Centre for Deafblindness and Hearing Loss - CDH
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Centre for
Deafblindness and
Hearing Loss
– A national, comprehensive
service for children, young
people and adults with
deafblindness or
hearing loss
Centre for Deafblindness and Hearing Loss
Kollegievej 1
DK - 9000 Aalborg
Tel. +45 97 64 72 00
cdh@rn.dk
www.cdh.rn.dk
April 2017
Contents
A leading role ....................................................................................................................................... 5 The very best place for Valdemar ..............................................................................................23
Preface by Lars Søbye, Principal. The sign language environment at CDH's school is amazing for our son, says Lars Haakonsen, father of
nine-year-old Valdemar.
Lifelong counselling for people with congenital deafblindness ................................................. 6
CDH's consultants counsel people with deafblindness, relatives and staff across the country. Educations for young people and adults with a hearing loss.................................................... 24
Young people are offered an STU education (specially organised education) at CDH while adults with a
Asking the right questions ................................................................................................................ 8 hearing loss get the possibility of adult education.
Geelsgaardskolen in Virum greatly benefits from CDH’s advice on communicating with a group of deaf-blind
pupils. Having a mentor is great.................................................................................................................. 26
Peter Aage Jensen was granted coaching at CDH while taking an education at AMU Nordjylland
Lifelong teaching and learning.......................................................................................................... 9 (adult vocational training).
CDH’s education department offers schooling for children, young and adults with congenital deafblindness.
Respite care and housing facilities ................................................................................................ 27
Oliver has had great progress ........................................................................................................ 11 Pupils with a hearing loss are offered respite care at Planethuset that also has housing facilities for young
CDH goes to great lengths, says Bettina Nielsen, mother of nine-year-old Oliver who lives at Bøgehuset at CDH. people with a hearing loss.
Housing facilities for people with deafblindness in all ages ……............................................... 12 The perfect choice for Niklas .......................................................................................................... 29
Attentiveness and recognisability are keywords at CDH's housing facilities that include a home for children, 20-year-old Niklas lives at Planethuset's housing facilities together with three other, young sign language
one for young people and two types of accommodation for adults. users while being trained for adulthood.
Each resident is something special ……......................................................................................... 13 Strong co-operation in areas of specialisation ........................................................................... 30
At CDH, all employees are stars, says Birte Helmer, mother of 32-year-old Sara who lives at Kloden. Interdisciplinary co-operation is an important part of the work at CDH's treatment and counselling department.
Many possibilities for activities and socialisation ..................................................................… 15 National Materialecenter................................................................................................................ 32
There is room for developing interests at the activity and socialisation facilities for residents at CDH's A small publishing house at CDH publishes visual and auditive materials for special needs education.
housing facilities for people with congenital deafblindness.
Indispensable materials .................................................................................................................. 34
Specialist counselling for children with a hearing loss............................................................... 18 Lisa Aalbæk greatly benefits from CDH's sign-supported speech materials when practising language with her
CDH's specialist counselling service for children with a hearing loss counsel parents and key professionals in son, Kasper.
the child's immediate environment.
Quality assurance of competences ............................................................................................... 35
Nelly benefits greatly from Lilian's plans ..................................................................................... 20 Systematic competence and knowledge development is crucial for CDH's position as a unique service.
Nelly's parents appreciate their consultations with CDH's consultant who counsels them regarding their
communication with Nelly. PD (diploma in special needs education) project about partner competences ................... 36
Dorte Lindberg Jensen obtained new perspectives on her job as a social educator through her diploma de-
Specialised schooling for pupils with a hearing loss................................................................... 21 gree in special needs education.
The pupils' communication method and functional level are basis for all teaching of children with a hearing loss.
Facts about the services at CDH ................................................................................................... 38
2 3
A leading role
Many years of experience and continuous prioriti- and housing facilities for children and adults with
sation of competence development of the well over a hearing loss, including children and adults with a
The Centre for Deafblindness and Hearing Loss, CDH, children, young people and adults as well as respite 330 employees has provided the Centre for Deaf- hearing loss and other disabilities.
is a national highly specialised, comprehensive service care and housing facilities for children and young blindness and Hearing Loss, CDH, much expertise
for children, young people and adults with deafblind- people. within the professional areas of deafblindness and Materialecentret at CDH is also national with the
ness or a hearing loss and possibly other disabilities. hearing loss. Our guiding star is our desire to lead ensuing obligation to offer children and adults with
CDH has its own treatment department and is home the way regarding the services within our two areas a need for visual communication and their relatives
The centre is a national VISO/KaS supplier of spe- to Materialecentret that is a national VISO/KaS sup- of specialisation. We will at any time use all of our and specialised professionals all forms of informati-
cialised consultancy services for children and young plier of visual and auditive information, teaching and resources and knowledge to ensure that children, on, guidance and teaching materials.
people with a hearing loss and children and young guidance materials. young people and adults associated with CDH will
people with congenital or acquired deafblindness. have the best possible conditions to manage their We are very much aware of the fact that obligati-
Furthermore, the centre is a national VISO supplier The centre employs a specialised team of social own lives with the preconditions that they have. ons come from being a leading service. We must
of specialised consultancy services for adults with educators, teachers, speech and hearing therapists, constantly be able to act up to the demands and
congenital deafblindness and of extensive courses psychologists, social workers, audiological staff, sight As a national, comprehensive service for children, expectations that are naturally linked to being a
within its areas of specialisation. and hearing consultants, nurses, physiotherapists, young people and adults with congenital deafblind- national organisation. We must think innovatively
occupational therapists, music therapists, mobility ness, CDH has built up much expertise through the and extend our knowledge about methods and
In addition to consulting, the services within the area instructors etc. CDH also employs administrative years within the small and very special group with approaches to our work with our target groups.
of deafblindness also involve schooling and teaching, staff and course consultants as well as service wor- a double loss of senses. We offer children, young Our organisation should be characterized by our
housing facilities for children, young people and kers, kitchen assistants and general domestic help. people and adults education, housing facilities, continuously developing our professional capability
adults as well as activity and socialisation facilities. activity and socialisation facilities and treatment. and interdisciplinarity so that we will become even
Furthermore, a team of medical specialists are Add to that national specialised counselling and better at meeting those people who have a special
Within the area of hearing loss, there are national associated with the centre that is run by the North extensive courses which also include children with need for communication, social education and
services in the form of schooling and teaching for Denmark Region. acquired deafblindness. special needs education.
