“Involving deaf young people in the technology they use is the best way to make sure it meets their needs for the future”

Lucy Read

Lucy Read, Head of Children and Young People Participation

Technology has come a long way over the past couple of decades. Those of you who can remember dial-up networks, floppy discs and MSN will be well aware of how much technology has changed over time.

If you have absolutely no idea what I’m wittering on about ­– that is proof of just how quickly technology moves on. What was current one minute and everyone was using can quickly change and adapt with people’s changing needs.

But how often do deaf young people get to share their needs, wants and wishes for the technology they use or might want? Our experience is not very often.

We are hoping to change this by launching an exciting new Design Your Own Tech competition for young people aged 12–18; giving deaf young people across the UK the chance to showcase their tech talents.

We created the competition to raise awareness of the daily challenges the UK’s 50,000 deaf youngsters face, and of how technology can help them to overcome these.

Budding deaf designers aged 12–18 have until 13 October to submit their innovative ideas for the tech of the future.

Two lucky winners will get to present their ideas to product manufacturers and those with the power to make their designs a reality. They will also get a prize for their school, and can choose from an iPad, VR headset or Amazon vouchers.

For more information and to enter the competition, go to www.buzz.org.uk.

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Growing up in a mainstream school

Emily primary

Emily Meacher (aged 4 years) Policy and Campaigns Support Assistant

Jake’s recent blog got me thinking about my own personal experience at primary school, and how I wasn’t alone in these experiences. And so below are some random reflections of my time at Codicote primary school.

 

I was the only deaf kid in school- children used to say to me ‘why are you death?’ and I would have to try and explain at 6 years old how I am deaf and not actually dead.

I used the deaf card (I started young!) to get out of recorder sessions- I couldn’t bear the noise (can anyone?) and felt elated when I was let off.

Children were curious about how my radio aid worked, so the teacher had the bright idea of sending me out into the playground where everyone watched me. The teacher would say something into the aid but I didn’t understand a word. I felt a bit miffed about being sent out whilst the whole class gawped through the window.

I used to take part in school plays, and didn’t hear or understand any of the songs- I would just move my mouth and pretend to go along with it.

I used to go to my friends’ sleepovers and whilst a lot of the kids were up late chatting in the dark, I would be asleep. I would wake up and see the kids playing with my hearing aids, trying to put them into their ears out of curiosity.

I had a best friend Claire, who I am still best friends with to this day whose mother, told Claire she was worried about her hanging out with me- as her voice had started to get ‘lazy’- and that she was starting to sound like me! Of course, Claire didn’t listen thankfully.

Although there were times when I struggled, overall I received good educational support in school and if it wasn’t for the support there, I don’t think I’d have passed the entrance exam (this has now changed -they no longer have an entrance exam) to get into Mary Hare, secondary school. It was at Mary Hare that I developed my deaf identity.

Since my time working at the National Deaf Children’s Society, it pains me to think that some deaf children out there do not get the same support I had growing up. Some deaf children are coping, rather than thriving. This needs to change – we are working hard to challenge proposals to close resource bases and reduce support – one example being in Manchester. Hazel, our Regional Director for the North West and Sally, our Policy and Campaigns Officer fought hard alongside passionate parents, and in the end we managed to reduce the amount of budget cut to the service. Not only that, but we also managed to save one of the two resource bases under threat. Great news!

If you want to get involved in campaigns like this, then join with me and the Policy and Campaigns team by signing up to our Campaigns Network here: http://www.ndcs.org.uk/help_us/campaigns/campaign_with_us/campaign_network.html

 

What do we know about communication support for deaf people?

Ian_Noon

Ian Noon, Head of Policy and Research, National Deaf Children’s Society

Last week, the Department for Work and Pensions (DWP) published a monster 142-page document summarising the responses it received to a review on communication support for deaf people. The aim of the review was to try and identify what we know about the supply and demand of professionals (such as interpreters, speech-to-text-reporters, etc.) whose role it is to provide support to deaf people with their communication. We submitted evidence back in 2016 setting out what we knew then about communication support for deaf children and young people.

So what have we learnt from the DWP report? Here are my own top five take-home messages from the report.

