In Dorset call Qualified Teachers of the Deaf (QToD) by another name. We call them Advisory Teachers for children and young people with hearing impairment.

They are qualified and experienced teachers. They will have previously worked in mainstream schools as class teachers. They may have extra experience as either:

  • Special educational needs coordinator's (SENCOs)
  • head of year or department
  • as senior teachers in management positions

All QToD have an extra mandatory post-graduate diploma or master’s degree. This will be in teaching children and young people with a hearing impairment.

Where do QToD work?

The HSS work with children and young people in:

  • the family home
  • early years setting
  • schools
  • colleges

They support families and school settings to understand and meet the needs of hearing impaired:

  • babies
  • children
  • young people

What is the role of a QToD?

The role of the QToD varies according to the needs of the:

  • children
  • families
  • settings
  • schools
  • colleges

they are working with. 

A major part of their work is liaison and joint working with the family, school, or setting. They may also work with other professionals. They do this to meet the needs of the child. 

They provide assessment and monitoring of progress. This is to ensure that the child is accessing the curriculum and achieving their best. They support children and schools or settings with specialist teaching and advice.

They will liaise with health care professionals, such as:

  • Audiology
  • the University of Southampton Auditory Implant Service (USAIS)
  • health visitors
  • paediatricians
  • speech and language therapists

Twice a year they report to the Dorset Children’s Hearing Services Working Group (CHSWG). This brings together all the NHS and Children’s Services who work with deaf children.

They work closely with:

  • families
  • early years settings
  • teaching and support staff in schools and colleges
  • special educational needs co-ordinators (SENCOs)

to ensure that the child’s needs are being met.

They will assess and monitor children and young people’s:

  • hearing and listening skills
  • communication and language skills
  • development and learning needs

They check and maintain specialist equipment to support access to listening and learning, such as:

  • hearing aids
  • bone conduction hearing devices
  • cochlear implants
  • radio aids

For children with additional needs, they will:

  • monitor and support outcomes and provision
  • provide reports for an Education, Health and Care Needs Assessment (EHCNA)
  • give an annual review of special educational needs if needed
  • encourage and support the maximum use of residual hearing. They will do this by developing listening and attention. This supports communication and interaction
  • provide communication and language development support using speech and signing. This will be appropriate for the family and child’s needs
  • provide training to staff in schools and colleges. This is to help them to understand the nature and impact of a child or young person’s hearing impairment on their access to the learning. It includes advice on assessment and exam access arrangements as appropriate
  • support children and young people to understand and manage their hearing loss. They will do this using the Audiology Curriculum. This has the long-term aim of developing their skills as independent learners. It encourages them to advocate for themselves and develop a positive self-image