Within the area of hearing loss, this expertise We will describe the services of the centre on the
resulted in CDH - in a consortium with Centre following pages. I hope that the descriptions will
for Hearing Loss (CfH) - being given the national make clear that we at CDH go to great lengths to
responsibility within special counselling, guidance live up to our mission, vision and values.
and courses for children with a hearing loss. At
the same time, the centre continues to have the Yours sincerely,
national responsibility within teaching, educations Lars Søbye, Principal
4 5
Lifelong counselling for people with
congenital deafblindness
CDH’s consultants for deaf-blind people counsel people with congenital deaf-
blindness in all ages across the country on their current needs. The counselling
also includes children and young people with acquired deafblindness.
Deafblindness is a loss of a senses and requires life- CDH's consultants for deaf-blind people have many
long counselling based on the current life situation years of experience within assessing deafblindness
of each deaf-blind person. New housing, new staff, and consulting children and adults with congenital
changed health, new technological possibilities deafblindness across the country. The centre also
etc. are just some of the many challenges that meet manages national assessment and guidance of chil-
deaf-blind people in a changeable world and which dren and young people with acquired deafblindness
necessitate ongoing guidance based on current up until the age of 18. All in all, the consultancy in-
needs. volves approx. 95 children and 135 adults including
the approx. 60 children and adults with congenital The consultants offer consultancy services to approx. 100 children and 120 adults across the country.
deafblindness who live at CDH's housing facilities.
Staff and relatives tant to have precise knowledge of the individual's eyesight and hearing specialists can do eye exa-
14 consultants service day care centres, schools, functions in order to be able to guide them the best minations and audiological tests whenever the
24-hour care centres, accommodations and activity way possible concerning communication and inte- child is the most awake. The child's parents and a
centres etc. with guidance of staff who work with de- raction. When there is a suspicion of a double loss social educator from the child's home environment
af-blind people. Our services also include individual of senses for a child, the consultants typically use up always attend the observations. If there is a need,
guidance of deaf-blind people and their relatives just to six months on regular observations with focus on CDH's psychologists, social workers, nurses, phy-
as we arrange courses and teaching for parents and the child's use of his or her eyesight and hearing and siotherapists and occupational therapists etc. can
specialists who work with deaf-blind people. on the preconditions for development of interaction also be involved.
and communication.
An important element in the advising is to establish If it is assessed that a child falls within CDH's
and point out specific needs of a deaf-blind citizen The assessment is on close co-operation with target group, the consultants will visit regularly
so that the municipalities will be qualified in their parents, social educators in the child's home and observe the child's development. During those
decisions regarding for example schooling, accom- environment and any medical specialists involved. visits, experience is exchanged with the parents
modation and interior layout. The consultants i.a. work on video analyses where and staff just as initiatives that will contribute to
they, the parents and social educators discuss the developing the communicative and functional skills
Highly specialised assessment child's expressions and the possibilities of assisting are discussed.
People with deafblindness face many problems, and communication. The consultants can also use vari-
a large part of them have additional disabilities. For ous hearing and eyesight materials as part of their The special counselling of deaf-blind people under
many of them, the double loss of senses makes it assessment. 18 is financed by VISO/KaS, and parents and staff
difficult to use ordinary services for deaf or blind pe- can contact CDH concerning counselling. When
ople. In round figures, 20 per cent of all people with Observations at CDH people with congenital or acquired deafblindness
congenital deafblindness are deaf and blind. Others The consultants often suggest that a child is ob- turn 18, all inquiries should be through VISO (see
The consultants are always ready to discuss current issues. have a limited hearing and/or eyesight. It is impor- served at CDH for a few days so that the centre's www.socialstyrelsen.dk/viso).
6 7
Asking the right Lifelong teaching and learning
questions CDH's education of people with congenital deafblindness is in close co-ope-
ration with the providers of leisure activities and housing. The interdisciplinary
co-operation increases the possibilities of supporting the pupils in their learning.
- It is sensible to have external experts and supervi-
sors to take a look at your practice. It furthers your Extensive knowledge of the interaction with Using all sensory channels
self-perception and gives new ideas to your work. deaf-blind people forms the foundation of the The olfactory sense and the tactile sense are
Even though most of us have worked with people activities in CDH's education department that important to communication. The heat from an
with deafblindness for several years, we always get Birgitte Arild Nielsen finds it rewarding that CDH's consul- offers schooling for children, young people and animal and the flower may provide experiences to
tants offer councelling based on observations of the staff's
a lot out of CDH's guidance. The consultants know adults. The education department employs an build on. Even though the pupils have poor eye-
interaction and communication with the pupils.
more deaf-blind people than we do, and they see experienced staff of teachers, social educators sight, they may benefit greatly from folders with
our pupils from a different perspective, says Birgitte and assistants who co-operate closely with the photos taken on excursions. The experiences may
Arild Nielsen, department manager of Track 3 at providers of leisure activities and housing at form the basis for dialogue which may include ele-
the Capital Region of Denmark's special school, They offer counselling along the way so that their CDH. ments from e.g. biology, history or mathematics.
