The is between £26.90 and £172.50 a week and depends on the level of help the child needs.

If your child lives in Scotland

You need to apply for Child Disability Payment instead of DLA for children.

If your child is getting DLA for children but they have moved to Scotland, you'll need to report this change so they can get Child Disability Payment instead.

If your child moves from Scotland to England or Wales

If your child gets Child Disability Payment, you must:

Your Child Disability Payment will stop 13 weeks after your child moves - apply for DLA as soon as possible after moving or your payments could be affected.

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Disability Living Allowance (DLA) for children

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Help for children under 16 with disabilities - DLA rate, eligibility, how to apply, claim form.

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If your child has a bilateral sensorineural hearing loss of severe or greater they may be eligible for DLA.

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Skip to main content

Cookies on GOV.UK

We use some essential cookies to make this website work.

We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services.

We also use cookies set by other sites to help us deliver content from their services.

You have accepted additional cookies. You can change your cookie settings at any time.

You have rejected additional cookies. You can change your cookie settings at any time.

Accept additional cookies Reject additional cookies View cookies

Disability Living Allowance ( DLA) for children may help with the extra costs of looking after a child who:

is under 16

has difficulties walking or needs much more looking after than a child of the same age who does not have a disability

They will need to meet all the eligibility requirements.

The is between £26.90 and £172.50 a week and depends on the level of help the child needs.

If your child lives in Scotland

You need to apply for Child Disability Payment instead of DLA for children.

If your child is getting DLA for children but they have moved to Scotland, you'll need to report this change so they can get Child Disability Payment instead.

If your child moves from Scotland to England or Wales

If your child gets Child Disability Payment, you must:

Your Child Disability Payment will stop 13 weeks after your child moves - apply for DLA as soon as possible after moving or your payments could be affected.

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Disability Living Allowance (DLA) for children

# data[].attributes.attachment_link.description
Help for children under 16 with disabilities - DLA rate, eligibility, how to apply, claim form.

# data[].attributes.body
If your child has a bilateral sensorineural hearing loss of severe or greater they may be eligible for DLA.

# data[].attributes.attachment_link.readable_text
Skip to main content

Cookies on GOV.UK

We use some essential cookies to make this website work.

We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services.

We also use cookies set by other sites to help us deliver content from their services.

You have accepted additional cookies. You can change your cookie settings at any time.

You have rejected additional cookies. You can change your cookie settings at any time.

Accept additional cookies Reject additional cookies View cookies

Disability Living Allowance ( DLA) for children may help with the extra costs of looking after a child who:

is under 16

has difficulties walking or needs much more looking after than a child of the same age who does not have a disability

They will need to meet all the eligibility requirements.

The is between £26.90 and £172.50 a week and depends on the level of help the child needs.

If your child lives in Scotland

You need to apply for Child Disability Payment instead of DLA for children.

If your child is getting DLA for children but they have moved to Scotland, you'll need to report this change so they can get Child Disability Payment instead.

If your child moves from Scotland to England or Wales

If your child gets Child Disability Payment, you must:

Your Child Disability Payment will stop 13 weeks after your child moves - apply for DLA as soon as possible after moving or your payments could be affected.

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Disability Living Allowance (DLA) for children

# data[].attributes.attachment_link.description
Help for children under 16 with disabilities - DLA rate, eligibility, how to apply, claim form.

# data[].attributes.body
If you have a bilateral sensorineural hearing loss of severe or greater you may be eligible for PIP

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Personal Independence Payment ( PIP) can help with extra living costs if you have both:

You can get PIP even if you're working, have savings or are getting most other benefits.

You can also read about PIP in Welsh (Cymraeg).

How PIP works

There are 2 parts to PIP:

a daily living part - if you need help with everyday tasks

a mobility part - if you need help with getting around

Whether you get one or both parts and how much you get depends on how difficult you find everyday tasks and getting around.

Daily living part

You might get the daily living part of PIP if you need help with:

preparing food

eating and drinking

managing your medicines or treatments

washing and bathing

using the toilet

dressing and undressing

reading

managing your money

socialising and being around other people

talking, listening and understanding

Mobility part

You might get the mobility part of PIP if you need help with:

working out a route and following it

physically moving around

leaving your home

You do not have to have a physical disability to get the mobility part. You might also be eligible if you have difficulty getting around because of a cognitive or mental health condition, like anxiety.

How difficulty with tasks is assessed

The Department for Work and Pensions ( DWP) will assess how difficult you find daily living and mobility tasks. For each task they'll look at:

whether you can do it safely

how long it takes you

how often your condition affects this activity

whether you need help to do it, from a person or using extra equipment

Help with PIP

If you need help understanding or applying for PIP you can:

If you live in Scotland

You need to apply for Adult Disability Payment (ADP) instead of PIP.

If you currently get PIP, you'll be automatically moved to ADP by summer 2024.

When the move begins, you'll get letters from DWP and Social Security Scotland. Read more about the moving process.

If you move from Scotland to England or Wales

If you get ADP and move from Scotland to England or Wales, you must make a new claim for PIP instead.

