Sensory Impairment

Update on Courses available from the Institute of Education, University of London

Following discussion and feedback from schools and Services we shall be offering three additional training opportunities. The Courses we will be offering from October 2006 include:

Mandatory Training: Disabilities of Sight
An accredited Course for Teachers working with visually impaired learners with multiple disabilities
A non-accredited 5 day introduction to the mobility needs of visually impaired children
A non-accredited 5 day refresher Course in Braille. (Please note that this Course is a mixture of face to face teaching and postal support).

For further details please contact: Dr Olga Miller by email o.miller@ioe.ac.uk or by telephone 0207 612 6277

Sensory Impairment Document Library

Newly added ELIGIBILITY CRITERIA. 27 Local Authorities have participated in developing the criteria through consultation and trialling of materials. The criteria are not intended for use with pupils who are currently placed in maintained specialist schools for pupils with sensory impairment, independent and non-maintained specialist schools for pupils with sensory impairment. We are currently working to address eligibility criteria for this group of pupils and a consultation exercise is envisaged for later in the summer term. GO TO MAIN LIBRARY

There are 20 documents in the Library for SI

Document	Description
Memory Recent Findings Concerning Storage, Neural Processes, and Enhancement	These brief notes describe new data about the way memory is stored, including the similarity of processing of conscious and unconscious material, differences between creating and retrieving a memory, and further evidence for the role of the hippocampus and its interaction with other brain regions	Open
Reading and Associated Difficulties Challenges to Hypotheses Linked to Brain Patterning ( or Phonological Deficits )	These notes return, principally, to the theme of selected physical exercises as a means of compensating for learning disabilities. A critique of “ Brain Gym ” is summarised, and reference is made to questions and methodological concerns surrounding the claimed benefits of the “ Dyslexia, Dyspraxia, and Attention Disorder Treatment ” which have been restated in a recent publication.	Open
ECM Provision wheel map	ECM Provision wheel map	Open
Developing Provision Management for Children and Young People with Sensory Impairment - Final consultation document QUESTIONAIRE	Final Consultation Document QUESTIONNAIRE	Open
Developing Provision Management for Children and Young People with Sensory Impairment	Final consulation document 2007. - Developing Provision Management for Children and Young People with Sensory Impairment	Open
Sensory Impairment - A glossary of terms and reference	Glossary	Open
PROTOCOLS FOR TEACHERS OF THE DEAF WITHIN THE TRIBUNALS PROCESS	As a result of professional concerns expressed by members around appropriate conduct at SENDIST hearings, BATOD approached a number of Teachers of the Deaf who are Tribunal members, with a suggestion of a potential "code of conduct" for both sides at hearings.	Open
Deafness : Family Factors, Assessment, and Planning Provisions	language.M.J.Connor	Open
Protocols for Teachers of the Deaf Within the Tribunals Process	Context. It may be in the best interests of the child, and beneficial to the family, for the two sides to make contact. If the appeal is concerned with a child or young person’s (C&YP) statement the focus of the hearing will be to establish whether the Local Authority (LA) can meet the child’s needs	Open
Acoustic requirements of schools – advice for Teachers of the Deaf attending Tribunals	Acoustic recommendations for schools were published in 1997 under ‘Building Bulletin 87’. In this guidance, levels of ambientnoise, and reverberation time were specified. These measures were not the same for all the rooms within a school and some specific workspaces were given different recommendations.	Open
Flowchart: framework for the consideration of Out of Area Educational Placement	Flowchart: framework for the consideration of Out of Area Educational Placement	Open
SI Glossary of terms Hearing Impairment/Deafness	Terminolgy explained for Hearing Impairment/Deafness	Open
SI Glossary of terms SENDIS	Special Educational Needs and Disability – General Glossary	Open
SI Glossary of terms	Terminology explained	Open
Newborn Hearing Screening Programme (NHSP) – Workforce Issues for Children’s’ Services.	This guidance document reviews the practice of 21 Services for Deaf and hearing impaired children and young people in the UK in response to the NHSP and diagnosis of deaf children. The findings from the survey have been used to establish broad guidelines that Services can use when drawing up their own policies on 52-week cover.	Open
14+ Protocol and Recommended Guidelines for Pupils and Students with Sensory Impairment	The SERSEN Working Group (Sensory Impaired Children and Young People 14+ to 19 Transitions) convened in December 2003 to establish a recommended working protocol which will help meet the specific needs of young people with sensory impairment as they progress through this important transition phase. It is acknowledged that the outcome of this group will represent a recommendation only, and that the content may need to be changed and adapted to suit individual circumstance across the region.	Open
Deafness and Additional Specific Language and/ or Literacy Difficulties	Roz Pither, Ewing foundation. Presentation for BATOD 2005	Open
Deafness and Additional Specific Language and/ or Literacy Difficulties	Survery Findings. DASLLD.	Open
Eligibility Criteria for Scoring Support Levels	Developing the criteria through consultation and trialling of materials. The criteria are not intended for use with pupils who are currently placed in maintained specialist schools for pupils with sensory impairment, independent and non-maintained specialist schools for pupils with sensory impairment.	Open
Eligibility criteria for scoring support	Developing the criteria through consultation and trialling of materials. The criteria are not intended for use with pupils who are currently placed in maintained specialist schools for pupils with sensory impairment, independent and non-maintained specialist schools for pupils with sensory impairment.	Open

