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19. FULL LIST OF RECOMMENDATIONS

THE SCHOOL SECTOR

SECTION 5: THE NUMBER OF DEAF PUPILS

• There is a need for detailed knowledge of the population of deaf pupils, in order to track the impact of relevant developments in policy, legislation, technology and linguistics. A project similar to ADPS could collaborate with ScotXed to share and complement data. It is essential that there is Scottish representation on the consortium which is currently planning UK-wide data collection.
• Consideration could be given to exploiting data on numbers of deaf children and young people held by audiology departments across Scotland.
• Consistency is needed in the criteria for opening deaf pupil IEPS among individual schools and local authorities. Investigation of the current picture across the country would be helpful. National networks of Additional Support for Learning Officers and of Educational Psychologists could be usefully exploited in such a study.
• Caution is needed in referring to currently available statistics on deaf pupils; there is a need to clearly state the definition of the group quoted.

SECTION 6: THE NUMBER OF PROFESSIONALS WHO PROVIDE LINGUISTIC ACCESS SERVICES FOR DEAF PUPILS

6.1. TEACHERS OF DEAF CHILDREN

• There are indications that there are less ToDs than there were four years ago. However, variations in frameworks of service provision mean that it is not possible to be categorical about this. In some areas, generic titles such as 'Learning Support Teachers' have replaced the more specialist ToD title. It would be useful to monitor the implications of this, with respect to the specialist knowledge, understanding and skills required to meet linguistic access needs of deaf pupils.
• The number of deaf and hard of hearing ToDs is very small, and is less than it was four years ago. Incentives could be considered to attract more deaf teachers into the profession.
• The age profile of the ToD population in Scotland, and limitations in specialist promotional structures, are causes for concern. There is a need to consider incentives to attract new teachers into the ToD profession: for example, financial incentives offered elsewhere in the UK.
• It would be useful to have updated information on ToD/pupil ratios, to explore the current extent of resourcing differences between local authorities.

6.2. OTHER PROFESSIONALS

• At present there are only 12 trained educational audiologists covering 32 local authorities in Scotland. There is a particular need to consider the capacity of services, in this profession, outwith the central belt.
• The majority of professionals, other than ToDs, who work with deaf pupils, have generic 'learning support' titles. More information is needed in order to ascertain the nature and extent of specific linguistic access and support provided by them, The following section provides information on specific qualifications.
• The majority of the 25 'other professionals' deaf staff are located in schools for deaf children. There is a particular lack of deaf staff within visiting services who provide services to deaf children in mainstream schools. This is also an area for further consideration.

SECTION 7: THE QUALIFICATIONS OF SPECIALIST SUPPORT AND ACCESS PROFESSIONALS WHO WORK WITH DEAF PUPILS

7.1. TEACHERS OF DEAF CHILDREN

• More detail is needed on the national picture regarding specific training and qualifications relating to linguistic assessments and language planning (both spoken language and BSL).
• A focus is needed, at both national and local authority levels, on the generally low levels of BSL qualifications among ToDs, and on the wide geographical variation, which indicates variation in linguistic choice.
• There is a need for the Scottish Government to re-consider the implication, in the competency framework guidance for the mandatory ToD qualification, that it may sometimes be appropriate for local authorities to employ ToDs who have low levels of fluency in BSL, when supporting a pupil who uses BSL.
• Few teachers in few services have any form of qualification in English-based sign systems. Yet there is widespread use of Sign Supported English (ie within the 'T/Ca' and 'T/Cb'. Services in table 7) and some reported use of Signed English. There appears to be a need for more study on the use of such systems in Scotland: for example, the extent to which the use of SSE may be related to limited availability of advanced levels of BSL training, rather than being a linguistic strategy. There also needs to be guidance on relevant training and qualifications, appropriate to the application of the system as a specific strategy.

7.2. Other professionals

• There is a need for an exploration of the specific nature of in-class linguistic access provided to deaf pupils by Learning Support staff and by staff known as Communication Support Workers across Scotland. It would be helpful to have clearer and more consistent role definitions, alongside recommended specialist qualifications and training, which clearly match the specialist nature of the posts.

SECTION 8: PRESCHOOL ISSUES: INFORMED CHOICE AND ASSESSMENTS

• The preschool period is particularly important for language development, both signed and spoken. However, few services provide rich environments in both, and it is not universally accepted that both are needed.

Huge strides have been made in the provision of services to facilitate early development of spoken language, including significant technological advances and accredited postgraduate training for professionals, and yet concerns have been expressed that some services do not provide sufficiently rich spoken language environments. Meanwhile there is evidence of low capacity in BSL skills and in provision of BSL assessments and resources among visiting services, despite evidence of benefits in developing both languages.

