Early years education
View our range of resources for all education professionals working in the early years on deaf friendly teaching and supporting deaf children in the early years.
If you work in the early years or a primary school, there is a high chance that a child in your care will have an undiagnosed hearing loss.
This is usually a temporary hearing loss caused by glue ear. Eight out of ten deaf children will experience glue ear before the age of 10.
It could also be a permanent hearing loss. Over half of deaf children become deaf during childhood. This usually happens in the first three years of life.
Any hearing loss, even if it’s temporary or mild, can have a big impact, particularly in the early years when children are developing their speech and language skills.
This resource is for anyone working with deaf children in early years settings, including nursery, playgroup, parent and toddler group, crèche, pre-school, or at home, if you are a childminder.
Our resource includes examples of a range of assessments commonly used with deaf children and young people of all ages in communication, language, listening, literacy, numeracy, cognitive development and social/emotional development. It also includes guidance on issues to consider when carrying out assessments as well as examples of assessments in practice.
Watch our video below to get step-by-step instructions on how to use the resource with Teacher of the Deaf Tina:
We've produced a series of resources to set out the simple steps that can be taken to improve the listening environment in nurseries, schools, and other education settings.
- Factsheet for teachers
- PowerPoint training presentation
- Template survey for seeking pupils' opinions on listening in the classroom
- Template preliminary noise survey
- Advice for head teachers, property managers, academy trusts and local authorities
- Quality Marks - conditions of use and images
- Factsheet for parents
- Sound simulations of classroom with poor or good acoustic conditions
- Our Here to Learn video clips including clips on reducing background noise and on good acoustics.
- Watch the TED video - Why designers need to pay attention to the 'invisible architecture' of sound.
We’ve worked with the National Sensory Impairment Partnership (NatSIP) to produce a range of resources to help practitioners in carrying out EHC needs assessments for deaf children and young people and drawing up EHC plans.
- Better Plans, Better Assessments, Better Plans: a multi-disciplinary framework for the assessment of children with a hearing impairment
- Template for assessment and information gathering
- Section by section guide to writing more effective EHC plans for children and young people with sensory impairment
- NatSIP summary checklist to writing more effective EHC plans
- Model Education, Health and Care plan - Ruby (aged 3)
- Model Education, Health and Care plan - Kirsty (aged 4)
- Model Education, Health and Care plan - Robert (aged 11)
- Model Education, Health and Care plan - Daniel (aged 18)
Our booklet for mainstream teachers and nursery staff explains the major impact a mild hearing loss can have on a child, and what you can do to support a child with a mild hearing loss in your class.
Watch the 'Mild hearing loss, major impact' video that accompanies this booklet below:
Our briefing outlines our position on the safe and effective use of radio aids by children aged under 36 months and offers guidance to mitigate against safety hazards.
We've also produced an FAQ on the use of radio aids with pre-school deaf children and our work in this area.
An example of how services can provide radio aids to pre-school deaf children can be found in a guidance document developed by services in South East London.
The resource provides advice on support to deaf children of all ages who speak English as an additional language (EAL), including children who have yet to start school and their families. The resource is aimed at Teachers of the Deaf and other professionals who work with deaf children who use EAL, including special or additional needs coordinators and EAL coordinators.
A short top-tips video is also available.
We would like to thank The Bell Foundation for their funding, expertise and support in the development of these resources.
Deaf children can lack the vocabulary to 'label' their feelings. This workbook is for teachers to work through with children to help them expand their emotional vocabulary so that they can understand and identify how they feel.