Postgraduate Course: Issues and Strategies for Teaching and Learning (Visual impairment) (EDUA11247)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course addresses choices to be made to ensure that appropriate teaching methods and media of communication are used in the education of children and students with ocular or cerebral visual impairment, including those with additional disabilities or impairments. |
| Course description |
Issues and strategies for learning and teaching are a priority independent of stage or subject area. This course addresses choices to be made to ensure that appropriate teaching methods and media of communication are used in the education of children and young people with ocular or cerebral visual impairment, including those with additional disabilities or impairments.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
| Not being delivered |
Learning Outcomes
On completion of this course, the student will be able to:
- Critically review the range of complex issues relating to pedagogy and learning of children with VI.
- The ability to identify barriers to learning and communication caused by visual impairment- including additional impairments-
- Critical awareness of current issues and outcomes of recent research to inform teaching practice.
- Demonstrate and evaluate the use of a technical devices , low vision aids and specialist technology
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Reading List
Arter, C. Mason, L. et al (1999) Children with Visual impairment in Mainstream Settings. David Fulton Publishers, London.
Brambring, M. (2005) 'Perceptual perspective taking in children who are blind : The state of research and a single case study.' BJVI Volume 23 Number 3
Carey, K. (2000) The Real Goals for Mobility Education British Journal of Visual impairment 2000:18:82
Clunies-Ross, L. (2005) Windows of perception: a review of the literature concerning uncontracted and contracted literary Braille British Journal of Visual impairment Volume 23 Number 2
Crawford, S. Elliott, R.T. Hoekman, K. (2006) Phoneme, grapheme, onset-rime and word analysis in Braille with young children British Journal Visual Impairment Volume 24 Number 3
Kleege, G. (2006) Visible Braille/ Invisible Blindness British Journal of Visual Impairment 2006: 5;209
Jehoel, S. McCallum, D. Rowell, J. Ungar, S. (2006) An empirical approach on the design of tactile maps and diagrams: The cognitive actualization approach. British Journal of Visual Impairment Volume 24 Number 2.
Gustafson_Pearce, O. Billet, E. Cecelja, F. (2005) "Perceptual impact of environmental factors in sighted and visually impaired individuals. BJVI Volume 23 Number 1
Holbrook, MC & Koening, AJ (2000) Foundations of Education, Vol 1 &2, AFB
Jose, R (ed) (1989) Understanding Low Vision, AFB
Mason, H, McCall, S et al (1997) Visual Impairment: access to education for Children and Young People. David Fulton Publishers, London
McCallum, D. Ungar, S. (2003) An introduction to the use of inkjet for tactile diagram production British Journal Of Visual impairment Volume 21 Number 2
McCallum, D. Ungar, S. and Jehoel, S. (2006) An evaluation of tactile directional symbols British Journal of Visual impairment Volume 24 Number 2.
Pavey, S. Douglas G. McLinden, M. and McCall, S. (2003) An investigation into the mobility and independence needs of children with visual impairment. Part 1: The development of a mobility and independence framework, British Journal of Visual Impairment. 2003; 21; 4
Presley, I, D'Andrea, M.A., (2008) Assistive Technology for Students Who Are Blind or Visually Impaired AFB (Chapter 1)
Scholl, GT, (ed) (1986) Foundations for Education for Blind and Visually Handicapped Children, AFB
Thompson, L. Chronicle, E. (2006) Beyond visual conventions: Rethinking the design of tactile diagrams British Journal Visual impairment 2006:24; 76.
Webster, A, Roe, J, (1998) Children with Visual Impairment. Social Interaction, Language and Learning. London: Routledge.
Quality Standards Delivery of Habilitation training ( Mobility and Independent Living Skills for Children and Young People with Visual Impairment)
http://www.ssc.education.ed.ac.uk/resources/vi&multi/habilitation.pdf
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Additional Information
| Graduate Attributes and Skills |
recognise the importance of reflecting on their learning experiences and be aware of their own learning style
be able to critically assess existing understanding and the limitations of their own knowledge and
recognise the need to regularly challenge all knowledge be able to identify processes and strategies for learning
recognise the benefits of communicating with those beyond their immediate environments
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| Special Arrangements |
During this course students will be introduced to practical notion of habilitation and mobility and as such there will be an expectation for students to practice mobility and habilitation inside and outside. Therefore during this session practical clothing is suggested to be worn. |
| Study Abroad |
Not applicable |
| Additional Class Delivery Information |
There are 5 whole day sessions in 2 blocks.
These whole day sessions contain lectures, workshops, discussion groups and 1 - 1 meetings with the tutor.
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| Keywords | visual impairment appropriate teaching methods media communication |
Contacts
| Course organiser | Mrs Elizabeth Mccann
Tel: (0131 6)51 6148
Email: |
Course secretary | Mrs Susan Scott
Tel: (0131 6)51 6573
Email: |
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