University of Edinburgh

SSC Course 16: Strategies to Support the Teaching of Phonics to Children with a Hearing Loss

Presented on Tuesday 5 May 2015

Course evaluation summary

Number of Participants: 43
Number of Respondents: 40

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?

As a peri teacher I am not in charge of phonics scheme in school, however I would certainly discuss with P1 teacher use of visual phonics as I think it would be very beneficial.
Examples of activities to develop phonological awareness.
Feed back to colleagues and mainstream staff.
Definitely using colour coding for vowels.
Incorporate into joint working within mainstream school and unit for HI with class teachers.
Until visual phonics is readily available, I can't put it into practise.
Will use cues immediately and inaugurate colour coding with one or more pupils.
Await the programme - Visual Phonics electronically.
It would have been more beneficial if the resources were available at present to put this into practise. However, I'd be very interested in purchasing Visual Phonics to use alongside the mainstream phonics programme for the deaf children that I visit.
Liaise with school's SaLT and P1-3 class teachers. Look at creating "enhanced" planning record for pupils alongside CfE outcomes.
Individual children's development.
To teach phonics to a P1 EAL (English as an Additional Language) pupil diagnosed and aided age 3.
Once the resource is available I will enjoy implementing this strategy with a single child/group of children.
Extremely useful to teach phonics to P1 children. Also ideas for preparation for nursery. More alphabet signing.
Use cued articulation visuals with vowels as well. Have to learn these first.
Will relay the information that we were given and be able to give suggestions.
As a Speech & Language Therapist (SLT), I will use most of what I've learned today in my therapy sessions and discussions with education staff.
Thoroughly enjoyed today's course and have learned lots that I will take away with me. Working as a peri teacher means it will be difficult to implement all strategies, but will certainly dip in and out of relevant ones.
Change the way I teach phonics!
Made me think about other ways to teach phonics in the mainstream.
A different perspective on a program I already use. Made me think of adjustments I will make. Speech - phonological processes.
Take back as an alternative/complimentary scheme for P1 pupils who are struggling.
To support pupil with a HI going into primary one.
Child starting P1 mainstream class next session. Looking to employ sounds actions and re-order sound introduction as suggested.
Highlighted another resource, which may be used in the future.
With a child coming into P1 with profound hearing loss.
Ideas for visual phonics and a signing pupil.
Use in class next session.
I have a couple of P1 pupils who would benefit from the more visual aspects of phonic learning. I would be interested in looking at cued articulation.
It will be difficult to use without access to the resources. Even just having access to the visual cue sheets would be helpful in the interim.
Some resources are really useful. May use cues/lip patterns.
Use the hand shape and lip patterns pictures. Use the key ring ideas as a prompt for parents.
Will think about using hand cues/lip patterns when teaching phonics.
Would be good to start using cued articulation asap.
I'm currently working with P3 & P4 profoundly deaf hearing impaired pupils. Next session, I will also be working with a variety of P1 pupils.
I have used this in the past and will continue to do so. I have a P1 pupil entering later this year, but this will be the first time I've used it alongside a mainstream teacher. Thankfully my mainstream teacher is willing to use it too, so I shall have to teach her, as well.
Will be used in conjunction with our own very similar phonics scheme. We already use cued articulation and have a colour-coded system in place.
We will use it to help us best consider how to adapt our current phonics teaching.

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

Clarity of presentation


Pacing of course/event


What was best about the course/event?

