Leadership

Survey of Paediatric Audiology Provision in England 2018

This report by the National Deaf Children’s Society reveals mounting problems in children’s audiology, as one in five deaf children face delays and a third miss school.

The report reveals that more than half of audiology services don’t know how many deaf children they see and a similar number are missing the Government’s target for children’s hearing aid repairs.

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Leadership Briefings 10.10(118)"
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      string(5082) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.RIGHT FROM THE STARTKeywordsNewborn,hearing,screeningprogramme,diagnosis,support,identification,teachers, SpeechLanguageTherapists,pre-schooldevelopment,GCSEsSummaryNewborn hearing screening programme was fully rolled out 10 years ago across England, butthere is still much to do to ensure that high quality early years support is in place followingdiagnosis. This report by the National Deaf Children’s Society shows the benefits of the testare being undermined by a lack of early years support for deaf babies and their families.The new data shows many families have little to no support after identification and issues accessinglocal services such as Teachers of the Deaf and Speech Language Therapists. Deaf children are nothitting pre-school development targets because they are being failed.Nearly 6.7 million babies have been screened since the newborn hearing programme was introduced,which has meant every week an average of 12,645 babies are screened of which 34 will be identifiedas deaf. Prior to this, children born deaf were often not identified until aged three or older, well pastthe critical ages for learning to read, write and make friends. An undiagnosed deaf child aged threewill only know 25 words, compared to the 700 words hearing child of the same age will know.Most babies born deaf are identified within a few weeks, however many are being let down becausethey are not receiving the level of support needed at this critical development stageMain Findings: ■ Just under a third (31%) of parents don’t feel they got the support they needed to make sure theirchild made good progress after being identified through newborn hearing screening. ■ The report also found a quarter (25%) of parents said they didn’t get any general advice onlanguage and communication development, following identification. ■ Over a fifth (22%) of parents said they couldn’t access the support they needed from Teachersof the Deaf who play a pivotal role in supporting their child’s education in the early years and atschool. ■ There are more than 45,000 deaf children living in the UK. Four babies are born deaf every day inthe UK. ■ More than 22,000 children in the UK have moderate to profound hearing loss in both ears. Morethan 20,000 children in the UK have mild hearing loss or deafness in one ear ■ One in five (770,000) pre-school children have glue ear at any one time. Eight out of ten childrenWeek Commencing 30th May 2016http://www.ndcs.org.uk/document.rm?id=11562Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.will experience glue ear before the age of 10. Glue ear is a build-up of sticky fluid behind theeardrum that prevents sound passing through the ear as well at it should. It is often but notalways linked with ear infections. Glue ear and ear infections are the most common reason forchildren to visit their GP. ■ Deaf children can do anything other children can do, given the right support. Without this support,deaf children and young people are vulnerable to isolation, abuse, bullying, poor self-esteem andlow levels of achievement. ■ Deafness is not a learning disability yes despite this deaf children are almost twice as likely to failto achieve five GCSEs, grades A* to C (including English and Maths), when compared with otherchildren.Recommendations: ■ The Government protect and invest in paediatric audiology services and support them to becomeaccredited so that parents can be sure their child is getting the best possible audiology support. ■ The Government and local authorities continue to protect funding for specialist education servicesfor deaf children, in recognition of the vital role that specialist Teachers of the Deaf play inensuring deaf children achieve the best possible outcomes in the early years. ■ Local authorities review the provision of communication support available to families in their areato ensure that the varying needs of families can be met at any one time. ■ Local authorities ensure that radio aids are more readily available to parents of deaf children sothat they can support their child’s spoken language and communication development. ■ The Government should take action to ensure there is sufficient provision across all localauthorities for specialist childcare for deaf children, and that mainstream staff receive the trainingand advice they need to effectively include deaf children. This should include action to supportparents with transport costs and to improve the listening environments of childcare settings.WEB LINKRight From The Starthttp://www.ndcs.org.uk/document.rm?id=11562"
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Leadership

