Award Winning Deaf Teacher An Inspiration For Deaf and Hearing Children Alike

My most uplifting moment of the year so far was when I interviewed Alysha Allen, who has won the 2020 Teacher Of The Year Award despite being profoundly deaf

Teacher with a pupil wearing a hearing aid — Alysha Allen, award winning deaf teacher, who teaches hearing children

Last year was a very good year for Alysha Allen who teaches pupils at Brimsdown Primary School in Enfield. She won a pretigious award and was recognised as an outstanding teacher as well as an influential figure in the deaf community.

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      string(5663) "staff to access the resources and infrastructure available and appropriate levels of support through CLPL in digital learning and teaching to ensure they are able to include technology at their level within their teaching and learning.’Digital technologies are used across all subject areas to enhance teaching and learning, from physical education using annotated filming to give feedback on performance to modern languages recording examples of pronunciation videos.According to Auld, a top priority for the school is to develop the ability of students to create, evaluate, analyse and apply at all times in their education. ‘Our main focus is on closing the attainment gap’, he adds. ‘And feedback is the biggest contributor to improving attainment.’Teachers can now provide students with detailed feedback on progress and next steps quickly and easily at any point during and after lessons when required. ‘Tracking pupil work remotely allows students the opportunity to have ownership of their learning’, says Auld. ‘Staff are able to facilitate more variety in learning experiences and ultimately enhance pupil experience.’ The teacher’s role has remained much the same, however. ‘They engage, inspire and motivate all students. But within their classes they now have the benefit of being able to engage students in a number of new, exciting and different ways through technology.’Auld says the teachers at Larbert have been exceptionally motivated and dedicated to providing all students with the best possible learning experiences and opportunities through the use of digital learning environments. ‘The culture shift within Larbert High School has been a process that has been evolving over the last number of years to ensure we are preparing all students who leave with the skills, qualities, knowledge and experiences to be successful in the future world.’Creatively improving technology in the classroomThe Digital Awards team has seen a lot of tech innovation appearing in schools, which they are happy to be supporting. In many schools the traditional ICT Suite has been replaced by a central Hub (usually the school calls it a STEM Hub but others have different names) which enable pupils to access a range of technologies, including programmable devices and greenscreens, as well as laptop and desktop computers. This enables cross-curricular working with the STEM topics and a focus on these subjects as opposed to just technology itself.Many schools have had great success engaging parents through digital technology through some creative approaches. These include drop-in digital sessions run by the pupils themselves where parents can come and learn alongside their children. Others offer ‘Brekkie and Bytes’ sessions where parents can have a breakfast roll and find out more about the digital technologies in the school. This is also an excellent way of ensuring that parents are also educated in eSafety for their children as well.Other schools have moved away from the staff being responsible for the teaching of technology and Digital Leaders/Champions, pupils who have been given this role, teach classes and in some cases run Professional Development sessions for the staff. In these schools the pupils get an excellent learning experience through their peers and the staff become more confident in their own ability with the support of the young teachers. In a couple of schools the pupils have visited the local university and taught the student teachers how to use technology effectively when they are out on their placements.Finally, some schools use technology to reach out to the community and they visit residential homes for the elderly and show them new technologies while the residents can share their own stories of the ‘olden days’. This initiative is just so inspiring and is working to develop the pupils’ confidence and digital citizenship.Other examples of innovative practices implemented by Digital Awards schools include: Connecting the learning of British Sign Language to technology via a green screen, where they have created videos that they share via online media and use social media to connect with the local deaf community.Creating films in iMovie about their community which they have then been able to share with the public on an open evening. Using QR codes to guide younger pupils to specific games/activities without the need to type in URLs.QR Codes used in Treasure Hunts around the school.Use of HP Reveal to help at transition for pupils moving from primary to secondary school.Use of Spy Quest for collaborative working – one pupil had their Quest added nationally to the provision of existing missions.Using a green screen to create a video that appeared to show that a dinosaur had been in their Primary 1 classroom that morning for part of a dinosaur introductory lesson.Although nearly 1 in 4 schools were involved with the Digital Awards scheme this year, we are looking forward to a much expanded level of participation in the upcoming year. 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Digital Learning

Encouraging Excellence with Digital Schools Awards

6 Nov 2018

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It will also be important to take action to raise awareness of the steps that can be taken to support communication.Some deaf awareness tips around the use of face masks and coverings that could be included in any such advice include:using alternative forms of communication – such as writing things down or via text messages, depending on the individual needs of the childdictation or translation apps can sometimes provide a speech to text option when out and about – however, they do not always work perfectly, particularly if someone has a strong accent or if speech is muffledusing face masks with clear panels where the mouth can be seenensuring the listening environment is as quiet as possible and making use of any other hearing technology used by a child (such as a radio aid)communicating via a Perspex panelconsidering the need for face-to-face meeting, and whether a video call could work as an alternative for individual deaf childrentemporarily removing the face mask and communicating within the current safety guidance (e.g. ensuring hand washing before and after, not touching the face when the mask is removed, remaining within the social distancing guidelines of staying 2 metres apart).None of these measures are ideal. 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Inclusion