Geelsgaardskolen in Virum. guidance works as facilitation of our processes.
They also make video recordings which they review The interdisciplinary co-operation entails that the Co-operation with their homes and Bøgehuset,
Geelsgaardskolen is a comprehensive service for pu- together with us. It works really well with the mutu- employees at the various places share signs and the housing facilities for children at CDH, is assig-
pils with various disabilities. Pupils with deafblind- al feedback, says Birgitte Arild Nielsen. behaviours and that they are continuously able to ned a high priority. Therefore, all pupils have pu-
ness or serious visual and hearing losses are enrol- exchange knowledge of each deaf-blind person's pil folders which prepare the ground for parents
led on Track 3 which is a service with schooling and CDH's consultants also assist Track 3 with indivi- communication method and daily life. That in- and employees at Bøgehuset to discuss school
leisure activities, STU, activities for young people, dual guidance where they follow a pupil through creases the possibilities of planning the teaching
housing facilities and respite care. The department that pupil's scheduled activities and consult tea- so that it will support the pupils in their learning
has drawn on CDH's expertise for many years chers and social educators on an ongoing basis. in the best possible way.
and has had many teachers and social educators
at CDH's basic education within deafblindness. - Even though a pupil has attended our school for Primary school in safe surroundings
In the daily work at Track 3, sparring with CDH's several years, there will always be development Safety, structure and recognisability are keywords
consultants for deaf-blind people has become an opportunities that the consultants can help us in primary school with one-on-one teaching as
integrated part of the work with the current seven become aware of. They know how to ask the right well as teaching in small groups which are put
deaf-blind pupils. questions about our practice and always have ideas together based on educational considerations.
for new initiatives, says Birgitte Arild Nielsen. Some pupils communicate with various forms
Common project days of signs, gestures and sounds, others communi-
- We co-operate with the consultants in many ways. - The consultants also manage the assessment cate with body signals. Based on the knowledge
Each year, for example, we have a planning meeting regarding whether or not a pupil falls within the of each student, the teachers focus on planning
where we balance the overall, mutual expectations deaf-blind group. They observe, make video recor- their teaching so that it will meet the pupil's
for the guidance. dings and have interviews with parents and staff. communication method and cognitive ability
The consultants also attend the yearly observations as much as possible. Work is focused on tactile
- In recent years, we have benefited much from of the pupils done by the department and contri- signs and objects-of-reference, and many pupils
common project days for the staff. The consultants bute with reflections in relation to the targets and benefit from symbols, photos and drawings. If the
from CDH observe our communication and intera- methods that the staff work with in everyday life visual impairment is not too severe, some pupils
ction with the seven pupils, in our teaching as well and that are described in the individual plans for can also learn the significant signs in basic sign Deaf-blind adults are offered e.g. training in the use of
as in the spare time, on excursions to the forest etc. the pupils, says Birgitte Arild Nielsen. language. tablets and computers.
Continued on the next page.
8 9
Oliver has had
much progress
- CDH goes to great lengths for Oliver. When he
demonstrated inappropriate behaviour after a
period with illness, they immediately allocated re-
sources to work more with him, both in school as
well as at Bøgehuset. He's now doing fine again,
and we can tell that he's progressing enormously,
says Bettina Nielsen.
Bettina Nielsen is the mother of 12-year-old Oliver
who has lived at Bøgehuset, CDH's housing facilities Bettina Nielsen is very pleased that Oliver's communication
for deaf-blind children, since he was four years old. skills have developed a lot.
Oliver is severely brain-damaged and in need of
Teaching includes work with all senses and varied experiences. much care, so his parents had to give up having him
at home when he was two years old. The first couple - At school and at Bøgehuset, they sometimes make
of years, he lived at a children's home for children video recordings of his everyday life in co-operation
with special needs near their home in Himmerland, with the consultant from CDH who has followed
experiences with the pupils. The staff also use The school teaching involves thematic projects but his communication problems were so serious him since he was one. They will then meet in joint
video analyses as an educational tool in co-ope- and academic courses based on an individual that his parents chose to move him to Bøgehuset. meetings to discuss what they can see from his
ration with the parents and the interdisciplinary assessment of each pupil's potentials. Most pupils reactions and how they can continue working on
co-operation at CDH. complete their training at CDH's activity and so- Understands more strengthening his communication. I often attend the
cialisation facilities, and all pupils have a weekly so- - At CDH, the employees are trained to work with meetings. It is a huge advantage that we all work in
Youth education and adult education cio-educational day at their housing facilities. Adult many communication methods. They are very good the same direction with Oliver, says Bettina Nielsen.
After primary school, the pupils can continue at residents at CDH are offered teaching periods at interpreting Oliver's body language and getting
CDH's three-year STU education which is designed under the law of compensatory special education. him to open up. At school, they work a lot one- Even though it was very hard for Bettina Nielsen
for young people with deafblindness. Most pupils The periods are individually planned in co-opera- on-one. Oliver cannot speak or use sign language, and her husband to let go of Oliver when he was
at STU come from CDH's own primary school, but tion with the housing facilities and the activity and so they work with sign-supported speech and with little, they never regretted their decision.
pupils from other schools are also admitted. socialisation facilities and provide anything from objects-of-reference and pictures.
teaching in written communication on computers - We do not at all have the educational tools and
The object of STU is to strengthen young people's to development of known signs and training in - His communication has come a long way during the surplus of resources that they do at CDH. But
academic, social and personal competences so going beyond CDH's well-known environment. the past few years. His understanding has impro- we do have the resources to follow his development
that they will be able to manage as much of their ved. He has become better at listening and doing and to have a good time with him. If he lived at
adult lives as possible and have as much influence what he is told. He has also become better at using home, it would all end up in practical problems.
as possible on their own lives. Communication is his body language to show what he wants. He can We would not at all have the strength to be there
integrated in all elements of the education which e.g. crawl over to get something. He can also take for him and his two younger sisters the way they
varies between school teaching, trainee periods and our hands to show us something. It has become need us to. It is very likely that he would have been
training in the ability to cope with everyday life. easier to read him. more withdrawn, says Bettina Nielsen.