Your ADP will stop 13 weeks after you move - apply for PIP as soon as possible after moving or your payments could be affected.

If you get Disability Living Allowance (DLA)

Disability Living Allowance (DLA) is being replaced by PIP for most adults. You'll keep getting DLA if:

you're under 16

you were born on or before 8 April 1948

If you were born after 8 April 1948, DWP will invite you to apply for PIP. You do not need to do anything until DWP writes to you about your DLA unless your circumstances change.

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Personal Independence Payment (PIP) replaces Disability Living Allowance (DLA) - how and when to claim, rates, eligibility.

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Decorating my hearing aids and cochlear implant

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Decorating my hearing aids and cochlear implant

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The current range of NHS hearing aids and cochlear implants features a selection of colours, including bright primary colours, softer pastels, metallics and animal print. This is great news for children, who may not be as keen on the beige, brown and grey shades that adults often wear.

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Personalise your technology | Hearing aids and implants

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Get tips for decorating hearing aids from other parents of deaf children if your child would like their hearing aid or cochlear implant to be colourful and personalised

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Helping your child get used to their technology

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Helping your child get used to their technology

# data[].attributes.headline
Keeping hearing aids on preschoolers (2-5 year olds)

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Keeping hearing aids on preschoolers (2-5 year olds)

# data[].attributes.headline
Keeping hearing aids on toddlers (12 - 24 months)

# data[].attributes.subject
Keeping hearing aids on toddlers (12 - 24 months)

# data[].attributes.headline
Keeping hearing aids on babies (0-12 months)

# data[].attributes.subject
Keeping hearing aids on babies (0-12 months)

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Sheffield Children's NHS Foundation Trust

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What happens at a hearing test appointment?

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Sheffield Children's NHS Foundation Trust

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Hearing Services - Otoscopy (Ear Examination)

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Auditory Brainstem Response ABR (babies to adults)

# data[].attributes.subject
Auditory Brainstem Response ABR (babies to adults)

# data[].attributes.attachment_link.authors[].name
Sheffield Children's NHS Foundation Trust

# data[].attributes.attachment_link.title
Hearing Services - Auditory Brainstem Response (ABR)

# data[].attributes.attachment_link.authors[].name
Sheffield Children's NHS Foundation Trust

# data[].attributes.attachment_link.title
Hearing Services - Visual Reinforcement Audiometry (VRA)

# data[].attributes.attachment_link.authors[].name
Sheffield Children's NHS Foundation Trust

# data[].attributes.attachment_link.authors[].name
Sheffield Children's NHS Foundation Trust

# data[].attributes.attachment_link.authors[].name
Sheffield Children's NHS Foundation Trust

# data[].attributes.attachment_link.title
Hearing Services - Otoacoustic Emissions (AOE)

# data[].attributes.attachment_link.authors[].name
Sheffield Children's NHS Foundation Trust

# data[].attributes.attachment_link.authors[].name
Sheffield Children's NHS Foundation Trust

# data[].attributes.attachment_link.authors[].name
Sheffield Children's NHS Foundation Trust

# data[].attributes.headline
How to insert and remove a hearing mould

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How to insert and remove a hearing mould

# data[].attributes.attachment_link.title
Audiology - Inserting and removing hearing aid with an ear mould

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We had a fantastic day at the Tennis and Football Center with Paul Kelly and the team.

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Sound Solutions offer acoustic assessments, treatments and advice.

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Sound solutions and acoustic experts in Kent, London and South East

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Sound solutions and acoustic experts based in Kent

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We're a creative bunch!

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Roberts Audio have the pleasure of working closely with the following company...

Please ensure the sound is up to hear the difference our acoustic installations can make.

Recent studies show that many classrooms and school halls have poor acoustics.

As a result, children with normal hearing are often unable to make out what is being said in class.

While adults will guess at missing words, children find it much harder to fill in the gaps and their educational development can suffer.

Children with hearing impairment suffer even more and legislation is now in place for schools for cater for such children.

Poor acoustic conditions in the classroom increase the strain on teacher's voices as most teachers find in difficult to cope with the high noise levels.

This often leads to throat problems due to prolonged use of the voice and the need to speak very loudly to be heard

Unfortunately , large numbers of classrooms and halls in the U.K currently suffer from poor acoustics.

Many classrooms and halls have hard floor, wall and ceiling surfaces. Although these look nice and clinical , the hard surfaces bounce noise around the room without dying away.

Again this leads to an amplification of the noise and make sound difficult to hear.

If you would like us to give you a rough estimate for treating an area at your place of work, all we would need is the dimensions of your room and a couple of pictures.

​

Section 1 of the Building Bulletin 93 describes the "Specification of acoustic performance" .

This section gives the performance targets for compliance with the Requirements from Part E of the Building Regulations.

To comply with BB93 regulations, school designs have to take account of many factors including noise coming in and out of buildings; room-to-room noise; speech intelligibility; echo and air conditioning noise.

