• Need for BSL/English interpreters to be provided for Deaf children and young people to attend school events, parents evenings, colleges and universities.
• Providing appropriate access to timetables at an early stage to allow for BSL/English interpreters to be booked.
• Ensuring that BSL/English interpreters and Teachers of Deaf children and young people have the ‘funds of knowledge’, skillset and knowledge of relevant BSL terminology to be able to support children and young people in class(es).

• Ensuring a mixture of options to support Deaf young people when sitting examinations as per entitlements to existing course and exam assessment arrangements. For example:
  • sitting exam(s) in BSL
  • providing BSL/English Interpreters for BSL or English translation
• Providing extra time in examinations to ensure understanding of the question(s).
• Recognising that anxiety can increase for Deaf young people as examination time approaches.
• Providing support and reassurance where required such as Deaf role models, Deaf peers.

• Ensuring entitlements to bespoke transition arrangements are in place at relevant key stages to support the child, young person and their family as per the statutory Code of Practice (2017) e.g. home to nursery; nursery to primary; primary to secondary; secondary to college or university.
• Making necessary adjustments to transition arrangements where Deaf children or young people are coming from out with the UK.
• Adapting transition arrangements where a Deaf child or young person is transitioning from a Deaf school or unit to a hearing school and vice versa.  Putting in necessary supports such as Deaf role models, Deaf peers, Teachers of Deaf children and young people, Classroom assistants or Deaf Instructors with BSL skills.

Deaf children and young people:

• and their families are taught BSL free of charge, at the earliest opportunity after diagnosis, where appropriate. Early Years support and BSL development at the earliest point is very important for language development and acquisition (See Action 10 in BSL National Plan 2023-29);
• have the same opportunities to learn and sit examinations in languages used in other countries;
• are given opportunities to learn about the history of Deaf/BSL culture and identity in Scotland as well as in other countries;
• have opportunities to share and exchange their BSL or other language(s) learning with their peers and with their parents;
• should have the opportunity to learn sign languages used in other countries in the same way that hearing children learn modern languages.

• Support should be provided to ensure that Deaf children and young people are able to easily access extra-curricular clubs, activities and societies.
• Where numbers permit, consider setting up a group for Deaf children and young people.
• Arrangements are made to have extra-curricular opportunities specifically for Deaf children and young people.

• Attending a school which has Teachers of Deaf children and young people and/or teachers who can sign at Level 3 (minimum) and are working towards SCQF Level 6.
• Having a larger number of Deaf pupils in the school to build friendships and reduce feelings of loneliness and isolation.
• Opportunities to get involved in activities of interest out with the school to assist with career progression. This could include apprenticeship opportunities.
• Identifying and removing barriers which prevents Deaf young people from entering further and higher education and the workforce.
• Being allocated a dedicated person to address any issues quickly.
• Having access to Deaf role models.
• Providing relevant information on national Deaf organisations and local Deaf clubs and groups.

Deaf children and young people should:

• have access to Deaf role models at an early stage and throughout their learning journey. This should include Deaf clubs and groups, Teachers of Deaf children and young people;
• have opportunities to visit Deaf schools to meet other Deaf pupils and Teachers.

• Providing equitable access for Deaf parents to attend school events and parents evenings by arranging a BSL/English interpreter where required.
• Reducing barriers which prevent Deaf parents from participating in the wider life of the setting or school e.g. Parent Councils.
• Providing opportunities for Deaf and hearing parents to network and access peer support.
• Providing support for learning at home. Building the capacity of parents to ensure they are supported to help their Deaf child or young person with their learning at home and with homework.

Recognising that some Deaf parents and families may need extra support with understanding English, as a second or third language, to be able to support their Deaf child or young person.