There is a need to address evidence about BSL, in the contexts of standpoints based on the arguments as set out in 8.1. It is suggested that open and honest debate is needed, about the implications of local authority variations in language approach perspectives and in resources relating to fully informed linguistic choices.

• In particular, further research and discussion is needed on strategies to maximise conditions for developing both languages where deafness is diagnosed early, especially where a child receives a cochlear implant in early years.
• There is a need for Health Boards to address concerns about geographical variation in the provision of UNHS and early intervention services, as outlined in the recent clinical audit of audiology services (Davis et al, 2007).
• There is a need for more availability of BSL assessments, and more trained staff to administer them.
• It would be beneficial if a Scottish version of the Early Support Pack Monitoring Protocol could be developed and implemented within a national framework of provision. The development of a specialist PDA and the involvement of professional BSL consultants would enhance the linguistic balance of such a framework..

SECTION 9: SCHOOL YEARS: LINGUISTIC ASSESSMENTS

• Some pupils will wish/need to move between languages and language modes as they progress through schooling. It will be beneficial for all areas to provide a spectrum of linguistic assessments and access provision and a positive view of both signed and spoken languages.
• There may be a need to strengthen inter-agency collaboration between ToDs and SaLTs in the provision and application of language assessments.
• More standardised assessments may be needed for the assessment of deaf children's spoken language - particularly in upper primary - and more dialogue about characteristics, value and application of specific, commercially-available tests.
• There is a need to further explore both the suitability of 5-14 National Tests as a means of assessing literacy skills of deaf pupils, and the nature of arrangements which are currently being made to facilitate access.
• There is a need for more educational audiologists, so that every area has high quality capacity for applied audiology assessment within the classroom situations. There are also relevant recommendation from the recent clinical audit of audiology services, addressing geographical variations of hospital-based services.
• There are still some children whose deafness is not being diagnosed until school age. There is a need to address the reasons for this and strategies to ensure that problem areas are resolved.
• Lipreading as a linguistic access strategy for pupils is relatively unexplored. It will be interesting to monitor development of the proposed SCTTL module for teaching lipreading to children.
• As with the preschool situation, there is a need for more availability of BSL assessments, and more trained staff to administer them. It will be interesting to monitor the uptake of updated SQANQ units in BSL for schools.
• There is no standard process for negotiating, assessing and recording specific linguistic strategies with pupils in secondary school situations. More exploration of this area is needed, particularly, but not exclusively, relating to transition to post-school education.

SECTION 10: SCHOOL YEARS: ACCESS ISSUES

• There is a need to address concerns that the guidance provided for new ToD qualification regulations allows for accumulation of competencies via in-service training. Concerns centre around: the likelihood that local interpretations will lead to variations in standards; the lack of specific means of monitoring quality and the fact that 'generic' learning support staff can be responsible for a ToD service with deaf pupils, but fall outwith the regulations.
• There is a need to further monitor the impact of the ASL Act in terms of the planning and provision of access and support to deaf pupils, particularly in relation to any impact on services provided to pupils who do not qualify for CSPs.
• It is hoped that the HMIE/ NDCS self-evaluation 'Count us in' report will be used to encourage and support good practice in the development of linguistic access services in schools.
• As the ToD role constantly develops in mainstream situations, there is a need to continue to address and explore the definition of, and relationships between: management of pupil learning; provision of direct linguistic access services, and provision of teaching support. The situation in secondary schools is worthy of particular attention, including the lead up to transition.

The model of a ToD being a resource for the class teacher and other pupils, when the deaf pupil is working independently, may be useful experience to share.

• There needs to be more clarification about the specific roles of learning support assistants and CSWs in terms of linguistic access provided; there is also a need to address relevant training and qualifications.
• As mentioned in other sections, there is also a need to address regional variations in numbers and types of access and support staff (eg, ToDs, educational audiologists) and in access-related qualifications held (eg, notetaking; advanced BSL fluency; BSL/English interpretation, etc).
• The regional variation in standard of acoustic environments in schools should be addressed, making use of the NDCS 'Acoustic Toolkit'.
• All services should consider the benefits of allowing pupils to take home radio aids, whenever pupils would find this useful.
• There is a need for deaf people to be encouraged into professions at various levels within school education.
• DVDs relating to school coursework should automatically be subtitled and recorders purchased by schools should have the facility to record subtitled TV programmes. This needs to be built into the culture of schools. BSL translations of key DVDs are also needed.
• There are concerns about isolation of deaf pupils in mainstream situations. There is a continued need to share inclusive practice and to enable deaf pupils to meet each other.
• There is a need to address practice and comparisons in providing linguistic access arrangements for both 5-14 tests and SQA exams administered in school.
• The results of the forthcoming SQA 'impact assessment' of exam access are likely to lead to improvements in a number of ways, including accessibility of English. It will be interesting to keep in touch with developments.
• Ongoing work is needed on the practice and standardisation of the provision of signed questions in exams. It is hoped that SQA takes on board the expressed concerns about the piloting of Avatar 'signers'

