1 Throughout this document the term ‘deaf’ is used to refer to all children experiencing hearing loss, including temporary deafness.
2 The Achievements of Deaf Pupils in Scotland (ADPS) was a project which ran from 2000-2004 as an annual, national, longitudinal database of deaf children in Scotland.
3 The Standards in Scotland’s Schools etc. Act 2000 introduced the ‘presumption of mainstreaming’, which means that the expectation is that pupils will be educated in mainstream schools except under certain circumstances. A decision may be made to educate a child in a special school if a mainstream school would not suit his/her ability or aptitudes; if it would be incompatible with the provision of efficient education for other children with whom he/she would be educated; or if it would result in unreasonable public expenditure being incurred which would not normally be incurred.
4 Pupils with additional learning needs were excluded from both samples.
5 The term ‘school’ is used throughout this publication to refer to all settings which provide or support education for deaf pupils, including specialist and mainstream schools and peripatetic and outreach services.
5 The term ‘school’ is used throughout this publication to refer to all settings which provide or support education for deaf pupils, including specialist and mainstream schools and peripatetic and outreach services.
6 How good is our school?, HM Inspectors of Schools 1996, revised edition 2002 and 2005.
7 Improving Scottish Education, HMIE, 2006
8 How good is our school? The Journey to Excellence, Part 1 Aiming for Excellence and Part 2 Exploring Excellence, HMIE 2006
9 The Journey to Excellence, Part 3 How good is our school?
10 Soundfield systems improve listening conditions for all children in a classroom, through speakers placed around the room, and the teacher wearing a microphone.
11 Informed choice, families and deaf children, Department for Education and Skills, 2006
12 Yoshinaga-Itano (2006) ‘Early Identification, Communication Modality, and the Development of Speech and Spoken Language Skills: Patterns and Considerations’ in
Spencer, P. and Marschark, M. (eds) Advances in the Spoken Language Development of Deaf and Hard-of-Hearing Children. Oxford: Oxford University Press. pp 298-327.
13 How good is our school? The Journey to Excellence, Part 1 Aiming for Excellence
14 Deaf Friendly Teaching, NDCS updated 2006.
15 Deaf Friendly Schools, NDCS 2005