Since 2022, QToDs have been able to purchase and administer the Preschool Language Scale-5 (PLS-5) and Clinical Evaluation of Language Fundamentals-5 (CELF-5). These assessments were previously only available for Speech and Language Therapists and Educational Psychologists, but now QToDs can use these assessments to access the language of deaf children and young people from 0-25 years of age.

This course will provide an overview of the new PLS-5 and CELF-5 language assessments, and offer an in-depth exploration of some of their features. including the pragmatics checklist and the pragmatics activities. We will show how the PLS-5 and the CELF-5 can be used to support target setting to improve outcomes for deaf children and young people from 0-25 years. There will be the opportunity to handle the test materials and look at some of the the subtests in detail, including the new pragmatics section of the CELF-5. We will then explore some case studies and look at how to maximise outcomes with effective target setting, based on the assessment data.

We all know the importance of assessing deaf children’s language. However, what we do next with our assessment data is key. This course will help you think about how to interpret the data, set relevant SMART targets and use evidenced based interventions to support outcomes. This is a practical training session, which will use case studies of deaf learners.

This session will be most effective if we are able to use data from your own school or service. 

For deaf children’s best outcomes, effective, early support, from the point of referral to local Sensory Education teams is crucial. Working with their families is a key area of the QTOD role, and managing successful conversations with parents and carers can be one of the most challenging aspects of our working day.

This training recaps the guidance, legislation and research that frames the QTOD’s responsibilities when working with families and examines the themes that underpin effective conversations. We will use case studies, real life scenarios and videos to identify key areas of challenge, looking in depth at the uniqueness of the QTOD role, associated specialist skills and different communication models. We hope this training will equip you with more ‘tools in your toolbox’ to manage this vitally important area of your work.

Whilst this training is primarily designed with QTODs in mind, the principles and learning outcomes are equally applicable to Qualified Teachers of Children and Young People with Vision Impairment or Qualified Teachers of Children and Young People with Multi-Sensory Impairments and other professionals working alongside them in supporting families after an identification of deafness or vision impairment.

The number of deaf children in UK with autism is not accurately known, however professionals working in the field of deaf education are increasingly supporting deaf children and young people with an additional diagnosis relating to autism, or for whom the implementation of autism related strategies are beneficial.

This training will be interactive and we will work with you and your team to discuss how best you can support deaf children and young people on your caseloads with autism. The course can be tailored to meet your team’s individual needs and can include:

• An update on current research for autistic deaf children and young people
• Discussion of a range of support strategies for autistic children and young people including Zones of Regulation and Social Stories
• How we can work towards establishing effective multi-agency working pre- and post-diagnosis of autism
• Managing Sensory Processing needs
• Working collaboratively with families
• Supporting needs pending a diagnosis of autism

For more information about any of these courses, please contact us.

We will be adding new training sessions throughout the year, so please do check back for further details.