Teachers of children and young people who are blind or partially sighted, deaf, or deafblind: guidance - consultation

Teacher competencies for teachers of children and young people who are deafblind, and GTCS Standard for Career-Long Professional Learning (2021).

Being a Teacher in Scotland

1.1 Professional Values

Demonstrate commitment to critical reflective practice:

• Engage in ongoing professional learning in relation to the curriculum and the field of deafblind education studies.
• Show active involvement in collegial activities with other qualified teachers of deafblind children and young people, other mainstream teachers, trainee teachers of deafblind children and young people, including mentoring when possible and colleagues from allied professions such as speech and language therapy.
• Provide parent education opportunities.
• Plan and evaluate their own progress with the teacher competencies for teaching deafblind children and young people and further skill qualifications.

Demonstrate a clear commitment to inclusion and anti-discrimination attitudes:

• Understand different attitudes to inclusion and deafblindness, including those related to deafblind identity and culture.
• Critically understand what inclusive practice means for deafblind children and young people and what resources need to be in place to secure it.
• Uphold in their professional practice the rights and aspirations of all children and young people to have at least one fluent language before the age of five.

Demonstrate accountability to the deafblind child or young person and others:

• This includes being accountable to the deafblind child or young person, parents/carers, managers, local authority officers and inspectors in providing choices, information, support and high-quality teaching to deafblind children and young people.
• Maintain high expectations for successful learning, aspirations, and outcomes for deafblind children and young people with the aim of closing the attainment gap.
• Demonstrate openness and honesty about work performed as a teacher of children and young people who are deafblind, justifying decision-making professionally using evidence-based practices.

Demonstrate valuing the diversity and uniqueness of each deafblind child or young person:

• Demonstrate valuing different strengths and challenges, seeing the deafblind child or young person as an individual and as part of many overlapping communities.

1.2 Professional Commitment

Demonstrate a commitment to continually update your own knowledge about deafblind education:

• Critically evaluate research and resources, know how to read and interpret new research critically, and identify regular professional opportunities, networks and further study opportunities.
• Develop strategies to keep up to date in relation to policy, legal and curriculum changes in Scotland, and in the UK where relevant, which affect the education system and deaf children and young people working in and with relevant organisations.

Demonstrate knowledge and understanding of the legislation and policies for children and young people who are deafblind:

• Be able to reflect on the effectiveness of their practice in different contexts and roles, and the level of awareness of appropriate practices for children and young people who are deafblind from ages 0–18 years, in the context of current legislation, policies and advice for education and access, and local and national support provision.
• The range of UK and Scottish legislation and policy relating to discrimination, privacy, child protection and human rights includes the Equality Act (2010); United Nations Convention of the Rights of Persons with Disabilities; Education (Scotland) Act 2016; Data Protection Act 2018; Getting it Right For Every Child, Education (Additional Support for Learning) (Scotland) Act 2004, Education (Disability Strategies and Pupils’ Educational Records) (Scotland) Act 2002, The United Nations Convention on the Rights of the Child, Children and Young People (Scotland) Act 2014, Standards in Scotland’s Schools etc. Act 2000, Additional support for learning: statutory guidance 2017; United Nations Convention on the Rights of the Child (Incorporation) (Scotland) Act 2024.
• Have knowledge of The Additional Support for Learning Dispute Resolution (Scotland) Regulations 2005, and understand the process for placing requests and referrals to the First-Tier Tribunal for Scotland (Additional Support Needs jurisdiction).
• Have knowledge of the information and support services provided by Enquire on Additional Support for Learning for parents and carers and young people.

1.3 Standard for Career-Long Professional Learning

Demonstrate openness to change and engagement with new ideas in the field of deafblind education:

• Keep up to date with deafblind education academic and professional reading, engaging actively with specialist professional associations.
• Show evidence of continuing updating of skills as new ideas influence deaf education practice and theories through engagement with specialist ongoing professional development.
• Engage with other specialists (for example in journal clubs, practitioner inquiry, reviewing resources or systems) to improve deafblind education.

