5b. Understand their own access needs
Deaf Children and Young People (DCYP)
- are given opportunities to express their individual preferences
- have an understanding the options available, eg interpreters, notetakers, lipspeakers and palantypists
- have a thorough understanding of the roles to match their access needs
- know their access needs may change over time and what the process is for requesting a change
- know about reasonable adjustments and the requirement of the setting to meet these
- know about and secure access arrangements for assessments and exams at every stage
- are able to have discussions about their career pathway.
Suggested resources
- PUD (Personal understanding of deafness)
- Gwen Carr’s 2018 BATOD Magazine article Informed Choice (Carr, G., 2018. Informed Choice. BATOD Magazine. March. pp.4-5)
- NDCS website
- The Additional Learning Needs Code– Welsh Government website
- SEND code of practice: 0 to 25 years – English Government website
- Special educational needs: code of practice – Northern Irish Education for Education website
- Supporting Children’s Learning: code of practice – Scottish Government website
- Equality Act 2010: guidance – English Government
- Disability Discrimination Act (2005) – Northern Ireland
- NatSIP – Quality improvement for services
- RNIB/NDCS – Think right feel good
- Help if you’re a student with a learning difficulty, health problem or disability: Disabled Students’ Allowance – GOV.UK
- Statutory assessment and examination access arrangements Archives – BATOD
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5a. Moves and changes in educational settings
Next page
5c. Moving to adult NHS services
Previous sections
Section 1 Deaf identity
Section 2 Communication, language, and literacy
Section 3 Understand access to sound
Section 4 Social, emotional, physical, and mental health
Next sections
Section 6 Preparation for adulthood
Section 7 Specialist assessment and monitoring
