The Education of Deaf and Hard of Hearing Children in Ireland

Signature Level 1: this level provides an introduction to ISL, is suitable for all learners and is aimed at people who wish to communicate in simple, everyday language. Successful candidates can progress to Signature Level 2 Certificate in Irish Sign Language.
Signature Level 2: this level is suitable for anyone who has a basic level of skills and knowl­edge in ISL. It is aimed at people who wish to communicate in a range of familiar and work-related contexts, participating in longer and more open-ended exchanges than at Level 1. Candidates are assessed by a combination of a multiple choice exam paper, a pres­entation, and a conversation in ISL. Successful candidates can progress to Signature Level 3 NVQ Certificate in Irish Sign Language.
Signature Level 3: this level caters for the learning needs of those who already have knowledge and skills in ISL at Level 2. It uses the UK Occupational Language Standards which define competent performance in Irish Sign Language (ISL) skills in both receptive and productive units. Candidates will provide evidence for both units of their ability to use ISL by compiling a portfolio of evidence. Both units are internally assessed. Successful candidates are awarded an NVQ Certificate in Irish Sign Language, Qualifications and Credit Framework (QCF) and can progress to Signature Level 6 NVQ Certificate in Irish Sign Language.
Signature Level 6: this level uses the UK Occupational Language Standards and is designed for learners who can understand and use complex language, express themselves fluently and deal confidently with most work situations. It is useful for those who work on a daily basis with Deaf and hard of hearing people, as well as learners who wish to become an Irish Sign Language (ISL)/English Interpreter. This level leads to the award of an NVQ Certificate in Irish Sign Language. Successful candidates can progress to an NVQ Diploma in Sign Language Interpreting.
References
Allen, T and Osbourne, T (1984). Academic integration of hearing-impaired students: Demographic, handicapping, and achievement factors. American Annals of the Deaf, 129,100-113. Central Statistics Office (2006). National Disability Survey, 2006. Dublin: The Stationery Office. Conrad, R (1979). The Deaf School Child. Language and Cognitive Function. London: Harper and Row. Cooper, P and Jacobs, B (2011) Evidence of Best Practice Models and Outcomes in the Education of
Children with Emotional Disturbance/ Behavioural Difficulties: An International Review. Trim Co.
Meath: NCSE.