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If you're wanting to get in touch to talk about working together, the best and quickest way is via my work email at:

asv.sign@gmail.com

Alternatively, I have a contact section on my website, www.asvbsl.co.uk, or am reachable via DMs on my socials.

Looking forward to hearing from you!

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Consultancy support for organisations and individuals seeking to improve deaf access or better understand deafness. Advice is grounded in lived experience, professional expertise, and best practice, helping clients make informed, meaningful changes. I offer consultancy on deafness, BSL, disability and acccess.

Location: Remote (UK-wide) or in person (North West)

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A welcome video to introduce myself and explain what kind of services I offer. About me & ASV Sign, my deaf‑led approach, and the work I love doing to make access better for everyone.

(BSL with English voiceover + subtitles).

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Deaf-led training that builds understanding of deaf culture, identity, and access needs. Sessions are informative, non-judgemental, and practical, supporting individuals and organisations to engage respectfully and confidently with deaf people. All training sessions are bespoke and tailored to the needs of the situation.

Location: In-person sessions available across the North West, otherwise delivered remotely. Further locations will be considered upon discussion.

Duration: Flexible. Shorter fundamental sessions available at 90mins, or more in-depth up to 3hr sessions are available.

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I’ve had the opportunity to provide BSL translation across a range of settings, including education, research, and community services.

This has included supporting Deaf children’s access to learning, contributing to a Master’s research project, and working with charities to make information more accessible.

While much of this work can’t be shared publicly due to confidentiality, it has still shaped my approach to my work providing the best quality services I can. I strive to create work which is always thoughtful, culturally aware, and focused on meaningful access.

I am grateful for all of the opportunities I have undertaken, and for all those to come.

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My blog on my website is where I discuss some of my previous work and experiences, feel free to join me there!

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'Is That What Friends Do?' BSL Translation

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'Is That What Friends Do?' BSL Translation

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This video is a British Sign Language (BSL) translation of Is That What Friends Do? by Marjorie Newman.

The original text and story are the copyright of Marjorie Newman and the publisher.

This video is shared privately for viewing only. It must not be downloaded, copied, redistributed, or used for training or public sharing without permission from the copyright holder.

All rights to the original work remain with the author and publisher.

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Is That What Friends Do? - BSL Translation by ASV Sign

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Bespoke BSL-English translation delivered with accuracy, care, and cultural understanding. Translation is handled thoughtfully and precisely, ensuring meaning is preserved rather than simplified or distorted. All work is tailored to the specific content, audience, and purpose.

Location: Remote (UK-wide). In-person meeting available across the North West when required, upon request.

Duration: Variable, depending on project scope.

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Graphic design services rooted in celebrating BSL. Designs are created to celebrate the rich, visual language of BSL. Wider than simply using fingerspelling letter decals for a range of different needs, my BSL graphic design works with the client to consider the language behind the need being fulfilled.

Location: Remote (UK-wide)

Duration: Project-dependent

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ASV Sign Services , Southport. 93 likes · 49 talking about this. Deaf-led BSL services | Translation, awareness & access | #ASVSign DM or email to work together

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Adèle (asv.sign) • Instagram photos and videos

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Adèle (@asv.sign) • Instagram photos and videos

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25 Followers, 32 Following, 2 Posts - See Instagram photos and videos from Adèle (@asv.sign)

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Share your videos with friends, family, and the world

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This Deaf Umbrella article is very helpful in understanding the difference between what BSL Translators and BSL Interpreters offer, and which might be most helpful for your needs.

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Main Similarities between Translators and Interpreters

Main Differences between Translators and Interpreters

The main difference is that Interpreters translate spoken language orally , while Translators translate the written word .

Translators use technologies and reference materials to generate accurate, high-quality translations, while an Interpreter's only resources are experience, a good memory, and quick reflexes.

How does it apply in Sign Language?

➤ To consider: Deaf people who use BSL as their first language. may not understand written English.

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Translators and Interpreters; Differences and similarities

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Many people get confused between translation and interpretation.

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7-minute briefing on Deaf Awareness from Salford City Council.

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NUBSLI's published fee guidance for interpreting assignments, helpful for understanding rates, plus some of the terms and extra costs which might be incurred when booking a communication professional.

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Freelance fees for British Sign Language interpreters - NUBSLI

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NUBSLI fee guidance for the engagement of trainee and qualified (BSL) British Sign Language/English interpreters.

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What is 'Deaf Gain', and how it might benefit your business

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What is 'Deaf Gain', and how it might benefit your business

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Article by Sign Solutions discussing what exactly is meant by 'Deaf Gain', and how having deaf staff or employees can benefit your workplace.

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To help us keep this website secure, please wait while we verify you’re not a robot! It will only take a few seconds…

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BSL and ISL graphic design examples, BLM project in 2020.

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Some common misconceptions about deafness and deaf/hard of hearing individuals, and the truth behind them. By Fasano et al. with references for further information at the end.

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By: Matthew Fasano, M.A., Danielle Previ, B.S., Kaycee Reese, M.Ed., Yessica S. Rodriguez, M.A., Rachael Plotkin, Ph.D., Jennifer Reesman, Ph.D., & Jill Pineda, Ph.D.

In our work in the Deafness-Related Evaluations and More (DREAM) Clinic at Kennedy Krieger Institute, we have encountered a number of myths and common misconceptions about individuals who are Deaf or Hard of Hearing. Students who are Deaf or Hard of Hearing require a unique set of considerations to ensure they are provided access to language and communication at home and in school. The first step in ensuring educators are prepared to support children who are Deaf or Hard-of-Hearing is to clarify some common misconceptions.

MYTH: It is best to pick only one language for Deaf or Hard of Hearing children, such as English or American Sign Language.

FACT: This is one of the most common myths that have persisted despite multiple scientific studies over years proving it to be false. Since we are focused on the brain, neuroscience, and telling you the honest-to-goodness scientific good stuff, let us boil it down. Human brains are built for language. Language acquisition research consistently demonstrates that humans start learning language from birth (Kuhl, 2010). The languages a child is exposed to will be the ones that child will use. Use of multiple languages and exposure to multiple languages from an early age is not a challenge for your amazing brain (Carlson & Meltzoff, 2008). In contrast, it is more challenging to learn a second or third language later in life. Ask anyone who started learning a second language in college, or who grew up with extended family members that used another language - learning any language takes place most naturally during infancy and childhood.

