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1.4: Roles of Other Professionals/ Shadwell 02 (Stephanie Aindow -…
1.4: Roles of Other Professionals/ Shadwell 02
Student 1
BSL/English Interpreter
Domains work
Education
University
Graduations
Nursery
Colleges
Schools
Parents evenings
1:1 support
Pre-schools
Legal
Court
Police
Solicitors
Prisions
Probation
Fire department
Medical
GP's
Dentist
Hospital
Operation/surgery
Physiotherapy
Maternity
Workplace
Meetings
Phonecalls
Translating documentation
Supervisions/mentoring
Training
Jobcentre
Religious
Funerals
Weddings
Christenings
Bar/bat mitzvah
Video relay Interpreting/
video remote interpreting
Events
Award ceremonies
Festivals
Literature
Music
Religious
Conferences
Political
Courses/training
Speed/driving awareness
Workplace
Short courses
Health and Safety
Meetings
CAB
Community meetings
book clubs
Theatre
Shakespeare
Musicals
Amdram
Community
Video
Translate
Websites
Documents
Video
TV
In-vision
Live-interpreter
Training
BSL Level 1-6 -
Signature or IBSL
Posy graduate study
in Interpreting andtranslation
CPD, CPD & more CPD
Time spent in the
Deaf community
Specialised training
Supervision
Time spent in the
Deaf community
8-10 years
average
Time spent in the
Deaf community
Preparation materials
Notes
Powerpoints
Names of attendees
Address
Length of booking
Sleep
Self
Fed
Watered
Slept
Organisations
Registration bodies
National Register of Communication Professionals working with Deaf and Deafblind people (NRCPD)
Regulatory body of Sign Language Language Interpreters (RBSLI)
Scottish Association of Sign Language Interpreters (sASLI)(Scotland only)
Associations
Association of Sign Language Interpreters (ASLI)
Visual Language Professional (VLP)
Union
National Union of British Sign Language Interpreters (NUBSLI)
Career Options
# : :
Freelance
Employed by an agency
Employed by a school/college/university
Work with
Everyone
Notetakers
Lipspeakers
Agencies
People
Deaf
Hearing who can't sign
What do they do?
Interpret between
BSL
English
International Sign (sometimes)
Other sign languages
Provide cultural
medication
References
http://www.nrcpd.org.uk
http://www.rbsli.org
https://www.asli.org.uk
https://www.vlp.org.uk
http://www.sasli.org.uk
How they work
Simultaneous
Consecutive
Social model
Student 4
Electronic Notetaker
Where They Work
Universities
Schools/Colleges
Meetings
Seminars/conferences
Qualifications/Experience
Experience working with deaf/disabled students
English/Mathematics
Notetaking qualifications
OCN Level 3 in Electronic Notetaking
OCN Level 3 in Manual Notetaking
Deaf/Disability awareness qualifications
https://www.actiononhearingloss.org.uk/how-we-help/businesses-and-employers/deaf-awareness-and-british-sign-language-training/
http://enhancetheuk.org/enhance/training/disability-awareness-training/
Driving License is helpful as a freelancer
What They Do
Electronic and manual note-taking for students who are unable to do so
Note-take for students/persons unable to take in information themselves
Provide support for deaf/disabled students
Make notes easily understandable for people with different needs
Provide equal access to higher education
Equipment Required for the Role
Laptops/Tablets
Pen and Paper
Laptop Riser
Cables/Leads
VGA/HDMI
Chargers
Laptop
Mobile phone
Ethernet
USB
Extension lead
Hazard Tape
Screen Wipes
Laptop Case
Decent size and comfortable bag/trolley to carry everything in!
Windows keyboard
(Possibly!) Second laptop/tablet
Who They Work With
Students
Deaf students
Sight impaired students
Disabled students
Other Professionals
Interpreters
CSW's
Teachers/Lecturers
Agencies
Communication Methods with Students and Other Professionals
Face to face, 1:1
Email
Telephone
Text
Screen sharing
Student 2
Educational Psychologist
What do they do?
