March 2018

Adobe PDF Format

Best Practice Guidance for Sensory Impairment in Special Schools

PDF Format

4 Pages

It is  therefore important that staff working in these settings understand deaf young people's needs and have strategies to meet them, so that they get the most out of higher education.

This resource will help higher education staff to support deaf students to achieve in higher education. It has been developed by the National Deaf Children's Society with support from the Consortium of Higher Education Support Services for deaf students (CHESS), The Ear Foundation and the National Sensory Impairment Partnership..

The resource will help staff in higher education to:

• make sure that deaf students have the support they need to make good progress, take advantage of the opportunities of higher education and successfully complete their studies
• take the reasonable steps required under the Equality Act 2010 (or the Disability Discrimination Act (1995) in Northern Ireland) to make sure that deaf students are not treated less favourably than other students.

PDF Format

A4, 40 pages

(Word Document)

Report:  Learner outcomes framework for VI children and young people

A framework for support for young people with vision impairment provided by a VI education service

March 2016

PDF Format

24 Pages

Specialist teachers of children with sensory impairment play a vital role in ensuring that these children make good progress and achieve good outcomes. This report provides evidence of widespread concern over a shortage of these specialist teachers. Urgent action is needed to ensure adequate funding for training new specialist teachers, and to ensure robust and coordinated succession planning and recruitment. We make a number of practical recommendations for how these and other issues can be addressed.

Workstream 3C.1

PDF Format (A4)

18 Pages

This report investigates the underachievement in the education of deaf children who do not make expected progress and seeks to identify how we can improve the tracking of progress by deaf children in order to secure improved outcomes. It does this by exploring the views and perspectives of teachers of the deaf, heads of schools for deaf children, and heads of educational services. The majority of our respondents were focused on those children who are in school, as this is where teachers and heads of schools and services are likely to identify these children.

Report from WS1B.1, March 2016

PDF Format, A4, 19 pages

This resource will outline practice, strategies and advice that will improve communication for everyone and therefore benefit all children in your school. 

Throughout the resource, we have included case studies that show different ways that deaf children with additional needs have been supported by special schools.

No two children with additional needs are the same. However, you may be able to identify strategies from these case studies to support a child you are working with. The child�s peripatetic Teacher of the Deaf or local specialist educational support service for deaf children can also support and advise you.

64 pages, A4

(PDF Format)

• make effective provision for deaf students so that they make good progress and develop the independent learning and life skills they will need in adulthood
• prepare deaf students effectively for the range of different pathways after further education including higher education, apprenticeships and employment
• take the reasonable steps required under the Equality Act (2010) (or the Disability Discrimination Act (1995) in Northern Ireland) to ensure that deaf students are not treated less favourably than other students.

This resource will achieve this by:

• explaining the implications of deafness on language and learning
• providing advice on how to help a deaf student make a successful transition both into college and beyond
• describing the measures college staff can take to enable a deaf student to succeed.

76 Pages A4

(PDF Format)