Criterion 4: Use of personal hearing aids or cochlear implant Score Development of habilitation skills Score A No additional assistive listening technology required 0 The learner has no issues affecting independent mobility or daily living skills. 0 B Learner uses personal aids/CI/other technology at home and/or in educational placement in a way that enables the child or young person to make good progress and achieve good outcomes 2 Learner requires assessment and advice by Habilitation Specialist qualified to work with CYP 2 C Learner uses personal aids/CI/other technology effectively and consistently but does not independently manage personal aids/CI/other technology 4 Learner needs a structured approach to develop independent, self-organizational skills and functional life skills. 3 D Learner uses personal aids/CI/other technology reluctantly/ineffectively/ inconsistently or does not use prescribed amplification and this affects access to the curriculum 6 Learner requires a short term programme delivered by a Habilitation Specialist 4 E Learner recently issued with personal aids; use of equipment still being assessed/established 8 Learner has CVI/complex needs/is non ambulant/has developmental mobility or balance and co-ordination issues affecting independent mobility. Requires support from a Habilitation Specialist and liaison with an Occupational Therapist or Physiotherapist. 6 F Learner has received cochlear implants within the last two years. 8 The learner requires a long term programme delivered and maintained by a Habilitation Specialist. 8
Criterion 7: Physical learning environment (following a learning environment audit by TOD/Habilitation Specialist). NB – Factors affecting the acoustics and visual environment are outlined in the appendix in 2.4. Score A Learning environment which meets appropriate acoustics and visual standards for HI pupils and supports inclusive learning for the HI learner. Learning environment which meets appropriate acoustics and visual standards for VI pupils and supports inclusive learning for the VI learner. 0 B Learning environment which supports inclusive learning for the HI learner and which will include reasonable adjustments in relation to acoustics, lighting and visual reinforcement (e.g. audio-visual multimedia support) Learning environment which supports inclusive learning for the VI learner and which will include reasonable adjustments in relation to acoustics, lighting, carpets and blinds and minimal reflections off surfaces 2 C Learning environment which supports aspects of inclusive learning for the HI learner and which will include some reasonable adjustments in relation to acoustics, lighting and visual reinforcement (e.g. interactive whiteboard; visual reinforcement to help the learner to adapt to different learning environment e.g. in secondary settings. ) Learning environment which supports aspects of inclusive learning for the VI learner and which will include some reasonable adjustments in relation to acoustics, lighting and visual contrast. Educational placement requires an informal audit by QTVI 5 D Learning environment which needs considerable improvement to meet acoustic standards (e.g. highly reverberant, high level of noise – background and external, poor lighting and inadequate technology for visual/sound reinforcement) Learning environment which needs considerable improvement meets appropriate acoustic and visual standards (e.g. highly reverberant, high level of noise interference, inconsistent room layout, inappropriate lighting, physical hazards). Environment will need to accommodate physical and learning access of a Braille user. 8