10 11
Housing facilities for people in all ages Youth at Ungdomshjemmet
CDH's school and housing facilities are located near
each other. The employees have good possibilities of
Their own, modern flats
When the young people move to the adult facilities,
the advantage of the cohesion between CDH's faci-
co-operating in relation to children across the faci- lities is clearly proven. The young people get to live
Attentivness, recognisability and surplus of resources are keywords at CDH’s hou- lities, and there are generally no problems when the with residents that they know and meet staff who
sing facilities that meet the special challenges and needs of people with congeni- children move from Bøgehuset to Ungdomshjem- know their personalities and know how to commu-
met. Where everyday life at Bøgehuset is very famili- nicate with them.
tal deafblindness.
ar, Ungdomshjemmet emphasises the importance of
allowing the young people to find out what adult life At Danalien and Kloden, the residents live in
has to offer. They need influence on their own lives modern, personally decorated flats with access to
CDH’s expertise within deafblindness leads to and the possibility of developing their own interests good, communal facilities. The employees often
many parents of deaf-blind children wanting their in their rooms. Community is also emphasised, and arrange excursions, evenings with pleasant sociali-
children to go to Aalborg and to live their adult life socialisation is strengthened i.a. through joint activi- sation and other activities which give shared experi-
in Aalborg. Another reason to attend CDH is the ties such as cooking, parties and excursions. ences and new input to communication.
fact that it is basically impossible for deaf-blind
people to get together with other deaf-blind people In their everyday life, the young people participate Most of the residents are at the activity and socia-
anywhere else in the country. in practical tasks to the extent that they can mana- lisation facilities four days a week, but everyday
ge so that they will become as self-reliant as possi- life at the housing facilities reflects the big diffe-
Through the years, CDH has developed its accom- ble. Some of them attend CDH's STU education, rence between the residents' ages and functional
modations so that they match the demand of cur- others go to the activity and socialisation facilities. levels and their wishes for activities in their everyd-
rent requirements for housing standards. Approx. All young people have a weekly, socio-educational ay lives. Some want to go out in their spare time
60 deaf-blind people currently live in CDH's hou- day when they will train and develop communica- while others prefer to relax in their flat or have
sing facilities that comprise Bøgehuset for children, tive skills, pursue their interests and do practical coffee in the communal kitchen.
Ungdomshjemmet for young people and Danalien tasks based on their own wants.
and Kloden for adults.
Attentiveness, recognisability and surplus of resour-
ces are keywords at the housing facilities that meet
the special disabilities of the deaf-blind residents Community is emphasised, but the young people at Ung-
Each resident is something quite special
and the fact that many people with deafblindness domshjemmet also pursue their own interests in their rooms.
have additional disabilities. It is characteristic for
the homes that they i.a. have tactile guidance paths ensured a good and safe childhood in close co-ope-
in the floors, tactile points of orientation on the ration with their parents.
walls, differentiated selections of materials and the I always say that I got my life back when Sara went several organic diseases and is in a wheelchair.
use of contrasting colours and indication stripes At Bøgehuset, the children live in homelike surroun- to CDH. Experiencing the employees' involvement She lived at home with a little respite care until
that offer the residents optimum conditions for dings with staff that are specially trained to meet and competences is a gift. The group of residents she was 10. After that, she lived at two different
being on their own. the children with the best possible care and devel- at Kloden are very differentiated. They all have institutions in eastern Denmark all weekdays.
opment. The children have their own rooms but special needs. I use to say that CDH is an expert in
A safe childhood at Bøgehuset are often together in the communal rooms. After taking care of originality. The residents get to be - I didn't feel that those places worked well for
It is hard for parents to a disabled child to come school hours, they attend leisure activities such as the people they are with the resources they each Sara. When she turned 18 and needed a place for
to the decision that they cannot keep their child swimming lessons. They play, take walks, join the have, says Birte Helmer, mother of 32-year-old adults, a counsellor suggested that Sara went to
at home. For parents of children with congenital staff when they go shopping etc. Weekends might Sara who lives at Kloden. CDH's Ungdomshjem. It is a huge step to send
deafblindness, it might be even harder because offer visits to farms, sailing on the Limfjord, visits your daughter to Aalborg when you live in Gille-
they often live far away from Aalborg and therefore to animal parks and excursions to the forest or the Sara is severely brain-damaged due to a virus infe- leje, but the visits from your mum is not what is
might not be able to see their child very often. It beach, and the employees gladly accompany the ction that Birte Helmer was exposed to during her supposed to make a good life. A well-functioning
is therefore crucial to CDH that the children are children on the trip home to see their parents. pregnancy. She is almost deaf, she cannot process life is supposed to do that. And Sara got that at
visual impressions, she suffers from epilepsy and Ungdomshjemmet, says Birte Helmer.
Continued on the next page.
12 13
Birte Helmer always feels welcome when she visits Sara and spends the night in her flat at Kloden. Skovhuset appeals to many walks in the hills of Hammer Bakker.
Good at interpreting body language
When Sara moved out of Ungdomshjemmet to
around at Kloden, and there is a handi-sling in her
flat where the employees can place her so that she
Many possibilities for activities and
CDH's Kloden for adults, some of the employees
from Ungdomshjemmet followed along. That me-
ant that the detailed knowledge to Sara also came
can move around the area indoors.
- At the activity facilities, Sara very much appreci-
socialisation
along – much to Birte Helmer's delight. ates sensory-motoric experiences. She loves water.