Right From The Start

25 May 2016

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Coping mediates the relationship between emotional intelligence (EI) and academic achievement. Contemporary Educational Psychology, 36(1): 60-70, p. 60.Davis, H.A. (2003). Conceptualizing the role and influence of student-teacher relationships on children’s social and cognitive development. Educational Psychologist, 38(4): 207-234.Tucker, C. M., Zayco, R. A., Herman, K. C., Reinke, W. M., Trujillo,M., & Carraway, K. (2002). Teacher and child variables as predictors of academic engagement among low-income African American children. Psychology in the Schools, 39: 477-488.Immordino-Yang (2016); van der Hoeven Kraft, K, J., Srogi, L., Husman, J., Semken, S., & Fuhrman, M. (2011). Engaging students to learn through the affective domain: A new framework for teaching in the geosciences. Journal of Geoscience Education, 59: 71-78; Shaughnessy, J. (2012). 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Journal of Child Psychology and Psychiatry, 51: 799-808.Havighurst, S., Wilson, K., Harley, A., Kehoe, C., Efron, D., & Prior, M. (2012). Tuning into kids: Reducing young children’s behavior problems using an emotion coaching parenting program. Child Psychiatry and Human Development (2): 247-264.Gottman et al. (1997).Havighurst et al. (2012); Katz, L., & Windecker-Nelson, B. (2006). Domestic violence, emotion coaching and child adjustment. Journal of Family Psychology, 20: 56-67. Katz, L.F., & Hunter, E.C. (2007). Maternal meta-emotion philosophy and adolescent depressive symptomatology. Social Development, 16: 343-360.Katz, L.F., Hunter, E., & Klowden, A. (2008). Intimate partner violence and children’s reaction to peer provocation: The moderating role of emotion coaching. Journal of Family Psychology, 22(4): 614-621; Katz et al. (2006); Cunningham, J.N., Kliewer, W., & Garnder, P.W. (2009). Emotion socialization, child emotion understanding and regulation, and adjustment in urban African American families: Differential associations across child gender. Development and Psychopathology, 21: 261-283.Chen, F.M., Hsiao, S.L., & Chun, H.L. (2011) The role of emotion in parent-child relationships: Children’s emotionality, maternal meta-emotion, and children’s attachment security. Journal of Child and Family Studies, 21: 403-410.Wilson, B.J., Berg, J.L., Surawski, M.E., & King, K.K. (2013) Autism and externalizing behaviours: Buffering effects of parental emotion coaching. Research in Autism Spectrum Disorders, 7: 767-776.Dunsmore, J. C., Booker, J. A., & Ollendick, T.H. (2012). Parental emotion coaching and child emotion regulation as protective factors for children with oppositional defiant disorder. Social"
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Behaviour

Developing Resilience with Emotion Coaching

4 Dec 2018

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It has given a computer to all pupils in its 58 schools eligible for free school meals, so that they can stay connected.Disparities in Ed Tech at schoolBefore coronavirus, some schools and teachers were behind the curve when it came to technology. The NASUWT conducted a survey of members just after lockdown. 36% said they not been provided with the IT equipment they needed to work from home. This made it difficult for them to prepare lessons and deliver the curriculum. Even more importantly many of them had had no training.Teacher Tapp is an app which surveys contributing teachers from all sectors at 4pm every day. It provides a telling snapshot of the state of play in schools. Just before lockdown on 3 March a survey of 6,372 teachers showed the gulf between secondary and primary digital provision.Further surveys in April show the inequalities between private and state educationMainstream and social media are full of stories about Zoom and Microsoft Teams. But many schools are not using this technology for lessons. In the private sector 52% of primary and 66% secondary schools are using the technology. It is a lower percentage. in the state sector. Here they seem either to be making worksheets or not using technology to any great degree at all.A further survey looks at the use of online resources. Literacy and numeracy resources in primary and MFL and maths resources in secondary score highly. However, again it is teacher produced worksheets that come out on top.More recently, schools have been made aware of Oak National Academy which is providing 180 video lessons each week from reception to GCSE level. It is an online business set up by teachers funded by the Department for Education. The BBC has launched 14 weeks of curriculum-based learning with BBC bite-size daily on iPlayer. 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Digital Learning