Face Masks Are Not Acceptable For Deaf Children

5 Oct 2020

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      string(5642) "This month’s FeaturesGlobalactivitiesfor SpecialSchoolsInternational links canbenefit everyone. Inthis article we find outhow special schoolsare making the most ofglobal partnerships.An increasing number ofpupils in special schools aregaining the British Council’sInternational School awards.Through this type of  work thepupils are able to extend theirboundaries, increase theirexperience and understandingof  people. They experiencecollaborative learning anddiscover more about the livesof  other young people, oftenthose with disabilities andoften getting a lot less helpthan they do.http://www.teachingtimes.comThis month’s FeaturesThe technologies used are varied.Some include Skype, digital videos,digital photography, Clicker, MicrosoftPhotostory, Widget, Symbol Worldand animations. The students whotake part benefit from enhancedlearning experiences including:International sport, art, dance,drama and musicPreparation and presentation to aninternational audienceCommunicating with localdignitariesThe importance of  Fair TradeInspiration from others lessfortunate than themselvesEnhanced status and respect fromproviding global experiences forother local institutionsGreater awareness of  theirskills and abilities in the localcommunity through exhibiting inthe local community.We look in more detail at theexperiences of  four internationallyminded schools.■■■■■■■LongcauseLongcause Community is a SpecialSchool in Plymouth for children withcommunication, speech and languageand learning difficulties. It is workingwith three South African specialschools in Cape Town using digitalblue camera and films made by pupilsin their animation club.Three teachers from Longcausevisited Tafelberg High School in CapeTown, its junior school and anothertwin special school, Glendale whichwere to be part of  a joint project.Tafelberg caters for children withADHD from infants up to studentsof  18. Most of  their students wereof  mainstream ability in terms ofacademic and sporting skills. Theteachers from Longcause gained aninsight into how special education wasprovided in another country whichwidened their perceptions.Tafelberg returned the favourvisiting Longcause during”, Africa/UK” week.  The Tafelberg studentsreceived a guided tour of  the schoolwhich gave the English studentsan opportunity to develop theircommunication skills. They all met theLord Mayor and Lady Mayoress ofPlymouth who came to take part in aspecial assembly.A mixed group of  students wenton to experience a morning’s sailingwhich was greatly appreciated by theTafelberg students, few of  whom getthe chance to sail in South Africa.During the visit the studentsprepared and performed for aninternational audience presenting, anupdated version of  an old story, “LittleRed Football Shirt” and dramatisedrenditions of  “Widecombe Fair” and“Yellow Submarine”. The Englishstudents also learned more aboutthe cultural diversity in Africa asthe Tafelberg group sang the SouthAfrican national anthem which is inseveral languages.The Tafelberg students enjoyedplaying football, rugby and dodgeballwith teams from the neighbouringsecondary schools, Hele’s andRidgeway, so the internationalexperience extended into other partsof  the community.WoodlandsWoodlands Special School has linkswith Twin City Special School,Ghana. Their link was fundedthrough the British Council initiallinking grant. A visit to Ghana tookplace to set up the foundations of  thelink and joint curriculum work. Theyalso a have longstanding link with LeManoir School in Caen, Normandy http://www.teachingtimes.comThis month’s Featuresand students experience the culturaland linguistic opportunities providedby a residential visit every year withboth groups visiting each other’sschool for a week’s stay.Woodlands special school Headteacher Andrea Hemmens explains,“The students don’t usually get theopportunity to speak with othersoutside the school or go abroad.They don’t meet so much with otherpeople.  The global work gives abroader experience of  other countriesand other people’s lives. They meetreal people. Connections are madewith others and it helps them to thinkabout their own lives.”The teachers from Ghana andUganda inspired everyone. Theconditions in some of  the schoolscould only be described as brutal.The English students were impressedby the ‘can do’ attitude.To keep in touch the schooluses email addresses as it is morereliable and they have tried videoconferencing. Many of  the childrencan’t speak, so they use accessibletechnologies like switches andindependent aids. Using photos,digital pictures and video clips meansthey can ‘talk’ regardless of  language.These images are then uploaded ontothe web.Priory Woods SchoolChildren at Priory Woods School andArts College, an all age communityspecial school situated in eastMiddlesbrough, benefit from theirglobal experiences. They exchangeletters, post cards, e mails, flags,artefacts and use Skype to shareregional and class celebrations.It is a school which providesinclusive education for pupils withsevere learning difficulties and thosewith profound and multiple needs andstudents with limited communicationskills were able to be included throughthe use of  signs and symbols.Students were involved in:Composing for a song contestDesigning for a logo contestProducing a galleryWriting reports and diariesExpanding their culinary■■■■■knowledge by creating a Europeancookery book.Priory Woods took part in a EuropeanComenius project funded by the EUwhich was a partnership of  six specialschools in"
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Inclusion

