SchoolDoncaster School for the Deaf - An education that is right for your child. Doncaster School for the Deaf was founded in 1829, which makes us one of the oldest deaf schools in the UK and we are proud of our long history and achievements. We provide a pupil-centered approach to education from the earliest years up to the age of 19. All pupils have an Education and Health Care Plan, which ensures that we know exactly what we need to do to meet their special educational needs. Although we are based in Doncaster, we are a national resource and pupils come to us via local authorities from all over the UK. We offer a safe and nurturing environment in which children can learn and communicate effectively to achieve their goals. Our schoolBelief Statement and BackgroundOfsted ReportAdmissionsOur facilitiesResidenceSafeguarding/ Support and WelfareContact usCommunicationLanguage and CommunicationSpeech and Language TherapyBritish Sign LanguageAudiologyCurriculumEYFSPrimaryCurriculum Plans-PrimarySecondaryCurriculum Plans-SecondarySixth formSpiritual, Moral, Social, Cultural (SMSC)Pupil PremiumSports PremiumE-SafetyUseful infoStatutory policies and infoWork For UsFor parentsTerm Dates and School DayAbsencesParent Information and PackNewsletters archiveUniformLocal Offer and EHCPSFor pupilsSchool CouncilE-SafetyActivities and clubsE-LearningMoving on Speech and Language therapy This video does not correspond to the text below. To be updated. In Speech and Language Therapy we believe that every pupil has a right to develop their communication skills to the best of their ability, using the most appropriate methods for them (be it speech, sign language, picture exchange or a combination of these). We aim to prepare them to communicate effectively with both hearing and other Deaf people in society. Pupils are encouraged to use their personal hearing aids and cochlear implants throughout the day to enable them to communicate more effectively. Speech and Language Intervention All pupils have access to direct Speech and Language Therapy (SaLT), which is delivered on an individual basis or in small groups depending on the need of each pupil. Therapeutic input is also provided within the classroom, to ensure teaching and support staff are confident in using recommended strategies, and staff also receive training from the SaLT team. Therapy focuses on improving various skills in order to optimise communication potential. These skills include: Attention Auditory training Lip-reading Understanding and use of spoken/written English Use of voice and developing speech skills Establishing and developing the use of assistive communication systems (e.g. PECS) Conversation skills Functional communication skills to get by in society and to improve confidence when communicating with non-BSL users. Pupil’s needs are assessed through formal testing, observations and interactions with them, and liaison with relevant staff members and parents. The most appropriate means of supporting and developing their communication is then decided upon. Many factors are taken into account when setting individual therapy targets, including current communication levels, motivation and potential to improve, and any additional needs to be considered. In addition to developing listening skills and spoken language we use some of the following approaches with our pupils to encourage optimal functional communication based on their individual needs: Intensive Interaction – teaches communication at its most basic level (eye contact, turn-taking etc) for those who have not yet established this. (link to http://www.intensiveinteraction.co.uk/ ) PECS – A visual communication (picture exchange) system used mainly for children on the Autistic Spectrum (link to http://www.pecs-unitedkingdom.com/ ) SMILE Therapy – teaches how to solve everyday communication problems using the most effective technique for each individual pupil (e.g. how to order food in a cafe) (link to http://www.smiletherapytraining.com/) LEGO Therapy – teaches social skills, team work, turn taking and effective request making http://asdaid.org/lego-and-asd/lego-therapy Shape Coding – A visual representation of grammatical structures used in English (link to http://www.moorhouseschool.co.uk/shape-coding ) Language for Thinking – teaches how to think ‘between the lines’ of language, not just thinking about what has been said, but about what it really means. (link to http://thinkingtalking.co.uk/language-for-thinking/ ) Reporting Progress Progress is continually monitored, and therapy plans are adapted as and when required. Progress is discussed with pupils and colleagues and documented in Annual Review Reports with contributions to Education and Health Care Plans (EHCPs) and individual targets. We liaise with the audiologist, teachers and other staff who are directly involved with the pupils, and parents are welcome to arrange informal consultations with us in addition to parents’ evenings. We also have strong links with and where needed work alongside other specialist teams (e.g. cochlear implant teams, Deaf CAMHs and local SaLT services). The Speech and Language Therapy Team Emma Robinson, MMedSci, MHCPC, MRCSLT Speech and Language Therapist (Specialist in Hearing Impairment/deafness, Learning Disabilities and Autism) Lauren Woodcock, BMedSci, MHCPC, MRCSLT Speech and Language Therapist (Specialist in Hearing Impairment/deafness, Learning Disabilities and Autism) Lana Cook - Communication Specialist Teacher 25 years of experience helping Deaf children improve their communication skills Ruth Merrit, , Dip SLT, MHCPC, MRCSLT, ASLTIP Consultant Speech and Language Therapist with over 30 years’ experience in deafness and 12 years’ experience in Cochlear Implants provides regular supervision and support to the onsite SaLT team.