National Audiology Review Seeks Service Feedback

March 8, 2010 – 6:11 pm

Ireland’s audiology service raises serious concerns, according to reports in the national press - and forum members on the irishdeafkids.ie website.

March 19th is the deadline for having your say on this essential issue.

The National Audiology Review is looking for parents, carers and service users to inform the HSE of their concerns and experiences with the service.

Simply send a letter to the NAR, outlining your experiences, what changes you would like to see in your area and tell them your story, highlighting the issues you have encountered.

This is your opportunity as a carer to have your say so it is vital to write down your opinions and send them off.  Some pointers:

  • What would you change about audiology services in your area?
  • What needs to be done to achieve this?
  • Do you find waiting times too long?
  • What are your thoughts on newborn hearing screening?
  • Are you happy with the availability and quality of information?

This opportunity will not arise again and things will not change if the HSE do not know about the experiences of parents/ carers/ service users.

The closing date for submissions is March 19 so don’t delay.

Please take this opportunity to put your thoughts on paper and submit them.

Submissions to the expert group are invited from members of the public, other interested stakeholders and/or local advocate groups on this Review.

Submissions may be emailed to primarycare@hse.ie or posted to:

National Primary Care Services Manager

National Primary Care Services Office

Merlin Park Hospital

Galway.


Summary Of Deaf Education Conference 4/3/2010

March 5, 2010 – 6:52 pm

On March 4th, 2010, deaf education in Ireland took a step toward the future with the launch of a new joint policy document by the Catholic Institute of Deaf People, Trinity College Dublin, the Irish Deaf Society and DeafHear.

This document is historic in being the first agreed approach to education and supports from deaf-led organisations and other organisations providing services to the Deaf community and hard of hearing people in Ireland.

Over 300 delegates attended the conference, which included the launch of the education policy paper by Dr John Bosco Conama, a keynote address by Prof Marc Marscharck from NTID (New York), and the overview of a new centre for deaf education from Liam O’Dwyer, CEO of the CIDP.

Some excerpts from the presentations

Liam O’Dwyer, CEO of the CIDP:

” There is not one school type ideally suited to all deaf and hard of hearing children. Some children thrive in schools for the deaf, others in mainstream programmes, and some hop from one to the other. What’s important is that the placement of deaf and hard of hearing children should take place in the context of a comprehensive, cohesive and consistent education programme for each child. ”

O’Dwyer also outlined three main interventions that are needed:

  1. Additional supports for the education of deaf and hard of hearing children in mainstream schools
  2. To enhance and develop the role of the specialist deaf and hard of hearing schools
  3. To set up a new centre for deaf education in Cabra, Dublin

Policy Paper presented by Dr John Bosco Conama, Deaf Academic:

Two key principles

  1. “Early language acquisition, be it signed and / or spoken, is the key to the future for all children, especially so for deaf and hard of hearing children. If this stage of a child’s development is neglected, or managed late or inadequately, the child is left without language fluency, leading to serious learning and socio-economic consequences.”
  2. “Early identification of the extent of hearing loss is of critical importance for every deaf child and for his / her parents. The introduction of universal newborn hearing screening (UNHS) is essential to ensure that appropriate linguistic and other supports can be immediately accessed by parents.”

These excerpts are just a ‘taster’ of content in the documents to be posted on the websites of CIDP, DeafHear, the IDS and TCD. Questions should be directed to the CIDP, whose organisation of the conference was excellent.

Further Reading:

Deaf Education Conference - March 4, 2010

The Catholic Institute of Deaf People’s Education Policy


‘Disability Law News’ Blog Cites IDK’s Advocacy

March 3, 2010 – 11:15 am

A ‘Disability Law News’ blog post, Deaf Children and Inclusive Education, cites IDK on how live captioning benefits a deaf student at Trinity College.

Trinity College’s Deaf Support in Third-Level (DS3) programme, offers multiple supports to deaf students, of which captioning is just one option.

Education supports help unlock deaf students’ full potential, but the students have to self-advocate for their own supports. Before first meeting a college access officer, students need to know what supports are available, and can be arranged. While this situation is not ideal, it’s a step in the right direction.

Further reading:

An Aspiring Deaf Dentist Identifies The Challenges

Real-Time Captioning At School Via Mobile Phone

Premier Captioning & Realtime

Communication Access Information Center (US-based)


Inclusive Education Is ‘All-Encompassing’ Learning

March 2, 2010 – 10:23 am

Inclusive education gives all children mutual learning experiences - while also benefiting teachers’ preparation skills and professional development.

