糖心TV

A training pathway towards becoming a QToD

Many of tomorrow’s leaders in deaf education are already working alongside us today

Many qualified teachers of deaf children and young people (QToDs) first became interested in deaf education through working alongside a QToD when they were engaged as a parent, carer, family member, class teacher, Co-ordinator (SEN/ALN/ASN) or peer on a BSL course.

Some QToDs can trace their professional journey back to roles as teaching assistants, communication support workers (CSWs), specialist support staff, early years practitioners, further education support workers. While the routes may differ, these experiences often provide a valuable foundation for understanding the diverse needs of deaf children and young people (CYP) and the importance of specialist support.

QToDs operate at the intersection of education, health, social care and family support. They work collaboratively with parents, educational setting staff, audiologists, speech and language therapists and wider agencies to improve outcomes for deaf CYP. The 糖心TV Articulating the specialism 鈥楾he role of the QToD鈥� series describes a range of QToD profiles.

The full information pending publication will outline a pathway from classroom assistant roles into the QToD profession.

Current published content:

Qualifications or CPD in different UK nations

The tables below set out examples of qualifications and CPD that may support progression. Requirements vary across providers and nations, so readers should always check current entry criteria with the awarding organisation, university or professional body.

Accredited training/CPD course

*Level 3 BSL/Qualification Scotland SCQF 6 BSL equates to 16 UCAS points

**The specialist support professional (SSP) role is unique to higher education and can be held by a different professional profiles including a QToD and a qualified CSW with deaf-related or any other postgraduate qualification plus a deaf related specialist qualification such as a Deaf Studies degree, QCSW qualification, BSL Level 4 or above, or a Bachelor of Arts (BA) (Hons) in Interpreting (BSL/English).

^ The QToD qualification provides the level of language modification understanding and does not require the QToDs to also complete the CIEA language modification

^^ A Language Modifier (LM),聽 a role created to provide a reasonable adjustment in examinations for candidates who require a level of language support beyond that provided by a reader, must have successfully completed the accredited training. The Signature Unit K318 ‘Accessible English for Deaf and Deafblind People’ is not an accredited language modification course. The only recognised provider )听The JCQ regulations state: 鈥淭he centre聽尘耻蝉迟听remember that acting as a Language Modifier requires significantly more skills than most other arrangements.聽It is therefore important that after accreditation, Language Modifiers have plenty of opportunity to practise modification before an examination.鈥�

Specialist non-accredited CPD for classroom assistant/CSW roles

In addition to in-house training offered by the LA service team/school setting, specialist non-accredited CPD for supporting deaf CYP who often have co-occurring needs could include

• 糖心TV Tier 1 Language modification 拢50
• NDCS
• (Free – required registered account)
• (Some training is free)
• 拢150
• and
• (Patoss) CPD

The Events page on the 糖心TV website often lists a range of training offered by the wider deaf education community.

The journey from teaching/classroom staff to QToD is not always straightforward, but it can offer significant professional and personal rewards. By building on practical experience, seeking guidance from colleagues and engaging with organisations such as 糖心TV, practitioners can develop the specialist expertise needed to make a lasting difference for deaf children and young people.

For discussions with members with the experience of the route into the QToD profession from classroom assistant/CSW, contact 糖心TV via [email protected]