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Acoustic Treatment Consultancy | Roberts Audio Solutions LTD | Bathpool

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Made and manufactured by the Woolly Shepherd, their custom-built treatments can be installed to suit your environment both aesthetically and acoustically. Their use of wool and natural materials as well as their work ethic has won them the Institute of Acoustics sustainable design award.

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Roberts Audio Solutions: Phonak Transmitters

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Roberts Audio Solutions: Phonak Transmitters

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Phonak Transmitters.

Settings: please do not order any equipment without written consent from a ToD.

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Roger Touchscreen Mic is a recent addition to Phonak s Roger for Education Portfolio The portfolio includes the other recent additions of Roger

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Juno soundfield system only.

Settings: please don't order any equipment without written consent from a ToD!

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A soundfield system allows speech from the microphone user to be evenly distributed across an entire room which is ideal for classrooms and meeting

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Phonak Soundfield System only.

Settings: please do not order any equipment without written confirmation from a ToD!

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In school the best learning happens when students can hear clearly, and teachers can talk at a comfortable level with a natural voice.

Classrooms are noisy places. Lively discussions and interactions between teachers and students are vital for effective learning. Unfortunately, the reality is that classroom acoustics are usually less than ideal. Teachers are often speaking to students from a distance and with background noise. This means that a student's daily learning environment and a teacher's routine come with many challenges.

Fortunately, with the Roger SoundField System, these challenges can be easily overcome. The Roger SoundField System effectively distributes sound from the teacher, students and other sound sources throughout the entire classroom.

By understanding the challenges that noisy classrooms pose, Phonak has developed a portfolio of products that allow all students in the classroom to concentrate, learn, confidently participate and achieve academic performance.

As an overview the Digimaster 5000v2 has 12 mini speakers and is designed for Classroom/meeting room use with one 5000v2 speaker unit per system. The Digimaster 7000v2 has 15 mini speakers and is designed for School Hall/Conference Hall/Lecture Theatre room use with the option of connecting up to 20 Digimaster 7000v2 speaker units per system.

EasyBoom microphones, DigiMaster 5000 mounting accessories...

For the best possible learning experience children must be able to hear the teacher's voice clearly in class, but unfortunately this is not always possible. Factors such as classroom noise, the distance between teacher and students, and challenging classroom acoustics can make understanding the teacher difficult, even for children with normal hearing.

For teachers meanwhile, noisy classrooms mean raising the voice to be heard, which in turn often leads to vocal hoarseness, pain and in the case of temporary voice loss, time off work.

These reasons are why soundfield technology was born - to clearly amplify the teacher's voice and, in doing so, help students to hear and understand directions more easily. This in turn leads to improved student performance.

System components

At its core the Roger Digimaster SoundField system comprises the DigiMaster 5000V2 or 7000V2 loudspeaker unit and Phonak's Touchscreen Mic teacher transmitter microphone.

Additional transmitters (either Roger Touchscreen Mic or Roger Passaround mics) can also be used alongside the first Touchscreen Mic to widen the discussion, while the DigiMaster loudspeaker can be positioned on its sturdy floor stand or wall-mounted.

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Phonak Roger Digimaster School SoundField

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Connevans (Touchscreen and Pass-Around Mics)

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Connevans (Touchscreen and Pass-Around Mics)

# data[].attributes.body
Touch Screen and Pass around mics Only.

Settings: Please don't order anything without written confirmation from your ToD!!

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Roger Touchscreen and Pass-around Mics | Connevans

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Full list of receivers available to purchase.

Settings: Please don't order anything without written confirmation from your ToD!!

Settings: Please don't order anything without written confirmation from your ToD!!

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Two versions of all Roger receivers are available, type 02 for education or group use and type 03 for independent student or adult use. ( more information on type 02 and type 03 receivers here).

A Roger receiver only works with Roger transmitters. Roger receivers do not lose their network association when power is lost, eg when changing a hearing aid battery.

Typical Roger receiver 02 v 03 use

Roger type 02 receivers would typically be used in education where a number of students with radio aids work together.

Roger type 03 receivers would typically be used by independent students or adults

(Note: Roger 13 receivers were discontinued by Phonak in 2019 and Roger 15 receivers were discontinued in January 2020)

The Roger NeckLoop is an easy to use and affordable Roger...

A discreet and highly comfortable behind-the-ear Roger Focus...

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Who are the Specialist Hearing Impairment Unit?

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Who are the Specialist Hearing Impairment Unit?

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Access our leaflet to discover who we support and how we support in Bury's Specialist Hearing Impairment Unit.