Professional Knowledge and Understanding

2.1 Curriculum and Pedagogy

Have an enhanced and critically informed understanding of pedagogical and learning theories and professional practice:

• Understand how deafblindness can be conceptualised and defined using the biopsychosocial model described in the World Health Organisation’s International Classification of Functioning, Disability and Health (see Nordic Definition of Deafblindness)
• Understand the different impacts of congenital and acquired deafblindness and the importance of age of onset of deafblindess on communication and language development.
• Understand how the auditory and visual systems work, and how deafblind children and young people interpret and use visual and auditory information.
• Know about the history of deafblindness over time, in Scotland and the UK today and internationally.
• Understand ways in which concepts such as deafblindness, dual sensory impairment (DSI), Multiple Sensory Impairment (MSI), Multiple Disability Visual Impairment (MDVI), Visual Impairment Learning Disability (VILD) overlap in different social and educational contexts and critically evaluate terminology applied in your working environment.
• Demonstrate an understanding of the range of provision for children and young people with DSI, including home-based learning, early years settings, mainstream schools, specialised resource-based units, special schools, and grant aid schools.
• Understand the importance of early intervention in supporting the needs of the children and young people with DSI to achieve best possible outcome.
• Understand that DSI impacts on all aspects of learning including acquisition of language, cognitive skills, self-help, gross and fine motor skills.
• Know how technology can help a pupil with DSI make effective use of functional vision and / or functional hearing, and how to use and maintain them appropriately.
• Know how to help deafblind children and young people to make maximum use of their functional vision and/or hearing, including through adapting the learning environment and using and maintaining appropriate devices and amplification.
• Understand that specialised technology and the underpinning skills should be introduced at an appropriate time to maximise the potential benefits for children and young people with DSI.
• Know the principles of haptic perception and how to make best use of touch in teaching pupils with DSI.
• Have a knowledge of, and ability to use effectively, the orientation and mobility techniques for both able bodied and wheelchair using children and young people with DSI.

Have an enhanced and critically informed understanding of curriculum design:

• Display an understanding of the specific needs and issues which can arise with dual sensory impaired pupils at transitions to and from different stages of education and experience.
• Demonstrate a critical understanding of the Curriculum for Excellence and the National Assessment framework.
• Know the communicative demands of different social interactive environments and spoken/written/signed genres.

Have an enhanced and critically informed understanding of planning for assessment, teaching and learning:

• Possess a knowledge of the impact on learning of specific medical conditions, syndromes and disabilities which can be associated with deafblindness.
• Understand the principles and practice of assessing functional vision and hearing including assessing neurological visual and auditory processing; and understand the difference between clinical and functional assessments.
• Know how to undertake functional assessments drawing upon the specialist assessment of others, selecting appropriate tools, making observations and to gather information regarding the child’s functional vision and hearing from parents/carers and other professionals.
• Know how to apply practical strategies to assist the development of auditory and visual functioning in individual children or young persons.
• Have a clear understanding of any special arrangements to support access to National (e.g. Scottish Qualifications Agency - SQA) assessment materials. Know how to facilitate appropriate access and appropriate forms of adaptation for individual children or young person, be able to interpret the application of adapted assessment materials and be able to utilise their specialist knowledge to contribute to planning of a child or young person’s future learning needs.
• Understand that most assessments are not designed or standardised to take account of the visual, hearing and developmental needs of children and young people with DSI. All assessments should be regarded as guides requiring a collaborative approach to interpretation from parents and other professionals involved with the education of children and young people with DSI.
• Demonstrate a critical understanding of the principles of key working and informed choices.

2.2 Professional Responsibilities

Have an enhanced and critically informed understanding of Education Systems:

• Be able to reflect on the effectiveness of their practice in different contexts and roles, and the level of their awareness of appropriate practices for learners with DSI from ages 0–18 years, in the context of current legislation, policies and advice for education and access, and local and national support provision.
• Maintain a critical understanding of the supports and barriers for young adults, including Access to Work (ATW), SAAS, Disabled Students’ Allowance (DSA) and support available for apprentices. Be able to signpost to other agencies for support.
• Understand the Further and Higher Education system, including potential barriers and articulation routes.

Have an enhanced and critically informed understanding of Learning Communities:

• Show critical understanding of the range of educational settings and related professional partnerships.
• Understand the roles and responsibilities of teachers and other professionals and staff working with children with DSI and their families, including the importance of joint work with other specialist teaching colleagues, Educational Psychologists, Speech and Language Therapists, audiologists and the range of communication and support workers and technological support services available.
• Understand and know how to access the resources and support available to children and young people with DSI, students with DSI, and their families.
• Be able to critically evaluate the potential effectiveness of different educational / play settings.
• Understand the factors that contribute to securing optimum learning environments for all children and young people and steps that can be taken to achieve them.

