Appendix IV: How do deaf pupils access information and participate in class?
Pupils may use different strategies / combinations of strategies in different situations. Factors like these will make a difference:
- Type and level of pupil's deafness;
- Type of class (direct teaching, group discussion, etc);
- Environmental noise levels;
- Availability of specialist access services (staff and / or equipment).
What strategies will your child use? What services will they need?
English-based strategies your child may use
|Knowing what's being said by teachers / other
|Joining in class (eg; speaking up in discussions / answering
|Uses Sign Supported English / Signed English
||Uses Sign Supported English / Signed English
British Sign Language (BSL)-based strategies your child may use**
*The pupil's visiting Teacher of the Deaf will often fulfil these roles, (particularly primary school) as well as other services such as: assessing / monitoring access; giving tutorial support and advising mainstream staff.
**In a sign-bilingual setting, both BSL and English are used, with BSL usually being used to access the curriculum in the classroom