Workshops
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Workshop 1Effective Inclusion: How Do We Evaluate?Led by Steve PowersSummary: This workshop is aimed mainly at educators and will be about developing our understanding of what counts as good inclusion for deaf children, but will also consider strategies for achieving this. We will begin by briefly clarifying terms, then will discuss what we think are key indicators of effective inclusion for deaf children (and contextualising this). The discussion will include reference to examples of ‘co-location’ and to the literature on deaf children’s inclusion, the Index for Inclusion, similar tools of evaluation, and Ofsted documents Biography: Dr Steve Powers is a Senior Lecturer in Special Education at the University of Birmingham, where his main teaching responsibility is training teachers of deaf children. Previously, he spent 15 years teaching deaf children in special and mainstream schools in England. He has published widely on the inclusion of deaf children and their educational achievements. He led research into the achivements of deaf children (DfEE 1998), good practice in deaf education (RNID 1999) and high achieving deaf pupils (RNID 2006). |
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Workshop 2What Data On Deaf Children Tells UsLed by Ian Noon & Brian Gale, NDCSSummary: A presentation on the data NDCS holds on outcomes for deaf children; ongoing work with the Government and other partners to improve knowledge about deaf children; using this knowledge to ensure they get the support they need.
Biograhy: Ian Noon is Policy and Campaigns Officer at NDCS. Prior to joining NDCS in 2007, Ian was a policy advisor at HM Treasury. Ian has been profoundly deaf since birth.
Brian Gale is Director of Policy and Campaigns at the National Deaf Children's Society (NDCS). Prior to joining NDCS in 2007, Brian was Director of Inclusion (Children and Young People's Services) in Cambridgeshire. He was responsible for policy and plans for disabled children and children with a wide range of additional needs, including Travellers, young offenders, children from minority ethnic groups, excluded children and truants.
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Workshop 3Making A Difference And Knowing It: Early Years Foundation Stage 0 - 5Led by Sue LewisSummary: Workshop One This workshop will look at two elements of value added for specialist services and provision for early years – mainstream measures such where the Foundation Stage profiles provide information and what other specialist measures can provide. It links judgements such as value added to the aims of early intervention and considers what we should be looking for if we are to judge outcomes as satisfactory or good by the age of nursery entry or indeed by the end of Foundation Stage.
Workshop two
This workshop will look at two elements of value added for specialist services and provision for early years – those related to mainstream measures such as the progression guidance and average point score measures. It also considers what specialist measures might provide evidence of good progress and how we might also measure the impact of other aspects of the work of teachers of the deaf such as advisory and support work in-service training and so on.to follow
Biography: Sue Lewis is a qualified teacher of the deaf and teacher trainer who leads the mandatory training for teachers of the deaf in both Wales and Oxford Brookes University. She is also Course leader for the postgraduate certificate in Early years and Deafness. In her capacity as a consultant she led two government Early Support projects and currently works on projects linked to Early Support (Wales) and Early Support (England). As an inspector she inspects early years settings and the total range of school age provision specialising in leadership and management and the evaluation of teaching, learning and progress. She has a particular interest in early years and deafness but also in promoting critical self review of all provision. |
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Workshop 4Acoustic Learning EnvironmentsLed by Joyce Sewell-Rutter & Trisha Cope, Ewing FoundationSummary: Examining factors which have an impact on the acoustics in the classroom; external, internal and noise management. How can these be measured? Changes that can make a difference; strategic and practical implementation to improve listening for the learner.
Biography: Joyce Sewell-Rutter has been a Teacher of the Deaf for many years, working in residential special schools, units and in the peripatetic service. She is an Educational Audiologist, a member of the UK Children's FM Working Group and on the committee of BATOD (South Region). She currently works as an Education Consultant with the Ewing Foundation and has recently taken on the role of Burwood Park Consultant, developing support for those working with deaf children who have additional learning needs.
Trish Cope has worked for over 35 years as a Teacher of the Deaf in a variety of settings, with her main focus being the education of young children and support for families. She is also an Educational Audiologist with an interest in audiological management, language acquisition and assessement in her current role as Education Consultant with the Ewing Foundation.
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Workshop 5Effective Multi-Agency Working:Family Centred YearsLed by Gwen CarrSummary: When families express frustration with their service provision, it is often the apparent lack of co-ordination between services which is the source of their dissatisfaction rather than the quality of input from individual providers. This workshop will look at both research and best practice, with reference to models of working both in this country and internationally. Drawing on the experience gained from the NHSP Quality Assurance Programme examples will also be shared of how Early Years Children's Services, together with colleagues in Health Services, are successfully addressing family centred practice even when they are challenged by the lack of resources both human and financial. There will be opportunity for discussion about how different approaches to effective multi-agency working can be utilised in different contexts whilst still meeting the overall aims of the 'Every Child Matters', 'Aiming High' and 'Early Support' agendas. Biography: Gwen Carr is a qualified Teacher of the Deaf, who is Deputy Director of the Newborn Hearing Screening Programme and formerly, Deputy Chief Executive of NDCS. Her research interests include:
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Workshop 6Identifying The Value Added During School YearsLed by Sue LewisSummary: to follow Biography: |
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Workshop 7Effective Support For LiteracyLed by Carol HoweSummary: to follow Biography: Carole Howe has been Head of English at Mary Hare School for 10 years. The desire to raise literacy levels across the school has involved working closely with SLTs and TAs, to promote language and reading levels. Carole is also a Senior Examiner for AQA English, which has supported her understanding and teaching of English to older pupils. |
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Workshop 8Effective Amplification In The ClassroomLed by Joyce Sewell-Rutter & Trisha Cope, Ewing FoundationSummary: Set up,use and management of specialist equipment (hearing instruments; personal FM systems and soundfield) to ensure optimal support for learning. Evaluation procedures to measure the difference this equipment can make. Implementing improvements for the pupil; case studies and practical strategies.
Biography: see Workshop 4
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