  1. Nobody is quite sure how many deaf people there are. For example, we have a very rough ball-park figure on the number of deaf children from the Consortium for Research into Deaf Education – but we know that those figures, whilst the best available, are not 100% reliable.
  2. Nobody really knows how many communication support professionals there are out there either. It’s not something that any government department appears to be measuring.
  3. However, there is a lot of evidence that there the number of communication support professionals isn’t enough. Lots of respondents gave examples of unmet demand among deaf people. For example, there is evidence that too many deaf children are being supported by communication support workers who don’t have an advanced qualification in sign language.
  4. It became clear from reading the report that the term ‘communication support workers’ (CSWs) means different things to different people. We at the National Deaf Children’s Society would use the term to refer to a type of specialist teaching assistant, someone who would provide support to deaf children in the classroom, with signed support as necessary. However, we wouldn’t see them as “interpreters” because CSWs need to be able to do much more than just interpret what the teaching is saying by, for example, supporting deaf children with notes, explaining concepts, and so on. It’s clear though that in other areas, deaf people are being supported by a professional described as a ‘communication support worker’ when really they should be supported by an interpreter. The report points to a need for much more clarity on the role of CSWs and what skills they need in different situations.
  5. Lots of people feel that technology – such as remote sign language interpreters or speech-to-text-reporters – can really help deaf people. However, there was a unanimous view that this cannot be seen as a substitute for ‘real life’ communication support. Indeed, many people were concerned that new technology was being used as an excuse to reduce support inappropriately.

So what happens next? We’re not yet sure. The DWP report is literally just a summary of responses and doesn’t set out any recommendations or actions for the Government.

On our side, we’d be keen to see the Government take action to improve data on deaf children and also to ensure there are more, better-qualified, communication support workers for deaf children and young people. We’d also like to see speech-to-text reporters being more widely used, particularly for older deaf young people, including those at university. We’ll be pressing the Government to set out what action it’ll be taking in response to the report so watch this space.

 

5 Ways A Radio Aid Can Help A Deaf Toddler

Alison Taylor, Senior Information Editor, National Deaf Children’s Society

Compelling evidence shows (see the research) that giving deaf children radio aids in the critical early years, before they start school, can be hugely beneficial for developing their language and supporting communication. But in which everyday situations can they help? Here’s our top five.

1. Family time at home
Whether it’s playing a game together, reading a story before bedtime or talking to your child when they’re in the garden or another room, a radio aid can help deaf children hear their parent’s voice clearly and directly, making them feel connected to their parents and helping build strong relationships.

2. Communicating in the car
When you’re driving you can’t turn to your child to sign, or for them to lip-read you, so being able to communicate effectively is vital when parents are travelling with their child. Radio aids can cut through the background noise of the car engine and the road, allowing you to soothe them if they’re having a tantrum, talk about where you’re going in the car and even play games to make the journey more fun!

3. At nursery or pre-school
Early years settings can be fantastic places for children to get a head start in developing their language and communication before they start school, but they can also be noisy places. Nursery staff can use a radio aid to get a deaf child’s attention to make sure they’re taking part in activities fully and mixing with other children, as well as starting to learn.

4. Staying safe when out and about
You’re at the park and your child is about to walk into the path of a swing, or worse – they let go of your hand and are headed straight for a road – how do you stop them when they can’t hear you calling after them? A radio aid means that your child can hear you at a distance and it will cut through the background noise so you can alert them to danger.

Helen and Alex tell us how a radio aid keeps their three-year-old daughter, Gwen, safe when crossing the road and riding her bike.

5. Actually, whenever they can’t see you
As a parent of a deaf child, you’ll often need to stop what you’re doing and face your child to get their attention and to talk to them, whether you’re out shopping, your child is in a pushchair or in a seat on the back of your bike – whenever they can’t see you. Being deaf aware and creating good conditions for listening are still important, but a radio aid can be a great help for busy parents in those everyday noisy situations that you just can’t control.

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Think radio aids might be right for your child?

Find out more about radio aids and how to get one by downloading our booklet for families How Radio Aids Can Help.

Try out a radio aid for free through our Technology Test Drive service.

Read our Quality Standards for the Use of Personal Radio Aids which sets out a common approach to providing radio aids for deaf children.

Watch our video of a group of mums who tell us how they use a radio aid when out and about with their child.

 

New research shows big impact for deaf toddlers from radio aids

ian-as-toddler2 (2)

Ian Noon, (aged 3 years) Head of Policy and Research

One of my earliest, most vivid memories is playing in the lounge while listening to my Mum, who was in the kitchen talking about the dinner she was making/burning. She was only able to do this because she was wearing a microphone and the sound of her speech was coming through clearly and direct to my radio aid, cutting out all background noise.