Assess learning difficulties and emotional needs in children and young people
Advise on the best provision for learning and development
Report writing for formal statements
Design and develop courses to meet learning needs
Methods:
observations, interviews, test materials, assessment
Collaborate with parents and teachers
Make recommendations at multi-disciplinary working at case conferences
Conduct active research to formulate effective intervention and initiates
They work with
Indirectly with parents, teachers, teaching assistants
Directly with the child
Social Services, Health and Education
Train teachers, learning assistants and other professionals
Where do they work?
Schools
Local Authorites
Colleges
Special Units
Work from the Social Model
References
The British Psychological Society
[Prospects]
https://www.prospects.ac.uk/job-profiles/educational-psychologist
)
[Enquire]
http://enquire.org.uk/features/educational-psychology-helping-children-and-young-people-achieve-their-potential
)
Student 3
Disability Support Co-ordinator
References*
http://www.chester.ac.uk/sites/files/chester/HRMS%2012084%20-%20Disability%20Support%20Officer%20-%20Nov%202012.pdf
How they work
Consecutive
Simultaneous
Work with
Members of Disability Support team
Heads of Academic Department
Heads of Admin and Support Departments
Director of Registry
Academic staff including Academic Skills Tutors
Assessment centres
4 more items...
Student Loans company
Students with: Mental ill health/learning disabilities/sensory impairment/physical disabilities
What they do
Provide high quality information, advice, guidance.
Make recommendations about non-standard reasonable adjustments
Use data to identify areas for improvement
Produce inclusion plans and exam arrangement forms
Report on specific issues with students and summarise concerns for panel
Work on Disability Support Information Point
Communication Methods
Face to face 1:1
Telephone
Videoconferencing
email
Planning
Responsible for own workload
Achieve targets
Organise case conferences
Contribute to improving departmental systems
Where they work
Universities
Student Support & Guidance
Qualifications/Experience
Degree Level
or NVQ 4
Experience working with disabled students in HE
Experience of using range of assistive technologies
Higher Degree or working towards it in a relevant subject
European Computer Driving Licence (ECDL) or equivalent
Excellent literacy, numeracy & IT skills
Experience working with mental health difficulties
Work from Social Model
Tutor example: Teacher-Trainer
works at
Place B
Place A
Academia
Social model: Supporting access to communication, information, skills, knowledge.
http://www.uefap.com/listen/exercise/whatlan/whlafra_5.htm
Stephanie Aindow - AUDIOLOGY
What do they do?
• Assess hearing and balance function and their associated disorders
• Work with children and adults
• Recommend and provide appropriate therapeutic rehabilitation and management
Training
• Vocational qualifications while working as a Healthcare Professional
• Full-time study towards BSc degree in Healthcare Science (Audiology) at university
• Post graduate study towards an MA in clinical science (neurosensory sciences)
• Doctoral-level qualifications towards Higher Specialist Scientist Training (HSST)
Roles
• Newborn hearing screener
• Hearing aid audiologist
• Healthcare science practitioner
• Clinical scientist
Areas to Specialise
• Balance rehabilitation
• Cochlear implants
• Assisting people with learning disabilities
• Dual sensory loss
Work Environments
• As part of a team in NHS or private hospitals, often in a consultation room.
• Ear, nose and throat (ENT) clinics
• Audiology departments
Job Market
• Competitive
• 5,732 registered clinical scientists in the UK
• Salary: £22,000 - £41,500 average per year
• Hours: 37.5 per week
Medical or Social model?
Primarily medical, however some may choose a more holistic approach and encourage the use of visual communication and Deaf community involvement.
Career Progression
• Lead a team
• Manage a unit
• General management position
• Research or teaching post in higher education
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Reference #2
Reference #3
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