Now, what is language? This is not a trick question - a language has to have certain characteristics, like grammar and syntax. English, Spanish, and American Sign Language (ASL) are each distinct languages, and each are treated by your brain the same way (Leonard et al., 2013).

So, from your brain's perspective - language is language. Period. Whether it is ASL or English, your brain likes language and learns it most easily at the earliest age possible. All of our language learning starts at birth and occurs most naturally during infancy and early childhood. Providing Deaf or Hard of Hearing children with accessible language is crucial, which is one of the reasons why newborn hearing screenings are conducted at birth. This allows parents to identify if any supports are needed to provide that critical access to language as soon as possible.

Since the human brain is capable of learning multiple languages and learns them naturally during infancy and early childhood - there is no scientific basis for limiting a Deaf or Hard of Hearing child's access to multiple languages. This is particularly important for children who are Deaf or Hard of Hearing, as it is critical to ensure their full access to language (Humphries et al, 2012). If a child does not have auditory access to speech sounds, providing access to visual language (i.e., American Sign Language) will support their early language and literacy development (Allen, Letteri, Choi, & Dang, 2014).

MYTH: Students who are Deaf or Hard of Hearing and wear hearing aids in the classroom can hear everything just fine.

FACT: While hearing aids certainly benefit many students who are Deaf or Hard of Hearing, the level of benefit they provide is different for everyone. Hearing aids don't "cure" hearing loss, but rather, they provide benefit and improvement in hearing (American Speech-Language-Hearing Association, 2016). The level of benefit children get from hearing aids should be regularly re-evaluated and monitored by an audiologist. Children's ear canals are rapidly growing and changing, which can affect the amount of sound pressure and gain needed to make speech audible. It is also important to note that hearing aids amplify sound, not increase clarity of sound. It may be difficult for children to communicate when certain sounds or frequencies are being over-amplified or under-amplified, and they may not actually be getting as much amplification as they need. It is also critical for educators to know how to help students care for their hearing aids (McKay, Gravel & Tharp, 2008). Batteries can die and need regular changing to ensure the hearing aid is functioning properly. In young children, this requires adult assistance and frequent check-ins from parents and teachers.

To better understand what it may be like with different access to sound and in different settings, check out this hearing loss simulator.

MYTH: All individuals who are Deaf or Hard of Hearing can read lips - I just have to look at them directly to make sure they can understand.

FACT: What many refer to as lip reading is the skill of speech reading. If you have typical hearing, you probably engage in speech reading without even knowing it - try closing your eyes while watching TV, and you are more likely to miss some of what is said. We all naturally use the information available to us to make sense of the language around us. Even babies start looking at the mouth movements of a speaker early in their development. If only speech reading is used, estimates vary, but even those individuals who are most skilled with speech reading can only access about 30 - 40% of what is being said (Barnett, 2002). That means that if Deaf individuals are only given access to speech reading, they are likely missing a substantial amount of information.

Rather, it is important to consider how you can make information accessible. Use an individual's preferred method of communication rather than making assumptions about how the person communicates. Individuals who are Deaf or Hard of Hearing have a wide variety of preferred methods of communication (e.g., American Sign Language, Cued Speech, spoken language, total communication [sign & spoken language], augmentative communication, and written communication), which can vary depending on their environment or communication partners.

Part of this myth holds a little truth! Looking directly at whomever you are communicating with always makes communication easier - especially if you may be working with a sign language interpreter. Having good lighting and minimizing distractions (e.g., busy patterns on your clothing, excessive jewelry) can also facilitate better communication.

MYTH: Deaf people read braille.

FACT: Braille, a system in which characters are represented by a pattern of raised dots that can be read by the fingers, is typically used by people who are blind, have low vision, or are Deaf-blind. Perkins eLearning has more information on learning braille and offers various braille literacy resources.

MYTH: Deaf people can't drive.

FACT: The US Department of Transportation has recognized that individuals who are Deaf or Hard of Hearing are as safe as drivers who are hearing. In 2013, the United States Department of Transportation announced that Deaf drivers can operate commercial motor vehicles such as large trucks, after decades of a standard that did not allow Deaf individuals to obtain commercial drivers' licenses. Based on research cited by the Department of Transportation, individuals who are Deaf are just as safe as hearing drivers. The National Association of the Deaf has more information.

MYTH: Teaching a child American Sign Language (ASL) will interfere with the development of English reading skills.

FACT: ASL can serve as a valuable tool when teaching children to be proficient English readers and writers (Wilbur, 2000). ASL is a full and rich language with its own vocabulary and grammar. Therefore, children who are fluent in ASL have knowledge of nouns, verbs, sentence structure, and so on. Just as hearing children learn phonology and letter sounds in English, emergent readers who are deaf can build the same level of language organization -which we call "phonology" - from the rhythmic-temporal patterned visual sequences that they see around them (including patterns of fingerspelling and mouth units). This is called Visual Sign Phonology. It has powerful implications for reading success and teaching young Deaf children to read. Children, parents, and teachers can capitalize on the use of ASL to support the development of corresponding English knowledge and skills (Allen, Letteri, Choi, & Dang, 2014). In this way, ASL fluency can support strong English literacy skills. Visit the Visual Language and Visual Learning Center for more research on the use of American Sign Language.

Correcting misconceptions is the first step to deep learning. We hope that this piece has assisted in a deeper understanding of the needs of Deaf and Hard of Hearing students. All students deserve access to meaningful education and communication.

References:

Allen, T.E., Letteri, A., Choi, S.H., & Dang, D. (2014). Early visual language exposure and emergent literacy in preschool deaf children: findings from a national longitudinal study. American Annals of the Deaf 159(4), 346-358.

American Speech-Language-Hearing Association (ASHA) (2016, November). Myths and Facts about Hearing Aids. Retrieved from http://www.asha.org/public/hearing/Hearing-Aid-Myths-and-Facts/

Barnett, Steven. (2002). Communication with Deaf and Hard-of-Hearing People: A Guide for Medical Education. Academic Medicine, 77(7), 694 - 700.

Carlson, S. & Meltzoff, A. (2008). Bilingual Experience and Executive Functioning in Young Children. Developmental Science, 11(2), 282-298.

