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I found the discourse particularly interesting.  Prior to Martine’s talk I was adamant that all TOD’s should have BSL level 6 language acquisition as a minimum. However, after listening to the lecture, I have changed my mind about the importance of having level 6 verses the importance of gaining a deeper understanding of deaf studies.  I now feel that if people can learn about the culture and identity and the richness and importance this hold, they are likely to be more motivated to want to learn level 3/6 in BSL, having gained a better understanding of the importance to the signing community.

With regards to the discussion should deaf studies be included in the TOD course.  As I am currently studying to become a TOD, I particularly chose University of Edinburgh because they were the only university in the UK to include this module in the course. This was of the upmost importance to me, as a deaf person.  I also liked that they have deaf lecturers, in particular Dr Audrey Cameron to deliver some of the course. Dr Cameron is a fantastic lecturer who is a wonderful communicator in BSL. Again as a deaf BSL user myself it is actually wonderful to be able to attend a lecture that is delivered in my first language. This is the third university I have attended, and the first time I have experienced this.

I attended the deaf studies module last November which was delivered by Dr Cameron.  I cannot find the words to describe the impact this had on me as a deaf person but also on the hearing TOD’s.  My only criticism is that it is only a 10 credit module and I feel there was so much more they could have explained and taught that would have such a positive impact on future TOD’s.  I have fed this back to the course leader, who is now reviewing this with a view to it becoming a 20 credit course, which will be much better. This is something any other future providers should consider if setting up this module..  As I say the impact of learning about this leaves you with a feeling of motivation having gained an insight, and makes you want to learn more.

When we completed this module at Edinburgh, the hearing TOD’s who admitted they previously had very little knowledge about deaf studies or BSL language were extremely motivated. They engaged with myself and three other DTOD’s to ask questions and learn more. They explained  how this new found and imperative information will have a positive impact on them and the future children they teach.

One of the lecturers Dr. Steve Emery, delivered a powerful session around models of disability.  He explained that as TOD’s and schools in general, we tend to focus on the medical model of disability. Even when considering the social model, it is heavily influenced by the medical model.   Steve talked about Dr. Paddy Ladd and his research into cultural linguistics of BSL, this session also had a big impact on many of the students who attended, and was real food for thought.

I could talk for hours about the impact this model had on the people who attended it. One of the events was where TOD’s were invited to observe a panel where parents of deaf children fed back on their own experiences, barriers and attitudes they have faced with regards to their own children.  To hear the stories of how it feels for society to want to fix (medical model), their child instead of make adjustments (social model), was gut wrenching and had a profound affect on all who listened.

In a recent lecture, Dr Annelies Kusters talked about how many BSL/English Interpreters will undertake deaf studies as part of their learning. However, this is not the same for TOD’s, which seems bizarre. Delivering deaf studies to TOD’s should be mandatory. In fact, this course should be rolled out wider, to any teachers/TA’s working with deaf children.  It should also be rolled out to other professionals who work with deaf children, as well as parents, carers, and other service providers.  Only then will society be more aware of the importance of deaf identity and culture and be educated enough to make the positive changes necessary to engage with and teach deaf children. This should not just be a one off module in these professional courses, but embedded throughout.

I feel that in any university delivering TOD there should be a lead who has in-depth knowledge and strong links with the deaf community, for example, like Rachel O’Neill at Edinburgh,  to ensure representation throughout all modules.

If you would like a further discussion around this or any support, please do not hesitate to contact me. I am very passionate about this matter and would be happy to share my experience with you.

Shauna Flannigan
shaunaflannigan@hotmail.com

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Near to my heart. Identity is important. To be given the tools to develop a strong identity is massively important for our CYP,  and who they will be as adults. This cannot be done without a strong knowledge of the community, history and culture of d/Deaf people to share. I think it should be part of the mandatory course and also made available as a freestanding option for CPD/other professionals/interested parties. 

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Near to my heart. Identity is important. To be given the tools to develop a strong identity is massively important for our CYP,  and who they will be as adults. This cannot be done without a strong knowledge of the community, history and culture of d/Deaf people to share. I think it should be part of the mandatory course and also made available as a freestanding option for CPD/other professionals/interested parties. 

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Interesting, from the discussion I had with ToDs at the university and regional network, most of them (hearing) feel they want Deaf Studies in the course.  They explained that they learned more through the BSL Level 3 courses, and ToDs thought that they missed the importance of learning about 'deaf studies' in their ToD course and that their ToD lecture/tutor did not teach these parts.  Most of them were shocked to learn the Milan 1880, which they did not know anything about this part of deaf history.