Global activities for Special Schools

26 Nov 2012

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      string(358) "The first part of the innovative language course, Breakthrough to Learning by Mary Mason. In this first year, students examine grammar of the clause (nouns, verbs, adjectives etc.), the Latin and Greek roots of many academic words, interesting facts about language (e.g. languages of the world, different writing systems, dialect) and more."
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      string(5568) "moment Cock threw the bone outside. Dog raced after it and before itcould bounce twice he had leaped on it and chewed it. The girl was shocked.Before Dog could sit down to his meal again, Cock sucked another bone and threwit out. Before it could land on the ground, Dog had jumped out and grabbed it inmid-air. He had knocked over the cup of water in his haste, and when he re-entered the house he was still happily crunching the bone.The girl walked out of the room.191Pidgin and Creoles                                 EXTENSIONUsing InformantsIf some of you have families who came to this country from the Caribbean, youcan act as informants on the information in this chapter.Tell your teacher and classmates whether you can speak full creole (called“patois” by the community). Give them further examples of Caribbean English.Caribbean LiteratureMany of the best novels written in English nowadays are by African andCaribbean writers. They choose to write in an English which we can allunderstand, but which is not exactly the same as Standard British English.Here is the opening of a novel by a writer from Trinidad, Earl Lovelace:“The Wine ot Astonishment”God don’t give you more than you can bear, I say. ‘Cause for hundred of yearswe bearing what He send like the earth bear the hot sun and the rains and thedew and the cold, and the earth is still the earth, still here for man to buildhouse on and fall down on, still sending up shoots and flowers and growingthings.But what sin we commit? What deed our fathers or we do that so vex God thatHe rain tribulation on us for generations? What is it, the children ask, aschildren will ask who don’t know, who open their eyes in a world where the foodnever ’nuff and the house falling down and the police in we tail and themagistrate trembling to send us to jail, who see us carrying on our shoulders aload more heavy than anybody else own.So I tell them: What God will vex with you for? You ain’t do God nothing. Goddon’t vex with his children.But children ain’t fooled. They have their own eyes. They know; so they sitdown on the bench in the kitchen watching me, waiting for me to tell themmore.So I tell them:Is because we could bear it. For God ain’t make this world by guess. Thingshave meaning.‘And if He give us this … If He give you this, Reggie’, ‘I tell my last boychild, isbecause you … we could bear it and rise.’Caribbean English and British English are different in some ways.Find examples in this passage. Look for:1. Words 3. Pronouns2. Verb forms 4. Sentence constructions192EXTENSION                                              Chapter 27Chapter 28 – Language VarietyLanguage FamiliesIn this chapter you will learn:1. That living languages change2. That writing acts as a brake3. How to make a family tree of languages4. The Indo-European family of languages193Language ChangeLanguages die when nobody speaks them. For example, when tribes of AmericanIndians or Australian aborigines are wiped out, their languages die with them.Or a language dies when most of the speakers find it more convenient to speaksomething else. For instance, the Cornish language died out about a hundredyears ago, because the Cornish people found they needed to speak English morethan Cornish.Such languages are dead languages.Dead languages are the only ones which do not change. Like all other living things,living languages change all the time.People who do not understand this sometimes get very cross. They think anythingnew is bad and write to the newspapers complaining about new uses for old words,or about changes in grammar and pronunciation. They are wasting their time:languages change because the speakers change.We saw in the last section that new languages are born when speakers of differentlanguages have to communicate: Even left to themselves, however, languageschange.You can see this in your own life. You do not speak exactly the same as yourparents. And they do not speak exactly the same as their parents. Languageschange a little bit with every generation. If they did not, they would die.Interjections as examples of language changeA seventh part of speech is the interjection. This is not related to the rest of thesentence. It is used to express surprise, anger, joy etc. Examples of interjectionsare: Oh! Gosh! Wow! Bother!Consider examples of the following:Note: Remember if you are in school: not all words used as interjections aresuitable for quoting!1. interjections that sound old-fashioned to you. (Probably “Gosh!” is one.)2. interjections that sound new and fresh to you.3. the latest word for “very good” (For example: fabulous, ace)4. some words which mean “very good” but are now out of fashion.5. the latest word for “very bad”. (For example: diabolical, crumby)6. words which mean “very bad” but are now out of fashion.7. the latest word for “fool”. (For example: wally, drongo)8. words which mean “fool” but are now old-fashioned.194CORE                                                        Chapter 28Writing and Language ChangeThe words you have considered on page194 are not often written down,so they change very quickly.Writing acts as a brake on language change: we saw how writtenChinese has kept together the different dialects of Chinese. WrittenEnglish (Standard English) has stopped the English spoken in Australia,America and India from developing into different languages.Writing does not stop"
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Creative Teaching & Learning

Breakthrough to Learning Book 1: Language Awareness

23 Feb 2012

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