Humphries, T., Kushalnagar, P., Mathur, G., Napoli, DJ, Padden, C., Rathmann, C., & Smith, SR (2012). Language acquisition for deaf children: reducing the harms of zero tolerance to the use of alternative approaches. Harm Reduction Journal. 9 (16). doi: 10.1186/1477-7517-9-16

Kuhl, P. K. (2010). Brain Mechanisms in Early Language Acquisition. Neuron, 67(5), 713-727. http://doi.org/10.1016/j.neuron.2010.08.038

Leonard, M.K., Ramirez, N.F., Torres, C., Hatrak, M., Mayberry, R.I., & Halgren, E. (2013). Neural stages of spoken, written, and signed word processing in beginning second language learners. Frontiers in Human Neuroscience, 7 (322).

McKay, S., Gravel, J.S., & Tharp, A.M. (2008). Amplification considerations for children with minimal or mild bilateral hearing loss and unilateral hearing loss. Trends in Amplification, 12 (1), 43-54.

Wilbur, R. (2000). The use of ASL to support the development of English and literacy. Journal of Deaf Studies and Deaf Education, 5(1), 81-104.

Visual Language and Visual Learning Science of Learning Center. (2011, January). Advantages of Early Visual Language (Research Brief No. 2). Washington, DC: Sharon Baker.

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Myths & Facts about the Needs of Deaf & Hard of Hearing Students

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The Deafness-Related Evaluations and More (DREAM) Clinic at Kennedy Krieger discusses some of the myths and common misconceptions about students who are Deaf or Hard of Hearing.

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1.6K views · 22 reactions | ⭐ Fantastic case study from Reece, a member of our DAVE Project ⭐ ℹ 

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Freelance work for Manchester Deaf Centre

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Freelance work for Manchester Deaf Centre

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Freelance translation, English-BSL, undertaken for Manchester Deaf Centre

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1.6K views · 22 reactions | ⭐ Fantastic case study from Reece, a member of our DAVE Project ⭐ ℹ Caption: As Reece was finishing college, his social worker recommended he join Manchester Deaf Centre’s DAVE (Deaf Active Volunteering Experience) Project to help him connect with other deaf young people and support the transition into young adulthood life. His parents supported the idea, hoping it would help reduce the isolation he had been experiencing. Reece is a cochlear implant (CI) user, which places him between the hearing and deaf worlds. This unique position made it difficult for him to fully identify with either community, and he needed support to develop his deaf identity. Initially, he was reluctant to join DAVE and needed lots of encouragement from his parents. Gradually, Reece began attending sessions and found the friendly staff and smooth communication environment boosted his confidence. His speech, shaped by his deaf identity, is sometimes misunderstood by those unfamiliar with deaf communication styles, which has made social interactions more challenging - leading to being withdrawn in social situations. At Manchester Deaf Centre, however, he discovered a space where people were deaf-aware and communication was accessible. This was a turning point. He participated in activities such as rock climbing, drama workshops, and a role-play filming project to raise awareness about hate crime. It was surprising to both Reece and his parents how much he enjoyed acting, as he’d not been interested in drama before! One highlight came during a planned film night. When the technology failed, Reece stepped up to lead a games workshop instead. He introduced a quiz he had developed at college and took charge of the evening. This opportunity was transformative - developing his leadership skills and showing him he could make a real difference. Now, Reece looks forward to the monthly DAVE activities and embraces each opportunity. The highlight of his journey came after a group visit to a local entertainment venue. He enjoyed the experience so much that he asked about job opportunities - and was offered a role as an attractions operator. He recently completed his first month and received his first salary payment, which he used to treat his mum to a lovely meal out. His parents shared that 12–18 months ago, this would have felt impossible. Reece had been anxious about working and unsure if employment was achievable. Thanks to the confidence and skills built through MDC’s DAVE project, he felt empowered to ask for a job and succeed. His workplace has made reasonable adjustments, allowing him to use his mobile phone to support communication with hearing visitors. Of course, he requested not to be scheduled on DAVE event days so he could keep attending - his manager was happy to accommodate! When asked about their experience, Reece and his family said: “Keep up the good work, MDC!” | Manchester Deaf Centre

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⭐ Fantastic case study from Reece, a member of our DAVE Project ⭐ ℹ Caption: As Reece was finishing college, his social worker recommended he join Manchester Deaf Centre’s DAVE (Deaf Active…

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1/2 day - 3 hours - £190

Can be taken as a full workshop or split into 2 sessions (taken on the same day if in person).

Full day - 6 hours - £350

Can be split into shorter sessions or multiple workshops over a maximum of 3 separate days (travel permitting).

Full week - 30 hours - £1600

We will discuss how you need the 30 splitting over dates and times in order to best suit your needs. Can be split over a maximum of 3 different sites.

•••

Terms and guidelines:

Group limitations are max. 20 adults or max. 30 children. Accoustically appropriate environment (e.g. classroom or meeting room) needed to undertake training.

Invoices will be issued after the work has taken place unless otherwise agreed. Payment is due within 30 days of the invoice date.

Cancellations made less than 48 hours before the agreed start time may be charged at 50% of the agreed fee. Cancellations made less than 24 hours before may be charged at 100% of the agreed fee.

Where a written report is included, it will be delivered within an agreed timeframe. Reports are for internal use by the commissioning organisation unless otherwise agreed.

All discussions and materials will be treated as confidential unless otherwise agreed.

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Full day - 6 hours - £350

Can be taken over multiple days. In-depth discussion (face-to-face or via video call), followed by a written report with findings and recommendations if required. Best suited for:

Detailed consultation or review of a service, project, or environment

Exploratory discussions around deafness, sign language access, or disability inclusion

Staff training discussions or strategy development

Organisations needing clear, actionable recommendations

Full week - 30 hours - £1600

We will discuss how the 30 hours are best split across dates and times to suit your needs. Followed by a written report with findings and recommendations if required. Best suited for:

Ongoing consultancy support

Large or complex projects

Multiple meetings or reviews

Policy or strategy development support

Other project durations and needs will always be considered, these prices are simply a guideline.

•••

Terms and guidelines:

Invoices will be issued after the work has taken place unless otherwise agreed. Payment is due within 30 days of the invoice date.

Cancellations made less than 48 hours before the agreed start time may be charged at 50% of the agreed fee. Cancellations made less than 24 hours before may be charged at 100% of the agreed fee.

