Apprenticeship training course

Teacher for the sensory impaired (level 7)

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Information about Teacher for the sensory impaired (level 7)

Work with children and young people who have either deafness, vision impairment, or multi-sensory impairment, and their families, teaching staff and other professionals.

• Knowledge, skills and behaviours:
  View knowledge, skills and behaviours

  Knowledge

  • Relevant national legislation and the range of policies and guidelines, including differences in policy and process in different parts of the UK.
  • SI and SEND specific terminology related to the education, health, and care of children and young people.
  • Causes and implications of SI. For example, how the processes of hearing and seeing stems from the anatomy and physiology of the ears and eyes, and from the auditory and visual information being processed by the brain.
  • The range of additional and complex needs which can co-exist with SI and the impact of these upon development.
  • Provision (education, training and employment) for learners with SI and their entitlements and knowledge of services and supporting organisations available to them. For example, national and local charities and professional bodies.
  • Why children, young people, and adults with SI may be more vulnerable to abuse and exploitation including the safeguarding processes and practices to protect them.
  • Principles for family centred early intervention of SI protocols and the role of the specialist teacher.
  • Methods for accurate, ethical and comprehensive assessment of the SI learner. Including the wide range of holistic and multidisciplinary assessment tools available and their application.
  • The range of stakeholders and their expertise in supporting the SI learner and family. For example, orthoptists, audiologists, occupational therapists, habilitation specialists and speech and language therapists.
  • The rights and expectations of the families of children and young people with SI and the approaches to involving them in raising their children’s achievement and improving their well-being.
  • The elements of successful transition through stages and school settings including the range of education, training and employment opportunities available to SI learners and the support available to them as they transition into adulthood.
  • The impact of SI diagnosis on learners and their family, including the impact of cultural diversity, the mental health of the learner, and the range of supporting organisations at a local and national level. For example, charities, voluntary agencies and professional bodies.
  • The assessment procedures associated with externally validated qualifications and how to arrange access arrangements to enable learners with SI to have their achievements recognised. For example, general qualifications, national curriculum tests and early years assessment.
  • Approaches to identify and anticipate the barriers to learning and participation that may arise for learners with SI and differentiate/modify teaching approaches and other provision to minimise these taking account of communication and learning needs.
  • Principles for identifying and setting outcomes to reach the full potential of each individual learner.
  • Existing and emerging relevant assistive technologies and the opportunities these present for learners with SI.
  • Communication systems and their use in supporting SI learners.
  • The challenges of different learning environments and the principles of designing, delivering, evaluating, and advising on teaching that is accessible for SI learners.
  • Coaching and mentoring principles, evidence-based strategies and techniques.
  • Approaches to enable cognitive, social and emotional development.
  • Principles of continuous improvement and evaluation, including the mechanisms for setting priorities, objectives and targets, and translating these into policies and strategies.
  • Research and innovations in SI and their impact on current practice and critically evaluating current thinking, research, and practice.

  Skills

  • Contribute to person-centred planning and statutory review process in line with national legislation and guidelines.
  • Support families and professionals in their understanding of the terminology, national legislation, and guidance which relates to children and young people with SI.
  • Interpret causes and implications of SI. For example, the anatomy and physiology of the ear and central auditory pathways, and eyes and optic nerve pathways and their implications for development and learning.
  • Provide and modify materials to match sensory, communication and habilitation needs, and teach using, or advise on, the use and adaptation of these materials.
  • Provide early family-centred intervention and advice.
  • Advise on and support the implementation and execution of safeguarding procedures.
  • Provide advice and promote areas of intervention. For example, the importance of language development spoken or signed, and the development of habilitation skills.
  • Implement strategies to support the development of the learner.
  • Select, undertake, interpret and report on the specialist assessment of SI learners to inform key areas. For example, teaching, target setting, report writing, and monitoring the efficacy of current provision.
  • Identify and engage stakeholders who can work together with the family to optimise learning and opportunities for the SI Learner and family.
  • Support families in making an informed choice on appropriate provision for their child or young person and signpost them to other resources.
  • Work in partnership with SI learner, and their families to understand and navigate the systems and transitions into and through education, training, and employment.
  • Support person centred outcomes leading to preparation for adulthood whilst enabling a voice for all stakeholders.
  • Work in partnership with families to understand and implement strategies to support the development of the SI learner, considering cultural, linguistic and family differences when working with families and their children.
  • Support others to understand the impact of SI upon the holistic development of child/young person and advise on appropriate strategies which are informed by research and/or evidence based good practice to support individual needs.
  • Advise on and apply reasonable adjustments to support SI learners in education. For example, in public examinations.
  • Identify, anticipate and advise on methods to work towards overcoming the barriers to learning and participation faced by SI Learners. For example, modification of the teaching approach, and the modification and production of learning materials.
  • Plan and teach challenging, well-organised specialist programmes of intervention across the age and ability range to support progress for SI learners including specialist approaches to communication and information. For example, tactile signing, British Sign Language and Braille.
  • Devise outcomes and plan and review teaching approaches that promote access to learning/support development that will help the SI learner make progress using the information gained from assessment of support requirements and other sources.
  • Advise on, and monitor the use of a range of personal and assistive sensory technology.
  • Identify and use communication systems to support communication with an SI learner, taking account of their sensory needs, developmental and communication levels.
  • Assess the environment in relation to SI and adapt this to maximise sensory access, monitoring outcomes in relation to individual needs.
  • Train and support stakeholders to facilitate the successful inclusion of sensory impaired learners including the knowledge and skills to facilitate the use of personal and assistive sensory technology.
  • Communicate with stakeholders and tailor language use to the audience via such modes as face-to-face communication, succinct report writing and presentations.
  • Plan, teach, or advise on interventions. For example, physical, cognitive, communication, emotional and social, that meet the needs of learners with SI, working in partnership with colleagues.
  • Evaluate and adapt the age-related provision for SI learners to optimise their engagement, attainment and inclusion.
  • Optimise their own expertise through continuous professional development in the field of SI to ensure that specialist teaching approaches are current.

  Behaviours

  • Ethical, fair, consistent, sensitive and impartial, valuing equality and diversity at all times within professional boundaries.
  • Values adults, children, and young people, enabling them to have a voice in decisions that impact on them.
  • Act as a reflective practitioner who aims to continually improve their own practice, responding to advice and feedback, and is committed to continuous professional development.
  • Acts in a flexible and responsive way, with an evidence-informed approach to decision making in complex and ambiguous situations or environments.
  • Work collaboratively to encourage and facilitate key working attributes. For example, cooperation, pride, trust, group identity, commitment, and team spirit.
  • Champion accessibility and diversity in order to create inclusive solutions.
• Apprenticeship category (sector): Education and early years
• Qualification level: 7; Equal to master’s degree
• Course duration: 24 months
• Maximum funding: £14,000 ; Maximum government funding for ; apprenticeship training and assessment costs.
• Job titles include:
  • Qualified teacher of the deaf
  • Qualified teacher of the multi-sensory impaired
  • Qualified teacher of the vision impaired

View more information about Teacher for the sensory impaired (level 7) from the Institute for Apprenticeships and Technical Education.