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Action Points
13 In the face of considerable problems as expressed by
the Deaf community in the interviews, the following points
are offered for consideration as action points.
1. Progress in the teaching and learning of
BSL
(a) a
BSL curriculum can be created for
hearing and Deaf schoolchildren, which would lay the
groundwork for later interaction with Deaf people.
(b) Employers and Public Service Agencies can take
responsibility for the training of staff who may come into
contact with Deaf people - to reach high levels of fluency
in
BSL.
(c) In order to achieve this, a programme of training of
Deaf teachers of
BSL may be needed in order to meet the
demand.
2. Expansion of the
BSL Interpreting Services
(a) Improved opportunities for training are needed to
the highest level - such training is likely to take time -
ie 3-4 years from the start of
BSL training.
(b) Clarity of policy in regard to the provision of
interpreters - ie entitlement of Deaf people and definition
of responsibility for costs.
(c) Education for the Deaf and hearing communities in
the use of interpreting services and the levels of
performance and professional conduct which is to be
expected. Such training could be available to Deaf young
people while still in full-time education.
3. Information sources in
BSL
(a) Video information sources for public service
information can be expanded (
CD,
DVD, videotape) but typically to be
provided by Deaf producers in Scotland
(b) Expansion of on-line
BSL video information sources. Broadband
roll-out makes video streaming in
BSL, a reality.
4. Systems for interaction in
BSL at a distance
(a) In order to use limited interpreting resources,
there is potential for remote
BSL interpreting using videophones.
(b) As a measure to reduce isolation, Deaf people and
hearing signers can make use of videophones for
interpersonal communication.
5. Improvement in personal interactions for
non-signers
(a) From the reports of Deaf problems in interaction
with hearing service professionals, there can be developed
distance and on-line information/training packages to
improve awareness of Deaf needs - eg in waiting rooms, in
home visits, in text communication, and in health
settings.
(b) Creation of a public location access charter which
sets out good practice not only for disabled physical
access, but also for the principles of action in regard to
Deaf
BSL users.
(c) These developments may be required by Disability
Discrimination Act in any case.
6. Improvement in personal interactions for
BSL signers
(a) Similarly, provision of material and courses on
hearing tactics for Deaf people, may improve their
understanding of the issues in interaction, arising in
hearing culture.
7. Use of text messaging (mobile
phones)
(a) Most hearing people are able to interact with Deaf
people by text messaging. A very simple extension would be
the use of text messaging by public services to alert Deaf
people, to make appointments and to send emergency
messages.
14 There are clearly many other points which might be
considered arising from the study and report. Not least of
these is the need to consider the Deaf community itself and
its fragility in the light of changes in education policy,
lack of early
BSL acquisition, and reductions in inter
Deaf club activities. Just as language policy, in the case
of Gaelic, covers community and cultural development, the
Deaf community is in need of support for its cultural
growth. Deaf wellness, cultural pride and language
competence are closely related and may need strategic
investment as is often the case of minority communities and
languages.
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