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7.THE QUALIFICATIONS OF PROFESSIONALSWHO PROVIDE LINGUISTIC ACCESS ANDSUPPORT SERVICES FOR DEAF PUPILS INSCHOOLS‘SCoD urges the Scottish Executive and employers to ensure that all who work directlywith deaf young people have high-level linguistic skills so that full communicationcan take place.’SCoD Position Statement on Education (SCoD, 2005)7.1. QUALIFICATIONS OF TEACHERS OF DEAF CHILDREN (ToDS)Recent legislation (Scotland, 2005) has made it compulsory for teachers who work‘wholly or mainly’ with deaf pupils to have an appropriate qualification. Implementationguidelines to local authorities define the qualification in terms of a range of competencies(Scottish Government, 2007b).Competencies relating directly to linguistic access include: basic audiology; linguisticassessment; language and literacy development; linguistic potential and barriers todevelopment; understanding of key differences between BSL and English and betweenmodes of both languages; knowledge of key linguistic strategies.Information on possession of postgraduate qualification in deaf education (or equivalent)was given for 231 of the 240 ToDs (including the 8 qualified Learning Support Teachers).159 of these possessed a specialist ToD postgraduate qualification (or equivalent) and afurther 9 were reported to be working towards the qualification. This amounted to atotal of 168 (73%) qualified or in training. This is the same percentage as that reportedin 2003. However, it may be that there are more staff enrolled on ToD training courses,as the survey did not ask for details of current training – the 9 who provided this informationvolunteered it as additional detail.Also, given the age profile skew towards older staff, as already noted, there is an unknownnumber of recently-employed staff who have replaced those who have retired. Oneservice indicated that this was a particular reason why a relatively high proportion ofstaff were in training rather than qualified.25
7.1.1. ToD QUALIFICATIONS RELATING TO DEAF CHILDREN’S ACCESS TOSPOKEN/WRITTEN LANGUAGEIt can be taken for granted that most ToDs have English language skills to at least Higherlevel (initial teacher training demands this level of English, although).It can also be assumed that those who have a specialist ToD qualification will also havereceived training in basic audiology and in deaf children’s English language developmentand assessment. Educational Audiologists will obviously have a higher degree of knowledge,understanding and skills in audiology.7.1.1.1. SCOPING STUDY SURVEY 2007 DATAThe level of skills and knowledge in these areas which is normally part of a postgraduatequalification in deaf education can be assumed for 73% of 231ToDs at the moment(bearing in mind that 9 of these are in training).One ToD reported a professional qualification in notetaking for deaf people, comparedto two in 2003.7.1.1.2. ADPS DATA (2003)The ADPS 2003 teacher survey additionally asked for details of qualifications and currenttraining in ‘language/linguistics’ and for details of other areas relating to accessingspoken language (audiology, notetaking and lipreading/teaching lipreading).■Only 3 ToDs reported specific qualifications/training in language/linguistics – in theform of delivery of spoken language assessments (Derbyshire Language Scheme andReynell Development Language Scales). One ToD reported a qualification in teachingspeech-reading and 13 had additional training/qualifications in audiology. Tworeported specialist qualifications in notetaking. However, it is important to bear inmind that:– The data do not include details of previous un-certificated training;– Staff may often ‘cascade’ training (eg in use of language assessments or hearingaid technology);– As explained above, training in key areas is usually included in specialist ToD training.It is also the case that other professionals are likely to specialise in specific aspects andcollaborate with ToDs: for example, speech and language therapists in assessments andmonitoring of spoken language development.Qualifications in sign systems which support spoken EnglishInformation was reported on qualifications in the use of manually coded systems, which‘borrow’ individual signs from BSL, but not grammatical features, to support spokenEnglish. Respondents were asked to specify the sign system and to detail qualificationsand current training.26
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 11 and 12: 2.METHODS2.1. STATISTICAL INFORMATI
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 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
Page 62 and 63: 10.4. ACOUSTIC ENVIRONMENTSThe Disa
Page 64 and 65: CHART 9 Instances of special arrang
Page 66 and 67: CHART 11 Instances of special arran
Page 68 and 69: ■■■■■■There is a need f
Page 70 and 71: The wide range of types of informat
Page 72 and 73: A ToD currently visits three times
Page 74 and 75: 12.2. THE NUMBER OF DEAF STUDENTS I
Page 76 and 77: Table 14 compares selected qualific
Page 78 and 79: Table 16 All students* 2001/2002-20
Page 80 and 81: 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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