1c. Understand different perspectives on deafness

Deaf Children and Young People (DCYP) and families know
•and understand the different terminology used to describe deafness eg Deaf ToD BATOD  ‘Let’s change the language culture around deafness; eradicating the use of ‘hearing impairment’ publication NB: This is an update to the positive terminology document compiled in 2021′
• that they can choose how they describe their deafness
• the importance of respecting the choices of others
• about the different models of disability – social and medical
• deaf rights and campaigns
• about the development of British Sign Language (BSL), its recognition as a language and the BSL Act (Scotland 2015, England 2022), and its impact on society
• the positives and negatives/advantages and disadvantages of being deaf, ‘deaf gain’
• their deafness in relation to other aspects of their identity (gender, sexuality, race, other).

Suggested resources

• Tasha Ghourie; Love Island’s Tasha Ghouri wants to normalise deaf accents – BBC News
• Jamie Laing talking about his Tinnitus experiences on the news and via RNID social media channels – My tinnitus journey, with Jamie Laing – RNID
• Gwen Carr’s 2018 BATOD Magazine article Informed Choice  (Carr, G., 2018. Informed Choice. BATOD Magazine. March. pp.4-5)
• Social model of disability –  Scope website
• Services for deaf children and young people (8–18) – NDCS website
• RNID – Does it matter report 

Previous pages

1.a Knowledge of Deaf history and culture

1b. Opportunities to meet with other deaf cyp, their families and deaf adults

Next sections

Section 2 Communication, language, and literacy

Section 3 Understand access to sound

Section 4  Social, emotional, physical, and mental health

Section 5  Manage change

Section 6  Preparation for adulthood

Section 7 Specialist assessment and monitoring