I used to insist that she wear the microphone all the time – in the car, outdoors, everywhere – and would throw petulant tantrums when she turned it off, even just for a second.

I’ve no doubt that because of all this, I was able to develop good language and communication skills and get a good head start once I arrived at primary school.

So when I joined the National Deaf Children’s Society, many years later, I was amazed to find out that my experience was relatively unusual. A survey by the Consortium for Research into Deaf Education (CRIDE) in 2016 found that 46% of local authorities do not make radio aids available to pre-school deaf children.

This is why I’m really excited by the latest research being published by the National Deaf Children’s Society today. It shows that radio aid technology can have a big impact on hearing and communication for deaf children. In particular, it finds that being able to hear their parents’ voice clearly and directly by using radio aids promotes markedly better parent-child communication.

To me, the research confirms something that many people have known for years. It’s pretty well established by now that the early years are critical in developing language and communication skills, and that the interaction between parents and children is an essential part of this. But we also know that everyday situations like being in a buggy or car can be a noisy minefield for deaf children, making it impossible for them to hear their parents in those critical early years.

Radio aids aren’t for everyone and we still need to look at the individual needs of each deaf child. But it is important that parents have the information they need to make informed choices about whether / when they’d like to try a radio aid for their child. But for these kind of informed choices to mean anything, the other 54% of local authorities need to take action to make sure that they can provide radio aids if parents feel it would benefit them.

Last year, we launched our Right from the Start campaign to make sure that every deaf child got the right support from the earliest possible age. The research published today suggests that one way of meeting this goal for many will be to make sure that there is much wider access to radio aids in the early years. I hope that local authorities will take action to ensure that more deaf children get the chance to benefit from this, like I did.

Don’t let deafness be overshadowed

Jen-Jones

Jen Jones, Information Editor CYPF – Information, Membership and Local Groups National Deaf Children’s Society

Up to 40% of deaf children have additional needs. For deaf children with the most complex needs, deafness can be overshadowed by their other difficulties.

Our guide, Supporting the Achievement of hearing impaired children in special schools, is a brilliant resource for staff working with deaf children in special schools. But as we all know, teachers and other school support staff are busy people who might not have the time to read 60 plus pages of (excellent) advice.

So, we decided to create a video to share the top five tips we wanted people to take away from the guide:

1: How to spot a child with hearing loss

2: Know how to manage a deaf child’s hearing technology

3: Create a good listening environment

4: Make sure communication works

5: Promote listening skills

We filmed at Foreland Fields School in Broadstairs on a very cold day in January 2017. Staff and pupils at the school made us very welcome, especially the infant class who loved our cameraman’s beard!

We filmed in three different classrooms (the Total Communication class was one of the most beautifully decorated classrooms I’ve ever seen – with artwork that moved whenever the door opened or closed). We also managed to get some great outside shots – and the pupils didn’t complain once about the freezing conditions. And I mean freezing – the camera batteries kept running down because it was so cold.

You can watch our video on our YouTube channel. Please share it with anyone you think would be interested.

The video was produced with support from the National Sensory Impairment Partnership, and funded as a project by the Department for Education.

Getting it right from the start

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Today, we’re launching a new campaign in England, called Right from the Start.

NDCS - Ian Noon, Head of Policy and Research

Ian Noon, Head of Policy and Research

The campaign is celebrating 10 years of newborn hearing screening and how this simple and painless test has literally transformed the lives of thousands of deaf babies.

But whilst screening has made a big difference, there is still much that needs to be done. Once diagnosed as deaf, children and their families need high quality support to ensure they can develop the language and communication skills that are the foundations for success in later life.

Unfortunately, it’s clear that this support is not being provided consistently across the country. We know there’s a massive attainment gap in the early years foundation stage, where children are assessed among a range of early learning goals. We also regularly hear from parents that vital support, such as audiologists, Teachers of the Deaf, support with communication and so on is not being provided when it can have the most impact.

We’re calling on the Government, local authorities and health bodies to work together and make a commitment to ensure high quality support is in place as soon as a child is diagnosed as deaf. Our campaign report explains how the benefits of hearing screening at birth are being lost and what action is needed to ensure deaf children get the right support, right from the start.

Join us in getting it right from the start. We’re asking our campaigners to email our report to their MP and to ask them to take action.

There’s lot of other ways you can support the campaign. Find out more at www.ndcs.org.uk/rightfromthestart.