Fundamentally, inclusive education teaches children about diversity, and leads teachers to diversify within their own professions, for social benefit.

This academic blog post, “Inclusion Is Needed In Classrooms“, makes a solid case for inclusive education, with an itemised reading list appended.

Further Reading

Schools ‘Must Change Their Attitude To Disability’

Teaching Hearing Pupils About Deafness

Practical Inclusion Tips From A Pretoria School

Web Technologies Make Story-Telling Inclusive

Interactive Whiteboards Promote Pupils’ IT Literacy

TranscribePod Make Podcasts Fully Accessible

Including Deaf Children At Preschool - Part One


Including Deaf Children At Preschool - Part Two

February 25, 2010 – 10:23 am

This post continues the piece, Including Deaf Children At Preschool (Part One). A key question was put to the mum & creche manager:

How did you identify the potential challenges you (mum & creche) might meet during Charlie’s early days there?

(The Mum)

Once Charlie’s deafness was confirmed, we understood that communication methods had to be adjusted. He couldn’t hear commands like the others, or hear songs or rhymes that are so important at that age. He also didn’t respond to adults like the other kids, as he didn’t realise someone was talking to him unless he could see their face.

Our liason officer from the then NAD (now DeafHear) advised us and we were assigned a visiting teacher for the deaf who introduced us and the creche to different ways of communication. These included - being very visual, using simple signs (we did a Lamh course) and being tactile, as in touching him to get his attention.

It was hard to identify potential challenges then, as we had no idea what being deaf meant - we didn’t realise early on, that he couldn’t hear and so probably assumed he could hear us if we shouted enough.  As time went by and we met more professionals and got a definite diagnosis, we started to understand what profound deafness meant and how to communicate.

(The Creche Manager)

From an early age we did notice Charlie was not responding to our voices in comparison to other children his age and we also knew from his mum that extra support might be needed. Since Charlie was the first child we had in the creche with deafness, we had no experience with the situation.

To be honest we acted on instinct and common sense in the beginning. After meeting the visiting teacher for the deaf we learned about different ways to communicate with Charlie and him with us. We also did a very useful Lamh course to learn the signs and understand how the child may be feeling.

We did a course on special needs which we did not find helpful at all. What we realised was that all staff members needed to learn to communicate with Charlie as he would meet several members of staff during the day. The other children also needed to learn to face Charlie when they were speaking to him, or touch him to get his attention.


IDK Wins At Ireland’s eGovernment Awards 2010

February 19, 2010 – 6:46 pm

At the eighth annual Ireland’s eGovernment Awards ceremony today in Dublin, IDK beat off stiff competition to win the Education category.

Other websites short-listed in the same category include Bluebrick.ie, ArtLinks, the Irish Maritime Development Office and the Online Maths Programme developed by Meath County Council and NUI Maynooth.

IDK is delighted with today’s win, and wishes to thank its sponsors, board members, donors and volunteers for their support in the past three years.

Related Links:

Winners at Ireland’s eGovernment Awards 2010

NPPR Excels At eGovernment Awards 2010


The Value Of SMS Texting To Deaf Youngsters

February 17, 2010 – 11:24 am

At Griffith College, Cork, SMS texts are used to advise students of cancelled classes. Texting is a simple and often free method of communication that is available to anyone with a mobile phone. And these users range from young kids given phones by parents just in case of an emergency, to the elderly who may have a phone for the same reason.

Texting is an easy way for schools to contact parents and students if the school is closed due to unforeseen circumstances such as extreme weather. Alerts can be sent for parent-teacher meetings, if a child is sick and needs to go home or if a health issue arises, such as a meningitis outbreak.

In colleges, text alerts can quite often save lives. After the Virginia Tech murders in the US, campuses worldwide looked to install systems to text thousands of students within seconds. While students may not check their emails every day, texts are instant and could save lives in such situations.

Of course it’s not just emergencies that texts are useful for. What about making appointments at the doctor, hairdresser or dentist? Many receptionists will offer a text number on request. And this is one way for deaf teenagers to take responsibility for arranging their own appointments.

Text alerts can save time when it comes to travelling. Dublin Bus offers a service called BusTxt, which sends bus times directly to a user’s phone via SMS. The AA Roadwatch offers a similar service alerting users to delays. Deaf and hard of hearing individuals cannot listen to the radio so this is a logical substitute. Dublin Airport offers text alerts for flight arrival times, while many taxi firms in Ireland offer a “Text a Taxi” option.

