Course 30: Outcomes for Children who are Deaf or Hearing Impaired
Presented on Friday, 23 June 2017
Course evaluation summary
Number of Participants: 35
Number of Respondents: 29
How would you rate the following: Excellent = 1; Poor = 5
Enhancement to your expertise
Content and supplementary material
Will you do anything differently as a result of today’s training?
Review current practice in line with today's recommendations, i.e. assess phonological awareness in early years and teach these skills.
Feed back to my intervention team about the importance of teaching vocabulary and identifying gaps in knowledge.
Put more time into visual phonics and phonological awareness using methods other than auditory.
Give children as many linguistic tools as possible to allow them to become good readers.
Feel more confident about the potential of cued speech in literacy development as a perceptual/visual language based on phonetics.
Yes. Greater focus on assessment of pupils' phonological skills at early stages and provision of targeted intervention.
Look out for earlier intervention.
Review caseload and make sure that class teachers are aware and using variety of approaches to develop all aspects required to develop literacy. Skills for our hearing impaired pupils.
Consider ways of using PEF (principles of effective phonics) to improve children’s reading/literacy skills.
Yes, I am interested in the vocabulary tiers, so will read more about them.
Reinforce the importance of teaching specific vocabulary to our pupils.
Undertake more assessment of my pupils' literacy skills (as a whole); take evidence of worth to line managers.
Yes - as an early years practitioner it has helped me target my assessment process.
I will add slightly more detail to the vocabulary intervention I am currently doing.
I will teach new vocabulary in a different way, putting words into different context.
Informs best practice related to literacy.
Share knowledge gained with colleagues.
Have a broader understanding about reading/writing development of students.
It has reinforced how children at school are being taught is on the right track.
Interesting content but not many practical ideas given.
Inspired to read from the many references supplied.
How would you rate the following: Excellent = 1; Poor = 5
Clarity of presentation
Pacing of course/event
What was best about the course/event?
Advice on how to find 'gaps' and how to remedy them.
I knew a lot of the content of the course but it was a good refresher.
Loved getting slides before so I could annotate through lecture. Fascinating topics - just needed more time!
Reinforcing what I thought about the difference targeted early intervention can make.
Time to reflect and also to see colleagues.
The fact that it was very relevant to my work context. Increased my understanding of the processes our brain goes through when reading effectively.
The clarity of what is needed in order to be a successful reader.
Well delivered and a lot of detail.
Great opportunity to hear such a renowned authority in this field of deaf education. Practical resources and guidance where to find more.
Information presented, but not enough time to discuss.
The presenter was very knowledgeable.
Presenter was highly knowledgeable and fascinating to listen to.
Learning about assessment tools, progression in language. How to support children in Literacy/with language in daily activities.
Good update on theoretical understanding of reading in deaf children.
Very clear, engaging and amusing down-to-earth speaker - all very relevant and practical.
References. Ideas to develop vocabulary. Speaker was very knowledgeable.
List of references, sign posting to useful information.
Useful research and information.
Research evidence shown during the lecture that support the points/suggestions put up by the speaker.
Generous sharing of so much information and references. Lunch - vegan - fabulous - felt really nourished.
What, if anything, could have been improved about the course?
Removal of 'heavy' technical language.
A lot of repetition.
More practical examples of how to identify gaps in knowledge and what to do. Share practices.
More time/breaks - it was fascinating, but intense info to process rapidly!
Less theory or quicker skip through research. More practical ideas, sharing of strategies, etc. Copies of suitable assessments, etc. More emphasis on BSL users.
Also, on a practical note - water on tables?
There was a lot of information to take in and I was finding it hard to concentrate after 2 pm! Course over 2 days would have been better.
Some more examples of use of evidence as applied in practice.
More time for last session. More practical - a lot of listening!
More information on actions to be taken to improve outcomes.
Pass round microphone to hear clearly questions and contributions from audience.
Too much focus and explanations/repetition of overheads. Timings way out for the amount of information intended.
Pre-reading homework about terms used in presentation linked with reading development to familiarise before course.
Some of the presentation was very fast-paced and there was a lot to take in. A two day couse may have been better.
More about linguistic sounds, progress of language, more explanation on certain words. Speak slower to have opportunity to process.
PowerPoints should match presentation.
So much to get through - so little time.
More defined strategies. More examples/suggestions/practical advice.
Slides could have been more visual. More time on strategies would have been good.
Sound system - echo made it difficult to hear at times.
As a teacher, I would have liked more practical strategies to supporting a deaf child, rather than a theory/statistics heavy course.
Earlier start, more scheduled breaks.
How did you hear about this course?
Course Info Email from SSC: 19
Co-ordinator/Line Manager: 3
SSC eBulletin: 2
SSC Website: 3
What other CPD training would you like the SSC to provide?
Practical activities to teach deaf/hard of hearing children to read.
BSL training - level 3+ above.
Looking at BSL acquisition in hearing children of deaf parents. Also, something about linguistics. I am intrigued about how people use phrases in English that they don't really understand, e.g. WIFI, mandatory reconsideration, bluetooth residency, but we kind of know what they refer to. How do we translate into BSL? This may not make any sense! Also, psychological development of deaf children.
Early literacy (especially reading) with first language BSL users, practical resources, strategies and ideas.
Reading and dyslexia.
Drama activities for deaf children.
Developing deaf children's writing.