Criteria for support from specialist Deaf inclusion workers

Criteria for deaf inclusion worker (Level 6 BSL)

Needs access to curriculum through full British Sign Language (BSL) at level 6 or above
From Deaf family with BSL as first language or profoundly deaf and using BSL as a first language
Clear evidence of better understanding through BSL than English (BSL assessment results, BPVT – British Picture Vocabulary or video transcript of conversation in BSL or English, ADIW and Teacher of the Deaf evidence and observations)
Spoken language may be significantly delayed evidenced by assessments (ACE- Assessment in Comprehension and Expression or Renfrew assessment of expressive vocabulary)
May have poor literacy skills and limited progress shown in this area (reading assessment or school based evidence)
Poor speech (poor intelligibility)
Poor speech discrimination skills even in quiet environment (Arthur Boothroyd (AB) word lists)
Radio aid equipment of limited use
Need for Deaf role model
May have additional needs preventing progress such as auditory neuropathy or additional language difficulties (diagnosis)
Change in level of deafness or education phase (deteriorating hearing loss or transfer to secondary phase of education)
Needs confirmed through joint visit or collaboration with colleague

Needs support from BSL and/or cued speech to access the curriculum alongside spoken English
Has better receptive skills in BSL than in spoken English alone(BSL assessments, BPVT or teacher of the deaf and ADIW evidence or observations in pre-school children)
Expressive language significantly delayed evidenced by assessments (ACE or Renfrew in children under 6)
Literacy skills may be below chronological age or not making expected progress (reading and phonics assessment or school based evidence)
Poor speech discrimination skills (AB word lists)
Radio aid of some use, but insufficient understanding of language to access the curriculum through listening and lip reading alone
Need for Deaf role model
May have additional needs preventing progress such as auditory neuropathy or additional language difficulties
Change in level of deafness or education phase

Needs some sign supported access to the curriculum to supplement use of listening, lip reading and radio aid equipment, especially in background noise
May have delayed receptive skills in spoken English (BPVT or teacher of the deaf evidence or observations )
May have lower than expected expressive language skills for chronological age (ACE or Renfrew)
Uses spoken language as preferred way of communicating
Speech may be intelligible to familiar listeners
Poor speech discrimination skills in background noise (AB word lists or MJPT- Manchester Junior Picture Test)
May need cued speech to access phonics and grammatical word endings

Uses radio aid equipment to access the teacher’s voice and has English (or other spoken language) as first language
Needs some checking of understanding and reinforcement of key vocabulary through pre and post teaching
Receptive and expressive language may be low in comparison to non verbal ability without support (BPVS, ACE or Renfrew and teacher of the deaf evidence and observations, Raven test of non verbal ability)
Spoken language mostly intelligible though may be some minor errors
Poor speech discrimination in background noise (AB word lists/PARROT or MJPT)
May have low levels of literacy and poor phonics awareness
Low self esteem or poor social skills due to the impact of deafness (emotional literacy assessment)
May have additional needs compounding hearing impairment
Late diagnosis of deafness or inconsistent use of technology