She’s like a fish when she’s in the water, she enjoys There is room for developing many interests at CDH's activity and socialisation facilities
It is very difficult to communicate with Sara who a foot bath and really likes fresh air - also when it is for residents at the centre's housing facilities for people with congenital deafblindness.
especially profits from the olfactory sense and the raining. When I visit her, the tranquillity at Kloden
tactile sense. But the staff also work with speech, always strikes me. The work is demanding, and
signs and objects-of-reference in their communi- many unforeseen things happen, but the employees
cation with Sara. They are good at interpreting her manage to create a calm life for the residents. The possibilities of meeting each user's needs and Room for living out your special interests
body language and sharing knowledge about new abilities are good at CDH's activity and socialisation The approx. 50 users of the activity and socialisa-
initiatives regardless of the success rate. - I don't constantly talk to the staff because I know facilities for young and adult residents at the housing tion facilities are at widely different stages of their
that Sara is doing well. We send text messages or facilities of the centre. The activity and socialisation development, and the age distribution is big. It is
- I use to say to the staff that there are no extras at emails if there is something to discuss. This sum- facilities have the beautifully situated Skovhuset at therefore important for the staff to identify which
Kloden. They are all stars. I always feel welcome mer, I received a text message with some wonderful their disposal, situated in Hammer Bakker north of interests each resident has so that they will all
when I visit Sara and spend the night in her flat. It photos of Sara walking around in the sunshine with Aalborg, and the big activity house, Aktivitetshuset, have room to live out their interests. At the same
is amazing to experience everything they do for her. her walking trolley. Stuff like that makes you happy, that is situated by the housing facilities, Danalien, time, the residents are presented to new possi-
She has a walking trolley that she uses to walk says Birte Helmer. in Aalborg, as well as C-huset, at Kollegievej 1, very bilities which might turn out giving them good
close to the rest of CDH's departments. experiences.
Continued on the next page.
14 15
Much firewood is produced at Skovhuset. It requires concentration to produce beautiful bird houses. Many residents enjoy romping in the swimming pool in Aktivitetshuset.
Showing consideration for present conditions
Most of the adult users use the activity and sociali- Body and creativity The interaction and communication with the users are crucial
sation facilities four days a week and have a weekly, Aktivitetshuset lays in the middle of town, close to for the planning of activities that meet the individual's needs.
socio-educational day at their housing facilities the stores and Sohngårdsparken which is a popular The staff at the activity and socialisation facilities therefo-
while the young pupils attending the STU educati- destination for walks. The garden has places for re are in close co-operation with the staff at the housing
on complete their practical training at the activity bonfires and swings that are popular on warm facilities. Each morning, the employees of the activity and It is nice to relax while being massaged.
and socialisation facilities. days, and the indoors offer fine possibilities of ten- socialisation activities show up at the housing facilities and
ding to body and creativity. The house also has i.a. help the residents get dressed and have breakfast. They also
The users are divided into groups that are affilia- a large hot-water pool with good changing rooms. accompany the residents home in the afternoon.
ted with a fixed team of 8-9 employees. The group
distribution allows the users to always be surroun- There is also a sauna that has been designed for The close dialogue with the employees at the housing faci-
ded by employees who know their interests and are people with disabilities, a spa bath and good pos- lities increases the insight into the users’ present conditions
used to communicating with them. sibilities for massage and other wellness, as well and makes it possible to plan daily activities while showing
as a Snoezelen room. There are also activities such maximum consideration to each resident. The employees at
The joy of nature as sewing, potteries and cooking for the creative the activity and socialisation facilities are also in co-operation
Skovhuset is situated in the middle of Hammer mind. with CDH's treatment and counselling department in order
Bakker with plenty of possibilities of outdoor acti- for the work with each individual to be coordinated to the
vities as well as physical activities. They tend to the Outdoor and physical activities maximum.
greenhouses, build shelters, chop wood, felt in the C-huset is situated at Kollegievej very close to
yard, relax in the hammock and enjoy time together CDH’s other departments. Here the focus is on For festive seasons, there are often events where the teachers,
around the bonfire. CDH also has a piece of forest physical activities for the young and the young at social educators, therapists and residents participate across
at its disposal where the users can cut down trees heart. The centre’s many outdoor facilities are right the facilities. There are also excursions where several resident
and enjoy nature. Inside Skovhuset, there are a outside the door as well as the large park Sohn- and staff groups participate. A big event is the annual sum-
wood workshop and a creativity room, but it is also gardsholmsparken. Both Aktivitetshuset with all its mer party where residents from other institutions for disabled
possible to e.g. help in the kitchen or relax in the possibilities mentioned above and CDH’s gym are people are invited to a party with grilled food, live music,
spa bath. within reach, too. amusing activities etc. at Skovhuset. Even though Heidi is blind, she can make
amazing wall figures.
16 17
Specialist counselling services for CDH regularly gathers small groups of children to
"Listen, play and learn" programmes at the centre.