Learning about the phonic system. Seeing some of the resources.
A better understanding of how difficult it can be for deaf children to acquire phonological awareness. Having cues explained so I can use them.
An example of how visual phonics has been implemented in school.
Enjoyed learning about good collaboration and how SLT and teaching staff can work together effectively with visual phonics, also how useful this resource would be for non-HI children.
Some of talks very practical and full of ideas.
All good.
The pace of the course, particularly the brief workshops during the first session. The concept of the Visual Phonics itself.
Practical resources alongside presentations - linking from one speaker to the other Teacher of the Deaf (ToD) and Speech and Language Therapist (SLT).
New ideas - clarity of issues which are difficult.
Detailed info on how to use Visual Phonics programme in a mainstream setting.
Having another useful bit of scaffolding to help the teaching of phonics.
How to use it in mainstream.
Seeing videos and hearing real life situations.
Good to see how it was being put into practise.
How it all joined up nicely. Each speaker complimented the next with subjects.
I enjoyed the Visual Phonics presentation and felt like there were lots of practical classroom options/strategies that I will implement.
Learning about Visual Phonics and the way it was used within a setting similar to mine. Very positive and inspiring.
Real, practical examples, resources and video clips.
Another teacher's view/perspective. Seeing the programme implemented in a different way.
Looking at and hearing about a different approach that has/does work alongside traditional mainstream schemes.
Seeing examples of the visual phonics and resources.
Sounds actions. Resource ideas. Better understanding of what phonological errors are, e.g. fronting.
Examples of activities that could be used to improve phonics awareness and skills.
Lots of information. Clarity of speakers was excellent. Helpful links to Jolly Phonics.
Sharing of ideas and use of video clips and workshops.
Visual phonics - more info please.
Afternoon session on how the Visual Phonics is actually put into practise.
Good mix of different speakers/activities - well done!
Discussions with colleagues about the content on how to implement the new materials and resources.
Some nice resources/ideas for phonics teaching.
Resources, video clips, practical ideas.
Have been struggling for years with mainstream phonics programmes which are not suitable for deaf pupils. Really pleased to hear about the Visual Phonics programme, which seems to be much more relevant and useful.
All speakers were very good, and info delivered was great.
Looking for strategies to add to our own/adapt in places. So it was good to see links.
It is useful to see another way of doing things - get ideas to help us. Good to see resource examples, too. Videos helpful.

What, if anything, could have been improved about the course?

More information about how and where to access the resources.
Found all of it very informative.
The materials to be available for use.
The resources to have been ready.
More video examples.
Working with resources as concept is explained.
Frustration at not having the actual resource. It would have been great to have the hand/lip pattern sheets to use.
I think it would have been really helpful to have a handout of the hand signs and lip pattern. This would enable me to be up and running before getting hold of disc.
Providing the resources/disks (even for payment).
Not much, actually.
Less outside construction work and an awareness by other attendees that their chatter can make it difficult for others to hear/concentrate on presenters.
More strategies that could be used independently of the purchased scheme.
Explanation of fronting, gliding needed longer. I was very confused!
Different venue with no building maintenance work, as noises are distracting to a hearing aid user.
Having access to the resources. It seems a shame to have generated so much interest but not be able for any of this to be taken forward at the moment, i.e. I think the course should have been put on once the resources are ready.
Some handouts could not be read, so hard to use later.
Some of the supplementary materials to be included in the pack, or examples of resources in the pack.
Some handouts unclear, for example the speech charts. It would have been useful to have separate copies, not just a PowerPoint.
Availability of resources. Would have been helpful to be able to access some of the resources, i.e. cued articulation electronically. Fantastic ideas but can't implement without at least some of the resources.
Use of hand-held microphone sometimes a bit haphazard, making it difficult to hear at the back of the room. Lapel mike might have been better, making sound level more consistent.
Probably others present would have wanted materials today, but I'm lucky I already have these. Presentation - speakers use their hands - a hand-held mike does not help those at the back/HI people. Don't you have a boom mike type set up?
Perhaps more resources for children to use. Good to see resources.
Would be good to have a few sheets to get going with e.g. hand signs/lip patterns - desperate to get started!!

How did you hear about this course?

Course Info Email from SSC: 22
Co-ordinator/Line Manager: 11
Colleague: 3
SSC Website: 3
No response: 1

What other CPD training would you like the SSC to provide?

Memory and deafness.
Nat 4 & 5 and deafness.
Would be interested in courses related to HI.
More of the same. Very practical.
Something about language development in deaf children.
More collaborative opportunities between educators and Support for Learning Teachers.
Language assessment for deaf children.
BSL assessment.
Teaching sound actions.
BSL to help mainstream teachers. (2)
Further ongoing awareness sessions of Scottish signing and adaptations to curriculum. Perhaps how the 1 & 2 initiative can be implemented within schools.
Think the cost of this course was reflected in the high number of attendees, so something to think about for future courses?
More 'free' courses, as our local authority will only pay for one per year.
Memory work in deaf pupils - training their memories. So much learning in school/life takes place through oral/auditory repetition, but our pupils miss out (in varying degrees) to this. I have become more interested in how we can help them and what strategies we should be encouraging them to use.