SECTION 11: ADPS: UNEXPLORED AREAS

• It is suggested that further consideration is given to the exploitation of unexplored ADPS data, from 2000/2005, as a resource for future research studies relating to linguistic access of preschool children and school pupils.

FURTHER AND HIGHER EDUCATION

SECTION 12: THE NUMBER OF DEAF STUDENTS IN FURTHER AND HIGHER EDUCATION

• Caution is needed when reporting statistics on the number of students in further and higher education; reports need to be contextualised by explanation of likely distortions.
• More exploration is needed of the following:
  - indications that there may be some underachievement among deaf students;
  - the possibility that deaf students may undertake higher levels of courses where access and support services are of higher quality;
  - indications that the proportion of deaf people in HE is very slightly increasing;
  - indications that there is consistently a greater proportion of deaf students in HE institutions aged over 30 than there is in the total population of students in HE institutions, and that these students are less likely to be on postgraduate programmes than their hearing peers.

SECTION 13: THE NUMBER OF PROFESSIONALS WHO PROVIDE LINGUISTIC ACCESS SERVICES FOR DEAF STUDENTS IN FURTHER AND HIGHER EDUCATION.

• Results of the proposed SSC web-based survey of numbers and qualifications of Language Support Professionals will be reported to the BSL and Linguistic Access Working group

SECTION 14: ISSUES RELEVANT TO BOTH FE AND HE: MISCELLANEOUS

• Assessment of linguistic access requirements should be seen as a process from application through to programme exit, rather then being seen as a one-off event at the start of the programme.
• The findings of this scoping study can usefully inform Equality Forward's current research into assessment structures for students with additional support needs.
• Access programmes specifically for deaf students should be considered, along the lines of RNID's 'Headstart' programme, and to include the full range of linguistic access strategies. Opportunities to enhance BSL skills and linguistic knowledge would be useful for those who opt to use BSL.
• Recent increase in DSA maximum amount is to be welcomed. It is hoped that the further education sector also recognises the cost of providing quality access and support services for deaf students.
• There is a need to ensure that all audiology services across Scotland are implementing good practice, relevant to needs of deaf students, in the transition between paediatric and adult services, using recommendations of the recent Needs Assesment.
• Equality Forward's 'Deaf Students Working Group' is currently considering the establishment of A Centre for Linguistic Access. Such a Centre would provide a much-needed centralised resource, which will address a number of key issues raised in this report, including services and advice relating to the provision of audiology and environmental equipment, specifically tailored to the needs of deaf students.

It would also provide a forum for sharing information about positive developments within individual institutions.

SECTION 15: ISSUES RELEVANT TO BOTH FE AND HE: LANGUAGE SUPPORT PROFESSIONALS

• There is a general need to consider the establishment of shared pools of specialist LSPs and support tutors, because of the fluctuating numbers of deaf students within individual institutions, and the diversity of their individual access and support requirements. The proposed Centre for Linguistic Access could have a key role here.
• There is a general need for institutions to provide consistent and appropriate rates of pay for specialist LSPs and support tutors. The proposed Centre for Linguistic Access would be able to provide ongoing information and advice.

15.2. BSL/ENGLISH INTERPRETERS

• There continues to be an acute shortage of BSL/English interpreters. Advantage needs to be taken of the opportunities afforded by:
  - the existence of a newly-graduated group of BSL Tutor trainers;
  - a raft of SQA/Heriot Watt/Edinburgh University proposals to boost all levels and types of BSL training, particularly at advanced and degree levels;
  - the possibility of introducing a 'fast-track' apprenticeship route for interpreter training.

• The possibility of establishing a specialist career route in educational interpreting should be considered, in light of the distinct nature of interpreting within educational situations.

15.3. NOTETAKERS

• Both institutions and deaf students themselves need to be made aware of the importance of using appropriately qualified professionals to take notes for deaf students.
• Appropriate, standardised pay scales and working conditions should be implemented across Scottish institutions.
• The above would raise demand for professionally qualified notetakers, leading to a sharp increase in demand for relevant training opportunities in Scotland. There is likely to be more demand for electronic notetakers than for manual notetakers.
• It will be interesting to monitor the effects of the new CACDP professional register of notetakers and implications for the potential of developing of a Scottish register.

