NCSE 5

Cochlear Implants Alter What It Means To Be Deaf

Traditional deaf schools in the United States face an ‘uncertain future’ as more parents (and children) choose cochlear implants, with a correlating 85% of deaf children now attending their local mainstream schools and fully participating in their own local communities. Read: Cochlear Implants Redefine What It Means To Be Deaf Statistically in the US, over

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NCSE: Education Of Deaf/Hoh Children in Ireland

Educational outcomes for children who are deaf and hard-of-hearing, is the focus of a new policy advice paper from the National Council for Special Education. Read the paper: The Education of Deaf and Hard of Hearing Children in Ireland Download the presentation in PDF format. The goal of the paper is that children who are “deaf

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What To Do If Your Child’s Support Hours Are Cut

The parent of a deaf student emailed IDK. Her child’s secondary-school teaching support hours were cut during Transition Year, when the regional SENO said this was not the case. A deadlock had resulted, so our advice was sought. Here’s what we suggested. Get a statement of resource teaching &/or SNA hours at the start. All

13 years ago 3 Comments Hearingaccessible, assistant, coaching, community, cuts, deafness, DES, education, English, family, HSE, inclusion, inclusive, Ireland, irish, learn, learning, literacy, local, mainstream, NCCE, NCSE, needs, parent, parents, preschool, regional, resource, school, schools, SEN, SENO, sensory, sign, SNA, special, speech, student, students, support, teach, teacher, teachers, teaching, training, tuition, tutoring, volunteer

‘There Are Other Educational Choices Too’

Parents’ responses are still being received by the team here, after the recent Derek Mooney radio interview with parent Eithne Carroll and Liam O’Dwyer of the CIDP. >> Listen to the podcast (RTE1, 2011). This email response is from Orla Sexton, a parent in Cork. Dear Derek, I refer to your recent interview with Eithne

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Teacher Question: Finding Support For Deaf Pupils

A teacher just contacted IDK to advise that a young deaf pupil had arrived in her class without prior notice, and what were the next steps to take? For anyone else who may be in the same position, here’s some advice: 1) Ask your pupil’s parents/guardian if their hearing has been tested and if hearing

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