How can HI sensory needs be supported using further cycles of assess, plan, do review?
Plan / Do
Class or subject teachers are responsible for the progress and support of the young person
Key staff need to have a more detailed understanding of deaf awareness, the hearing loss and its impact on the young person as an individual. School based training for whole staff, groups of staff or individual staff can be provided by the Integrated Disability Service Hearing Team. Additional CPD and support may also be requested
The young person should remain part of the mainstream class for all activities, but there may be times when the pupil needs targeted support in a quiet environment
There needs to be a named member of staff in school who will liaise with the Teacher of the Deaf (TOD)
The TOD will be involved to advise schools on listening classrooms and Quality First Teaching of children with hearing impairment
The TOD may provide resources to support the young person and provide advice to class teacher and teaching assistant in relation to communication, language and literacy development. The TOD can also model appropriate interaction and advise on social interaction with peers
The young person may benefit from the provision of a radio aid and advice about this is available from the TOD
Consideration is given to exam arrangements for the young person, in line with JCQ (Joint Council for Qualifications www.jcq.org.uk) regulations. For example additional time, access to a live voice with visual access to lip reading cues
The class teacher considers the following in the planning and delivering of the lessons:
Provision of additional time for the completion of work if required
Additional time for pre-tutoring through preparing young people for lessons for example explaining concepts that rely heavily on language for understanding
Any emotional and social effects of the hearing impairment which need to be identified and addressed
Undertaking risk assessments for practical activities and off-site visits
Support during unstructured times e.g. break times should be provided where needed or where activities are specifically related to hearing
It would be beneficial to develop support through a co-produced Individual Support Plan or One Page Profile including advice from TOD
There should be opportunities to engage with the wider Deaf Community, if required, including role models and involvement with clubs supporting children with hearing impairment
School need to ensure that there is access to non-educational provision and that hearing impairment is not a barrier to the inclusion of the young person in provision such as after school clubs, school trips etc.