What if you are meeting a friend and the bus is late or you have to cancel? You can easily text a friend so they are not waiting and wondering if you are going to show up. Or if you are meeting friends on a night out, everything can be organised by text from deciding the venue, the time and who to invite. If a lift is arranged, the driver can text their passenger from outside instead of beeping the horn or ringing the doorbell.

Kim Schwabe, a supervising teacher at the Montana School for the Deaf and the Blind, said text messaging opens a lot of doors for deaf students. “They’re using whatever modes of communication they can,” Schwabe said. “Texting has added another tool in their tool kit.”

For deaf students at mainstream schools and colleges, texting is a great way to keep up with the crowd, share the gossip and find out where the action is.

College services do have to organise, however. A deaf friend recently posted on her Facebook page, “Annoyed…what part of text-only do people not understand?”. Instead of receiving a text, she was called about a cancelled class. Not recognising the number, she had no idea what the call was about and had to check it herself, which was unnecessarily frustrating.

Texting also has a role in the workplace. Notice of meetings can be relayed by text, front-door intercom systems can be bypassed by texting reception from the door, and teams can catch up on work or keep in touch via text.

Mobile phone applications are constantly evolving, but SMS is now the best tool for inclusion, alerts and communication. Until its successor shows up.

(compiled by Miriam Walsh)


Including Deaf Children At Preschool - Part One

February 15, 2010 – 6:46 pm

This spring, the Irish government rolls out its free preschool year for all children born between February 2, 2005 to June 30, 2006 (with exemptions for children with special needs). The Early Child Care & Education (ECCE) initiative, which is open to all preschools in Ireland, is profiled on IDK.

IDK will this week share tips from a mum and creche manager who collaborated to include a deaf child in the facility’s daily activities.

For children with deafness, preschool is a pivotal stage in their language development, when the foundations for their future learning are being laid.

Teamwork by parents and staff at creches or preschools is the key to meeting a child’s specific needs and maximising their learning potential. Depending on the child’s deafness, this learning may centre on
(1) early intervention and (2) language development.

Early Intervention

At its simplest, early intervention has two main goals:

  1. To teach the child to communicate, and to interact socially
  2. For the child to learn how to participate fully in family life

Preschool staff working with deaf children can support this communication development by giving the child one-on-time to consolidate recent learning. Advice is available from DeafHear and the HSE’s Early Intervention team.

Here are some links to this effect:

Language Development

Severely deaf children don’t automatically absorb language in their daily environment, so their early words need to be taught by visual means & gestures. Some children learn signs, with others relying on lip-reading.

Some useful links:

Reading is an essential skill for the children to develop as a visual way of accessing information. Here is some advice on reading with deaf children.

Above all - enjoy the learning process!

Further Reading:

The Early Childhood Care & Education Scheme explained

ISL and Lamh - Key Differences

Teaching Lamh or ISL To Childrens’ Classmates

The IDK Forum (Communications Area)


Teacher Question: Obtaining A Soundfield System

February 11, 2010 – 2:29 pm

A teacher recently asked IDK how to obtain a soundfield system for a child at their school. The system needed to be movable between classrooms.

Our first response was to ask if the school has any contact with the Visiting Teacher service for deaf students at the Department of Education (DES). If yes, the visiting teacher is the person who arranges the soundfield system on the school’s behalf, and who submits paperwork to the DES for funding.

If the school has not been assigned a visiting teacher, the principal can seek advice from their regional SENO. Some schools use soundfield systems to provide good listening for all children and to protect the teacher’s voice.

Schools can buy systems from their own fund at Bonavox on North Earl Street, Dublin, if they wish. Call Owen Roche at 01-872-3938 for full details.

Related Link:

Soundfields Explained in IDK article, “Hearing On One Side Only”


European Award for Languages 2010 (Leargas)

February 10, 2010 – 11:10 am

Leargas, the national agency in Ireland for co-operation programmes in education, youth and community work, vocational education and training, is managing the European Award for Languages 2010 on behalf of the EU.

Schools, colleges, businesses and language institutions can apply for these awards. The aim in 2010 is to find organizations that promote language learning in the community, language skills at work & languages in the arts.

2010 is the European Year for Combating Poverty and Social Exclusion. Language learning supports an inclusive multicultural society by increasing understanding of cultural diversity and acceptance of different beliefs.

To emphasize the importance of inclusion there is a separate award in 2010 for The Language Ambassador of the Year. This award will go to a person in the formal or non-formal sector, who has encouraged language learning in the community or created an awareness of languages in society.

Examples of previous winning projects are on the Leargas website. Closing date for applications: March 31, 2010.
 For application forms and further details contact Nellie Woods at Leargas, or email languages (at) leargas.ie.