The purpose with these programmes is to strengthen
children with a hearing loss the children's hearing, language and communica-
tion and to give them good experiences together
with other children with heading aids or CI. Parents,
daycare providers and social educators from the
CDH's specialist counselling service for children with a hearing loss counsels parents, children's daycare institutions participate in parts
daycare providers, social educators, teachers and other key professionals in the of the programme so that all parties will acquire
new knowledge of the possibilities for auditive and
child's immediate environment.
linguistic stimulation of the children.
key professionals in the child's immediate environ- Specialist counselling in class
ment and consulting of teachers, social educators When the children are to start school, PPR has
etc. at schools that admit pupils with a hearing loss. the possibility of involving CDH's specialist school
Add to that extensive courses with general courses counselling in the work towards ensuring proper
as well as individually planned courses for parents, inclusion. The specialist school counselling involves
other relatives and key specialists who work with the educational, technical, physical as well as psycho-
children. School consultants consult and inform the classes about the logical aspects that are all connected to having a
hearing loss. pupil with a hearing loss in the class. The counselling
Specialist counselling for preschool children team is therefore composed of teachers, speech and
An inquiry to the specialist counselors typically CDH's team of speech and hearing therapists, audio- hearing therapists and technicians who are experts
comes from PPR (pedagogical and psychological logical staff, psychologists, physiotherapists, occupa- within their individual areas.
counselling) in the child's home municipality but tional therapists, the music therapist etc. examine the
might also come from parents, day care centres, child and prepare interdisciplinary assessments that The consultants offer advice on noise reduction
schools or other professional bodies.The work is will form the basis of the planning of further work. and often recommend acoustic measuring. They
usually commenced with consultants observing the look at the lighting conditions and the layout of the
child in its immediate environment. Based on obser- Many AVT programmes classroom as it is important that the child is placed
vations, the continued work is planned, and there CDH is in charge of many AVT programmes (Audi- correctly in relation to the teacher and classmates.
is an individually planned consultancy period. CDH tory Verbal Therapy) for children with a hearing loss. They teach the classmates in what it is like having
co-operates closely with PPR, parents, social educa- The aim of the AVT method is to develop the child's a hearing loss and let them "try a hearing loss"
tors and other professionals in that period so that hearing and spoken language through teaching of through the use of earmuffs etc.
The consultants observe and offer advice on small children the child is supported as optimum as possible in its parents and consulting of the staff at the child's
with a hearing loss. auditive, linguistic and communicative development. daycare institution. The AVT method has proven The consultants also assist the schools with testing
very effective to train hearing and spoken language and assessing hearing aids, including i.a. micropho-
Since 2014, CDH's specialist counselling service for Children with a hearing loss are a small and for the majority of children with a hearing loss. nes for the teacher and microphones for the pupils.
children with a hearing loss has been a highly spe- non-homogeneous group for which audiological The consultants assess whether the pupil will benefit
cialised institution under the VISO/KaS organisation treatment varies according to the type and degree For children with difficult prerequisites of developing from the technology and offer instructions in the use
of the directorate of social affairs. Hence, CDH is in of the hearing loss. The children often need to catch speech and hearing, there is the possibility of wor- of the equipment and the planning of the teaching.
charge of providing national special consultancy ser- up with a lot compared to children with normal hea- king with visually based training methods. The counselling also includes the class culture as
vices for children with a hearing loss in the age 0-18 ring. Their pace of development and their precondi- inclusive ways of being together are crucial to the
to the degree that the services of the municipalities tions are different, and it is therefore important that The consultants guide the parents and daycare pupil's learning and well-being.
are not adequate. The specialist consultancy services work is initiated as early as possible after the hearing centre in listening and linguistic stimulation just as
contribute to supporting and qualifying municipal loss is determined. they observe how the child manages social interac- The specialist counselling is provided by a national
work with the child. The consultancy services com- tion with other children. Based on the observations, consortium with Centre for Deafblindness and Hea-
prise free counselling on preschool children to pa- As part of the consultancy, special assessment and the parents and qualified staff are offered guidance ring Loss and Centre for Hearing Loss in Fredericia.
rents, day-care providers, social educators and other observation programmes can be planned in which in the best way to help the child be part of activities Applications can be made to both centres.
with other children.
18 19Specialised schooling for pupils with a
hearing loss
The pupils' individual communication methods and functional levels are basis for
all teaching of children with a hearing loss at CDH.
Jill Hermansen (to the left) It requires multi-faceted knowledge to
receives much advice when teach at CDH's school for pupils with a
Lilian Borregaard observes hearing loss. The teachers must possess
her training with Nelly.
much expertise within visual communicati-
on, but they also need to have insight into
many forms of disabilities and be capable
of planning their teaching based on the
Nelly benefits greatly from Lilian’s plans individual's functional level.
The school is specialised in teaching pupils
who have a need for visual communication
When five-year-old Nelly was three months old, to hear, understand and speak and instructs the to a greater or lesser extent. That involves
she got hearing aids due to a congenital hearing parents and social educators in their communicati- work with Danish, sign language, sign-sup-
loss. Few months later, she lost her hearing entirely. on with Nelly based on the areas of focus where she ported speech and supportive signs.
When she was 11 months old, she was CI-operated assesses that there is a current need for training.
in both ears at Aarhus University Hospital, and for In addition to the hearing loss, many pupils
It is good to be in control of the programme of the day.
the next six months, her parents, Jill Hermansen - It is e.g. difficult for Nelly to understand concepts have additional disabilities such as e.g.
and Dennis Nielsen from Brovst, followed an AVT such as in front, behind, to the side etc. Lilian the- visual impairment, autism, ADHD, brain
programme at the university hospital. After that, refore brought a game where we can train the con- damage, various syndromes or general de-
educational consultant Lilian Borregaard from cepts through playing with Nelly. The training now velopment difficulties. The heterogeneous
CDH's specialised counselling service for preschool focuses a lot on Nelly's memory, so Lilian i.a. gave pupil basis makes great demands on the
children became involved. us ideas to how we can remember and draw three competences of the staff.
or four things that Teddy wants for his birthday.
