Specialist Teaching Service

Statement of Philosophy

The development of oral language competence is a realistic and achievable goal for the vast majority of hearing impaired children.

Virtually all hearing impaired children have some useful hearing which, with appropriate technology can be effectively utilised to promote auditory awareness and listening skills, forming the basis for the development of receptive language, communication and the acquisition of knowledge. This Natural Aural Approach (see Appendix) to the education of hearing impaired children is based on the model of universal child language acquisition whereby the relationship between parent and child provides a meaningful, interactive context to the emergence and development of language. Hearing impaired children develop linguistic competence in the same way as their normally hearing peers, albeit more slowly. The course of their development is critically determined by the extent and quality of their interactions with mature language users.

Supporting the acquisition of fluent, spoken English for the majority of hearing impaired children requires careful management and is a fundamental aim of the team's approach to the education of the hearing impaired. Facility with English critically underpins the development of literacy skills and hence access to the curriculum. Via this approach, hearing impaired children can achieve educationally at similar levels of attainment to their normally hearing counterparts. They have opportunity to grow to fulfil their individual learning potential and are thus enabled to exercise the same choices about their future educational and vocational options. They are prepared to participate fully in the wider society.

The Policy demands:

• Recognition and respect for the hearing impaired child as an individual, high expectations of his learning potential and a commitment to meeting his individual needs.
• A focus on the development of the hearing impaired child as an interactive, reflective person, actively engaged in learning through his experience and developing language as a tool for thinking.
• Recognition that the family is the most central influence upon the development of the child. The family is the primary environment in which language is naturally acquired. Thus, early and continuous partnership between parents and specialist teachers is an essential requirement in promoting the full development of the child.

Statement of Practice

The policy is supported in practice by:

1. Management of residual hearing (See Audiological Assessment Policy)

• Audiological expertise to identify hearing loss early, and to meet individual needs through the provision of the most appropriate amplification.
• Close, consistent attention to maximising residual hearing through the good use of personal hearing aids, in order that the child can have sufficient access to and enjoyment of his auditory environment and the verbal communication around him.
• Assessment of listening skills. Expectation that all hearing impaired children have the potential to make use of their residual hearing and that listening skills can be achieved at any age given the availability of appropriate equipment, and time to acquire auditory awareness.

2. Provision of meaningful language opportunities

Spoken language develops in direct proportion to the richness, frequency and meaningfulness of spoken communication experienced.

Meaningful language opportunities are provided by:

• The creation of frequent communication experiences which are relaxed, non-pressured and rewarding, similar to those ordinary interchanges enjoyed by normally hearing children which enable them to become proficient users of the language.
• These are language learning opportunities which foster the children's ability to absorb and engage creatively with language as both listener and contributor, participating in conversation which is contingent to his interests, cognitive and linguistic levels.
• Expectation that the exchange of ideas such as that provided through discussion of the curriculum in school and the need of the hearing impaired child to express his own needs, thoughts and ideas, leads progressively to more complex understanding and facility with language.
• Support for teachers, assistants and parents in highlighting their roles in the implementation of a normal interactive communication strategy for language facilitation.

3. Parental Involvement

• Support for families from specialist teachers from the time of diagnosis is critical in fostering the natural processes of spoken language within the family environment. Establishment of an early and continuous partnership enhances the child's opportunities for language development. The team supports the right of the hearing impaired child to acquire the mother tongue language of the family whether a spoken language other than English or manual BSL. Spoken English however is the basis of educational attainmnt and should be promoted for all.

4. Assessment

This includes:

• Thorough, detailed and continuous assessment to monitor progress and assess individual need.
• Regular reappraisal for example through the review system to ensure that the individual hearing impaired child's needs are being met.

For the majority of hearing impaired children, including profoundly deaf children, the assessment and review procedures conclude that a natural aural approach is the most appropriate communication option. For a specific minority it is concluded that either an alternative oral approach such as structured oral, maternal reflective/graphic oral or an element of signed, manual communication is necessary.

Signed/manual forms of communication are concluded as necessary to meet individual need where:

1. BSL is the first language of the family.
2. There is clear, identified and assessed evidence that the utilisation of residual hearing is insufficient as the primary medium of language acquisition.
3. Hearing impaired pupils have additional learning difficulties and augmentative communication accompanies the natural aural approach (See policy on Hearing Impaired Children with Additional Disabiliities).