Professional Skills and Abilities

3.1 Curriculum and Pedagogy

Plan effectively to meet learners’ needs:

• Be familiar with the effects of a range of ocular and cerebral visual impairments, genetic and acquired, and with the range of disability and needs associated with the present population of children and young people with DSI and the resulting implications for learning and development, including early movement and development, safety and health.
• Collate and present through the ability to interpret and to critically analyse the educational implications of multidisciplinary assessments. Use assessments effectively, applying them to all aspects of the curriculum and skills of daily living including mobility and habilitation. This will include, setting targets, planning teaching approaches to ensure children and young people with DSI make good progress. The assessment may also contribute to a comprehensive and collaborative evaluation of the appropriateness of provision for the child or young person with DSI.
• Be able to use a range of resources and implement a variety of techniques to provide a positive learning environment for all children and young people including the child or young person with DSI.
• Work collaboratively with the habilitation specialist and other professionals to carry out environmental audits to identify the factors that contribute to good environmental design, accessibility, and health and safety.
• Ensure career education is appropriate and timely.

Critically and effectively utilise pedagogical approaches and resources:

• Demonstrate knowledge and understanding of the range of communication approaches used with children and young people with DSI. The range includes British Sign Language (BSL), BSL and English used in a bilingual/bicultural approach, Sign Supported English (SSE) with/without speech, cued speech, visual frame signing, gestures, tactile communication and language systems and approaches such as hands-on BSL, social-haptic communication, ProTactile and alternative and augmentative communication systems.

Critically and effectively use partnerships for learning and wellbeing:

• Demonstrate the ability to take account of the issues raised by parents, pupils, teachers and external agencies. To act on these issues so that outcomes are clearly communicated to children and young people, professions and parent/careers in order for the holistic needs of each child or young person to be considered.
• Work collaboratively with a range of professionals including school leaders, external agencies, parent/carers, and children and young people with DSI to increase opportunities and raise attainment through joint planning, implementation, evaluation and reporting.
• Understand when more complex situations might need specific interventions from other professionals including external agencies.
• Understand the range of mental health issues that may be experienced by children and young people with dual sensory impairment, and the services available in Scotland to meet their needs.
• Contribute to transition planning to ensure a smooth transfer from one class, stage and school/setting to another for children and young people with DSI.

Critically and effectively employ assessment, evaluate progress, recording and reporting as an integral part of the teaching process to support and enhance learning:

• Advise on base line performance and the use of assessment, identifying strengths as well as needs, so that any progress resulting from special provision can be determined.
• Prepare and write accurate assessment reports that can be understood and used by teachers, other professionals, parents/carers and where appropriate, children and young people with DSI.
• Use targets to develop criteria by which to assess and evaluate the progress of pupils with DSI and to establish a time scale for review and evaluation.

3.2 The Learning Context

Critically and effectively organise and manage learning:

• Be able to critically evaluate the potential effectiveness of different educational / play settings.
• Demonstrate a critical knowledge of and ability to use a range of information communication technology (ICT), hardware and software to help assess the needs of children and young people with DSI and to support their learning to overcome or reduce the impact of sight loss.
• Be able to use and teach alternative reading and writing systems including uncontracted and contracted braille. This includes pre and early braille skills.

Critically and effectively engage learner participation:

• Apply a graduated support approach over time, based on a balance between providing access to learn, and developing skills of learning to access. Know how to encourage and support children and young people with DSI to increase responsibility for their own learning by involving them in making decisions about the type and level of support they receive with the aim of being as independent as possible.

Build positive, respecting relationships for learning:

• Advise and support families, parents/carers and schools in providing environments and experiences that support the child or young person’s physical and emotional wellbeing.

3.3 Professional Learning

Engage critically with literature, research and policy:

• Critically evaluate research and resources, know how to read and interpret new research critically, and identify regular professional opportunities, networks and further study opportunities.
• Understand that deafblindness may be defined and conceptualised in different ways across the world and this will impact how to apply learning from others’ research.
• Understand the impact of deafblindness in relation to language development, social emotional development, family-centred practice, learning styles, culture(s), additional disabilities and learning needs.

Engage in reflective practice to develop and advance career-long professional learning and expertise:

• Provide professional direction to support the specialist contribution of other colleagues, support staff, therapists, and parents/careers to enable maximum impact on pupils with DSI. This can be achieved through advice, training, modelling or coaching as well as providing continuing professional development opportunities for others.
• Understand the educational, psychological, social and cultural implications of deafblindness, and the need for urgent action to support children and young people with DSI’s cognitive, linguistic, emotional and social development.