Postgraduate Course: Placement / Inclusion (EDUA11258)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| 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/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. 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 three observational visits by a University tutor: two visits in the student's own workplace and one in the external placement. Assessment for the course will be by three observation reports and a placement file, including a case study from the external placement. |
| 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 files 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 2015/16, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Flexible |
| Course Start Date |
03/08/2015 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Seminar/Tutorial Hours 3,
Online Activities 25,
Feedback/Feedforward Hours 1,
Formative Assessment Hours 10,
Summative Assessment Hours 10,
Programme Level Learning and Teaching Hours 4,
Placement Study Abroad Hours 147,
Directed Learning and Independent Learning Hours
0 )
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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 %
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| Additional Information (Assessment) |
Placement file from two placements with details of deaf learners, session plans, forward plans, deaf awareness, professional liaison with parents and other professionals, audiological records, self evaluations, critical reflections on pupils' access to curriculum and assessment. Weight 40%
Three successful placement observation reports from university tutors. Weight 60%
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| Feedback |
Tutor feedback is given to students about the first placement file before the external placement is started. |
| 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.
R. Webster & P. Blatchford (2013) Worlds Apart? How pupils with special needs lead a life away from their teachers and classmates, IoE
Brown, M. & Byrnes, L. (2014) The development and use of individual learning plans for deaf and hard of hearing students in Victoria. Deafness and Education International, advance access.
Corbett, J. & Norwich, B. (2005) Common or Specialised Pedagogy? Chapter 2 In: Nind M, Rix J, Sheehy K. and Simmons K. (eds) Curriculum and Pedagogy in Inclusive Education. Abingdon: RoutledgeFalmer. pp 13 - 30
Edward, S., O¿Neill, R., Weedon, E. & Riddell, S. (2009) The Impact of the Education (Additional Support for Learning) (Scotland) Act 2004 on deaf children. CREID Briefing 18. Edinburgh: University of Edinburgh.
Ford, H. & Kent, S. (2013) The experiences of bilingualism within the Deaf and the Hearing world: the views of d/Deaf young people. Deafness and Education International, 15 (1) 29 - 51.
Frederickson, N. & Cline, T. (2009) Chapter 4, Inclusion, from 'Special Educational Needs, Inclusion and Diversity: a textbook' Buckingham, Open University Press.
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.
Greenland, E. & Shield, B. (2011) A survey of acoustic conditions in semi open plan classrooms in the United Kingdom, Journal of the Acoustical Society of America, 130 (3) 1400 - 1410
Grimes, M. (2009) British Sign Language and Linguistic Access Working Group Scoping Study: Linguistic Access to Education for Deaf Pupils and Students in Scotland. Scottish Government
Houston, T. & Stredler-Brown, A. (2012) A model of early intervention for children with hearing loss provided through telepractice. Volta Review, 112 (3) 283 - 296
Humphries, T. & Allen, B. (2008) Reorganizing Teacher Preparation in Deaf Education. Sign Language Studies, 8 (2) 160 - 180
Jarvis, J. (2003) 'It's more peaceful without any support': what do deaf pupils think about the support they receive in mainstream schools. Support for Learning 18: 4. pp 162 - 169
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
Keogh, T., Kei, J., Driscoll, C. & Khan, A. (2010) Children with Minimal Conductive Hearing Impairment: Speech Comprehension in Noise. Audiology & Neurotology, 15: 27 - 35
Lewis, A., Parsons, S. & Robertson, C. (2007) My school, my family, my life: Telling it like it is. Stratford on Avon: DRC.
Locker McKee, R. (2008) The Construction of Deaf Children as Marginal Bilinguals in the Mainstream, International Journal of Bilingual Education and Bilingualism 2008 11 (5) p 519 - 540.
Marschark, M. & Knoors, H. (2012) Educating deaf children: language, cognition and learning, Deafness and Education International, 14 (3) 136 - 160.
