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1.     Deafness is not seen as a special educational need, but provisions are made regarding the needs that arise because of deafness

2.     Children may need help with the development of language / communication skills, as well as social, educational and emotional support from other deaf children and developing a positive self-image and self esteem

3.     ‘Residual hearing’: the ability to hear some sounds even if a hearing loss exists. Having residual hearing is important because it can have a substantial impact on a person's hearing performance both now and in the future.

4.     Some deaf children have statements, some do not (A statement of special educational needs is the document produced by an ELB designed to help plan and review the education of children with special needs who require more than a school is normally capable of providing. It describes in detail the special educational needs of your child and, following from this, the special educational provision which should be made. Only children with more complex needs (about 2 to 3 percent of all pupils) are likely to require a statement.)

5.     To help the assessment of a child, the parent is recommended to write about the child’s receptive skills, expressive language, concentration / attention, self help, motor skills, responsibility, social skills, reading and writing, mathematics and self-image

6.     Special education provisions: hearing airs, support from experienced teachers of the deaf, appropriate school environment, speech and language therapy.

7.     Education, health and care (EHC) needs assessment is carried out to identify children’s special educational needs (SEN).

8.     An EHC plan is created from this assessment, which brings together information about a child or young person’s education, health and social care needs and the provision required to meet those needs.

9.     EHC plans contains the views and interests of the child, the description of their special educational needs, their health needs, their social care needs, the outcomes, and the special educational provision required

10.  The local authority is responsible for ensuring that these provisions are met by schools or other service providers such as a sensory/hearing impairment service or speech and language therapy service.

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1. Eight out of ten deaf children have glue ear before  10.

2 Over half of deaf children become deaf during childhood.

3 tips for teachers

4 use of EAL before school

5 40% of children with hearing difficulties are not identified as having SEN

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1. 8 out of 10 children have glue ear before 10 years old.
2. 1/2 deaf children become deaf during 1st 3 years.
3. a sign of deafness could be a child misunderstanding/ignoring instructions.
4. The child may talk louder/softer than expected.
5. can be easily frustrated.
6. Can appear to be inattentive/daydreaming.
7. Hearing can be affected by cleft palate.
8. parents can delay child starting school for up to 1 year if summer born.
9. deaf child 4 times more likely to have a mental health problem.
10. Other pupils in class can be trained as buddies to help deaf child.

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1. Government Minimum Acoustic standards.

2. Improve the Listening environment.

3. 34% of parents said they had an issue with the acoustics in children's classrooms.

4. Children can spend more than half their day listening.

5. Improved acoustics in classroom can reduce teacher absence.

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In the UK, 40% of children with hearing difficulties are not identified as having SEN.

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Give more time to children when learning Phonics and make sure they pronounce the words correctly and correct where necessary. Use Jolly Phonics actions to help.

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1. Many families living on a low income are not receiving as much discussion and support as they need around language and communication choices and equipment in the early years. This was particularly true for parents with weak reading skills and where English was not the main spoken language in the home.

2. The extent to which non-auditory factors influence outcomes means that any degree of hearing loss can put a child at risk for language and associated cognitive and psycho-social development.

3. During the first few years, the foundations for communication are laid and for all children, language and interaction with their parents is critical to success. Hearing is an essential component of successful spoken language development and for deaf children, early and consistent experience of sound through appropriate amplification (e.g. radio aids) has been repeatedly shown as the major factor in developing spoken language.

4. The delay in language acquisition experienced by most deaf children has been linked to difficulties in executive function.  Therefore, a rich language environment from birth is important in the development of deaf children’s cognitive skills.

5. Far from having mild or moderate impact on the child and family, mild or moderate hearing loss has a major, often unrecognised impact, as reported by parents and teachers.

6. Deaf young people generally enter Further Education with fewer qualifications and lower levels of academic achievement in comparison with the general population of 16 year old people.

7. Many young deaf people enter FE with deficits in social skills,  independence skills, personal confidence and emotional maturity.

8.  Deaf learners displayed a dazzling array of ambitions, hopes and aspirations. Few thought that their deafness would hold them back. They tended to think that the difficulties they would have would be to do with language or lack of communication support to help them succeed in the future.

9. There is a strong association for all young people, including those who are deaf or hard of hearing, between socio‐economic status and educational outcomes.

10.  Many young people believed that the barriers they encountered in school were a direct consequence of their hearing loss (e.g., not being able to hear teachers in class or to listen to audio materials).  Some also mentioned teachers’ lack of deaf awareness. There were frequent mentions of the lack of subtitles on videos shown in class. However, the most frequently cited difficulties in school were not academic, but related to the issue of social adjustment. Two thirds of young people in the case studies mentioned that they had been bullied or felt socially isolated in school because they were deaf or hard of hearing.  In some cases the bullying had profound negative effects on their academic attainment and general well‐being. Findings suggest that those who had DHH friends or family and performed well academically were less likely to be bullied or feel isolated. Many young people also believed that the learning support they received and the equipment they used made them ‘stand out’ amongst their peers. This was the reason why some of them stopped using radio‐aids or turned down academic support in secondary school.

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Please add your list of 10 things you discovered about deafness, supporting deaf children etc from your exploration of the National Deaf Children's Society website.

We will share these at the start of the Lecture on Thursday 5th December.
Jackie