Postgraduate Course: Placement / Inclusion (EDUA11258)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
| Course type | Placement |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | The placement offers an opportunity to critically explore issues of educational inclusion in the context of a specific placement, which can be in any educational setting where deaf children or young people are accessing curriculum and assessment (including special schools for deaf children). As the final course in the programme, it also enables students to reflect on their learning from the other courses within the programme. There is no attendance required at University for the Placement course however there are mandatory online resources for students. It will involve four weeks of teaching placement in the teacher's own workplace and three weeks in a different setting with deaf learners. There will be a minimum of two observational visits by a University tutor: one in the student's own workplace and one in the external placement. Assessment for the course will be by observation reports and a placement file, including weekly critical reviews. |
| Course description |
There is no set syllabus, as the placement course is a culmination of the whole of the Diploma. Topics expected to be included in observations and placement tasks include:
assessment of deaf learners' needs; audiological assessment and implications for learning; classroom communication skills in speech and sign; curriculum access strategies for deaf learners; planning and IEPs for deaf learners; visual teaching strategies and teaching independence skills; liaison skills with parents and professionals; reflection on own skills; role of research in informing new directions in teaching deaf pupils; a critical informed approach to inclusion.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | The student's Local Authority will have agreed to meet any additional costs of the external placement: accommodation and travel. |
Course Delivery Information
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| Academic year 2022/23, Not available to visiting students (SS1)
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Quota: 0 |
| Course Start |
Flexible |
| Course Start Date |
08/08/2022 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Seminar/Tutorial Hours 4,
External Visit Hours 5,
Online Activities 10,
Feedback/Feedforward Hours 2,
Programme Level Learning and Teaching Hours 4,
Placement Study Abroad Hours 147,
Directed Learning and Independent Learning Hours
28 )
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| Additional Information (Learning and Teaching) |
Much of this course is by self-study with VLE materials and support from the mentor in the workplace
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
Course work 100%
Formative assessment: The placement mentors provide two observation reports per placement which are ungraded but offer a commentary on strengths and areas for development (LOs 1 - 4). The course tutor provides formative feedback on one task per placement.
Summative assessment: Two placement visits (each weighted 50% of the component, and the combined mark weighted 60% of the overall course result); 7 placement tasks 500 words each or 5 minutes BSL (each equally weighted in the component, and the combined mark weighted 40% of the overall course result). (LOs 1 - 5).
Therefore, during the internal placement, students will receive one placement visit and complete four placement tasks. During the external placement, students will receive one placement visit and complete three placement tasks.
Component marks will be weighted to determine final course result. Students must receive a minimum of 50% or more for each component in order to pass the course. |
| Feedback |
Placement report, graded with comments for next steps.
Tasks feedback with comments, graded. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Accurately identify the individual needs of deaf pupils in a range of educational settings using specialist assessments and audiological equipment appropriately.
- Communicate effectively with a range of deaf learners and promote their learning.¿
- Plan, teach and evaluate an appropriate curriculum for deaf learners, using a range of differentiated teaching methods to create a stimulating learning environment in at least two different educational settings.¿
- Work effectively with all those involved in supporting the learning of deaf pupils, reflecting critically upon their own professional practice.¿
- Assess the contribution of research about inclusion, critically investigating the term in relation to deaf children in at least one educational setting.
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Reading List
Archbold, S. & Mayer, C. (2012) Deaf education: the impact of cochlear implantation? Deafness and Education International, 14 (1) 2 - 15.
Gregory, S. (2005) Chapter 2, Deafness. In: Lewis A and Norwich B. (eds). Special Teaching for Special Children? Berkshire: Open University Press. pp 15 - 25.
Knoors, H. & Marschark, M. (2012) Language Planning for the 21st Century: Revisiting Bilingual Language Policy for Deaf Children, Journal of Deaf Studies & Deaf Education 17(3): 291-305
McCracken, W. & Pettitt, B. (2011) Complex needs, complex challenges. London: NDCS
O'Neill, R., Arendt, J. & Marschark, M. (2014) Report from the Achievement and Opportunities for Deaf Students in the United Kingdom: from Research to Practice project. University of Edinburgh / Nuffield Foundation.
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Additional Information
| Graduate Attributes and Skills |
Demonstrate an understanding of a range of barriers which different learners may face in accessing the curriculum and of processes and strategies for learning;
Be able to transfer knowledge, skills and abilities to a professional context (e.g., schools, colleges etc);
Be able to engage in critical discussion demonstrating listening skills, effective use of evidence and own experience to support assertions, and clear articulation of points.
Be able to reflect on social and ethical responsibilities linked to the application of their knowledge and judgments in learning, teaching and education
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| Special Arrangements |
The work placements are discussed and agreed in advance with the employer and placement providers. |
| Study Abroad |
External placements abroad could be possible, but there would be additional tutor costs which would need to be covered by the student or local authority. |
| Additional Class Delivery Information |
This course occurs in the student's own workplace (internal placement) and a contrasting educational setting with deaf learners (external placement). |
| Keywords | placement,school,deaf children |
Contacts
| Course organiser | Ms Rachel O'Neill
Tel: (0131 6)51 6429
Email: |
Course secretary | Ms Marie Hamilton
Tel: (0131 6)51 6678
Email: |
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