NatSIP - BATOD Foundation: MESH Guides

The BATOD Foundation have available training resources through MESHGuides - available via www.meshguides.org.

MESHGuides are being developed that link topics together and provide evidence which offers teachers a short-cut to assist in the laborious challenge of researching to collect data. For example, the Autism and deafness MESHGuide (MG) has a comprehensive reference list relating to ‘autism’, ‘deafness’ and ‘deafness and autism’. With all the information available referred to in the MG listed in a bibliography/references list. All MGs have a similar structure providing background and research and each MG has a grid of boxes, each with a clear concise title. The websites referred to will often provide other information that may be useful now and in the future one.

Underwood, A. Weston G Turner R.; Whyte S.; Rosenberg J.; Cobbold, P.; (2015)

Title: Acoustics: hearing, listening and learning MESHGuide,

Affiliation: BATOD Foundation (www.batodfoundation.org.uk) Editor Gill Weston

Menu placement: Pedagogy general; Deaf Education MESHGuides (SEND); Technology; Learning environment

https://www.meshguides.org/guides/node/138

Abstract

This MESH Guide has been designed to cover a wide range of issues associated with classroom acoustics in schools and the impact the quality of speech intelligibility has on deaf children’s learning in particular. It presents the most up-to-date research in an easily accessible way, thus enabling all readers to understand the topic, discover the key characteristics of the issues surrounding the topic and, where appropriate, to determine policy and practice in schools. It is intended to stimulate increased understanding in the importance of providing excellent acoustics and will hopefully lead to improvements in classroom acoustics where necessary. The intention is that all children and young people, including those with any level of deafness, will be able to enjoy the best possible quality sound reception.

Strength of Evidence

Collective research, knowledge and practice of BATOD members and others interested and involved in all areas of improving education for the deaf worldwide. This advice is generally applicable to providing good listening conditions in all learning environments.

..................................................................................................................................................................................................................................

Weston, G; Statham, C; Maiden H; Cobbold, P with contributions by James Mander, Gary Webster, Brian Copsey (2018)

Title: Radio aids - optimising listening opportunities MESHGuide

Affiliation: BATOD Foundation, Ewing Foundation;

Menu placement: Deaf Education MESHGuides; SEND;

https://meshguides.org/guides/node/873

Abstract

This MESHGuide has been designed to cover a wide range of issues associated with personal radio aid systems. It is a resource for anyone who works with children and young people (CYP) with hearing difficulties who may benefit from a personal radio aid. This would include parents, mainstream teachers as well as professionals in the field of deafness. It focuses specifically on personal radio aid systems as a learning tool for deaf children, and the issues regarding their use.

The principles supporting the use of radio aids systems for deaf children remain constant; however, the manufacturers are committed to developing and improving each device. The technical advances in assistive listening technology enable deaf children, their families and staff in educational settings to develop the use of radio aid systems to maximum advantage.

It aims to be an unbiased source of the latest thinking and research and present relevant case studies on the use of radio aids. It covers what radio aids are, why and how they are used; connection to other technologies; the various types and makes available, with links to manufacturers and other websites.

Radio aids are a specific form of the wider range of Assistive Listening Devices (ALDs) which are currently available. Other forms of ALDs are beyond the scope of this particular MESHGuide. Due to the wealth of different ALD devices available this MESHGuide will focus specifically on the personal radio aid systems, which are widely used for CYP for developing spoken language and in education.

Strength of Evidence

There is collective research, knowledge and practice from BATOD members and others involved in deaf education showing the benefit of radio aid technology in the UK and throughout the world particularly from US, Europe and Australasia quoted in the references section. Advances in technology have helped to overcome the problems of listening to speech in background noise and at a distance. The evidence presented shows how this has improved the access to speech for deaf children and young people.

Deafness and Hearing Impairment affect children’s access to education all over the world. We have strived to remain unbiased against anyone make or type of system, and tried to provide a range of evidence from across the range We welcome further case studies, using any system and device. Please send these to This email address is being protected from spambots. You need JavaScript enabled to view it.This email address is being protected from spambots. You need JavaScript enabled to view it.

Please also include areas you would like researched.

Calder, C (2017)

Title: Cued Speech MESHGuide

Affiliation: Cued Speech UK, BATOD Foundation Editor Ann Underwood

Menu placement: Deaf Education MESHGuides; SEND;

https://www.meshguides.org/guides/node/831

Abstract

This MESH Guide provides the theory and research supporting the development and use of Cued Speech.

For any interested parties including families and professionals who wish to understand more about the system of Cued Speech and how it gives deaf children (and adults) a way to lip-read with almost 100% accuracy thereby enabling them to develop a fluent mental model of a spoken language; integrate new vocabulary; improve their own pronunciation and be able to develop literacy skills in the same way as hearing peers.

