The Role of the TOD

The Role of the Teacher of the Deaf

Reviewed: November 2017
 
All Teachers of the Deaf are required to hold a specialist mandatory qualification (MQ) which addresses a wide range of specialist outcomes.

The Babcock LDP team has caseloads of children aged 0 to 25 years across a range of different settings including the family home, nurseries, pre-schools, primary, secondary, special schools and colleges. Throughout this document the term 'deaf' is used to cover the whole range of hearing loss.
 
Teachers of the Deaf help families with pre-school children to support their child in developing good language and communication skills.  Teachers working with deaf children need an understanding of the complexity of language and its development and how this is affected by hearing loss.  Teachers of the Deaf hold an additional post-graduate qualification in the Education of Deaf Children.
 

What does the ToD do?


Provision of advice:

  • Providing  clear impartial information
  • Discussing the implications of hearing loss with the deaf learner, parents and families, teachers, all involved agencies especially in the context of education
  • Sharing information about communication modes (English, BSL, Cued Speech etc.)
  • Discussion of amplification needs and technological aids
  • Advising on the effective use of Soundfield systems
  • Advising on educational provision e.g. early years/schools/colleges and other educational settings
  • Enabling the learner and family to express their views
  • Facilitating family and learner access to professional and extended services
  • Provide advice and training to schools to facilitate teachers addressing the particular educational needs of pupils who have D&HI e.g. implications and management of hearing loss
  • Advising on how the curriculum can be differentiated for the CYP
  • Advising on classroom strategies for optimal listening and lip-reading conditions
  • Support with transition between settings / phases
  • Provide advice for statutory assessment

Equipment

  • Helping to maintain audiological equipment:
  • Hearing aids
  • Cochlear Implants
  • ALDs
  • Soundfield systems
  • Fitting Assistive Listening Devices
  • Using the test box to check hearing aids
  • Using the test box to set up ALDs
  • Training families / school staff to support with all of the above, as appropriate

Assessment, Monitoring and Access

  • Interpretation of audiological information and explaining this to those involved with the deaf learner
  • Assessing and monitoring functional hearing levels
  • Assessing the full range of communication and language levels: including use of sign and spoken language and any modes of communication
  • Monitoring the acoustic environment (home and/or educational setting) and advising on ways to improve it for the deaf learner
  • Ensuring that schools and other settings apply for appropriate access arrangements for examinations and providing specialist assessments where necessary
  • Assessing and monitoring educational and other outcomes
  • Participation in multi-agency assessment to identify overall needs and progress of the deaf learner
  • Contribution to mainstream monitoring and review of progress (in accordance with SEN Code of Practice and statutory requirements)

Teaching

It may include:

  • Modelling of strategies and approaches
  • 1:1 with the deaf learner
  • Individualised learning programme
  • Pre-tutoring
  • Post tutoring
  • Small group teaching
  • Team teaching

Social & Emotional / Promoting Positive Deaf Identity / Community Cohesion

  • Helping to develop self esteem
  • Helping to develop / promote positive deaf identity
  • Organising / attending monthly baby and toddler group (Happy Hands)

Pre-School Children

  • Helping families understand the diagnosis of hearing loss
  • Establishing care and management of any hearing aids and/or cochlear implants
  • Explaining the stages of language development with the ultimate goal of empowering parents to make informed choices
  • ‘Direct teaching’ sessions with pre-school children which:
    • encourage parents to talk and play with their child
    • help develop language
    • become comfortable handling the technology
    • using strategies that will help their child develop good listening skills
    • support families in developing strategies so they feel comfortable and confident in talking to people about their child’s hearing loss
  • Using the Early Support Programme the child’s progress is reviewed and further targets set for future sessions to facilitate progress
  • Co-ordinate and facilitate contact with other families with deaf children and voluntary organisations
  • Guide parents through the process of applying for nursery and school placements and the statutory assessment process if this is required. It is imperative that Teachers of the Deaf provide impartial advice and do not recommend particular settings
  • Provide support and training to pre-school settings in respect to the implications and management of hearing loss

Partnership Working

The role of the Teacher of the Deaf involves working closely with other professionals and agencies.  This may include regular liaison, shared delivery of programmes e.g. Speech & Language, sharing of information.

Resources

Referral Process - Advisory Deaf Inclusion Worker

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