Teaching science to a profoundly deaf child in a mainstream classroom
Issue 142 | Page 9 | Published Mar 2016
Description
From her experience of a profoundly deaf child learning science with British Sign Language as her first language, Sally Spicer learnt methods that could be good practice for all learners.
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Kirstin Greygoose shares how she has developed talk in the early years in her school.
Explore the importance of content and exploration in a child- and enquiry-led curriculum.