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Youth club for 12 - 16 year olds, every 2 weeks 6 - 8 pm

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Youth Club is a group for 12-16-year-olds. It is an opportunity for young people to meet each other to socialise, make friends and to take part in activities through which they can learn life skills associated with day-to-day living. We will set up a variety of workshops that include presentations from guest speakers and Deaf role models who will share their own experiences and participate in discussions with the young people. There will also be fun activities outside MDC including trips to museums, the HideOut Youth Zone, cinemas, theatres and more. Hearing siblings and CODAs (Children of Deaf Adults) are all welcome.
Fortnightly on alternate Thursdays 6pm-8pm, at Manchester Deaf Centre. Starting on 25th May 2023. (Alternating with Kids' Club).
Upcoming dates:

25 May 2023
For more information, please contact our Youth Service Leader Kate Tinston:
8 June 2023

22 June 2023

Email: katetinston@manchesterdeafcentre.com
youth_club.png

Text: 07436 236805

D​ownload and print a poster for Youth Club:

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Manchester Deaf Centre Youth Club for 12-16s, every 2 weeks on Thursdays 6pm to 8pm

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Youth Club for 12-16s, every 2 weeks on Thursdays 6pm to 8pm Youth Club is a group for 12-16-year-olds. It is an opportunity for young people to meet each other to

# data[].attributes.body
Youth club for 12 - 16 year olds, every 2 weeks 6 - 8 pm

# data[].attributes.attachment_link.readable_text
Youth Club is a group for 12-16-year-olds. It is an opportunity for young people to meet each other to socialise, make friends and to take part in activities through which they can learn life skills associated with day-to-day living. We will set up a variety of workshops that include presentations from guest speakers and Deaf role models who will share their own experiences and participate in discussions with the young people. There will also be fun activities outside MDC including trips to museums, the HideOut Youth Zone, cinemas, theatres and more. Hearing siblings and CODAs (Children of Deaf Adults) are all welcome.
Fortnightly on alternate Thursdays 6pm-8pm, at Manchester Deaf Centre. Starting on 25th May 2023. (Alternating with Kids' Club).
Upcoming dates:

25 May 2023
For more information, please contact our Youth Service Leader Kate Tinston:
8 June 2023

22 June 2023

Email: katetinston@manchesterdeafcentre.com
youth_club.png

Text: 07436 236805

D​ownload and print a poster for Youth Club:

# data[].attributes.attachment_link.title
Manchester Deaf Centre Youth Club for 12-16s, every 2 weeks on Thursdays 6pm to 8pm

# data[].attributes.attachment_link.description
Youth Club for 12-16s, every 2 weeks on Thursdays 6pm to 8pm Youth Club is a group for 12-16-year-olds. It is an opportunity for young people to meet each other to

# data[].attributes.body
6 - 11 yr old Kids club every fortnight on a Thursday. 6-8pm.

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Kids Club is a fortnightly group aimed at children aged 6 to 11 years old.

Hearing siblings and CODAs (Children of Deaf Adults) are welcome too. Kids Club will provide various activities based on social and life skills. These will include trips outside MDC - for example to theme parks, national parks, local visitor attractions and museums around Manchester - as well as activities in MDC such as arts and crafts, movie nights, baking and more. This is a good opportunity for children to meet other children within a similar age group, to socialise and make new friends.
Fortnightly on every other Thursday 6pm until 8pm at Manchester Deaf Centre from 18th May 2023. (Alternating with the Youth Club).
Upcoming dates:

1 June 2023

15 June 2023

29 June 2023
For more information, please contact our Youth Service Leader Kate Tinston:
Email: katetinston@manchesterdeafcentre.com

Text: 07436 236805

D​ownload and print a poster for Kids Club:
kids_club_poster.png

# data[].attributes.attachment_link.title
Manchester Deaf Centre Kids Club for 6-11s, every 2 weeks on Thursdays 6pm to 8pm

# data[].attributes.attachment_link.description
Kids Club for 6-11s, every 2 weeks on Thursdays 6pm to 8pm Kids Club is a fortnightly group aimed at children aged 6 to 11 years old. Hearing siblings and CODAs (Children

# data[].attributes.body
6 - 11 yr old Kids club every fortnight on a Thursday. 6-8pm.

# data[].attributes.attachment_link.readable_text
Kids Club is a fortnightly group aimed at children aged 6 to 11 years old.

Hearing siblings and CODAs (Children of Deaf Adults) are welcome too. Kids Club will provide various activities based on social and life skills. These will include trips outside MDC - for example to theme parks, national parks, local visitor attractions and museums around Manchester - as well as activities in MDC such as arts and crafts, movie nights, baking and more. This is a good opportunity for children to meet other children within a similar age group, to socialise and make new friends.
Fortnightly on every other Thursday 6pm until 8pm at Manchester Deaf Centre from 18th May 2023. (Alternating with the Youth Club).
Upcoming dates:

1 June 2023

15 June 2023

29 June 2023
For more information, please contact our Youth Service Leader Kate Tinston:
Email: katetinston@manchesterdeafcentre.com

Text: 07436 236805

D​ownload and print a poster for Kids Club:
kids_club_poster.png

# data[].attributes.attachment_link.title
Manchester Deaf Centre Kids Club for 6-11s, every 2 weeks on Thursdays 6pm to 8pm

# data[].attributes.attachment_link.description
Kids Club for 6-11s, every 2 weeks on Thursdays 6pm to 8pm Kids Club is a fortnightly group aimed at children aged 6 to 11 years old. Hearing siblings and CODAs (Children

# data[].attributes.body
An app for parents of deaf children

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An app for parents of deaf children

# data[].attributes.body
An app for parents of deaf children

# data[].attributes.body
NDCS have provided a large quantity of materials in this Padlet.

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National Deaf Children's Society | Supporting deaf children

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We are the National Deaf Children's Society, the leading charity for deaf children and young people. We're here to support every deaf child who needs us.