Coronavirus: Digital Divide Far Worse Than Previously Thought

12 May 2020

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      string(5637) "whole-school approach to mental health, staff need to reflect on their practice and underlying attitudes. This can be a contentious issue and although many come to see that punitive approaches do not work, they are still very much in force in schools, if only subconsciously. This chart from James McTaggart (@JamesEdPsych) can help schools to reframe their thinking.Being a communicative schoolIf schools sign up to a policy where there are no detentions, where physical interventions are to be kept to a minimum, and fixed-term exclusions are used only as a last resort for a tiny minority of cases, they will need an alternative.  Increasing empathy in the classroom may be the solution to reducing school exclusions. If schools are going to make a difference to young people’s mental health, then everything is up for review: the language used, policies, behaviour management approaches and even the school day. Innovating Minds has worked with Young People’s Academy, where attendance was a key issue for the school. They found research that showed that Circadian rhythms are better in teenagers if they do not have too early a start, so now the school day starts later.Moving away from a punitive model of behaviour management towards a more therapeutic and empathetic one is an approach we, at Innovating Minds, have been promoting to educational professionals across the country. The work we do within the education sector has a strong evidence basis, as demonstrated by contemporary research from Stanford University, which reveals that school exclusion decreased by as much as 50 per cent when teachers adopted a more empathetic mindset towards their students’ behaviour.21By encouraging educators to reframe their perception of behaviour that is challenging through a compassionate lens, researchers found that pupils reported higher levels of respect for their teachers, which increased school connectedness, reduced disaffection and subsequent exclusions.22 Research shows clear links between ill mental health, student behaviour, school exclusions and projected life outcomes. Our experiences show that early psychological intervention in schools is imperative. Not only can it improve the emotional wellbeing of young people by reducing challenging behaviour and school exclusions, it may also provide school staff with a more constructive learning environment, increased job gratification and reduced burnout.Innovating Minds http://www.innovatingmindscic.com/ delivers bespoke therapeutic interventions, training and consultation to help individuals to access education, training and employment. Clinical Psychologists work from an early intervention approach within educational and community settings to create mentally healthy environments that have a sustainable impact.Dr Asha Patel studied psychology and criminology at Keele University before training as a Clinical Psychologist. She was the youngest on her doctorate course and worked in hospitals, prisons and secure mental health units before setting up her own award-winning community interest company Innovating Minds, which provides accessible psychological support to help young people with emotional and mental health problems in education, training or employment.Sal McKeown is a writer and freelance journalist focusing on disability, education and technology. A former teacher and lecturer in further education and for the Open University and Workers’ Educational Association, she is now a member of The Good Schools Guide’s special needs team and a judge for the Bett and Education Resources awards.NotesChildren’s Society (2008). The Good Childhood Inquiry: Health research evidence. London: Children’s Society.Association of School & College Leaders, & National Children’s Bureau (2016). Keeping young people in mind – Findings from a survey of schools across England. London: Association of School & College Leaders & National Children’s Bureau.Loeber, R., Farrington, D. P., Stouthamer-Loeber, M., & Van Kammen, W. B. (1998). Antisocial behaviour and mental health problems: Explanatory factors in childhood and adolescence. New York: Psychology Press, pp. 185-268.Unicef, The Body Shop International & The Secretariat for the United Nations Secretary-General (2006). Behind closed doors: The impact of domestic violence on children. New York: Unicef.McAndrew, S., Warne, T., Fallon, D., and Moran, P. (2011). Young, gifted and caring: A project narrative of young carers, their mental health, and getting them involved in education, research and practice. International Journal of Mental Health Nursing, 21(1): 12-19. https://www.ncbi.nlm.nih.gov/pubmed/21819510World Health Organization, (2018). Gaming Disorder. http://www.who.int/features/qa/gaming-disorder/en/ Arseneault, L., Bowes, L., & Shakoor, S. (2010). 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Emotional and Behavioural Difficulties

Embracing Empathy

6 Feb 2019