Strength of Evidence

Cued Speech was originally devised in 1966 and throughout the years since it has been subject to research by a diverse range of scientists working in disciplines such as linguistics, psycholinguistics, neurolinguistics, cognition, speech science, hearing science, social science and computer science as well as by practitioners working directly in the field of deafness. We would recommend the publication “Cued Speech and Cued Language for Deaf and Hard of Hearing Children” edited by Carol J. LaSasso, Kelly Lamar Crain and Jaqueline Leybaert which summarises findings by at least 44 contributing researchers across 4 countries.

Sewell-Rutter, J; Dawson S; (2018)

Title: Autism and deafness MESHGuide

Affiliation: BATOD Foundation, Ewing Foundation Editor Ann Underwood

Menu placement: Deaf Education MESHGuides; SEND;

https://meshguides.org/guides/node/928

Abstract

This MESHGuide is for all those looking for, and needing, information on children and young people with a diagnosis of autism and deafness. Currently (2017), the limited information that exists is spread across many platforms. This MESHGuide collects together, in one place, a range of informative documents and useful links for professionals and families.

Christina Borders (DEI 2016) suggests that two language-impacting disabilities increase the need for strong evidence-based practices but goes on to report ‘a dearth of available resources and direction for teachers and professionals supporting comorbid deafness and ASD’. It is hoped that the limited research and evidence-based practice currently available and included in this MESHGuide will result in the triggering of further research into this important area.

The population of students with complex needs has doubled since 2004 (Anne Pinney 2017). This includes ‘children with complex forms of Autism [who] have more than doubled since 2004, to 57,615.’ Early diagnosis of deafness and Autism remains a challenge because both present in similar ways. Teachers working with these students are not able to turn to a breadth of existing practice – this MESHGuide could help. In turn their experience could add to the body of evidence-based practice.

Given the small cohort and the individuality of each child/young person the way forward might be through Single Case Design (SCD) research (Wendel et al 2015) as is also suggested in Borders article.

Throughout the MESHGuide the term ‘deafness’ covers all types and levels of hearing impairment in children and young people (0-25 years).

Strength of Evidence

There is established practice and expertise amongst the profession… With low incidence disabilities and presenting such individual differences, it is challenging to find sufficient numbers for large scale research. This MESHGuide values knowledge and practice from BATOD members and others involved in deaf education. Due to the nature of autism with a spectrum of presentations, the challenge is to produce large scale studies as it is difficult to draw together enough subjects. Using MESHGuides to collect together case studies and solutions it is hoped to extend the knowledge base on the topic of autism and deafness.

Mitchell, K; (2018)

Title: Glue Ear MESHGuide

Affiliation: BATOD Foundation Editor Ann Underwood

Menu placement: Deaf Education MESHGuides; SEND; Health Education; Early Years; Pedagogy general;

https://www.meshguides.org/guides/node/1096

Abstract

Many children will have Glue Ear before they start school. This will clear in most cases and intervention will not be needed. For some children however, Glue Ear can be persistent, resulting in a hearing loss that can impact speech and language development and adversely affect listening and behaviour.

This MESHGuide has been designed to give a greater understanding about Glue Ear, how it can be diagnosed and appropriate interventions that might be considered. There is a high incidence of Glue Ear in pre-school children and the results of epidemiology studies are included. Young children can become frustrated because they are unable to hear speech clearly and their speech and language may be delayed as a result of a temporary hearing loss caused by Glue Ear. There is a need for greater awareness of the symptoms of Glue Ear in pre-school and nursery settings to ensure that appropriate intervention takes place and strategies to minimise the impact of a hearing loss are used.

This guide has been written to provide Teachers of the Deaf access to relevant research, publications and information that may be useful for training. For parents, the guide provides a useful overview with links to current NICE (National Institute for Clinical Excellence) Guidelines and advice about ways to help. It is hoped that the Guide will be used by staff in pre-schools and nurseries to promote a greater awareness of the significant impact that Glue Ear can have on learning in the early years.

Strength of Evidence

Epidemiology studies for Glue Ear took place in the 1980s and 90s and the high incidence of Glue Ear in the early years was well documented. More recent studies in the UK have confirmed these findings and the seasonal variation of Glue Ear is evidenced in research and attendance at hearing assessment clinics.

The National Institute for Clinical Excellence (NICE) is an independent organisation, which provides national guidelines to promote good health. The NICE guidelines for Glue Ear are based on research and professional advice.

Further case studies are welcomed to highlight the impact of Glue Ear and the benefits of different interventions. Please send these to: This email address is being protected from spambots. You need JavaScript enabled to view it.