Where a written report is included, it will be delivered within an agreed timeframe. Reports are for internal use by the commissioning organisation unless otherwise agreed.

All discussions and materials will be treated as confidential unless otherwise agreed.

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Pricing for BSL–English translation varies depending on the nature and requirements of the work. Each project is costed individually to ensure it reflects the time, skill, and preparation involved.

Costs may be influenced by:

Length and complexity of the source material

Subject matter (e.g. specialist, technical, or sensitive content)

Required turnaround time

Level of editing, collaboration, or revision needed

What’s included in a quote:

Preparation and review of materials

Translation work

Basic editing and quality checking

Additional costs may apply for:

Urgent or short-notice requests

Multiple revisions beyond what is agreed

Specialist terminology or sensitive subject matter

Extensive editing

Live translation work will usually be charged in line with NUBSLI's interpreter fee guidance for the North West. This may vary depending on the scope and nature of the job.

•••

Terms and guidelines

All translation work must be agreed in advance and confirmed in writing (email is sufficient). A booking is only confirmed once the scope, timeframe, and fee have been agreed. The scope of the translation will be agreed prior to work commencing. Any changes to content, format, or delivery requirements after agreement may incur additional fees.

Translation work is priced on a project-by-project basis. Invoices will be issued after completion unless otherwise agreed. Payment is due within 30 days of the invoice date.

Cancellations made less than 48 hours before the agreed start date may be charged at 50% of the agreed fee. Cancellations made less than 24 hours before may be charged at 100% of the agreed fee.

Turnaround times will be agreed in advance and are based on the information provided at the time of booking. Urgent or short-notice requests may incur additional fees.

The translator reserves the right to decline or withdraw from translation work involving sensitive, distressing, or inappropriate subject matter. Where possible, this will be communicated at the earliest opportunity.

All materials and discussions will be treated as confidential unless otherwise agreed.

Unless otherwise agreed in writing, all translated materials remain the intellectual property of the translator. Translations are licensed for use by the commissioning organisation for the agreed purpose only and must not be altered, shared, or repurposed without permission.

BSL video translations must not be edited, recorded, or redistributed beyond the agreed use without prior consent.

No liability is accepted for delays or failure to deliver due to circumstances beyond reasonable control (including illness, emergencies, technical issues or acts of God).

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Pricing for BSL graphic design is agreed per project, as requirements vary depending on content, format, and access needs. Each project is discussed individually to ensure the design is clear, understandable, and fits the brief.

Costs may be influenced by:

Scope and scale of the project

Purpose and intended audience/use of the piece

Complexity of piece

Number of design elements (e.g. icons, illustrations, layouts)

Number of revisions required

Turnaround time and deadlines

What’s included in a quote:

Initial discussion and understanding of project needs

Design development

Basic revisions and quality checking

Additional costs may apply for:

Urgent or short-notice requests

Significant changes to the agreed brief

Additional iterations beyond those agreed in briefing stage

Specialist illustration or asset creation

•••

Terms and guidelines

All design work must be agreed in advance and confirmed in writing (email is sufficient). A booking is only confirmed once the scope, deliverables, and fee have been agreed.

The scope of the design work will be confirmed at the start of the project. Any changes or additional requirements that deviate from the agreed scope may incur additional charges.

Graphic design work is priced on a per-project basis, and payment is due within 30 days of the invoice date. If the project extends beyond the agreed scope, additional costs will be outlined and agreed in writing.

If the project is cancelled after work has begun, a cancellation fee may apply for time spent on the project up to the point of cancellation.

The designer reserves the right to refuse to work on projects that involve sensitive, distressing, or inappropriate subject matter. Where possible, this will be communicated at the earliest opportunity. If work is declined after commencement, fees will be calculated based on work completed to that point.

The quoted price includes an agreed number of revisions (usually 1–2 rounds, unless otherwise specified). Additional revisions beyond the agreed number may incur extra costs.

Turnaround times will be agreed in advance and are based on the information provided at the start of the project. Urgent or short-notice requests may incur additional fees.

No liability is accepted for delays or failure to deliver due to circumstances beyond reasonable control (e.g., illness, emergencies, technical issues, acts of God).

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Deaf Led BSL Translation & Accessibility Services

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Deaf led BSL English translation, Deaf awareness training, consultancy and bespoke BSL design. Helping organisations and individuals improve accessibility with care, accuracy and lived experience.

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Adèle Vaughan | Instagram, Facebook | Linktree

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Deaf-led BSL services | Translation, training, awareness & access | #ASVSign

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How BSL enhances learning for all children

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How BSL enhances learning for all children

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Signature article detailing the benefits of BSL in the classroom for all children.

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British Sign Language (BSL) is often seen as a communication tool that is primarily, and some cases almost exclusively, for the deaf. Whilst there is no doubt about the role BSL plays in the lives of those living with hearing loss, it also holds significant benefits for hearing children, playing a key role in boosting their language development, cognitive skills and social-emotional growth. From enhancing early language skills to creating a more inclusive learning environment, learning BSL gives children an extra way to communicate, express emotions, and understand others. Educators are always looking for new ways to engage children, improve communication and foster inclusivity, and BSL could be the key for children - not just those that are deaf or hard of hearing.

BSL has a significant impact on the development of children's early language skills. Recent studies have shown that the speech skills of children who learn signs alongside spoken language develop at a faster rate than those unable to sign. This is because BSL helps to break down the language into easily digestible visual and/or physical components, enabling children to gain an understanding of phonics, vocabulary and comprehension from a different angle to traditional phonics-based teaching. Pairing words with physical elements, such as hand signals and facial expressions, builds strong neural connections, enabling children to recognise and recall words more easily in conversation. This also gives children a deeper understanding of language structures, helping them recognise letters, sounds, and sentence patterns more effectively.

Having BSL taught in schools will benefit children with developing early language skills, as it encourages active listening and boosts non-verbal communication. In an increasingly digital and fast-paced world, many children struggle with interpreting body language and active listening. As a result, children may find it harder to pick up on social cues, leading to misunderstandings and difficulties in forming meaningful connections. BSL naturally improves these skills, as signing requires;

Maintaining eye contact with the speaker.

Paying attention to facial expressions and hand movements.