- It is of incredible value that we receive counselling All teachers and social educators have a di-
from Lilian. In the beginning, she visited us once a - When we are out shopping, we also train her ploma in special needs education, and their
week. She also visited Nelly’s daycare once a week. memory. I'll e.g. say that we need milk, butter, professional competences are continuously
She now visits us and the daycare centre approx. bread and yoghurt, and then I'll ask Nelly if she can strengthened through supplementary trai-
once a month. We always receive some good plans remember what we need, says Jill Hermansen. ning as it is crucial to CDH that the compe-
to base our work on, and we can always call her if tences of the staff always correspond to the
we need some good advice, says Jill Hermansen. A couple of times a year, Nelly's parents and social needs of the current group of pupils.
educators at the daycare centre meet with Lilian
Offers advice on communication Borregaard to discuss Nelly's development and to Basis in the competences
Lilian Borregaard works based on the AVT method agree how to work on stimulating Nelly's language The teaching in school is based on the
when consulting Nelly's parents and social educa- and understanding in the best possible way in the primary and lower secondary school's sub- All teaching is based in the individual's competences and communicati-
tors in the daycare centre. She tests Nelly's ability future. jects and on each pupil's competences and on methods.
Continued on the next page.
20 21The very best place for Valdemar
Nine-year-old Valdemar Haakonsen has 60 kilomet-
res of transportation from his home in Bjergby
to CDH's school for pupils with a hearing loss.
However, his parents never had a doubt that CDH
was the right place for their son.
Valdemar was born with a hearing loss, and cogni-
tively speaking, he is not age-appropriate. He can
hear and understand spoken language when he
is wearing his hearing aids, but he communicates
through sign language as he has no verbal langua-
ge. That is the exact reason that there are no local
institutions that match Valdemar's needs.
Physical education is planned based on the APA methods where all pupils can use their skills.
The sign language environment is amazing for Val-
demar. He has become extremely good at commu-
communication method. Some pupils are entirely Optimum conditions nicating. His biggest problem is that his mother and
deaf and communicate solely through sign lan- CDH's high expertise within hearing loss is emp- I find it hard to keep up with him although we regu-
guage. Others communicate to a varying degree hasised through the physical environment where larly attend sign language courses. He is developing The sign language environment is amazing for Valdemar, says
through speech and supportive signs. Cognitively conditions are optimum. The lighting and acou- enormously. We feel very grateful that there are Lars Haakonsen.
speaking, the pupils are at different levels, and stics are adapted according to the pupils' special teachers and social educators like the ones at CDH.
they might also suffer from concentration difficul- challenges, and there are staff resources for a high They are very competent and enthusiastic about
ties or visual impairment. degree of individual teaching and teaching in small their work, says Valdemar's father, Lars Haakonsen, weeks. In the beginning, it was hard on the parents
groups. who is the chairman of the school board at CDH. to let go of him, but they knew that it would be
Teachers emphasise the importance of identify- good for Valdemar to get more experiences in the
ing the individual's linguistic code and ability to If there are problems with the technical equipment, Respite care at Planethuset sign language environment.
understand what he or she is hearing or reading. e.g. a hearing aid, the audiological staff of the centre Lars Haakonsen emphasises the fact that there is
Detailed plans for the pupils are prepared that step in immediately, and it is of great value to many frequent one-on-one teaching at the school. The - Valdemar has no friends in the local area with
describe each pupil's competences and develop- of the pupils that the school can offer speech and employees have thorough knowledge of the pupils whom he can communicate and play. His social life
ment opportunities and also action plans that hearing training in addition to the teaching. The and are good at sensing when a pupil needs a break is in school and at Planethuset. That is where his
should make it possible to reach the goals in the speech and hearing training supports the pupils' pos- or has a need to be alone for a while. friends are and where he can be in a social context
teaching. sibility of using their hearing in an optimal way and with peers.
to practice pronunciation of words and sentences. - The school also works with Valdemar's articula-
The plans for the pupils are partly used as a tool tion and verbal abilities. He is now saying more - We see it as a great resource that CDH is a
to ensure structure in the work with the learning When there is a need, the pupils are also offered words that we understand. However, it is not only comprehensive service. The treatment department
targets, partly as documentation for the pupil's training with a physiotherapist and an occupatio- the school that goes to great lengths to develop his is also of great value. For outsiders, it might be dif-
home municipality. The plans for the pupils are nal therapist just as they can participate in music communication. The social educators at Planethu- ficult to understand how safe it can make a person
also used at the regular parent consultations. therapy and riding therapy. In the efforts to create set do that as well, says Lars Haakonsen. feel to know that your hearing aid can be quickly
Co-operation with the parents is a high priority as optimum conditions for each pupil's learning, the repaired if it doesn't work. However, fact is that we
good co-operation with the home contributes to school also offers psychological assessments and Valdemar is connected with CDH's respite care and have a boy who is not capable of communicating
strengthening the pupils' well-being and therefore examinations with the medical specialists who are housing facilities where he spends the night three with the world around him if his hearing aid breaks
also their learning ability. associated with the centre. times a week and also some weekends and holiday down, states Lars Haakonsen.
22 23academically and socially to meet the challenges done in sign language. In addition, the centre works
of adult life based on each person's needs and with groups of only 8-10 participants, so there is
challenges. time to explain and guide individually.
Most of the STU pupils have attended school Based on tests of their reading proficiency, CDH
at CDH, but pupils from the entire country are also offers free teaching for dyslexics for all citizens
admitted at the education that varies between with a need for visual communication. The teachers
compulsory education in Danish, arithmetic and at the centre are specially trained to teach dyslexics,
economy, common exercise, necessary skills to cope and their teaching is focused on IT tools and com-
with everyday life and trainee periods. Add to that pensatory learning strategies.
topics and subjects that the individual pupil wants
and that have been written in the young person's Compensatory adult education
training plan. The aim of the education activities under the law on
compensatory special education is to improve adult
During the trainee periods, it is important for the sign language users' possibility of participating
young person to try several options so that there actively in society. The education is either in small
will be a clear idea of their interests and abilities in classes or individual teaching.
relation to future employment opportunities. Trai-
ning in necessary skills to live alone is often trans- A large part of the education focuses on the use of
ferred to the young people's homes where they are computers, tablets and mobile phones as the digital
The STU education equips the young people in the best possible way to meet the challenges of adult life. trained in cooking, cleaning, planning of purchases, society with digital mailboxes, electronic time reser-
the layout of homes, contact to neighbours etc. vations, electronic communication with authorities
There are also practical lessons where the pupils etc. contains many possibilities - and many new
e.g. produce furniture and lamp shades. challenges - in everyday life.
