British Sign Language and Linguistic Access Working Group ...

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IEPLSPNATEDNDCSNQNTPDAPHISPLASCQIRNIDRoNSAASSACSWSaLTSASLISCoDScotXedSCQFSCTTLSDASENSFCSQASSCTCToDUCLANUNHSIndividualised Education PlanLanguage Support ProfessionalNational Association for Tertiary Education of Deaf PeopleNational Deaf Children's SocietyNational QualificationNational TestProfessional Development AwardPublic Health Institute of ScotlandPupil Level Annual School CensusQuality IndicatorsRoyal National Institute for Deaf PeopleRecord of NeedsStudent Awards Agency for ScotlandScottish Association of Communication Support WorkersSpeech and Language TherapistScottish Association of Sign Language InterpretersScottish Council on DeafnessScottish Exchange of Educational DataScottish Credit and Qualifications FrameworkScottish Course for Training Teachers of LipreadingScottish Deaf AssociationSpecial Educational NeedsScottish Funding CouncilScottish Qualifications AuthorityScottish Sensory CentreTotal CommunicationTeacher of Deaf ChildrenThe University of Central LancashireUniversal Newborn Hearing Screening3
2.METHODS2.1. STATISTICAL INFORMATION2.1.1. INFORMATION ALREADY AVAILABLERelevant statistical information about numbers of deaf pupils and students was identifiedand explored, including data produced by central sources: the Scottish Government, theScottish Funding Council and the Higher Education Statistics Agency. Statistical informationfrom recent research projects, such as the ‘Achievements of Deaf Pupils in Scotland’ (ADPS)project (see Section 11) and the ‘Deaf Students in Scottish Higher Education’ project(Brennan et al, 2005) was also examined.It had been hoped that it would be possible to access data from relevant surveys recentlyundertaken by, respectively, the Scottish Association of Sign Language Interpreters(SASLI) and the National Association of Tertiary Education for deaf people (NATED).However, it proved impossible to access data from either survey, due to both ethical andpractical reasons.2.1.2. NEW INFORMATIONSurveys undertakenIn order to provide up-to-date data, specifically tailored to the remit of this study, twosurveys were undertaken, and one was piloted:a) Staff roles and qualifications within schools and services for deaf pupilsA questionnaire was designed to elicit the numbers, location and qualifications ofprofessionals who facilitate linguistic access for deaf pupils in schools.Categories of tick-box options relating to staff roles and qualifications were initiallydrawn from relevant information provided within past ADPS survey returns. We aregrateful to the individual heads of HI services, and to SASLI, who provided feedback onan initial draft of the questionnaire.The questionnaire was distributed by both email and by post. There were somecomplications and delays due to the effects of a national postal strike and of theautumn school break – the length and dates of which vary among local authorities.4
Page 1 and 2: BRITISH SIGN LANGUAGE AND LINGUISTI
Page 3 and 4: ACKNOWLEDGEMENTSWe are very gratefu
Page 6 and 7: CONTENTS (continued)THE FURTHER AND
Page 8: 1.INTRODUCTIONThis study, conducted
Page 13 and 14: Interviewees were selected on the b
Page 15 and 16: TABLE 1Type of approach‘Natural a
Page 17 and 18: 3.3. ‘NO SPECIFIC POLICY’Betwee
Page 20 and 21: THE SCHOOL SECTOR:LINGUISTIC ACCESS
Page 22 and 23: 5.3. PRESENTING STATISTICS ON THE P
Page 24 and 25: 6.THE NUMBER OF PROFESSIONALS WHOPR
Page 27 and 28: 6.1.3. RECOMMENDATIONS■■■■T
Page 29: CHART 4 Location of deaf ‘other p
Page 32 and 33: 7.THE QUALIFICATIONS OF PROFESSIONA
Page 34 and 35: There are a limited number of types
Page 37 and 38: Table 7 BSL qualifications among To
Page 39: ■■As has already been demonstra
Page 42 and 43: The title ‘Communication Support
Page 44 and 45: 8.PRE-SCHOOL ISSUES: INFORMED CHOIC
Page 46 and 47: There is UK-wide evidence that unde
Page 48 and 49: ToDS (who may be Educational Audiol
Page 50 and 51: Table 8 Types of assessment done by
Page 52 and 53: 9.SCHOOL YEARS: LINGUISTIC ASSESSME
Page 54 and 55: 9.3. LATE DIAGNOSISThe cochlear imp
Page 56 and 57: 9.7. ASSESSMENTS OF LINGUISTIC STRA
Page 58 and 59: 10.SCHOOL YEARS: ACCESS ISSUES10.1.
Page 60 and 61:
10.2. STAFFING ISSUES10.2.1.THE ToD
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10.4. ACOUSTIC ENVIRONMENTSThe Disa
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CHART 9 Instances of special arrang
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CHART 11 Instances of special arran
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■■■■■■There is a need f
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The wide range of types of informat
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A ToD currently visits three times
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12.2. THE NUMBER OF DEAF STUDENTS I
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Table 14 compares selected qualific
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Table 16 All students* 2001/2002-20
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CHART 13 Age groups of deaf/hearing
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13.THE NUMBER OF PROFESSIONALS WHOP
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■■ways in which the current str
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They all indicated some kind of fas
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■■■■■■More staff are op
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15.ISSUES RELEVANT TO BOTH FE ANDHE
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It is known that it can sometimes b
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The Association of Notetakers does
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Bearing this in mind, between 200 a
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Qualifications relating to other ta
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Communication Support Workers■ Th
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One college, which attracts a high
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Table 22 Deaf/HI FE student enrolme
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■■■■■■■■All college
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The validation processCurrently, 30
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A related issue is the lack of stan
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■■There is a need for robust qu
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19.FULL LIST OF RECOMMENDATIONSTHE
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7.2. OTHER PROFESSIONALS■There is
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■■■■■■■■■■There
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■Equality Forward’s ‘Deaf Stu
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■There is anecdotal evidence that
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Knoors, H. (2007) ‘Educational Re
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Scottish Parliament (2006) ‘Acces
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APPENDIX 2GROUPS AND INDIVIDUALS CO
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) Competency in BSL/English interpr
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The word ‘deaf’ is used through
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APPENDIX 5RELEVANT SQA QUALIFICATIO
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APPENDIX 7PROPOSED SQA QUALIFICATIO
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