MSc/PGDip Deaf Education

On completion of this unit successful students will be able to:

• Evaluate the legislative framework of service delivery
• Summarize the OfSTED framework of Inspection in relation to provision for deaf children and young people
• Compare the range of educational provisions for deaf children and young people
• Describe the policies relating to school improvement
• Explain the communication options available to deaf children, young people and their families

Students will develop an understanding of the legislative framework of service delivery to deaf children, government policies regarding inclusive practice, the range of provision and communication options available, what constitutes effective curricular access and service delivery to deaf children and importance of inter-agency working.

On completion of this unit successful students will be able to:

• Evaluate the legislative framework of service delivery
• Summarize the OfSTED framework of Inspection in relation to provision for deaf children and young people
• Compare the range of educational provisions for deaf children and young people
• Describe the policies relating to school improvement
• Explain the communication options available to deaf children, young people and their families

Lectures, seminars, workshops, tutorial, visits, electronic and video materials. Many aspects of Policy and Practice are also integrated into other modules to support students in developing a holistic approach to service delivery

Attendance at a validated course to acquire basic competency in BSL* students are required to demonstrate progress in the acquisition of skills in BSL.

Students who wish to gain the mandatory qualification are required to provide evidence of developing skills in BSL, as a minimum all students should gain Signature accredited level one or its equivalent. Students take responsibility for ensuring that such skills are developed during the programme of training.

• Planning skills in the development of the INSET package
• Oral communication in the delivery of the INSET package
• Working with others in arranging visits and workshops
• Interpersonal skills in arranging visits and completing the professional portfolio
• Reliability in meeting deadlines for the portfolio completed over the year of study (two years of study for part-time/distance students)
• Initiative in completing the portfolio

• Written assignment and INSET package - 40%.
• INSET delivery - 60%.

INSET Delivery

All students will, in discussion with the Course tutor, select a topic and write a short proposal for their INSET package. Students will then:

• Develop a clear and coherent justification for the choice of topic, its relevance to the education of deaf children and to raising standards within the profession (2000 words)
• Plan and develop resource materials to support their INSET delivery, using the guidance provided by the programme team.
• Demonstrate skills in their delivery of the INSET including appropriate use of voice, body language, audio-visual aids and other materials
• Encourage audience participation and answer questions relating to the chosen topic

The INSET is delivered to an audience including two Internal Examiners. The session will be videotaped to allow viewing by the External Examiner. 

Written feedback

All references and reading materials as well as links to other resources are on line and available through Reading lists online.