Position Title Deaf Inclusion Worker (DIW)

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1 Job Description Position Title Deaf Inclusion Worker (DIW) Location Reporting to Grade Salary Hours OKEHAMPTON COLLEGE SENCO G Point ,416-13, Hours Per Week (Incl PPA time), Term Time Only Monday, Wednesday, Friday 8.30am 3.30pm Directorate/Section/School CYPS/Schools Effective date of JD JE Job Number 492 Job Purpose including main duties and responsibilities: Background Information A Deaf Inclusion Worker works alongside a child who may not be making progress in mainstream school (or another setting). The child will have very specialist requirements, i.e. a deaf child who is ten may have the language knowledge of a child who is four. The postholder is responsible for ensuring the child has full access to the national curriculum and has to operate in a number of ways to ensure the child progresses. By employing a DIW the organisation is providing an alternative or additional facility to a child having to attend a specialist Deaf School and giving a Deaf child a satisfactory education so that they will eventually be able to be economically independent and lead successful lives. BSL is an important visual language (babies cannot lip read). There is a distinct difference between BSL and Sign Supported English (SSE). BSL is a visual language using gestures, body/facial expressions etc. SSE uses speech and sign together and is put in English order. Some words have several meanings, (e.g. back ) in BSL there would be different signs for the different meanings. In BSL talking and signing cannot be carried out simultaneously. In the classroom setting the postholder needs to be able to read the child s needs using their BSL skills and provide the level of input required to ensure the curriculum is being accessed at an age appropriate level. In some cases deaf children split their time in mainstream school and the Deaf Academy helping them to integrate into both peer groups, this is to ensure the child has a clear identity. One of the conditions of a deaf child is auditory neuropathy. The effects of neuropathy on auditory function appear to be idiosyncratic, producing significant variations in both the detection and discrimination of auditory signals. As such, the management of children with this disorder must allow for individual differences.

2 Main duties and responsibilities: To work with families of deaf children, from diagnosis and develop communication by using British Sign Language (BSL) and advise on deaf culture and deaf awareness. BSL is (also) taught to parents who are suddenly faced with a deaf baby or a child that develops deafness. BSL is the language used by Deaf people within the UK. It is the first language of deaf children, English is second. One of the main purposes of this role is to teach BSL to children in the Deaf Culture and encourage them to gain independent involvement in the Deaf community. To support teaching assistants and teachers in a mainstream school. Where level 3/6 BSL is required in school a DIW (hearing) will replace a teaching assistant, this worker will need to be able to hear so that they can translate English into BSL so that the Deaf child knows what the teacher has said. This DIW will not be a Deaf role model but will have additional skills in cued speech. This worker will also ensure on a daily basis that all equipment including ear moulds, hearing aids, cochlear implants, radio aids and SFS are working well and report any concerns to the visiting Teacher of the Deaf To raise standards of communication, so that the deaf child can achieve as well as hearing children and reach their full potential. This could start from when the child is 6 8 weeks old, (it can be too late if delayed). To act as a deaf role model for children. To teach BSL to children. This starts in an age range of 0 3 years with basic vocabulary. 3 5 years will add more complexity to use at home and would ensure elaboration on vocabulary. This covers up to mainstream children. To carry out assessments on a Deaf child s language development to ensure they have age appropriate levels in BSL. 0-5 years by using book and video and the Monitoring Protocol, (2003) The DIW can report back advice to the visiting Teacher of the Deaf who may miss logistic issues. From the age of 5 there is an expressive and receptive language assessment which the postholder uses and is more language based. This involves video recording of children. School age = HSC (Hearing Support Centres) Inset for TOD = Teachers of Deaf Esp = Monitoring protocol for babies. To work with parents and teach them BSL. Informing them on what children are taught at school so that they can help in their learning. The postholder offers the service to parents at their request parents may or may not take an offer of help. Educate parents help children gain independence in the Deaf Community, ensures parents are more confident. Organise BSL training. Ensure where possible school staff are taught BSL.

3 Promote parent and student participation in support groups to improve knowledge and understanding and promote self-support with family. Ensure that language levels for BSL have been measured and that these attainments are recorded. Contribute to reports detailing advice and support for parents, school, CSET and other agencies. Contribute to school evaluation to ensure that BSL delivery is in line with school expectations. Respond positively to outcome measures and indicators by revising practice to improve the performance of the students attending the schools..

4 This is the GLPC part of the Job Description and the manager needs to complete this giving careful consideration to the duties of the job 1. Supervision and Management: No line management or supervisory responsibilities. 2. Creativity and Innovation: The deaf child can understand a lot more than he can communicate, therefore the postholder is continuously trying to interpret what is being said by the teacher/other pupils to enable the child to fully integrate into a classroom situation. The postholder has to manage the situation in terms of environmental sound, which can be a distraction if the child can hear slightly. The postholder is changing thinking and thought processes of the child by being present in the classroom setting. In many cases the attention span of a deaf child is challenged by the complexity of the situation, and the postholder will therefore have to adapt and change direction continuously in a lesson to ensure continued learning. Improve language and behaviour of deaf children. Behaviour needs creative solutions at all times. Develops a sign on the spot in cases where a word does not exist in BSL Each child is different and needs to be matched with the appropriate signing. Each situation depends on the family s needs and background. Sign language can change. The postholder has to adapt to where parents want to be, and to the diversity of family needs. English is a different grammatical structure, therefore the postholder needs to be creative this is essential. The postholder also uses SSE borrows signs and puts together sign in English order (uses finger spelling). A child in school is unable to access information presented by the teacher from the front of the classroom, this could be crucial in terms of educational development. In small groups within the classroom, the postholder is fully involved to ensure the child has full integration and can access the curriculum. A teacher alone cannot slow down the pace of English to accommodate a deaf student, as it means the needs of the rest of the class are diminished. The Deaf Inclusion Worker is an essential part of the process and needs to adapt to many different situations, providing explanation and discussion to the student. In terms of self esteem, the student can feel concerned if their peers appear to be doing well in terms of academic achievement, and moving ahead without him/her. It is helpful for a DIW to be at the front of the class standing up and signing the lesson to the student so that the lesson can be followed comprehensively. i.e. assembly, the postholder communicates to the child exactly what is being spoken. This leads to confidence and understanding that BSL is credible.