Educations for young people and An important element in the education is that the
pupils acquire knowledge of the municipal activity
and support programmes. Therefore, they are in-
According to the pupils' wishes, there is also e.g.
speech and hearing training, communication
training, training in English, sign language, ficti-
adults with a hearing loss formed of i.a. the possibilities of the use of interpre-
ters, deafness consultants and support persons just
as they are being introduced to the programmes at
onal reading, written wording and numeracy just
as there is coaching for pupils who study at other
educational institutions. It is also possible to receive
Døves Kulturcenter (cultural centre for deaf people) private tuition if that meets the need the best just as
CDH is also for young people with a hearing loss through the specially organised so that they get to know new people and build up a the teachers are part of any mentor tasks that can
education (STU) while adults with a need for visual communication acquire new social network. be applied for as needed.
knowledge through attending adult education.
Educational programmes for adults
Many adults with a need for visual communication
attend CDH's FVU (preparatory adult education)
in reading, writing and spelling.
CDH's expertise within visual communication individual curricula that are based on each pupil's
means that many people apply for the centre’s communication method and academic level. FVU is a free educational programme for adults
programme within adult education. In addition to who have a need to improve their basic skills. The
the special STU education for young people, the Mastering your own life only difference between FVU at CDH and other
centre also offers preparatory adult education, Mastering your own life is the headline of the three- adult educational institutions is that teaching is
education for dyslexics and class teaching and year STU education that is adjusted to pupils with
individual teaching under the law on compensatory a hearing loss and other disabilities. The aim of the
special teaching. All teaching is planned based on education is to equip the young people personally,
24 25Having a Respite care and housing facilities
mentor is great In one end of Planethuset, there is respite care for CDH's pupils with a hearing
loss. In the other end of the house, four young sign language users enjoy a small
housing facility.
At Planethuset, pupils with a hearing loss and other
disabilities can spend time with their friends after
school hours, participate in leisure activities and
develop their social competences in an environment
where the social educators use Danish, sign langua-
ge, Danish with supportive signs and other forms of
Peter Aage Jensen has previously had various practi- The mentor hours are great, says Peter Aage Jensen who is visual communication.
cal training programmes, but now he is determined taking the driver's education.
to get an education that can qualify him to get a According to their parents' wishes, the children can
permanent job. His big dream is to become a lorry stay one to four days a week at Planethuset that is
driver, and he has therefore started the driver's read and learn. I can also get help to the written situated close to the school. There is also the pos-
education at AMU Nordjylland. subjects. The teacher is very good, and I am the one sibility of eight weekends during the year and one
who decides to what I need help. During the time week in the school holidays.
- Driving a lorry is not a problem although you are leading up to the examinations, I always need my
deaf. And I know that there are many jobs avai- mentor a lot, says Peter Aage Jensen who typically Cultivate their interests
lable, says Peter Aage Jensen who is a sign langu- has his mentor hours placed right after school hou- When Planethuset's social educators have picked
age user. Years back, he attended CDH's school rs so that he can drive directly from the AMU centre up the pupils at school, the pupils relax in their
programme for pupils with a hearing loss, and after to CDH's adult education classrooms at Døves rooms. Then there is common afternoon coffee
that, he attended i.a. FVU in Danish and mathema- Kulturcenter. before the leisure activities of the day. Several of the
tics at CDH. pupils attend disability sports. Some take swim-
- Some weeks I meet with my mentor Monday, Wed- ming lessons, a girl goes to "Strictly Come Dan-
- It was a requirement to pass FVU step 4 in Danish nesday and Friday. Afterwards, I go to Døves Kul- cing," and a group of boys want to play football in
in order to get admitted to AMU Nordjylland, turcenter to talk to my friends. If I'm not too busy, I the gym.
explains Peter Aage Jensen who has the assistance spend time at Døves Kulturcenter almost every day. I
of an interpreter in all lessons at AMU Nordjyl- like coming there, and I like receiving tuition alone. Sometimes there are girls' days where the girls do
land. He is happy to attend the AMU centre but Whoopee. The football game at Planethuset is popular. their hair and nails, go to the cinema etc. or a boys'
acknowledges that it is sometimes hard. There are - I'm allowed to spend one year on my driver's outing to an AaB soccer game at the stadium. The
many tests to pass and many written assignments education, but I hope that I can do it faster than children also help cook supper, make lunches and
to hand in. It is therefore important to him that that. I would like a driving licence for lorry and Entering into social relations with other children clean up according to their wants and ages as it is
he has been granted coaching through PPR in the trailer. I would also like to learn to operate a cra- of the same age in the local area is difficult for important that they feel at home at Planethuset.
form of mentor hours with a teacher from CDH. ne so that I can work with many different things. children who use visual communication. They do
The companies need to know that deaf people not have friends right around the corner. Many Housing facilities for young people
Explains the content can do exactly the same as people who can hear. parents of children at CDH's school therefore In one end of Planethuset, CDH opened a small,
- Being alone with a teacher is very good so that the There simply has to be good communication make use of the possibility of letting their children independent housing facility in 2014 with room for
content of the materials can be explained. It makes about e.g. assistive materials and the assistance stay in respite care at Planethuset one or more four young people over 18 with a hearing loss and
it a lot easier to understand the things that I have to of an interpreter, says Peter Aage Jensen. days a week. other disabilities. Currently, three of the young per-
Continued on the next page.
26 27You can also read
