ÌÇÐÄTV

Information leaflets and publications available on this ÌÇÐÄTV Website

• ÌÇÐÄTV policies and statements

  · ÌÇÐÄTV Guidance on pay allowances for QToD

  · ÌÇÐÄTV Policy note – QToD staffing ratios in resource provisions

  · ÌÇÐÄTV/BAEA Joint Policy statement on taking ear mould impressions

  – ÌÇÐÄTV Recruitment and Retention document 2026

  · ÌÇÐÄTV Statement on inclusion

  – ÌÇÐÄTV Acoustics position statement 2026 – with accompanying app created by

  · ÌÇÐÄTV 2025 membership survey report

  · ÌÇÐÄTV Position statement on study leave for employees completing the mandatory qualification to become a QToD

  · ÌÇÐÄTV 52 week cover guidance for QToDs

  ÌÇÐÄTV Position statement – QToDs and levels of sign qualifications

  ÌÇÐÄTV/BAEA Joint Policy statement on taking ear mould impressions

  ÌÇÐÄTV Articulating the specialism series -The role of the QToD – Newest release: the role of the Educational Audiologist

The series includes

• Ìý‘The role of the Qualified Teacher for Deaf Children and Young People working in an auditory implant centre (ICQTOD)
• Articulating the specialism – the role of the QToD in FE
• Articulating the specialism – the role of the QToD in HE
• Articulating the specialism – The Role of the QToD in early years
• Articulating the specialism  – The role of QToD in mainstream settings

• • ÌÇÐÄTV/BAEA Guidance on access arrangement for music lessons and examinations
  • ÌÇÐÄTV Communication/Accessibility support policy – pending publication
  • NDCS revised Quality Standards for Resource Provisions (project led by ÌÇÐÄTV)
  • ÌÇÐÄTV Audiology guidelines for the assessment of children with special needs (2020) revised publication due in late 2026
  • ÌÇÐÄTV funded report on deaf specialist schools in the UK and Ireland – pending publication
  • ÌÇÐÄTV Reference group – Guidance on captioning in education – pending publication

• ÌÇÐÄTV Responses to consultations
• ÌÇÐÄTV Paul Simpson Mentoring Scheme
• ÌÇÐÄTV Audiology Refreshers  – live open access resource
  • Anatomy and physiology of the ear
  • Aetiology and types of deafness
  • Auditory perception and hearing testing
  • Acoustics and physics of sound
  • Listening skills and functional hearing
  • Hearing technologies
• ÌÇÐÄTV Deaf Studies programme – pilot
• ÌÇÐÄTV/NDCS Specialist Deaf Curriculum Framework – live open access resource
• 
• Training materials – language modification for examinations
  • Work of the ÌÇÐÄTV Statutory assessment and examination access arrangements working group
• ÌÇÐÄTV Consultant responses
• Training as a Qualified Teacher of Deaf Children and Young People
  • Con Powell Scholarship
• Consortium for Research in Deaf Education (CRIDE)
  • Reports 2011-2025
  • Reference documents
• RCSLT and ÌÇÐÄTV best practice guidance on collaborative working between Qualified Teachers of Deaf Children and Young People (QToDs) and Speech and Language Therapists (SLTs). View the RCSLT guidance .
• MESHGuides – Deaf Education  (Coordinated and hosted by ÌÇÐÄTV)
• Assistive Listening Technology Working Group (ALTWG) – hosted by ÌÇÐÄTV
  • °Õ³ó±ðÌýQuality Standards for Assistive Listening Technology: The use of wireless remote microphone systems to support easier listening was published by the NDCS in collaboration
• Dyslexia resources (link to be added)
• Numeracy resources (link to be added)
• Literacy resources (link to be added) 
• Sign resources (link to be added) 

For details please contact:[email protected]

Deafness & Education International (DE&I)

For further information including the DE&I  journal news, subscription rates and ordering details, please visit