University of Edinburgh
 

Literacy Workshop 1: Should We Teach Phonics to Deaf Children?

Postponed to Monday 26 March 2007

Course evaluation summary

Number of Participants: 32
Number of Respondents: 28

Overall Assessment:

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

Enhancement to your expertise

 

2.15

Content and supplementary material

 

2.19

How will you use what you have learned today?

Maybe try the colour coding for supplementary phonics teaching with deaf children in mainstream.
To take an active role in teaching my deaf son to read and write.
Visual elements - very useful to incorporate in daily practice.
It has made me think more about the barriers to phonics and how to overcome this when working with hearing impaired pupils.
Some of the phonic learning strategies I will seriously consider.
Try to put into practice what I've heard about today. Seek out some of the materials and books.
I have enjoyed the more practical suggestions presented today. I can see ways that some of the suggestions can be adapted for individual children.
Give more thought to planning my lesson.
Currently I am an undergraduate student and will be studying postgraduate secondary English teaching next year. I have completed BSL Level 1 and am very interested in deaf education. This course has reinforced my desire to become a Teacher of the Deaf [enjoyed the course!].
Look at materials with a view to seeing if I could incorporate it into my teaching.
Towards my Literacy course that I am presently involved in.
Consideration to be given to using visual phonics approach to enhance existing programme [mainstream] for HI pupils.
Suggestion of colour coding usable with other methods in mainstream setting.
Not applicable at secondary level, but very useful if I ever have to teach younger children.
Consider colour-coding vowel sounds for a particular pupil [and consider how to do it for an English child!]. Consider Fiona's phonics scheme for a pupil - but consider whether this fits with the class doing “Jolly Phonics”.
Currently working with a 10 year old child who is still a fairly poor reader and Visual Phonics strategy could help her.
Would like to use the Visual Phonics programme with some of my pupils.
Hope to have Fiona Jarvis along to our school and continue involvement with Lorna.
Consider using visual phonics with individual hearing impaired children.
I will try to get access to cued articulation.
Incorporate colour coding elements to Visual Phonics. Reassess materials currently used.
Certain aspects and information regarding visual phonics may be of interest in the future.
Reflect on how I teach phonics.
Would be interested in applying what I've learned about visual phonics.
Background knowledge about teaching phonics will make me more confident, and I will include some of Fiona Jarvis’ ideas in my multisensory programme which my authority has in place.

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

Clarity of presentation

 

2

Pacing of course/event

 

2.04

What was best about the course/event?

Meeting and chatting with other Teachers of the Deaf (2).
Good speakers with lots of practical experience.
Fiona's presentation was great and it was enhanced and made more ‘user friendly’ by Lorna's real classroom experience.
Phonic Literacy developments.
Chance to focus on a really important area that supports literacy.
The theory was well balanced with practice. I enjoyed learning from people's experiences.
The practical evaluation of visual phonics presentation was very interesting and insightful. It's good to get a critique from a Practitioner rather than just theoretical information.
Morning session.
The talk from Hamilton School for the Deaf teacher since ‘hands on’ situations dealt with.
Very good; appreciated the presentations.
Visual phonics presentation and practice very good (7).
Fiona and Lorna's presentations - because of the practical ideas.
Meeting people and keeping up-to-date.
Enjoyed all aspects.
It reinforced my own views on teaching phonics to deaf children.
Handouts (2). Real life experiences described.
All three speakers about teaching phonics and reading were helpful.

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

Some workshop type activities included would have given opportunity for sharing ideas and experiences.
Visual phonic packs to take away.
More information on: ‘hand’ signs for visual phonics; on pre-school developments.
More emphasis on mainstream teaching and support.
Exhibition of resources that teachers have found useful in teaching reading skills to deaf children.
Display element of Visual Phonics Packs - time element for this? Video evidence of the good practice.
Course could start 10 am.
Would have like opportunity to view resources.
More details about how to obtain material, time for another speaker.

Any other comments regarding the course?

Fiona Jarvis phonics scheme not possible for mainstream education where local authority dictate phonic scheme - can adapt aspects.
Very well organised. Very insightful into deaf education and phonics in particular.
Grateful for the opportunity to attend.
Would very much like to have [possibly use] the completed/development programme.
Very interesting; will look forward to future courses.
Good length.

Location and Venue:

Convenient location for this course: No Response 4; Yes 21; No 3

Excellent = 1; Poor = 5

Convenience of venue

 

2.07

Quality of venue

1.89

 

Likely to attend if venue was used again: No Response 2; Likely 24; Less Likely 2

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

Writing for deaf children.
Assessment for deaf pupils in a mainstream setting.
Practical ’hands-on’ with audiological equipment.
Cued articulation.
Assessments suitable for hearing impaired children.
Blocks of signing courses for those working in isolated locations who can't access twilight sessions.
Identifying additional [speech/language] support needs for deaf pupils.
Less bias towards signing situation and more bias towards managing hearing impaired child in mainstream set up, eg, writing stories, etc.
Special arrangements for exams Level A - Higher for Oral pupils.
British Sign Language developments within a mainstream society or school.
Maths and associated language/concepts.
A curriculum for excellent - hearing impairment perspective.
Dyslexia and deafness would be interesting.
Deaf children and writing - story writing or writing in general.

Outcomes Assessment

If you are a teacher, how would you rate this course in relation to the following "Chartered Teacher Standard" components:

Very useful = 1; Not useful = 5

your professional values and personal commitment

 

2.57

your professional knowledge and understanding

 

2.19

your professional and personal attributes

 

2.33