McCracken, W. & Pettitt, B. (2011) Complex needs, complex challenges. London: NDCS
McCracken, W., Roberts, A. & Wilding, T. (2012) Study of FM in real world settings. Oticon Foundation / University of Manchester
Riddell, S. (2012) Education and disability special needs: policies and practice in education, training and employment. NESSE, European Commission
Schaffer, E. & Thibodeau, L. (2006) Speech Recognition in Noise in Children With Cochlear Implants While Listening in Bilateral, Bimodal, and FM-System, American Journal of Audiology Vol.15 114-126
Stalker, K. and Connors, C. (2007) Children's experiences of disability: Pointers to a social model of childhood disability. Disability and Society, 22 (1). pp. 19-33.
Stalker , K. & Moscardini, L. (2012) A critical review and analysis of current research and policy relating to disabled children and young people in Scotland, SCCYP
Sutherland, H. & Young, A. (2007) 'Hate English Why?..' Signs and English from Deaf Children's Perception. Results from a Preliminary Study of Deaf Children's Experiences of Sign Bilingual Education. Deafness and Education International, 9 (4) 197 - 213
Weedon, E., Ahlgren, L., Riddell, S. & Sugden, J. (2012). The Education of Children and Young People with a Sensory Impairment in Scotland. CREID Briefing 27. Edinburgh: University of Edinburgh. (Full report is also online: Weedon et al (2012).
Zupan, B. & Dempsey, L, (2012) Facilitating emergent literacy skills in children with hearing loss. Deafness and Education International, 15 (3) 130 - 148
Recommended websites - links available on Learn:
Scottish policy / legislation websites:
Additional Support Tribunal decisions and videos explaining the tribunal process
Deaf Action et al (2013) Mental Health Services for deaf children in Scotland
Early Years Framework (2009) Scottish Government
Early Years standards, Scottish Sensory Centre (2011)
Education (Additional Support for Learning) (Scotland) Act 2004 & 2009
Enquire (2010) The parents' guide to additional support for learning. Edinburgh: Enquire. 2nd edition.
Getting it Right for Every Child - linked Government websites
Growing up in Scotland and Scandinavia (2013)
HMIE (2007) Count Us In : Achieving success for deaf pupils
NHS Scotland (2011) Summary of local record of deaf children pilot project
Scottish Government (2012) Supporting Implementation of Additional Support for Learning.
Scottish Government (2012) Doran Review: complex additional support needs
Scottish Government (2013) CfE Briefings: IEPs
Scottish Government (2014) See Hear strategy of sensory services in Scotland
Scottish Government (2014) Children and Young People (Scotland) Act
Scottish Government (2014) Proposed BSL (Scotland) Bill
Scottish Sensory Centre website. See particularly the Early Years section.
English policy / legislation websites:
NatSIP - National Sensory Impairment Partnership
NDCS (2013) Protecting specialist educational services for deaf children
Special Educational Needs and Disability Reforms, 2014
SENSE (2012) Supporting success
UK-wide resources on policy / legislation and inclusive practice
BATOD website pages e.g. inclusion, audiology
Cummins, J. (2003) Bilingual children¿s mother tongue: why is it important for education?
Batterbury, S. & Redfern, P. (2014) The Implementation of the UN Convention on the Rights of Persons with Disabilities, British Deaf Association
CRIDE (2013) National Surveys
Deaf Children Learning, Oxford University
Ear Foundation (2012) Prevalence of additional disabilities with deafness
Equality and Human Rights Commission (2012) Reasonable Adjustments for Disabled Pupils
NALDIC, National Association for Language Development in the Curriculum
NATED (2007) Code of practice for CSWs, National Association of Tertiary Education for Deaf People
NDCS (2007) Communication support position statement
Oxford University (2014) Deaf children learning
International
Raising and educating deaf children
United Nations Convention on the Rights of Disabled People
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Additional Information
| Graduate Attributes and Skills |
Investigation skills on placement in relation to critical analysis of pupil records; self evaluation skills; planning and organisational skills based on data and evidence found from many sources.
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| Special Arrangements |
The fees for this course are more than the standard because of the additional costs of organising placement visits, currently (2014/15) £210 more than the standard 20-credit course fee of £900. 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 Deaf Education |
Contacts
| Course organiser | Ms Rachel O'Neill
Tel: (0131 6)51 6429
Email: rachel.oneill@ed.ac.uk |
Course secretary | Mrs Susan Scott
Tel: (0131 6)51 6573
Email: Susan.Scott@ed.ac.uk |
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