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Based in Bury town centre, we are a Hub for everyone with varying levels of hearing loss and challenges.

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A degree apprenticeship enables you to gain a full undergraduate or master's degree while you work. Degree apprenticeships take three to six years to complete, depending on the course level.

You'll spend most of your time working and you'll also study part-time at university. For example, you might go to university one or two days per week, or in short blocks, such as a week at a time. Overall, you spend about 20% of your time studying vs. 80% of your time working.

Degree apprenticeships work differently across the UK:

England and Wales both offer degree apprenticeships, with the most options currently available in England.

In Scotland, degree apprenticeships are known as Graduate Apprenticeships.

Northern Ireland offers higher level apprenticeships (HLAs) that offer you qualifications upto Level 7 which is the equivalent of a master's degree. However, the majority are at Level 5 which is equivalent to a foundation degree.

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Learn about degree apprenticeships in England. Get a paid-for degree alongside professional experience and a salary. Read more about degree apprenticeships.

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Interested in an apprenticeship? Find out what you need to know, from entry requirements to salary and get inspiration from other apprentices. From UCAS.

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Her appointment follows the departure of Clare Marchant in September 2023, after 6 years in the position, to take up the role of Vice Chancellor at the University of Gloucestershire.

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UCAS connects people to University, post Uni studies including teacher training, apprenticeships & internships. Find all the information for your next step.

# data[].attributes.attachment_link.readable_text
Access Arrangements are pre-examination adjustments for candidates based on evidence of need and normal way of working. Access Arrangements fall into two distinct categories: some arrangements are delegated to centres, others require prior JCQ awarding body approval.

Access Arrangements allow candidates/learners with special educational needs, disabilities or temporary injuries to access the assessment without changing the demands of the assessment. For example, readers, scribes and Braille question papers. In this way Awarding Bodies will comply with the duty of the Equality Act 2010 to make 'reasonable adjustments'.
Reasonable Adjustments
The Equality Act 2010 requires an Awarding Body to make reasonable adjustments where a disabled person would be at a substantial disadvantage in undertaking an assessment.

A reasonable adjustment for a particular person may be unique to that individual and may not be included in the list of available Access Arrangements.

How reasonable the adjustment is will depend on a number of factors including the needs of the disabled candidate/learner. An adjustment may not be considered reasonable if it involves unreasonable costs, timeframes or affects the security or integrity of the assessment.

There is no duty on the Awarding Bodies to make any adjustment to the assessment objectives being tested in an assessment.
Special Consideration
Special Consideration is a post examination adjustment to a candidate's mark or grade to reflect temporary injury, illness or other indisposition at the time of the examination/assessment.

Forms

Within this section you will find JCQ forms for Access Arrangements, Reasonable Adjustments and Special Consideration.

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Access Arrangements, Reasonable Adjustments and Special Consideration - JCQ Joint Council for Qualifications

# data[].attributes.attachment_link.description
Access Arrangements are pre-examination adjustments for candidates based on evidence of need and normal way of working. Access Arrangements fall into two distinct categories: some arrangements are delegated to centres, others require prior JCQ awarding body approval. Access Arrangements allow candidates/learners with special educational needs, disabilities or temporary injuries to access the assessment without changing the demands of the assessment.

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Exams: Access Arrangements and Reasonable Adjustments

# data[].attributes.subject
Exams: Access Arrangements and Reasonable Adjustments

# data[].attributes.attachment_link.readable_text
Access Arrangements are pre-examination adjustments for candidates based on evidence of need and normal way of working. Access Arrangements fall into two distinct categories: some arrangements are delegated to centres, others require prior JCQ awarding body approval.

Access Arrangements allow candidates/learners with special educational needs, disabilities or temporary injuries to access the assessment without changing the demands of the assessment. For example, readers, scribes and Braille question papers. In this way Awarding Bodies will comply with the duty of the Equality Act 2010 to make 'reasonable adjustments'.
Reasonable Adjustments
The Equality Act 2010 requires an Awarding Body to make reasonable adjustments where a disabled person would be at a substantial disadvantage in undertaking an assessment.

A reasonable adjustment for a particular person may be unique to that individual and may not be included in the list of available Access Arrangements.

How reasonable the adjustment is will depend on a number of factors including the needs of the disabled candidate/learner. An adjustment may not be considered reasonable if it involves unreasonable costs, timeframes or affects the security or integrity of the assessment.

There is no duty on the Awarding Bodies to make any adjustment to the assessment objectives being tested in an assessment.
Special Consideration
Special Consideration is a post examination adjustment to a candidate's mark or grade to reflect temporary injury, illness or other indisposition at the time of the examination/assessment.

Forms

Within this section you will find JCQ forms for Access Arrangements, Reasonable Adjustments and Special Consideration.