5 By having a DIW present at the front of the classroom, deaf students are able to respond to questions and take an active part in class discussion. The DIW is always explaining to the child in BSL who else is talking in class, so that they are fully integrated in the discussion at all times. When a lesson has finished, the class are expected to work individually or in groups. The DIW would therefore be involved here. Whilst the student reading or writing he/she can use English and at this point the DIW needs to use cued speech to present a full pattern of English grammar and vocabulary. At all times the postholder is also attending to behavioural management and building up rapport and trust with the child. Disciplining the child is also required in the classroom. It is usual that the child is involved in the interviewing process, when the postholder is appointed. 3. Links with other officers, Service users or Members of the Public: The postholder works with teachers in schools and nurseries, also with families in home environment. The postholder talks as the teacher but does not teach. The postholder ensures the child knows everything that is being said, even if the teacher is not directly talking to him/her. Staff training in schools, training in the community (parents), out of school settings. Some parents think sign language is bad for their child and want them to speak. Sign language takes time to learn, it is similar to learning disability situations. Some parents do not want to accept that their child is deaf. The postholder deals with contentious and sensitive issues therefore on a continuous basis. The postholder is responsible for ensuring the parents are involved and integrated into the how the child is developing in school. Example: a child may attend the Deaf school on a part time basis, and get very emotional and upset at the behavioural difficulties of other children. He can then communicate to the postholder when he returns home so that the parents are fully aware of what has happened. The postholder is the out of school communicator and may also attend open evenings for the public with the child. 4. Levels of Responsibility: The postholder is responsible for working to timetable changes every half term. Issues are reported back to Manager structured process. The postholder decides whether to involve a health visitor for child s needs and liaises with health visitor as appropriate. The postholder has to ensure the child is happy with any changes which are made. The postholder makes decisions as to when the child needs to be working on a 1:1 basis, and how the child can be integrated into classroom discussions.

6 5. Effects of Decisions: By making the correct decisions the child s development is clearly affected in a positive way. The child is accessing the full curriculum and learning to the eventual levels of his/her peer group. Parents feel integrated and involved, leading to improved family situations. 6. Resources: Responsible for video, tv, games, BSL materials, DVD, CT. Works on EMS, data collection. 7. Work Demands No specific deadlines, but postholder has the autonomy to prioritise which children need to be seen first. Babies are always the first consideration. Pre-school deaf children are at the top of the priority list and these priorities are reviewed termly. In classroom settings, the postholder is continuously juggling what is needing to be explained, disciplining, thinking outside the box to ensure the message is being made clear. 8. Physical Demands: Sitting on small chairs in a primary school setting, continuous sign language. 9. Working Conditions: 100% office environment, however there is also a need for visiting homes, which could be unpleasant. Some parents may be drugs takers and socially deprived. 10. Work Context: Sometimes the postholder can be at risk. Can be emotionally scared. Lone worker and needs to cope with frustrations and develop relationships with parents. Dealing with parents, i.e. drug users, sometimes the postholder may feel at risk of aggression over sensitive issues in fear of being hit by a parent. Overall parents want to help but the situation is very sensitive for those involved. Working alongside a school child on a regular basis. 11. Knowledge and Skills: Minimum BSL level 3 or BSL Level 6 (Signature, CACDP) (there isn t a 4 or a 5) this is equivalent to A level to honours degree level.

7 Different levels of BSL cover different levels of fluency. At primary school age a child learns most of their vocabulary and the postholder is always ensuring the vocabulary is being widened, hence level 3 or 6 being essential to this role. Interpersonal skills are essential. Tact is required at all times. Good communicator high skills needed. Works countrywide in schools/homes/inset. Specialist in the discipline (BSL) for this organisation. The DIW has to switch between two languages which requires high levels of skill. This ensures that the student can access information at the same level of complexity as their peers and improve academically as an individual. BSL User, Level 3 or 6 (Signature CACDP) Experienced in teaching BSL, working in school settings with children.

8 Insert person specification

9 Personal Specification for Deaf Inclusion Worker Personal Specifications Qualifications a) BSL user b) BSL Degree c) Level 3/6 Signature, previously CACDP d) CACDP tutoring qualifications e) Cued Speech level 2 / Experience a) Experience of teaching on BSL courses. b) Experience of work with children c) Experience of working in school settings f) Other recent training relevant to the post. Other a) Able to promote inclusion of Deaf children in school and pre-school settings. b) Knowledge of BSL and how it maybe used. c) Knowledge of the Deaf Community d) Ability to make contributions to service policies through staff meetings and group working. e) Knowledge of the Monitoring Protocol, Foundation stage and National Curriculum. f) Experience of working with professionals from other agencies. g) The ability to carry out appropriate assessments for a variety of purposes including mandatory assessment. h) The ability to contribute to reports with appropriate advice. i) Evidence of participation in all the above

10 Job GLPC profile to be completed by the J.E team SMP C&I C&R D.D D.C Res WDM PDM WCN WCT K&S Score Signatures: Job Holder: Date: Line Manager: Date:

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