However, this also would benefit deaf educators who did not know much about their deaf history and culture.  It is crucial to have the stand-alone course for these future deaf students, and how can we make it more deaf-friendly for deaf educators, e.g. BSL users, to do the assignment course?

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Deaf studies is absolutely essential for ToD, QToD and parents so they can acknowledge the deaf identity, community and world that they can work with deaf children also can access sign language right way and positive attitude!

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All professionals (as well as trainee TODs) working with deaf children would benefit from Deaf Studies. Great idea!

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Need a bit about unconscious bias please. 

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Need a bit about unconscious bias please. 

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I cannot believe it isn't already on the courses! It is shocking to me that they aren't being taught about Deaf Identity and Deaf culture already. This will make the medical view of deafness much more likely amongst TODs who have no prior knowledge or experience of deafness. This will in turn place more deaf children are risk of language deprivation and cultural deprivation and therefore at higher risk of isolation and mental health issues. I love the idea of it also being made a course that families could do independently (such as parents of a newly diagnosed baby). This would give new parents a more positive view of what their baby can achieve and help give them more support and links to the community.

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I couldn't agree more! Having studied in Scotland, although through a different route than the Post Grad, I was horrified to learn about the "Oralism" history of Deaf Education! I learned so much, from Milan to Martha's Vineyard, signing, no signing, signing, blatant discrimination and now, having BSL Acts across the UK. It is so important for ANYONE working d/Deaf children to understand deaf history, culture, identities, models, etc, in order to have a wholler picture of the children they work with, and the responsibility to give these children and young people a voice, to understand what deaf children have been through over the years, and to enable them to realise their own identities and potential.

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Having a degree in deaf studies I totally agree with the need for deaf studies as part of the ToD training courses. I also think we need to look at funding BSL for QToDs to support their level of sign as most ToDs cant afford BSL courses after possibly 3 university courses to qualify!

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I wholeheartedly agree that QToDs need to cover Deaf Studies in order to best support or CYP. When I trained (last two years) we touched on elements, but think it needs a dedicated module. I also agree this should be available for others as a stand alone module: already qualified ToDs, Speech and Language, mainstream teachers, SENDCos etc. I covered the suggested topics, and those offered in Scotland, as part of my undergraduate course in the mid-2000s. I think without this knowledge I wouldn't feel confident and equipped to do my role effectively and appropriately.

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Agree that deaf studies very important for TODs. Role of peri ToDs need to be considered here and how they might share info about deaf culture and identity. May have very limited time with some of the children they work with. Needs to be resources that families could access?

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Agree that deaf studies very important for TODs. Role of peri ToDs need to be considered here and how they might share info about deaf culture and identity. May have very limited time with some of the children they work with. Needs to be resources that families could access?

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Inclusion of Deaf Studies on the ToD course would undoubtedly have a direct positive impact on the overall mental well being of the deaf children, young people and families they are to work with. As a deaf person who grew up without a positive deaf identity, and as someone who has worked with many deaf children, I have seen and experienced first hand how the attitude of the ToD working with the family strongly influences the pathway of a deaf child’s life, their own view on deafness, and ultimately their own sense of well-being. This module is vital.

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I think it is vital that deaf studies is a distinct part of every TOD course. Without this how can we understand or help others understand the context within which our pupils have to learn and develop. It is vital for their mental health. 

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I think it is vital that deaf studies is a distinct part of every TOD course. Without this how can we understand or help others understand the context within which our pupils have to learn and develop. It is vital for their mental health. 

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This is a vital part of Deaf Ed and should absolutely be included in the TOD course and students will learn so much about being deaf and understanding deafness beyond the classroom.

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I am in agreement with deaf studies being part of TOD training. I feel this will form the basis of a more child centred approach and broaden the foundation of TOD training.

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Thank you! Yes - so important for everyone: trainee TODs; QTODs; families; deaf children; hearing children - everyone! 

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Thank you! Yes - so important for everyone: trainee TODs; QTODs; families; deaf children; hearing children - everyone! 

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I think the deaf studies course being open to all and also part of ToD course would be fantastic and long overdue. 

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I think the deaf studies course being open to all and also part of ToD course would be fantastic and long overdue. 

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I agree that deaf studies should be part of teacher of deaf cup courses. But it would also be great if it could be accessed by families and other professionals. 

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I agree that deaf studies should be part of teacher of deaf cup courses. But it would also be great if it could be accessed by families and other professionals. 

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I absolutely agree and want the Deaf Studies to be open to public and in TOD courses too! Thank you.

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Comments and feedback on Deaf Studies demand

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Comments and feedback on Deaf Studies demand