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Access Arrangements, Reasonable Adjustments and Special Consideration - JCQ Joint Council for Qualifications

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Access Arrangements are pre-examination adjustments for candidates based on evidence of need and normal way of working. Access Arrangements fall into two distinct categories: some arrangements are delegated to centres, others require prior JCQ awarding body approval. Access Arrangements allow candidates/learners with special educational needs, disabilities or temporary injuries to access the assessment without changing the demands of the assessment.

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Leaving school and heading to Holy Cross is the first step to a new future. This is a new and exciting time for you as you prepare to make the transition from school to sixth form college.

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Holy Cross College is a coeducational Roman Catholic Sixth Form College, for students aged 16 and above, situated in Bury, Greater Manchester, England. Originally founded by the Daughters of the Cross..

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Bury College is an institute of higher learning for ages 16 and above. It is located within the Borough of Bury, Greater Manchester, England. The college offers a wide range of subjects from the A-Level, BTEC and diploma format, among other subjects provi

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This is a course for those who have learning difficulties and/or disabilities, who have an Education Health and Care Plan and want to be employed.

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Please Note: We attempt to ensure that all information contained within this website is correct and up-to-date. However, some details may change as we review and update our provision. Although every effort is made to provide the teaching, examination, assessment and other services detailed on this website and in our other publications, Bury College cannot guarantee the provision of such programmes, services, facilities and fees.

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Access to Work: get support if you have a disability or health condition

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Access to Work: get support if you have a disability or health condition

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Access to Work: get support if you have a disability or health condition

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Get help at work, including an Access to Work grant, if you have a disability or health condition - eligibility, how to apply.

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Interactive Document with links to helpful websites

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Interactive Document with links to helpful websites

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GCSE Options, Post 16, Revision Tips, What Help is out there?, Life Skills and Qualifications

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Interactive Document with links to helpful websites

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Interactive Document with links to helpful websites

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GCSE Options, Post 16, Revision Tips, What Help is out there?, Life Skills and Qualifications

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Deaf Works Everywhere is our campaign to get more deaf young people into work – and into jobs that inspire them.

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Deaf Works Everywhere is our campaign to get more deaf young people into work - and into jobs that inspire them.

Many deaf young people believe their career options are limited. With the right support deaf people can work everywhere, yet they are twice as likely to be unemployed as their hearing peers. But deaf people can be musicians, doctors and electricians - the list is endless.

We're fighting for better careers support, more work experience and volunteering opportunities, and challenging expectations of what deaf young people can achieve.

You can also view the Welsh translation of this page, Byddar yn Gweithio Mhobman.

Support our campaign

Are you deaf, aged over 18 and want to inspire others?

Click on the link below to fill out your details. You can tell us how you would like to work with us. Your support can help raise the aspirations of deaf young people.

About the film

The film and campaign name was created in partnership with deaf young people across the UK, to kick-start the conversation. This is their campaign. We would like to thank all of our deaf role models for appearing in the film, and the deaf cast and crew.

About the campaign

The campaign is taking place in five stages over the next 3 years. You can find out more in the different categories below.

Help inspire deaf young people today

If you are deaf, 18 and over and want to inspire others, we would love to hear from you.

Click on the link below and fill out your details. Your experiences could help the aspirations of deaf young people.

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Deaf Works Everywhere | National Deaf Children's Society

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Deaf Works Everywhere is our campaign to get more deaf young people into work - and into jobs that inspire them. Many deaf young people believe their career options are limited. With the right support deaf people can work everywhere, yet they are twice as likely to be unemployed as their hearing peers.

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Since its launch in 2013, LifeSkills has helped more than 15 million people to build their confidence, knowledge and skills.

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Since its launch in 2013, LifeSkills has helped more than 15 million people to build their confidence, knowledge and skills.

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Academic Year 22 - 23: Pizza Making Night

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Academic Year 22 - 23: Pizza Making Night

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Ovingdean Hall Foundation, previously Ovingdean Hall School for Deaf Children, is a small national charity and grantmaker supporting education projects for deaf children and deaf young people. We marked our tenth anniversary during 2022-2023.

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Ovingdean Hall Foundation - Providing opportunities for deaf children and young people. Previously known as Ovingdean Hall School for Deaf Children.

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Providing opportunities for deaf children and young people. Previously known as Ovingdean Hall School for Deaf Children.

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This charity exists to provide financial support to children and young people who have a hearing impairment and to organisations who provide help to them

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The main objectives of this charity are:

1. To advance the education of children and young people with particular reference to those with a hearing impairment.

2. To support any other Charitable Object, which promotes the welfare of hearing impaired children and young people which may conveniently be pursued in conjunction with the pursuits of the above...

Grant Applications:

The Charity makes grants to young people up to an age in their mid-twenties resident in the UK. This funding provides support in a variety of ways and to organisations linked to deaf young people.

The Trust welcomes applications which will always receive careful consideration. Trustees are required to respect the guidelines set down by the Charity Commission so they cannot guarantee all applications will be approved.

BTHI Limited provides two application forms, one for individuals and one for groups, educational establishments and charities. The forms can be downloaded using the links opposite, or obtained by writing to the Administrator at BTHI Limited.

