ABSTRACT
The role of the CSW working with Deaf learners in educational institutions and beyond is discrete. The CSW role is distinct from the interpreter role, and charts a contested journey over many years, towards a first foundation degree pathway. This chapter considers how Deaf children develop language, and how that deafness impacts upon reading, cognition and writing. Those born Deaf may have differing needs to a learner who became Deaf later, after some language acquisition, and this impacts upon the work of the CSW. For this reason, the chapter has a theoretical starting point for language modification for Deaf learners. There is great value in planning with understanding, from initial individual assessment, through learning, examination assessment, and before and after transitions, and on the language of examinations and its evolving regulations. There are a range of professionals involved in the Deaf learner’s educational journey, from Early Years screening, through each transition to university or employment. There is a finely balanced tension between support and independence, and the CSW must be armed with the theories and have the skill-sets to facilitate this. The range of Deaf learners is discussed in this chapter, incorporating those who do not sign, those with cochlear implants, emerging users of sign language, culturally Deaf learners and others. We start with a discussion of what the role of a CSW is.
