University of Edinburgh
 

Secondary Focus Day in Deaf Education

Presented on Monday 22nd October, 2012

Supporting Deaf Pupils in Secondary Schools

Kirsty Steele, Principal Teacher of the Deaf, Calderside Academy

calderside

  • Mainstream secondary school
  • Previously Earnock High School, merged in 2007.
  • 3 pupils - S2, S5 ( Peer group)
  • All pupils have ASP's
  • Use BSL to communicate **
  • Digital hearing aids, cochlear implants
  • 3.5 members of staff
  • Access all areas of the curriculum
  • Full-time support from ToD in all classes

Our team

team

Transition p7 to S1

  • Priority - building links with Primary school
  • Organise social events / building relationships
  • Older students going on Work Experience - Role Models
  • P7 pupils - ToD(s) visits weekly (timetable dependent)
  • Pupil visits to school (map)
  • P7 Interdisciplinary days - meet hearing peers
  • Transition meetings

Facilitating Inclusion - Deaf Awareness

Pupil

  • P7 transition (9 cluster primaries)
  • S1 PSE
  • Pupils BSL club
  • S5/S6
  • S5/6 6 week block

Staff

  • Whole staff INSET every year
  • Staff BSL class
  • Presentation to probationer teachers
  • Top Tips in every classroom (show)

BSL development

  • ToD have a high level of BSL skill
  • BSL development in FDT time once a month and 2 x INSET days
  • Signing of school policies
  • Signed version of school newsletter
  • SSC signs for Science
  • Next step : BSL for pupils

Parents as Partners

  • Parent evenings
  • Review Meetings
  • Monthly update sheets
  • SMS - Department mobile
  • Homework diaries

Support in mainstream

  • Registration, mainstream class, Base, extra- curricular activities, trips, parents nights
  • Liaison with mainstream teachers
  • Up to Advanced Higher level
  • Match ToD strength to pupil need
  • Support in class tests/SQA

Standard Grade English

1 - Liaison with Mainstream teacher.

2 - Looking at pupil ability/needs and how we can best support them.

3 - In 'Base' time, give introduction to issues within the novel

  • Opening question - What do we know about ...?
  • Think, Pair, Share
  • Powerpoint

4 - Introduce any new vocabulary - begin vocabulary list

Begin reading the novel.

6 - Question booklet given to use as homework or in base.

7 - Chapter summaries

8 - Analysing main characters - Character list given and Character profile sheet.

9 - Analyse key scenes to help with essay writing - Story board.

10 - Essay plan.

11 - Display work.

Maths - Active Learning strategies

  • Board work - projector
  • Games - Loop cards
  • Using contexts - maths becomes 'real' - Enterprise activities
  • ICT - Education City
  • 'Show me' boards
  • Activelearninginmaths.co.uk

AifL strategies

strategies

Health and Wellbeing - SHANARI wheel

All Staff have a responsibility for the Health and Wellbeing of Pupils

shinari

Resources:

S5 Health and Wellbeing programme - Deaf culture, identity

health

  • Deaf role model – ToD
  • Positive Deaf Identity
  • Given responsibilities within department
  • Work experience at HSD
  • Rights and responsibilities around the school and Community
  • Rights and responsibilities after school – Employment, mental health, booking interpreters
  • Skills, qualities
  • Life skills
  • Visiting college open days
  • Listening Bus

Key Workers

Each pupil is allocated a Key Worker - First level Guidance

  • Responsible for setting targets/collating information for ASP
  • Monthly meetings (more often if required)
  • Checklist
  • ASP/Targets
  • Recording achievements in CfE folders
  • Profiling - Personal Learning Plans

Transition to FE

  • Careers Advisor
  • Visits to college/University
  • Work Experience
  • Enhancements