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Choosing childcare for your deaf child checklist
A checklist for families to help them choose the right childcare setting for their early years deaf child.
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Cochlear Implants – A guide for families
Information aimed at parents about cochlear implants for deaf children.
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Communicating with deaf children flyer (2019)
A flyer with tips for adults about communicating with deaf children.
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Communicating with Your Deaf Child
The guide describes the basics of language and communication development and gives some practical advice about how you can encourage positive development in natural ways in everyday routines.
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Communication with your child - RADC
handouts for the 'communication with your child' module of raising a deaf child.
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Congenital Cytomegalovirus (CMV) and Deafness
This factsheet is for families and professionals and provides information relevant for all children with congenital CMV.
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Contributing to an Education, Health and Care (EHC) needs assessment and the production of an EHC plan
This factsheet is for parents to prepare for an EHC assessment.
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Creating good listening conditions for learning in education: Preliminary noise survey
The survey will help you to assess a nursery or school’s listening environment. It can be used by parents, teacher, school leaders of Teachers of the Deaf. The survey covers: • noises outside the building • noises in the classroom when the nursery or school is empty • noises in the classroom under normal working conditions, with no children in the classroom • noises in the classroom under normal working conditions with children in the classroom.
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Creating good listening conditions: Presentation for Teachers of the Deaf
The presentation looks at how listening conditions affect the learning environment for all children (hearing and deaf). It also discusses how you can improve the learning environment and considers the legal framework.
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Creating good listening conditions: Pupil survey
This resource includes examples of questions you can use to find out pupils’ opinions on listening conditions in the classroom. We haven’t used the word ‘noise’ in any of the questions as pupils may have a different concept of noise from adults. We’ve included three examples which you can use or adapt according to the individual needs of the child or young person that you’re working with. The interviews can be conducted by a parent or carer, teacher, special educational needs coordinator , teaching assistant or Teacher of the Deaf, for example.