the speech & language trainers

Elklan Blog

Do you work with children with hearing impairment?

Wednesday, February 06, 2013

The National Deaf Children’s Society warned this week that cuts to support services for Britain’s 45,000 deaf children are having a devastating impact on their achievements in GCSE exams.

The latest GCSE league tables this week revealed that the number of deaf children getting five good GCSEs has fallen for the first time since 2007, with just 37% of 1,336 deaf children achieving the benchmark compared with 69% for youngsters without hearing impairment.

 “Deafness is not a learning disability and there is no reason why most deaf children should not be doing as well as other children.

 A Department for Education spokesperson said: “Councils must target funding at the most vulnerable children who need the most support – including deaf children. They have a statutory duty to identify children’s special educational needs and provide the services to meet them. We’ve protected schools’ cash levels nationally and made sure local authorities can maintain specialist SEN provision.

“We are also reforming the system to make sure that councils work with parents to give them better information and a comprehensive package of support that meets their needs.”

 One of the points identified was a lack of training for staff working with children and young people with hearing impatrment. Elklan: the speech and language trainers have designed a specialist course for those who have completed one of the Elklan ten-week Core courses and who need to study this subject area in more depth.

 
Who is the course for?

It is written for staff who support children of any age who have some degree of hearing loss.

It is necessary for you to have previously attended one of the Elklan ten-week Core courses as knowledge of core speech and language difficulties are assumed in this course. Elklan feel that it is important that you are aware of the complexity of the development of speech and language and be given strategies to manage this aspect of the children's development.

Each of the course sessions has with targets you will be able to achieve by the end of the course:

  • What do we mean by a hearing loss?
Know the different parts of the ear and explain their functions
Understand the types of hearing tests available
audiograms and their resulting loss
Understand the variety of hearing aids and equipment used
Presenting features of a hearing loss

  • Communication and the child with hearing loss
areas of communication that may breakdown because of the hearing difficulty
How to modify the environment to support the child
How to modify your own communication style for the benefit of the child
The different modes of communication hearing impaired children use

  • The terminology used
Supporting the language and social skills of the child with hearing difficulties.
The effects of hearing loss on understanding and talking.
The impact of hearing impairment on the development of social language skills.
How to identify which parts of the listening hierarchy tasks are testing.
hearing loss.

  • Supporting the listening and phonological development of the child with hearing difficulties.
The fact that presenting speech and language difficulties may be interrelated.
Disordered speech patterns.
The difference between being able to make a sound and being able to use it.
The impact of hearing loss on the ability to make and use speech sounds.

What do learners receive?
Teaching from qualified speech and language therapists and or an experienced teacher.
Opportunities to develop your skills and knowledge to support the communication of all children and young people but especially those with autism and speech and language difficulties in primary and secondary settings.
Our book Language Builders for Hearing Difficulties  which forms the core reading material for the course. It is full of practical advice and ideas.
Accreditation
Support needed to write a portfolio to achieve accreditation though the Open College Network.
Opportunities to meet other practitioners working with this complex group and receive mutual support.

If more staff had this level of training, it would undoubtedly help the current situation. We need to make sue that more know about this specialist course and welcome any suggestions will be gratefully received.