Hitchins, A; Lewis, S; Holmans, A; Grover, A; Wakefield, T; Cormier, K; Rowley, K; Macsweeney, M; (2019)

Title: Support for deaf children 0-5 years

Affiliation: BATOD Foundation; NDCS; AVUK; DELTA; DCAL Editor Gill Weston

Menu placement: Deaf Education; Early Years; SEND

https://www.meshguides.org/guides/node/1178

Abstract

One to two of every 1,000 children born in the UK has a hearing loss and around half of these children will be severely to profoundly deaf. Around 92% of deaf children are born to hearing parents. By age three and a half, the human brain has completed 85% of its growth, making the first three years of life critical for optimal development. Throughout the literature the importance of early, effective intervention is stressed repeatedly.

For parents of deaf babies and children there are various approaches to communication and development that they may choose for their child. The weight of this decision for families can be heavy. Therefore, it is best practice for health and education professionals to enable parents to make an informed choice about which approach they would like their child to follow. This MESHGuide should be used in conjunction with other MESHGuides on specific approaches to communication which are currently being developed, to enable the reader to explore these in more depth

This guide is intended to provide a summary of the available support for deaf children and their families to inform health professionals and families alike. It presents an overview of recent domestic and international research and aims to increase awareness and understanding of the challenges faced by deaf children and their families. This MESHGuide has been designed by practising and retired Educational Audiologists, Teachers of the Deaf and Researchers. They have a wealth of knowledge and experience in working with families and deaf children in the early years after diagnosis. This MESHGUIDE uses the word ‘deaf’ to refer to all levels of hearing loss.

Strength of Evidence

We have provided evidence for the information collated above with a full reference list including research published in peer reviewed journals.

Campbell, N. (2018) Grant P, Moore DR and Rosen S (2019)

Title: Auditory Processing Disorder (APD) in children

Affiliation: BATOD Foundation

Menu placement: SEND; Deaf Education MESHGuides; Pedagogy general;

https://www.meshguides.org/guides/node/1432

Abstract

This MESHGuide has been designed to provide an evidence-based overview of Auditory Processing Disorder (APD) in children. It offers a snapshot of the history of APD, how APD is defined, the different types of APD, how APD presents, the importance of a multi- or interdisciplinary approach, how to assess APD and finally practical guidance for managing APD in the classroom, at home and in everyday life.

The aim of the Guide is to provide those interested in APD with the most up-to-date research evidence, presented in an easily accessible way, and thereby promote excellence in the support and care provided to children with APD. The Guide is structured to allow the reader to easily access the specific area they are interested in, providing links to some of the key publications and research. It promotes a high standard of research and evidence-based care and encourages both international and multi-disciplinary collaboration

The intended audience includes:

Professionals with an interest or expertise in the areas of APD, hearing, listening, language and learning difficulties. This may include, but is not limited to teachers, Teachers of the Deaf, special education teachers and coordinators, Educational Audiologists, Audiologists, Speech-and Language Therapists, Educational Psychologists, Otolaryngologists, Paediatricians and General Practitioners.

This Guide may be of particular interest to Teachers of the Deaf, who support children with hearing impairment in the UK. Their expertise is equally beneficial and easily transferable to those with APD, i.e. recommendations for improving the listening environment and technology such as assistive devices. This MESHGuide was initiated by Ann Underwood on behalf of the BATOD Foundation.

Funders and government bodies (medical and educational) to provide evidence-based information about APD.

Parents, children/adults with APD and the general public to inform and empower them in their understanding of the topic and decision-making.

The ‘Practical handouts’ section provides useful tips and practical information

Strength of evidence

This MESHGuide has a strong research evidence focus. It provides a critical review of current evidence. Against this background recommendations are made for both assessment and intervention.

Hitchins, A; Grover A (2019)

Title: Auditory Verbal Therapy,

Affiliation: AVUK BATOD Foundation (www.batodfoundation.org.uk)

Menu placement: Deaf Education MESHGuides (SEND);

https://www.meshguides.org/guides/node/1555?n=1530

Abstract

This MESHGuide has been designed by the staff at Auditory Verbal UK (AVUK). The guide is designed to provide an overview of the landscape of paediatric deafness, a description of the Auditory Verbal (AV) approach and up-to-date domestic and international research on the spoken language outcomes of children with hearing loss attending AV therapy. It also includes practical applications, case studies and relevant training opportunities for Teachers of the Deaf and other health and education professionals. This guide is aimed at health professionals and researchers working with children with hearing loss, although some information may be relevant for families.

The content of this MESHGuide aims to increase awareness and understanding of the AV approach and to inform policy and practice in the UK.

The authors of this Guide will work to continually develop and improve its content and actively welcome comment from all readers on how improvements might be achieved.

In this guide we use the term ‘deaf’ to denote hearings loss of 40 dBHL or greater.

Strength of Evidence

We have provided evidence for the information collated above with a full reference list including research published in peer reviewed journals.