CONTRIBUTORS
Supporting deaf or hard of hearing children in Early Years environments
This month, in our ongoing collaboration with Edge Hill University curated by ALICIA BLANCO-BAYO, Early Years Lecturer and WTEY Programme Leader at the University’s Faculty of Education, we’re delighted to hear from ABBY IRVING, an Early Years PGCE with QTS student.
In the UK approximately 20,000 children between 0-15 years of age are moderately to severely deaf. According to the National Deaf Children's Society (NDCS, 2020) 78% of deaf children attend mainstream schools. Hearing impairments in school have become less common in the past few years, with only 1.7% needing SEN support and 2.3% needing an Educational Health Care plan. Nonetheless, high quality teaching that is personalised will meet the individual needs of most children. However, some children need educational provision that is additional to or different from this teaching (SEND Code of Practice, 2015). Stakes and Hornby (2000) state that sometimes deaf or hard of hearing children struggle with concentration meaning their attention span may be relatively short, therefore teachers must take this into account when thinking about effective planning with achievable targets for all children. A teacher’s attitude to inclusion plays a significant part in meeting a child’s
needs. With the correct resources and techniques, teachers can create inclusive environments for deaf or hard of hearing children. Some examples of beneficial resources and techniques include effective behavior management, 1-1 support for the child, support staff such as a teaching assistant and aids and equipment such as microphones and hearing aids. When teaching deaf or hard of hearing children, it is good practice to speak clearly, paraphrasing or breaking down more complex sentences. However, repeating sentences rather than changing them can make the child feel more involved (Webster and Ellwood, 1986). Teachers, too, will benefit from using visual resources to enhance the understanding of sentences because they stimulate and motivate children. Visual aids arouse the interest of learners and help the teachers to explain the concepts easily. Some examples include flash cards or technology such as Interactive white boards, laptops and IPADS (Logsdon, 2020). Effective classroom management requires awareness, patience, and
boundaries. Master these skills and it will be beneficial to both teacher and children. Classroom management refers to the wide variety of skills and techniques that teachers use to keep children organized, focused, on task and academically productive (Great Schools Partnership, 2014). Classroom management is a prerequisite for teachers in any situation but for those working with deaf or hard of hearing children, it is fundamental to avoid any unnecessary disruptions. In Early Years, Positive behaviour strategies can accentuate positive outcomes. These can be described as strategies that offer support, avoid confrontations and focus on the development of values and relationships. This approach helps children achieve their goals and contributes to the development of a supportive and happy learning environment. In order to achieve this, Early Years practitioners should consider each child’s specific needs, work on building relationships, talk with children about their feelings so that they feel comfortable to express themselves. It is also crucial to be mindful of how they children feel about themselves and try to support them as they learn to acknowledge and understand their own feelings. Deaf or hard of hearing children can thrive with, and benefit from, extra
support and specific resources in the classroom; this support can help the child access the same work as their peers, improve their understanding of different topics, and will result in children accessing learning outcomes whilst individual abilities are considered.
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www.education-today.co.uk
Exams: preparation and survival!
In her regular column this month, STEMtastic! founder KIRSTY BERTENSHAW offers some calming words and practical tips for students preparing for exams under this year’s new system of teacher- and centre-assessed grades.
Dealing with anxiety Exams can cause anxiety in the calmest of students and aggravate any stress related issues further. Helping students to create coping mechanisms for this anxiety will help to prepare them for the feelings they’ll have upon entering the exam hall or starting the exams. Teachers sharing their own experience of how they feel when entering exams and how they cope can normalise these feelings. Breathing techniques for instilling calm or reducing the heart rate can be taught to students easily. Stretches or yoga-based body tapping can stimulate the lymphatic system and help to give a feeling of well-being. Rescue remedies or aromatherapy oils can be used too - a few drops on the cuff of a shirt can be inhaled when needed but without stifling the student. Apps such as ‘Headspace’ can be great for developing a calming routine before bedtime and encouraging sleep - vital for maintaining a healthy mindset before exams. These need to be used before the eve of the exams to be beneficial.
Outside breaks Regular outside breaks, fresh air and access to a green area can stimulate feelings of wellness in students. Using these before and after exams allows students to have freshly oxygenated lungs before the exams and give them space to calm themselves after. Even moving some revision sessions to outside learning can be beneficial.
Food and drink Food education is vital to prevent students relying on caffeinated or energy drinks to stimulate them before the exam, often leading to a sugar or caffeine crash during the exams. Eating a good meal the night before with complex carbohydrates and a sensible breakfast helps to maintain energy levels throughout the day. Sugary cereals, pastries and fast-food breakfasts should be avoided. Meal plan suggestions can be produced or discussed in class to help students understand sensible choices. If schools are providing a breakfast before the exams, then it should be cereals such as porridge, toast with eggs or beans, or yogurt and fresh fruit. High protein and complex carbohydrates should stave off hunger during the exam period. Fresh juice, water or milk are good drink choices as they are naturally caffeine-free. Milk or milk substitutes are high in protein which will keep students feeling fuller for longer. Avoid large portions of fruit juice as they can cause a blood sugar spike and then drop, leading to tiredness during the exam.
Reward systems Reward systems are a great way to help students move on from the exam they have completed, relax and to distract them from overanalyzing the exam questions with their peers afterwards. Remember thought that food-based rewards can cause problems with students with food disorders or body issues. Film afternoons, outside activities, exclusive use of the gym equipment or other suggestions the students themselves might have can be easily implemented. Recognising that exams should be taken seriously is important, but reminding students afterwards that they are more than a grade is just as important to their mental health and self-worth
Kirsty is the founder of STEMtastic, an education consultancy with a focus on Science, Technology, Engineering and Maths
www.stemtastic.co.uk
May 2021
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