You will be part of a team that provides a wide and varied range of communication support to d/Deaf and Hearing Impaired learners, thereby enabling them to access the full range of curriculum and college activities.

Integral aspects of this role include ensuring that d/Deaf and Hearing Impaired learners have full access to programmes of learning either by relaying information using British Sign Language, Signed Supported English, notetaking, and lipspeaking, whilst meeting the diverse individual learning styles of d/Deaf learners.

The ideal candidate will be expected to provide flexible methods of communication support which will usually require more than one method of support, i.e. working alongside colleagues in supporting a learner (2:1) in a classroom situation with a BSL user, notetaking, and signing and or transcribing/modifying language.

This is a challenging role that requires an understanding of d/Deaf culture and the needs of learners with a range of Learning Difficulties and Disabilities.

Flexibility is essential in this role as you may be required to support learners accessing residential which may include an overnight stay or learners accessing evening or Saturday courses.

Please specify on your application form the working hours required.

The role will require you to embed the college’s values, Respect, Integrity, Collaboration, Compassion and Ambition.

2. The Post

2.1 Main Duties and Responsibilities

a) To offer a wide range of communication support strategies to learners with a hearing loss to enable access to the curriculum in an appropriate method and to meet the learners’ needs and preferred learning style. The level of signed support should reflect the appropriate level of access for the learner and to that of the level of the course.

b) Relay information from the deliverer of learning, conveying expression and feelings, to the Deaf learner using the full BSL grammar to the appropriate level of learning of the individual. To include using voice-over skills to relay information from the learner to the deliverer of learning in spoken English.

c) Relay information from the deliverer of learning to the Deaf learner using sign supported English, should the learner prefer this method of signed communication to that of BSL.

d) Relay information using ‘lipspeaking’ as a method of communication to oral/lip-reading learners. This should also convey feelings and expressions of the speaker.

e) To modify / transcribe the written work of the learner from BSL to written English where agreed and appropriate to the programme of study.

f) To offer notetaking support to learners by taking full and comprehensive notes in an agreed style and using appropriate levels of English to meet the learners’ needs. This will ensure the learner has notes to meet programme requirements and enable them to undertake revision in a way they can access.

g) Modify and prepare, prior to the lesson, learning materials and resources for d/Deaf learners, and learners with communication difficulties. To include the use of adaptive equipment, communication boards/books, building a vocabulary of signs and symbols, and building a signed and written glossary of technical language for subject areas. Modification of difficult language will also be needed during a session; this could be by translating it into BSL, or in note form/on a handout.

h) To transcribe non-subtitled videos/DVD’s verbatim and modify difficult language within the transcript for d/Deaf learners, to provide a visual running ‘commentary’ of the shown video in the classroom. This will ensure full inclusion within the session. Each transcription will require careful consideration of the needs of the individual learner.

i) Advise teaching staff on room layout to incorporate the use of environmental equipment in the classroom where appropriate, i.e. loop systems, and radio aids.

j) To maintain thorough records of support and learner progress under the management of the Team Leader for d/Deaf and Hearing Impaired Learners. Records include daily logs of support and official funding documents to ensure that enable the area to measure quality and review and evaluate the service provided.

k) To support, advise and guide the deliverer of learning in identifying special exam arrangements for learners with a hearing loss.

l) To support learners during exams using the required communication strategy appropriate to the learners needs. This will include BSL, reading or scribing for the learner. Rubrics will need to be translated, and then the CSW will work strictly in relation to examination guidelines.

m) Liaise with Learner(s), tutors and peer groups to facilitate successful integration into college life and promote independence and ownership of learning. Duties will include rotated lunchtime supervision for vulnerable learners to ensure communication continues.

n) To continually promote Deaf awareness formally and informally within the classroom and throughout college through Staff development days, training programmes and peer group training in the classroom. Day to day awareness raising should take place, ensuring equal access to information for the d/Deaf learner at all times.

o) Attend regular team meetings to update changes of learner needs, to ensure continuity of progression and exchange new technical vocabulary/signs with colleagues.

p) To continue personal and professional development to ensure progression of the service.

FE Learning Support jobs in Nottingham

Communication Support Worker, 30 hours per week, term time only.

Never Miss a New Opportunity