British Sign Language and Linguistic Access Working Group ...

More documents

Recommendations

Info

The title ‘Communication Support Workers’ (CSW) more clearly suggests a specific,specialised access service. However, as with the 2007 data, it is of concern that there isonly one instance of a CSW who is training in interpreting skills, and none of the othershave qualifications above intermediate level in BSL language fluency. It is likely thatattendance on an audiology module provided training in basic technical support for pupilswho use audition for access (for example, maintenance of amplification equipment etc).There is no evidence of notetaker qualifications.Table 8 Qualifications of specific access/support staff who provided aservice to profoundly deaf/severely deaf/cochlear implantedpupils who received a visiting service in 2004/2005Learning Support Assistants ( =80*)QualificationInstances of qualificationBSL Stage 1 5BSL Stage 2 6Experience in school for SLD 1HNC in child care 2HNC Supporting Special Learning Needs 2In service delivered by service for sensory impaired 1NNEB 1no formal qualifications 1Not known 2Nursery Nurse 1PDA 7Qualified Teacher 1Communication Support Workers (n=9*)QualificationInstances of qualificationAudiology module 4BSL Stage 2 8NDCS qualification 3SASLI registered trainee interpreter 1Speech & Language therapy 4West of Scotland Deaf Children’s Society ‘support of deaf child’ 1Learning Support Teachers (n=18*)QualificationInstances of qualificationSEN qualifications 1Diploma in support for learning 3Deaf Education Module 2Inclusive practice certificates 1Appropriate qualification 1Teaching diploma 1Nursery Nurses (n=8*)QualificationInstances of qualificationBSL Stage 1 3BSL Stage 2 3NNEB/SSNEB 6Specialist knowledge of deaf children 1* As with table 5, these totals represent the number of commitments of service provided by one professionalto one pupil throughout 2004/200535
7.2.3. RECOMMENDATIONS■There is a need for an exploration of the specific nature of in-class linguistic accessprovided to deaf pupils by Learning Support staff and by staff known asCommunication Support Workers across Scotland. It would seem helpful to haveclearer and more consistent role definitions, alongside recommended specialistqualifications and training, which distinctly match the specialist nature of the posts.36
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 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 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
Page 82 and 83: 13.THE NUMBER OF PROFESSIONALS WHOP
Page 84 and 85: ■■ways in which the current str
Page 86 and 87: They all indicated some kind of fas
Page 88 and 89: ■■■■■■More staff are op
Page 90 and 91: 15.ISSUES RELEVANT TO BOTH FE ANDHE
Page 92 and 93:
It is known that it can sometimes b
Page 94 and 95:
The Association of Notetakers does
Page 96 and 97:
Bearing this in mind, between 200 a
Page 98 and 99:
Qualifications relating to other ta
Page 100 and 101:
Communication Support Workers■ Th
Page 102 and 103:
One college, which attracts a high
Page 104 and 105:
Table 22 Deaf/HI FE student enrolme
Page 106 and 107:
■■■■■■■■All college
Page 108 and 109:
The validation processCurrently, 30
Page 110 and 111:
A related issue is the lack of stan
Page 112 and 113:
■■There is a need for robust qu
Page 114 and 115:
19.FULL LIST OF RECOMMENDATIONSTHE
Page 116 and 117:
7.2. OTHER PROFESSIONALS■There is
Page 118 and 119:
■■■■■■■■■■There
Page 120 and 121:
■Equality Forward’s ‘Deaf Stu
Page 122 and 123:
■There is anecdotal evidence that
Page 124 and 125:
Knoors, H. (2007) ‘Educational Re
Page 126 and 127:
Scottish Parliament (2006) ‘Acces
Page 128 and 129:
APPENDIX 2GROUPS AND INDIVIDUALS CO
Page 130 and 131:
) Competency in BSL/English interpr
Page 132 and 133:
The word ‘deaf’ is used through
Page 134 and 135:
APPENDIX 5RELEVANT SQA QUALIFICATIO
Page 136 and 137:
APPENDIX 7PROPOSED SQA QUALIFICATIO
show all

British Sign Language and Linguistic Access Working Group ...

Create successful ePaper yourself

Delete template?

Save as template?