Understanding non-verbal cues, which is essential for strong communication.

Being able to read gestures, emotions, and body language more effectively makes children more empathetic, responsive, and engaged listeners. This is particularly valuable in the classroom, where understanding peers, following instructions, and engaging in group activities all rely on strong non-verbal communication. By incorporating BSL into learning, educators can help children develop deeper communication awareness, making them not just better speakers, but better listeners and observers in all aspects of life.

The benefits of BSL extend far beyond communication, actively enhancing memory, cognitive function, and focus. Research shows that incorporating gestures into learning significantly strengthens memory recall, making it easier for children to absorb and retain new information. When children pair a spoken word with a sign, they create a stronger neural connection, reinforcing both vocabulary and comprehension. This multi-sensory approach to learning helps embed words and concepts more deeply into long-term memory. For example, a child learning the BSL sign for "cat" while saying the word is more likely to remember and recognise it in future reading activities. By physically engaging with language, children develop a more immersive learning experience, which can be particularly effective for mastering phonics, spelling, and new vocabulary. Teachers who integrate BSL into daily lessons often find that their students recall key words and concepts more quickly and accurately, supporting overall literacy development.

Learning a visual language like BSL activates both sides of the brain - the left side, responsible for language processing, and the right side, which manages spatial awareness and movement. This dual activation enhances problem-solving skills, critical thinking, and cognitive flexibility, giving children a well-rounded approach to learning. Children who grow up bilingual or multilingual benefit even more, as using multiple languages strengthens neural pathways and improves their ability to switch between tasks efficiently. BSL enhances these skills because it requires children to process both movement and meaning simultaneously, reinforcing mental agility.

For many children, especially those with ADHD, sensory processing difficulties, or attention challenges, staying engaged in a traditional classroom setting can be difficult. BSL provides a kinaesthetic learning experience, allowing children to move while they learn, which can improve concentration and reduce restlessness. Additionally, signing offers a silent way for students to communicate without disrupting lessons. Instead of calling out, children can use signs to ask for help or contribute to discussions, fostering a more structured and manageable classroom environment. This not only helps teachers maintain focus during lessons but also encourages children to develop self-regulation skills, learning when and how to communicate effectively. By incorporating BSL into the classroom, educators can enhance memory, strengthen cognitive abilities, and improve student engagement, making learning more accessible, interactive, and effective for all children.

A classroom that embraces BSL fosters a culture of inclusivity, benefiting all students by promoting empathy, improving peer interactions, and creating a calmer learning environment. By making BSL a natural part of everyday communication, schools encourage children to recognise and appreciate different ways of expressing thoughts and emotions. This exposure to diverse communication styles helps build a more accepting, understanding, and socially aware generation.

Introducing BSL into schools also strengthens peer-to-peer communication. While signing is often thought of in terms of teacher-student interactions, it can be just as valuable between students. Some children, particularly those who experience anxiety or have speech delays, may struggle with verbal communication, making it difficult for them to participate fully in class discussions. BSL provides an alternative way for these students to express themselves, reducing frustration and building confidence. It can also be particularly helpful for children who find social interactions challenging, as signing gives them a structured, visual way to engage with their peers. By encouraging the use of simple signs in group activities, schools create opportunities for all students to communicate more effectively, strengthening friendships and improving teamwork.

Another key benefit of incorporating BSL into the classroom is its ability to reduce noise and disruptions. Teachers often need to raise their voices to manage classroom behaviour, repeat instructions, or regain students' attention, which can contribute to a stressful learning environment. Simple signs for instructions such as "quiet," "sit down," or "listen" allow teachers to communicate non-verbally, maintaining control of the classroom in a calm and efficient way. This silent method of communication is particularly beneficial for neurodivergent students who may struggle with processing verbal instructions, as well as for students with sensory sensitivities who find loud environments overwhelming. A quieter, more structured classroom benefits every student by creating a space where focus and engagement can thrive.

By integrating BSL into everyday learning, schools not only create a more inclusive and supportive environment for deaf students but also enhance communication, collaboration, and classroom management for all. Educators who embrace sign language as a teaching tool help shape a learning space where every child, regardless of their communication style, can feel understood and valued.

Teachers looking to integrate British Sign Language (BSL) into their classrooms can start by introducing simple, everyday signs that naturally fit into daily routines. Basic greetings such as "hello," "good morning," and "goodbye" can be incorporated into morning registration, while practical classroom instructions like "sit down," "listen," "wait," and "quiet" can help with behaviour management. Teaching signs for emotions such as "happy," "sad," "tired," and "excited" allows children to express how they feel, fostering better emotional communication. Manners are another great starting point, with signs for "please," "thank you," and "sorry" encouraging politeness and respect. Displaying visual aids like posters and flashcards around the classroom reinforces learning, making signs easier for children to recall and use throughout the day.

Encouraging peer learning is another effective way to introduce BSL into the classroom. Setting a "BSL word of the week" gives students a shared goal and keeps learning fresh and exciting. Pairing students up to teach each other new signs helps reinforce their understanding while fostering teamwork. Practising short, signed conversations can also build confidence, allowing children to communicate visually and develop an appreciation for alternative ways of expressing themselves.

Technology offers teachers additional tools to make BSL learning accessible and engaging. There are numerous apps, videos, and online resources available that provide structured lessons, demonstrations, and interactive activities. Websites such as Signature's BSL courses offer comprehensive learning materials, while free online BSL dictionaries and video tutorials allow students to continue their learning at home. By combining practical classroom strategies with digital resources, teachers can make BSL a natural and enjoyable part of their students' daily learning experience.

Incorporating BSL into classrooms presents a valuable opportunity to enhance communication, cognitive development, and inclusivity for all students. While traditionally associated with the deaf community, BSL offers significant benefits beyond its primary function, helping hearing children improve language acquisition, memory retention, and social-emotional skills. By using sign language alongside spoken words, students develop stronger neural connections, reinforcing their ability to recognise, recall, and understand language more effectively. This multisensory approach to learning not only supports literacy and phonics but also strengthens problem-solving abilities and cognitive flexibility.