Before completing an application please read the Grant Application Form Guidance Notes carefully.

The completed form should be sent by post to:

Birkdale Trust, PO Box 852, SOUTHPORT, PR8 9WG

The Trust is fully compliant with the General Data Protection Regulations.

Please enclose a stamped addressed envelope for the Trust's reply to the application.

The Trustees are here to help, so please do not hesitate to apply

© BTHI 2018. All Rights Reserved

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Grants for the Deaf :: Birkdale Trust for Hearing Impaired

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Grants for the Deaf :: Birkdale Trust for Hearing Impaired Ltd exists to To advance the education of children and young people with particular reference to those with hearing impairment

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Our vision is that all deaf children have the same opportunities in life as their hearing peers.

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Deaf Education Through Listening and Talking (DELTA)

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Deaf Education Through Listening and Talking (DELTA)

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Deaf Education Through Listening and Talking  (DELTA) is a charity that supports families with deaf babies, children, young people and the practitioners in Health and Education  that work with them.

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We are providing monthly online drop in events for parents/guardians/grandparents through Google Meet to be a part of the DELTA Community to ask questions, discuss and share experiences of raising their deaf child at home and at school using the language of the home and community.

The following drop in events are taking place on the below dates.

Tuesday, February 13th, 2024 : Bluetooth, iPhones, Android: everything you need to know about hearing aid technology with Paul Harris.

Paul Harris is probably the country's leading expert on hearing aid technology. He will explain to you everything you need to know about connecting hearing aids with other up to the minute technology; Bluetooth, iPhones, Android.

Thursday, April 16th, 2024 : Ten Top Tips for getting your hearing impaired child talking.

Every couple of months our meeting will carry a theme and parents will be able to sign in from the comfort of their own home to be involved in sessions expected to last one hour to 90 minutes.

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DELTA: Deaf Education Through Listening and Talking - Deaf Education

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DELTA aims to promote the Natural Approach that can help deaf children to listen and talk! We run summer schools, information days and offer advice for families.

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We are a national charity, promoting inclusion and achievement for deaf children through listening and speaking. Our team of Education Advisors and Technology Consultants support professionals in acquiring the skills and confidence needed to help deaf children use their residual hearing, access technology and develop natural spoken language. We work with teaching staff, schools, services and resource bases.

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We are a national charity, promoting inclusion and achievement for deaf children through listening and speaking. Our team of Education Advisors and Technology Consultants support professionals in acquiring the skills and confidence needed to help deaf children use their residual hearing, access technology and develop natural spoken language. We work with teaching staff, schools, services and resource bases. Please browse our pages to learn more about the Ewing Foundation, our work and how to contact us.
Due to charitable support, we are able to offer our services at a subsidised rate. If you can support us with a gift, please click here. Thank you. Our history
Ewing Foundation was established by construction businessman Malcolm McAlpine and his wife Sheila in 1952. We are named after the eminent audiologists Sir Alexander and Lady Irene Ewing. The Ewings were of enormous help to the McAlpines when their eldest son was born profoundly deaf in 1944.

The McAlpines established and supported the foundation so that other deaf children and families could benefit from the expertise and legacy of the Ewings. The charity is now chaired by their youngest son Hamish.

'The Ewings were ambassadors who made a difference,' says Professor Kevin Munro, Ewing Professor of Audiology at University of Manchester. 'They recognised the importance of early identification and intervention, and of early involvement of the family. They were hugely influential and their impact is recognised throughout the world.'

Today, our team of Education Advisors and Technology Consultants work with deaf children and their teachers in the classroom. We ensure that hearing technology is working correctly, and that students and teachers can communicate effectively with one another. Please contact us if you have any questions.
Find out more about Ewing Foundation's work and origins at The University of Manchester:

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We are a national charity, promoting inclusion and achievement for deaf children through listening and speaking. Our team of Education Advisors and Technology Consultants support professionals in acquiring the skills and confidence needed to help deaf children use their residual hearing, access technology and develop natural spoken language.

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The Deaf Village is a Deaf-Led organisation that promotes inclusivity at its core. The Deaf Village will establish, develop, maintain, operate and manage a number of services that are inclusive within the local community and the wider boroughs.

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Today I had the privilege of supporting our members Deaf Village North West and Sharon Plunkett of Rush Hey Consultancy Ltd at their first business networking event. And I can hand on heart say, it was a life-changing experience. The Deaf Community, with their resilience, passion, and talent, delivered a message that will forever resonate with me and left me feeling part of something really special! Through the power of performing arts, they communicated a moving message of unity, strength, and the universal language of the human spirit! Not gonna lie, there were moments of tears from everyone as we watched them bring this powerful message to life. Their ability to convey emotions and stories, without the use of sound was incredible! Paul Plunkett, deputy editor at BBC Newsround shared his story of bringing BSL to Newsround to ensure deaf children across the UK can access up to date and current news as we do! It made me realise just how much we take the gift of sound for granted in our daily lives and has given me a renewed appreciation for the power of #diversity and #inclusion. It reminded me that we all have unique strengths to bring to the table, and it's when we come together and embrace these differences that we truly shine!

