A Plenary Session on Child Literacy and Social Inclusion was organised on June 16 by the National Economic and Social Forum (NESF), at the Royal Hospital in Kilmainham, Dublin. By 2016, the National Action Plan for Social Inclusion 2007-2016 has the goal of reducing the proportion of pupils with serious literacy difficulties in primary schools serving
The UK’s NDCS (National Deaf Childrens’ Society) campaigns for improved educational services on behalf of deaf and hard-of-hearing children. Its “Must do better!” campaign identifies how routine teaching services for deaf children can be improved now, and in the government’s 2020 strategy. From autumn 2009, as a result of campaigns by NDCS and other entities,
Babies and toddlers need to become familiar with books before reaching school age, otherwise they will tend to associate books only with school. Infants at home will be attracted to simple pictures in books, which can prompt their first item-and-word link, the initial step in language-learning. Toddlers exposed to image-rich books and flash cards early
Teachers in Ireland who wish to specifically work with deaf children, should first complete an undergraduate degree course in education, which enables them to teach in every primary and secondary school nationwide. E-Learning Courses In The UK Ireland currently has no courses for specialist teachers of deaf pupils but the UK has several flexible postgraduate
IDK and artist Helene Hugel are inviting families with very young deaf children to join in a series of “imaginative play” sessions. Create and the Arts Council are funding this initiative to develop creative skills with parents to support early language development in deaf children. The initial sessions will take place at the National Cochlear Implant
Kiddie Care Supplies is a Carlow-based business which retails toys, art & craft supplies, books, Montessori equipment and more for children up to 6 years or older. Many items we offer are tactile or visual, with bright, vibrant colours, labels and descriptions. Children learn by association and have more fun if this process is stimulating and interesting. For
A recent conference hosted by AHEAD got me thinking about my education, and learning situations where tuition support might have helped. By far the most challenging of my three third-level courses was the IT conversion course. These courses are known for their accelerated pace. That wasn’t the problem, however. Computer-based classroom practicals were the glaring
Almost exactly a year ago, IDK posted a piece about explaining deafness in concept books for children – which also educate teachers and other adults! One of these books, My Brother John (published May 2008), introduces deafness, hearing aids, cochlear implants & sign language in a single story. The story, told from the perspective of
The National Deaf Childrens’ Society (NDCS) in the UK believes deaf children need to be better accommodated in the government’s 2020 strategy for the workforce dealing with children and young people. NDCS’ key recommendations in its feedback on this strategy include: Better guidance for mainstream teachers working with deaf children An audit of the early years workforce so the
A teacher recently asked IDK how to improve their classroom environment for a young child who hears on one side only. Background noise complicates listening for children who rely on one ear for hearing, so teachers need to manage ambient sounds in the classroom. Environmental sounds from school playgrounds, assembly halls, traffic, outdoor machinery or even inside the classroom
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