Beyond academics, BSL fosters a more inclusive and empathetic learning environment. Children who learn sign language develop a heightened awareness of non-verbal communication, improving their ability to interpret facial expressions, gestures, and emotions. This leads to greater empathy, patience, and social awareness - key skills that benefit them both inside and outside the classroom. Additionally, BSL provides a vital communication tool for students who may struggle with verbal expression, including those with speech delays, anxiety, or neurodivergent conditions. By offering an alternative way to communicate, BSL empowers all children to express themselves confidently and feel heard.

Practical applications of BSL in the classroom also extend to behaviour management and engagement. Teachers can use signs for instructions like "quiet" or "listen" to maintain order without raising their voices, creating a calmer and more structured learning environment. Meanwhile, integrating BSL into songs, stories, and peer activities makes learning more interactive and engaging.

By embracing BSL, educators open the door to a more dynamic, inclusive, and effective way of teaching. Whether through everyday signs, storytelling, or digital resources, incorporating sign language into the classroom ensures that every child - regardless of their communication style - has the tools they need to succeed.

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How BSL enhances learning for all children - Signature

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Boost children's language, cognitive, and social-emotional skills with BSL. Enhance inclusivity, memory, and classroom engagement today.

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ASV Sign Blog Post- BSL Translation and Education

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ASV Sign Blog Post- BSL Translation and Education

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Blog post reflecting on my experiences working in education, and how translation can help support Deaf pupils

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British Sign Language (BSL) translation plays a crucial role in opening doors for Deaf individuals, especially in education and community settings. Having worked across various educational environments- from early-years classrooms to Masters level research projects- I have seen firsthand how thoughtful BSL translation can transform access to information and participation. -ˋˏ ༻❁༺ ˎˊ-Supporting Deaf Children’s Access to LearningEducation is a fundamental right, yet Deaf children often face barrie

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Adèle Vaughan

Registered British Sign Language/English Translator

Fees:

Live translation:

Fees for live translation work are charged in line with the NUBSLI guidelines.

Duration - Fee

Full Day - £345

Half Day - £180

Short Duration - £145

- Full day fees cover an 8-hour working day.

- Half day fees cover a 4-hour working day.

- Short duration fees cover jobs up to 3 hours. Past 3 hours, any other length of time will be calculated at an hourly rate.

Hourly fee is £45p/h.

For breaks within these working hours, see clauses 5.1 – 5.4.

Prepared translation:

Here, the phrase “prepared translation” is used to mean any translation produced from supplied source material and delivered in the client’s requested format. This includes filmed translations, written English translations, and voice‑over translations, as well as any other format agreed in advance.

Prepared translation work is costed on a case‑by‑case basis. Fees are based on the amount of labour required to produce an accurate, accessible video translation.

The initial quote covers the following: translation and scripting of my work; filming and initial edits; one round of client review; minor adjustments or refilming (up to 5% of the video).

Additional charges may apply for extra editing (such as captioning, trimming, accessibility adjustments), multiple output formats (for example, delivering both a written English version and a filmed BSL version, or adding a voiceover), or any work that goes beyond the agreed scope. These will always be discussed and quoted in advance.

If a situation arises in which the Translator feels that a translation job would benefit from additional elements or 'add-ons', this will be communicated to the Client. Additional work will never be undertaken without express consent, and additional charges will be agreed upon before this work is undertaken.

Additional fees may apply for:

Rewrites or edits to source material

Substantial content changes after scripting/filming has begun

Additional filming sessions beyond the agreed scope

Substantial refilming requests

Accessibility edits requested after delivery (e.g., captions, formatting changes)

Rush deadlines (anything under 5 working days)

Late payments

Specialist Work:

Specialist work will incur a higher fee. This includes any work requiring additional training, specialist knowledge, or significant preparation. Examples include theatrical performances, performances with an audience, conferences, legal or policy content, medical or clinical settings, technical or scientific material, religious services, media or broadcast work, employment, and safeguarding‑related content.

At this time I will not be entering into medical, legal or police related work. If a booking or translation request is later found to involve any of these areas, or if the nature of the work changes in a way that brings it into these categories, I reserve the right to terminate the contract and withdraw from the assignment. In such cases, any completed work up to the point of termination will be charged at the standard rate, and no further work will be carried out.

Cancellations:

7 days or less notice: Full Fee

8 to 14 days’ notice: Half Fee

15 or more days’ notice: No Fee

Mileage:

45p/m

Recordings:

No recordings of Adèle Vaughan’s work is permitted without prior consent. Recordings which are intended for broadcast or publication, may incur an additional fee.

Recordings produced by Adèle Vaughan for clients are supplied solely for the agreed purpose and must not be copied, shared, distributed, edited, reposted, or used in any other context without prior written consent. This includes publishing the video on external platforms, embedding it in other materials, or providing it to third parties. Any additional use outside the original scope may incur further fees.

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1. Definitions

‘Translator’ shall mean the person who performs the act of translating spoken, written or signed communication into another language.

‘Speaker’ shall mean the person making the original spoken or signed communication, or the person who is providing the written content to be translated.

‘Client’ shall mean the party or intermediary engaging the services of the Translator and having responsibility for his/her remuneration.

‘Assignment’ or ‘booking’ shall mean any period or set of consecutive periods of interpreting/translating for one specific purpose or event.

‘Circumstances’ shall mean any circumstances deriving from any cause, which is beyond the control of the Translator or the Client.

2. Services Provided

2.1 The services provided by the Translator shall comprise the translation services agreed at the time when an assignment is accepted and/or those specified in these Terms and Conditions of Business.

2.2 They shall not, without express agreement confirmed in writing at the time, include any additional services.

3. Contracts

3.1 All assignments shall be confirmed by a written contract between the Client and the Translator, which shall include these Terms of and Conditions and any variants explicitly agreed.

3.2 If a Translator is commissioned for an assignment and there is no time to enter into a written contract, the assignment shall be entered into on the basis of an oral contract only and these Terms of and Conditions shall be deemed to apply.

3.3 Where a Translator’s services have been contracted for in accordance with either of the means specified above, the Client shall be wholly liable for:

remuneration of the Translator’s services, and

reimbursement of any expenses incurred by the Translator in connection with the assignment whether the interpreting services are in fact provided or not.

3.4 The Translator should be given the name of the parties involved in the
interpretation at the time of booking (or as soon as possible afterwards) to
avoid a conflict of interest.

4. Teams

4.1 Where an assignment requires continuous interpreting or live translation for any period of
more than one hour, a team of a minimum of two professionals (translators or interpreters) shall be engaged to provide the. This includes when working
remotely.

