-Review the literature to identify What difficulties/barriers do deaf children face in specific areas of literacy?
-Discuss, with reference to the literature, how you can support children to access this subject/area. Are there any interventions that you can draw on to support deaf learners? What targeted support through interventions and strategies for deaf children are used to meet the Literacy ages and stages of the EYFS curriculum?
-Discuss the issue of finding the balance between the amount of support offered to deaf learners (e.g. support by TAs) while also enabling them to become independent learners. And how does the ToD ensure the interventions/strategies allow deaf children to also develop independent skills to access this part of the curriculum?
(A child only being able to do with support is no good).
What support as you as a ToD are you going to give and do to make sure this doesn’t happen through the type of interventions and strategies put in place
• Draw on aspects of Unit 5 (Expanded Core Curriculum) of this module to discuss how ToD to support deaf learners to become independent.
Discuss, with reference to the literature, the right balance between targeted support and support to enable deaf learners to be independent. For example, if you choose to discuss supporting deaf learners in English by targeting specific skills and developing interventions, how are you going to ensure that, at the same time, the deaf learners are able to become independent readers and writers?
You can discuss this in relation to their social and emotional development. For example, it has been evidenced that deaf children’s self- esteem can have an impact on their ability to become skilled readers. Thus, supporting deaf children’s self- esteem is one way to enable them to become independent learners.
