Webinar: What Works? Identifying Effective Practice for Deaf Autistic Children

Content

Deaf children and autistic children often experience similar challenges in language and communication, emotional regulation, social interaction, academic achievement and, consequently, school and social inclusion. Despite this, there is a limited evidence base regarding how children with a dual diagnosis of deafness and autism are supported in educational settings, particularly in relation to: (i) removing barriers through inclusive practices and environmental adaptations, and (ii) enabling the development of independence, agency and life skills.

Emmanouela's British Academy-funded study aimed to identify and characterise effective practice in supporting the inclusion of deaf children with autism.

Findings from both phases suggest that the concept of good practice is complex and multifaceted. While no single model of practice can fully capture the diverse perspectives of families, educators and other stakeholders, the study identified several important principles that underpin effective support for deaf children with autism.

Target Audience

Teachers of Deaf children and young people, Specialist teachers, Class teachers, Support staff.

Presenters

Dr Emmanouela Terleksti, Associate Professor in Deaf Education, University of Birmingham

Emmanouela is an experienced teacher and researcher, working with deaf children. She is particularly interested in literacy development and social emotional development of deaf children and adolescents and how this can be enhanced by early identification and hearing aid technology.

She brings experience from working as a researcher in a number of externally funded research projects with colleagues from various Universities in the UK. She is currently joint programme co-ordinator for the Teachers of Children with Hearing impairment programmes leading to the mandatory qualification for Teachers of the Deaf.