4.2 All Translators should know in advance of the session who their coworkers will be. They should also be made aware if the co-worker is a Trainee or Qualified Translator. Co-workers should be registered and insured. If the Translator is unable to work with the co-worker then they may have to withdraw from the assignment.

4.3 As an exception to the above, one Translator alone may be responsible for all the services in the assignment if this is explicitly accepted by the Translator in writing.

4.4 Where three or more Translators and/or Interpreters are engaged for an assignment, one professional shall be designated Team Leader.

4.5 The Team Leader shall be responsible for organising the work of the Team and all liaisons with the Client. Additional fees may be agreed in advance for this work.

4.6 No persons who are not members of the Team may be used as Translators or Interpreters to complement the Team.

5. Working Hours

5.1 A working day shall comprise no more than eight hours time during which translation services (live or otherwise) will be required.

5.2 The Translator shall be given a midday rest period of at least 30 minutes.

5.3 If an Translator has agreed to work solo they shall be given adequate opportunity for breaks, ideally 10 minutes every 25 to 30 minutes.

5.4 No demands shall be made on the skills of the Translator during rest periods or breaks.

5.5 If, in the course of an assignment, it is found that translation services will be required for an additional period after the period of work for which the Translator was initially contracted, the Translator may be invited, but not compelled, to:

continue for a further agreed period on that same day,

continue for a further agreed period on subsequent days.

5.6 If the Translator consents to the above, additional fees shall be paid in accordance with Clause 7.3.

5.7 If live translation services are required for a continuous period of more than 8 hours, a second Team shall be organised and the work shall be shared equally between the two teams.

6. Quotations and Fees

6.1 Fees quoted by a Translator, or on behalf of a team of Translators, in full knowledge of the contents and conditions of an assignment, shall be considered contractually binding and valid for acceptance for three months only.

6.2 Quotations shall be confirmed in writing and any VAT applicable, in addition to the fees, shall be stipulated.

7. Fees & Allowances

7.1 All fees and allowances shall be freely negotiated and paid in full no later than 30 calendar days following receipt of the invoice.

7.2 In accordance with the Late Payments of Commercial Debts (Interest) Act 1998, overdue payments will incur an administration fee of £40, plus interest at 8% over base rate (or such rate as is determined by statute, the latter prevailing) from the first date on which they become due until they are paid in full. A new invoice will be sent with the accumulated charges included.

7.3 Fees for live translation shall be charged on the basis of a full day, or half day in the case of a period of three hours or less. Where the Translator has been invited to continue for a further period in extension of the initial contract, (see Clause 5.5), a supplementary fee shall be paid at an agreed hourly rate. Fees for prepared translation shall be quoted on a case‑by‑case basis, taking into account the length of the content, the complexity of the material, the amount of filming required, and any editing or accessibility needs. Prepared translation fees typically combine the Translator’s hourly rate with a per‑minute rate for the final BSL video. A full written quote will be provided prior to commencement of work.

7.4 Where travel to and from the Translator’s normal place of residence and an assignment cannot reasonably be completed within the same day as the assignment, travel time will be remunerated at the same rate as working time.

7.5 Where travel to and from the Translator’s normal place of residence and an assignment involves a total of more than four hours, travel time will be remunerated at 50% of the agreed hourly rate.

7.6 A supplementary fee for working unsociable hours shall be agreed between the Translator and the Client in advance, for assignments between the hours of 18:00 and 09:00 or at weekends or public holidays (see summary).

7.7 Where a Translator is required, from the outset, to work longer than the working day a supplementary fee shall be negotiated at an agreed hourly rate.

7.8 Charges for remote working will remain the same as face to face work.

7.9 Work undertaken remotely, or any prepared translation produced by the Translator, is subject to the same professional standards and protections as face‑to‑face work. As an independent practitioner, the Translator retains the right to decline or terminate any work that conflicts with professional standards, ethical practice, or the Translator’s stated areas of non‑specialist work. The Translator shall not be required to undertake tasks, produce materials, or meet requests that fall outside the agreed scope, breach confidentiality, compromise accuracy, or otherwise conflict with the Translator’s professional judgement. Any work ended on this basis is subject to be invoiced for all labour completed up to the point of termination.

8. Travel & Accommodation

8.1 Arrangements for travel and accommodation shall be the responsibility of either the Client or the Translator, as agreed before acceptance.

8.2 Travel arrangements shall ensure that the Translator arrives an agreed time before the start of the assignment and does not have to leave prematurely.

8.3 Where travel arrangements are made by the Client, these shall be such as to ensure that the Translator arrives sufficiently rested to fulfil the assignment to the expected standard.

8.4 Where the travel arrangements are made by the Translator, they shall seek to obtain travel and accommodation at a reasonable cost compatible with satisfactory performance of the assignment. Any expenditure incurred shall be reimbursed to the Translator within 30 days (including weekends), following receipt of invoice. If any such arrangements made by the Translator have to be varied or cancelled, any reimbursed sums recovered by the Translator shall be immediately repaid to the Client.

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9. Cancellation

9.1 If an accepted assignment is curtailed or cancelled either wholly or in part, or performance of the assignment is frustrated for reasons, which the Client or the Client’s principal are responsible, the Client shall be liable for payment of a cancellation fee (see summary & clause 9.4)

9.2 Any expenditure incurred as agreed in the contract and any additional expenditure incurred as a result of the cancellation shall also be reimbursed.

9.3 If, however, at the time of cancellation the Client is able to offer an alternative assignment of a similar type under comparable conditions and circumstances for all or part of the period of the original assignment, the Client’s liability to the Translator in respect of cancellation fees shall be reduced by the amount of the fees payable for the alternative assignment.

9.4 Any cancellation fee shall be agreed between the parties prior to acceptance of the assignment and shall be determined in relation to the time between notification of cancellation and the start date, as follows:

7 days or less notice: 100% of the fee

8 to 14 days notice: 50% of the fee

15 or more days notice: No Fee

9.5 Where an assignment involves prepared or filmed translation, cancellation fees shall be determined on a case‑by‑case basis to reflect the work already undertaken. This includes, but is not limited to, scripting, translation, filming, editing, and administrative preparation. The Client remains liable for all labour completed up to the point of cancellation, and for any costs incurred in producing materials. Where substantial work has already been carried out, the cancellation fee may be equivalent to the full quoted amount.

