University of Edinburgh

Informed Choice from Theory into Practice

Presented on Tuesday 2 March 2010

Course evaluation summary

Number of Participants: 12
Number of Respondents: 11

Overall Assessment: 

How would you rate the following: Excellent = 1; Poor = 5

Enhancement to your expertise


Content and supplementary material


How will you use what you have learned today?
Discuss with staff if we really give 'informed choice'. Be more aware of any bias in the Service. Look at documentation we have to see if it requires changing.
Develop working with families. Share with colleagues.
Further study for self. Discussions with HI staff. Parental discussions.
Will use this in my practice and try to use the principles to influence other professionals to do the same.
I will share the information with staff and we'll reflect on implications for our Service.
Will take discussions back to rest of Service to provoke further consideration of our approach.
Put into practice. Put in place a framework to support informed choice.
Helpful in informing framework for roles and responsibilities within my Local Authority.
Need to think how to review our Service in relation to Informed Choice.
To help evaluate how well our Service offers informed choice.
I will transfer the idea of 'informed choice' to all areas of my work where families are involved in future plans on leaving school or transition.

How would you rate the following: Excellent = 1; Poor = 5

Clarity of presentation


Pacing of course/event


What was best about the course/event?
Using different styles of presentation. Case studies realistic.
Good balance of group discussion and led input carefully put together to ensure points were raised and discussed - very thought-provoking.
Discussion groups.
Discussions around informed choice. Activities were practical ways to aid understanding of principles.
Hearing others' views; taking time to stop and think about issues.
Really good mix of input from presenters and exchange of information/experience of all attending course.
Practical. Discussion with colleagues from other authorities on difficulties/solutions.
Opportunity to discuss making choices - introductory activity was helpful in 'setting the scene'.
The points of Informed Choice were well covered.
Listening to others thoughts and discussions.
I enjoyed it all - the scenarios and the 'game' assisted in my understanding of theory g practice.

What, if anything, could have been improved about the course?
Less time on case studies in afternoon. Feedback on 3 enough? Time to look at information and ask any questions about it. One copy of 'Parent Booklet' for everyone attending.
Would have liked copy of slides earlier so I could make additional notes.
Opportunity to explore different authority responses to Informed Choice - policy exemplars.
Even more time for discussion!
Breaks! My eyes ache. Seating arrangement - because I'm deaf a horseshoe shape would have been helpful.

Any other comments regarding the course?
For people travelling from the North the train now arrives at 9.30 so possibility of course starting at 10.00 and finishing slightly early.
Excellent chance to reflect on a subject area that is wide and challenging.
Excellent day - very worthwhile. Lots of thought-provoking points raised.
A very enjoyable and interesting day.
I would have liked information on developing an Informed Choice action plan which was mentioned in the course leaflet.
Enjoyed it, want to consolidate my learning - if there is a further course or refresher I would like to know.

Location and Venue
Excellent = 1; Poor = 5

Convenience of venue


Quality of venue


Have you made use of the website? If yes:






Less Often

No Response



No Response








How did you hear about this course?
SSC Course Brochure. (8)
Course Leaflet Mailshot. (2)
No response. (1)

What other CPD training would you like the SSC to provide?
How to 'audit' a Sensory Support Service (or HSS or VSS) - HGIOUS not ideal tool for SSS - Q document out of date - Count Us In not meant to be used as 'audit tool'. 
Pupils learning styles.
Working with/supporting families in family home - new diagnosis.
Sharing good practice of collaboration between Teachers of the Deaf (ToD) and Speech & Language Therapists (SLT) and other professionals.
Issues relating to sequential bi-lateral cochlear implantation.
Curriculum for Excellence.
Working with children with a mild/moderate hearing loss. Supporting. Monitoring.
An emphasis on developments in Curriculum for Excellence - implications for those teaching deaf children/young people with particular reference to literacy.
Drugs/alcohol/tobacco and deaf young people.
Sex education/sexual health and deaf young people.
Curriculum for excellence - Health and Wellbeing; Targets - how with deaf young people.

Outcomes Assessment

Chartered Teacher Standard components:

Very useful = 1; Not useful = 5

your professional values and personal commitment


your professional knowledge and understanding


your professional and personal attributes