Teaching practice which facilitates access to the curriculum, social/emotional development and nursery participation.
Involve the Vision and Hearing/Deaf Education Service SEND Support Services - Bury Council in completion of baseline assessments and development of Play Plans/IEPs.
Settings must access specific deaf related training provided by the Hearing Impaired (HI) team.
Access to wider training for staff e.g. NDCS.
Staff must implement advice as suggested by the Qualified Teacher of the Deaf (QToD).
Provide access to a quiet space for sessions/visits by Qualified Teacher of the Deaf, specialist TA or audiologist.
Curriculum plan reflects levels of achievement and must include individually focused Play Plan.
Specific interventions for language development and speaking and listening e.g. Lip reading, Auditory Verbal Therapy, Natural Aural Approach, Cued Speech, Sign Language, Total Communication Approach.
Opportunities for explanation, clarification and reinforcement of session content and language.
Must have attention to seating, lighting and acoustics of the setting.
Opportunities for group interventions to develop social inclusion with peers e.g. Circle of Friends.
Opportunities for individual and small group work in a quiet room.
A key person, who is trained in working with children with a hearing impairment and understands hearing equipment to:
- Reinforce session content
- Deliver modified EYFS curriculum activities
- Support language development
- Daily check of child’s hearing aids.
Seek advice from other professionals e.g. Speech and Language Therapist, Cochlear Implant Programmes, as appropriate.
Use of equipment and technology, including: use of radio aids as appropriate to meet assessed needs. Also seek advice about how to link equipment to Interactive White Boards, computers, iPads etc.