SERSEN Sensory Impaired Provider Task Group

One of the major objectives of this task group is to address regional differences in the services available for children and young people with sensory impairment.

It is acknowledged that the SI provision from the LA and non- maintained sector in the South East is of high quality but there can be a tension between providers and access for families is not always equitable.

We are working together to provide quality standards, principles and good practice guidance in a regional model. We also work to support government initiatives for low incidence disability within the wider SEN and school achievement agenda.

The group includes representation from the South Central and London regional partnership LAs, schools and organisations as provision for low incidence disabilities covers a wider geographic region than just the SERSEN boundaries.

Members of the group undertake to contribute to regional collaboration within the sensory impaired field and to promote the work of the regional partnership within their local authorities.

In addition to the ongoing activities within the strategic plan of the SERSEN Partnership we offer a support, training and information exchange network to those working with children and young people with sensory impairment and their families in the region.

Please contact lesley.johnson@surreycc.gov.uk if you would like to know more about the Task Group representatives, or if you are interested in joining the group.

Shared Vision

With the government’s focus on inclusion and SEN and Disability rights, LEAs and non-maintained schools / independent special schools began examining their practices to ensure that pupils had every opportunity to raise their achievements. In October 2001 a pilot partnership began between Kent LA and the Royal London Society for the Blind, Dorton House School (RLSB) to support pupils with a visual impairment within the context of the South East Regional SEN Partnership (SERSEN) task group for sensory impairment. This was one of the first formal partnerships between an LEA and a non-maintained special school. Download Shared Vision Doc (PDF 82kb)

Auditory Processing Disorders

In Berkshire, a multiprofessional team met to consider the support they could offer to children with Auditory Processing Disorder (APD). The team was made up of an educational audiologist, an educational psychologist, two speech and language thereapists, a clinical audiologist and a community peadiatrician. The leaflet is for parents, schools and other professionals and offers advice and stratergies to help children with APD. The Berkshire team also provided a local and regional course to raise awareness and discuss strategies. They hope to present more of these courses inthe future. SERSEN will suggest regional recommendations for a referral route for children amd young people diagnosed with APD, following the work of the special interest group and their work in local areas.

APD model of good multi agency practice (word 29k)

APD leaflet (word 47kb)

To view the presentation by Nerys Roberts at the Special APD meeting held on 12th November 2004 please click below.

AUDITORY PROCESSING DISORDER PRESENTATION (Powerpoint 73kb)