15.4. LIPSPEAKERS

• More information is needed on the potential value of lipspeaking in F&HE.

15.5. COMMUNICATION SUPPORT WORKERS

• There is a pressing need to clarify the role of the CSW and the standards and appropriate employment conditions expected.

There is a particular need to resolve the dilemma caused by the demand for a single professional to adapt to different access and support roles, and the need for professional standards needed to meet the requirements of the tasks expected (eg BSL/English interpreting, notetaking etc).

In Scottish F&HE, the balance currently appears to be tipped towards a high expectation of adaptability and a low expectation of professional standards.

• CACDP and Edexcel aim to resolve the dilemma by creating a qualification with the flexibility to 'mix and match' specialised pathways leading to particular functions or roles. There is a need for an adaptation, or equivalent development, in Scotland to take account of the distinctiveness of the Scottish situation.
• The lack of clarity of the CSW role currently mitigates against the establishment of a professional register. Once the role becomes clearly defined, the establishment of a professional register will be beneficial to CSWs, deaf students and employers.

SECTION 16: ISSUES SPECIFIC TO FURTHER EDUCATION

• There is a need for specialist support tutors for deaf students, to address English language issues specific to the situations of deaf learners.
• A supplementary ' QI Toolkit', along the lines of the NATED pack, is needed to address the complexities of assessing deaf students' linguistic access requirements. A centralised resource for advice and information would help to ensure consistency across colleges.
• All colleges should ensure that access requirements for assessment interviews are checked out, and that relevant arrangements are made.
• There is a need for consistent practice in ensuring that information on disclosed hearing loss is passed on to learning support teams.
• The wide variation among colleges in proportions of deaf students receiving ELS funding should be further investigated.
• In particular, it may be the case that colleges with less knowledge about deafness are providing less access services to deaf students. This could be explored.
• There is a need to address the fact that there is likely to be a considerable shortfall between the amount of weighted ELS funding and the cost of providing linguistic access, where LSPs and specialist support tutors are involved.
• All further education colleges who provide HE-level courses should be aware that HE students can apply for DSA funding.
• There needs to be a robust means of monitoring the quality of assessments and of linguistic access provided through the lifetime of the courses provided across Scotland. HMIE need to take into account the complexities of linguistic access for deaf students during college reviews.
• There is anecdotal evidence that deaf students can be deterred from attending further education provision due to poor resourcing of courses. A fuller investigation of unmet need would shed further light on this.
• SQA examinations (as per school section)
• results of the forthcoming SQA 'impact assessment' of exam access are likely to lead to improvements in a number of ways, including accessibility of English. It will be interesting to keep in touch with developments.
• Ongoing work is needed on the practice and standardisation of the provision of signed questions in exams. It is hoped that SQA takes on board the expressed concerns about the use of Avatar 'signers'.

SECTION 17: ISSUES SPECIFIC TO HIGHER EDUCATION

• There is a need for the HEIDSA validation process to take more account of the specific situations of deaf students. Clearer criteria are needed against which it can be judged whether or not institutions need to use external expertise.
• Clearer criteria are also needed for assessing whether an external agency or individual has the necessary expertise to undertake assessments, taking account of the full spectrum of linguistic access options. The system of approval for use of the NATED assessment pack could be used as a model.
• A supplementary ' QI Toolkit', along the lines of the NATED pack, would be useful in addressing the complexities of assessing deaf students' linguistic access requirements. A centralised resource for advice and information would help to ensure consistency across colleges.
• There is a need for specialist support tutors for deaf students, to address English language issues specific to the situations of deaf learners.
• The proposed Centre for Linguistic Access would provide a centralised resource for information, advice and expertise on the above issues. It could also provide a focal point for student networks and organisations such as CHESS.
• Students on Access courses are still not eligible to apply for DSA; this decision should be reconsidered.
• There is a need for robust quality control of support and access services supplied throughout the lifetime of the course, with inbuilt review, so that provision can be adapted to suit changes in circumstances and student preference.
• The impact of the increase in DSA funding on imbalances inherent in the Disabled Students' Premium should be monitored.

SECTION 18: OTHER EDUCATIONAL PROVISION

• The remit of this study only included education provided within the school, further and higher education sectors in Scotland. It is recognised that many deaf adults also access, or may wish to access, other educational provision. It is hoped that future study may address such provision.

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