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Today I had the privilege of supporting our members Deaf Village North West and Sharon Plunkett of Rush Hey Consultancy Ltd at their first business networking event. And I can hand on heart say, it was a life-changing experience.

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MDC strive to deliver a range of educational courses in various settings. We teach full, Signature accredited courses for Levels 1, 2 and 3 in British Sign Language. We deliver Deaf Awareness sessions, 5-hour and 10-hour Introduction to Sign Language courses. We are currently developing a training package which we will offer to employers who are keen to make their place of work as inclusive as possible. In line with bespoke training, we can also offer 1:1 tutoring. Our teachers are professional, fully qualified, experienced, reputable, and profoundly deaf native BSL users. Our training is delivered in British Sign Language to ensure an authentic learning experience. Where necessary, a fully qualified BSL Interpreter will be present to assist with the facilitation of communication between teacher and participants.
P​lease note: course content and eligibility varies between paid and free courses
Not quite what you're looking for? If you want to book a course or training for your organisation, you can find out more here.

Meet our Staff

Jonathan Slack - BSL Teacher
"I'm a qualified teacher, assessor and internal verifier and have been teaching for many, many years at a range of different places. I've had experience teaching British Sign Language Levels 1 - 6, as well as courses focussing on Deaf Awareness, Communication Methods and Deaf Culture. I really enjoy teaching and I believe communication is so important to help members of the Deaf and hearing communities understand and connect with each other - that is why I am so passionate about sharing BSL. I love helping hearing people understand more about Deaf people and their culture so we can breakdown those communication barriers and I try to ensure my lessons are also fun, encouraging and enjoyable, with a bit of Deaf humour thrown in!"
Email: jonathanslack@manchesterdeafcentre.com

Anita Kanji - BSL Teacher
"I am a deaf tutor for BSL. I have been teaching BSL for the last 20 years in a number of
different places. I became a qualified teacher (PGCE) in 2015."
Email: anitakanji@manchesterdeafcentre.com

Dipti Patel - BSL Teacher
I have worked at the Deaf Centre for almost 3 years. I am a Deaf BSL user. I consider myself to be a deaf role model as I am involved in both the deaf and hearing community. I am a qualified teacher delivering a variety of Employment training through the Deaf Centre, as well as teaching British Sign Language. I campaign for the deaf community to be given access to all education so that they believe they can train for any job role they wish to pursue.
Email: diptipatel@manchesterdeafcentre.com

Wayne Sharples -

BSL Teacher
I'm Wayne, I'm profoundly deaf and a native BSL user. I have a BA Honours degree in British Sign Language and I graduated from UCLAN in 2012. In addition to being a BSL teacher I am a Wellbeing worker and an Advocate at MDC, I also deliver Deaf Awareness training. I love performance, dance and theatre and I was involved in the Paralympics opening ceremony in 2012. I also have experience doing BSL translations for ITV. My hobbies include LGBT rugby and outdoor military fitness boot-camp, attending deaf exhibition events and going to watch accessible theatre (with a BSL interpreter or captions).

Email: waynesharples@manchesterdeafcentre.com

I love helping deaf people who want to find work in a professional workplace or setting up their own business. It's important that we can breakdown communication barriers and make adjustments to improving things and build a new future.

Brent Allen - BSL Teacher
It's a new experience for me teaching British Sign Language which I really enjoy. It's very interesting for my students to learn new communication methods and Deaf Culture.

I am also a qualified designer of textile design and interior design. I'm passionate to create unique and creative designs of my own work.

J​essica Maryan - BSL teacher
Email: sarahshaukat@manchesterdeafcentre.com

I am Brent Allen, I am profoundly Deaf. I started learning BSL when I was 16 when I was introduced to the Deaf world, where I found my identity. I did level 4 in BSL through the old CACDP (now known as Signature) and I worked as a support facilitator with Deaf and Deafblind people for 4 years. I worked as a technician jeweller with my family business for 5 years. I lived in Romania as a missionary for 6 years. I sign fluently in Romanian Sign Language, American Sign Language and International Sign. I am currently a Deaf translator for the BSL Bible Translation Project as well as work as a self-employed carpenter and joiner.

Jennifer Brown is a fully qualified and highly skilled teacher. She has over 30 years' experience in teaching Deaf Awareness, British Sign Language and bespoke courses in educational, professional, workplace and community settings.

I am a fluent British Sign Language user, having achieved Level 6. I have held many roles within the Deaf community over the last 20+ years, from teaching BSL Level 1 to 3, delivering Deaf Awareness sessions to organisations, being a qualified advocate and more recently, become a regulated trainee BSL/intralingual sign language interpreter. I was born profoundly deaf and have experienced discrimination first hand. I am therefore very passionate about sign language and creating solutions to lessen the gap of inequality for deaf people through my work. I love teaching BSL and I am excited to be part of the MDC team!

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Manchester Deaf Centre BSL courses for individuals

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British Sign Language Courses MDC strive to deliver a range of educational courses in various settings. We teach full, Signature accredited courses for Levels 1, 2 and 3 in