Level 1-2 strategies to support high quality teaching
0-5
if there are concerns regarding a child’s hearing then the family need to talk to their GP for a referral to audiology service to have the child’s hearing thresholds checked
for a child with a diagnosed hearing impairment, a referral can be made to the Sensory Education Support Team (parental consent and medical information will need to be received before a visit can be undertaken)
staff to undertake a detailed assessment (assess) of the child’s strengths and weaknesses e.g. structured observations assessment and completion of checklists in order to develop appropriate learning plans
take time to gather as much information as possible about the child and family. Use this alongside your own observations to ensure that provision and teaching is matched carefully to the stage of the child's development
arrangements in place for regular (daily where required) monitoring and checking of specialist equipment e.g. hearing aids and radio aids, by setting staff
deaf awareness training for all staff to raise awareness of different types of hearing impairment and strategies to reduce barriers to learning
learning outcomes (plan) and supportive approaches to be agreed with parents and delivered consistently (do) to focus on learning, social, self-help, independence and communication skills as appropriate
strategies to be put in place following advice from the sensory education support team, which may include:
session observation, management advice and training for key staff
environmental assessments
parental support on issues related to hearing loss
appropriate lighting (For example to aid lip-reading)
reduction of background noise
attention will need to be paid to seating position at carpet time and the listening environment
consistent use of any audiological equipment provided
differentiated learning opportunities and reasonable adjustments are made to create a good acoustic environment and ensure access
for example:
repetition of instructions
multi-sensory approach
additional support during speaking and listening activities
new vocabulary shared with parents
home-school book
a monitoring system should be in place to assess child’s need, identify outcomes, implement support and monitor and evaluate progress (review)
termly planned reviews including the parent and child's voice should take place. Referrals to portage services can be made via the website
ask the parent or carer whether the child has attended their health check as part of the Healthy Child Programme
5-16
if there are concerns regarding a pupil’s hearing then the family need to talk to their GP for a referral to audiology service to have the pupil’s hearing thresholds checked
for a pupil with a diagnosed hearing impairment a referral should be made to the Sensory Education Support Team (parental consent and medical information will need to be received before a visit can be undertaken)
arrangements in place for regular (daily where required) monitoring and checking of specialist equipment. For example, hearing aids and radio aids, by setting staff
classroom strategies to be put in place following individualised advice from the Sensory Education Support Team, which may include:
classroom observation, management advice and training for key staff
speech discrimination and language assessments
environmental assessments
parental support on issues related to hearing loss
appropriate lighting (For example, to aid lip-reading)
reduction of background noise
deaf awareness training for all staff to raise awareness of different types of hearing impairment and strategies to reduce barriers to learning
attention will need to be paid to seating position in classroom and the listening environment
consistent use of any audiological equipment provided