9.6 If the client and Translator have a regular block booking in 4 or more consecutive months of 30 days or more, 1 months’ notice is required to cancel the full block booking. If the booking is cancelled with less than a months’ notice, then full fee will be charged unless alternative assignments can be secured according to clause 9.3.

10. Substitution of Translators

10.1 Substitution shall only be permitted in agreement with the Client. In such circumstances the Translator shall endeavour to find a suitable substitute.

10.2 The Client shall reasonably accept this substitute, who shall be engaged on the same terms as the Translator had previously agreed.

10.3 The Client shall notify any other parties as appropriate.

10.4 Acceptance of the substitute by the Client shall discharge the Translator from any further liability.

11. Unavoidable Circumstances

11.1 The Translator undertakes to notify the Client at the earliest possible opportunity if they are prevented from undertaking an assignment or if performance is frustrated by unavoidable circumstances.

11.2 In giving such notice the Translator shall relinquish any right to:

remuneration for the uncompleted part of the assignment;

the reimbursement of any expenses, except those already irrecoverably incurred, or necessarily incurred in returning the Translator to his/her normal place of residence by suitable means.

12. Preparation Materials

12.1 The Client shall provide the Translator with relevant information and preparatory materials in the form of background documentation, (See Clause 12.4), in good time; preferably two weeks in advance of an assignment in order to ensure provision of a quality service.

12.2 If it is not possible to provide preparatory materials, and the Translator requests such, the Client shall arrange for a briefing meeting.

12.3 Attendance by the Translator at such a meeting shall be paid as working time.

12.4 Preparatory materials shall include such items as:

Programs, agendas, minutes, reports;

Briefing papers, speakers notes, motions;

Names of participants;

Maps, photographs, diagrams and other visual materials;

Slides or other materials;

Lyrics, scripts, copies of any videos or scripts of films to be shown

Relevant setting-specific signs or sign names, should there be any;

12.5 As the Translator is deaf, adequate preparation materials and/or a full briefing are essential to ensure accurate and safe practice. If preparatory materials are not accessible to the Translator, the Translator will inform the Client, and the Client shall take reasonable steps to make the materials accessible or provide an alternative format or briefing that enables effective preparation.

12.6 Where such materials or briefings are not provided, or where access arrangements are insufficient for the Translator to prepare effectively, the Translator reserves the right to decline or withdraw from the assignment in accordance with professional standards and section 3 of NRCPDs code of conduct. (Full Code of Conduct available here: https://www.nrcpd.org.uk/code-of-conduct)

12.7 The Translator outside the context of the assignment shall not disclose information contained within preparatory materials. The Translator shall be responsible for their safekeeping and immediate return to the Client at the end of the assignment if necessary.

12.8 Should preparation materials not be provided, the Translator reserves
the right to withdraw under section 3 of NRCPDs code of conduct.

13. Working Conditions

13.1 For BSL to English work, the Client is to ensure that speakers are well lit and in clear sight of the Translator or made visible by means of an image providing a clear and detailed view of the speaker’s face and body movements sufficient for the Translator’s requirements. This is applicable to both live and prepared translation bookings.

13.2 For English to BSL interpretation the Client is to ensure that the Translator is positioned so that they can be clearly seen by consumers of the service. This is applicable to both live and prepared translation bookings.

13.3 The Translator will be given safety information as soon as possible and appropriate PPE provided if necessary. If standards do not meet the required standards, the Translator reserves the right to withdraw from the booking and the client will be charged.

14. Recordings

14.1 No record of a Translator’s work shall be made without the Translator’s prior consent, except where such recording is inherent within legal proceedings. Recordings, which are intended for broadcast or publication, may incur an additional fee.

14.2 Live streaming / screen recording over the internet of the Translator whilst working is not to occur without the Translator’s prior consent. Intention to live stream / screen record must be communicated with the Translator at the point of booking.

14.3 Recordings, drafts, scripts, and any materials created by the Translator are supplied solely for the agreed purpose and must not be copied, shared, distributed, edited, or used outside the original scope without prior written consent. Additional fees may apply for any further use.

15. Complaints and Disputes

15.1 Any complaint or dispute in connection with interpreting work carried out shall be notified to the Translator by the Client (or vice-versa) not later than 30 calendar days from the final day of an assignment, or from receipt of them final product.

15.2 If the parties are unable to agree, the matter may be referred to the Chair of the Standards Panel of the Association of Sign Language Interpreters & Translators (ASLI). If possible, such referral should be made no later than six weeks from the date on which the original complaint was made.

15.3 If a dispute cannot be resolved amicably between the parties, or if either party refuses to accept the decision of the Standards Panel, the parties shall be subject to the jurisdiction of the Courts of England and Wales.

15.4 In any event these Terms and Conditions shall be construed in accordance with English law.

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16. Responsibility and Liability

16.1 The interpreting task shall be carried out by the Translator using reasonable skill and care and in accordance with the provisions and spirit of the Code of Professional Conduct of the Association of Sign Language Interpreters & Translators (ASLI).

16.2 The Translator shall use their best endeavours to translate to the best of his or her ability, knowledge and belief.

16.3 No guarantee can be given as to the absolute accuracy of any translation.

16.4 In the event of a dispute or complaint about the work, the liability of the Translator shall be limited to the value invoiced by the Translator.

16.5 Consequential damages and liability are expressly excluded.

17. Applicability and Integrity

17.1 These Terms and Conditions of Business shall be construed jointly with the Association of Sign Language Translators Code of Professional Conduct to be complete and effective. They shall also be subject to any detailed arrangements or any variants expressly specified in the order relating to a particular interpreting task. No waiver of any breach of conditions in this document shall be considered as a waiver of any subsequent breach of the same or any other provision.

18. Miscellaneous

Please note that any direct Access to work (ATW) bookings are subject to proof of budget/allowance.

Contact / Registration Details:

Adèle Vaughan

asv.sign@gmail.com

Location: North West, UK

NRCPD ID: 1023878

Insurance: Association of Sign Language Interpreters & Translators (ASLI)

By confirming the interpreting booking either via email, verbally or in any way you are accepting the above terms and conditions whilst using Adèle Vaughan’s services.