MSc/PGDip Deaf Education / Course details

Year of entry: 2020

Course unit details:
Policy and Practice

Unit code HCDI60270
Credit rating 15
Unit level FHEQ level 7 – master's degree or fourth year of an integrated master's degree
Teaching period(s) Full year
Offered by Division of Human Communication, Development and Hearing
Available as a free choice unit? No

Overview

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

  • appreciate the legislative framework of service delivery;
  • demonstrate cognisance of the OfSTED framework of Inspection;
  • demonstrate awareness of the range of educational provision for deaf children and young people;
  • demonstrate awareness of the policies relating to school improvement;
  • demonstrate awareness of the communication options available;
  • have an understanding of the nature of British Sign Language (BSL);
  • understand Informed Choice;
  • be aware of the concept of inclusive educational practice;
  • identify priorities and contribute to Individual Educational Plans;
  • develop and deliver INSET materials;
  • understand the importance of an ecological approach to service delivery;
  • understand the importance of interagency working;
  • be aware of Early Support materials and their use;
  • be aware of a range of service delivery models for early childhood education;
  • use basic skills in interpersonal communication, including listening and empathetic responses.

Aims

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;
  • the importance of inter-agency working.

Teaching and learning methods

Teaching and learning methods include lectures, seminars, workshops, tutorial, visits, electronic and video materials. Many aspects of Policy and Practice are integrated into other course areas; this is to try 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.

NB 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 level one CACDP or its equivalent. Students take responsibility for ensuring that such skills are developed during the programme of training. Electronic and video resources are available to support this.

Knowledge and understanding

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

  • appreciate the legislative framework of service delivery;
  • demonstrate cognisance of the OfSTED framework of Inspection;
  • demonstrate awareness of the range of educational provision for deaf children and young people;
  • demonstrate awareness of the policies relating to school improvement;
  • demonstrate awareness of the communication options available;
  • have an understanding of the nature of British Sign Language (BSL);
  • understand Informed Choice;
  • be aware of the concept of inclusive educational practice;
  • identify priorities and contribute to Individual Educational Plans;
  • develop and deliver INSET materials;
  • understand the importance of an ecological approach to service delivery;
  • understand the importance of interagency working;
  • be aware of Early Support materials and their use;
  • be aware of a range of service delivery models for early childhood education;
  • use basic skills in interpersonal communication, including listening and empathetic responses.

Transferable skills and personal qualities

  • 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.
  • Self regulatory skills in dealing with the many demands of the course and in balancing the needs of other course units with the need to complete the portfolio across the duration of the course.

Assessment methods

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

All students will, in discussion with the course tutor, select a topic for their INSET package. Students will then:

  • develop a clear and coherent rationale for the choice of topic, its relevance to the education of deaf children and to raising standards within the profession (2,000 words);
  • demonstrate skills in placing the INSET topic within an overall package;
  • plan and develop resource materials to support their INSET delivery, using appropriate language register, diagrams correctly attributed or original and appropriate to the chosen situation;
  • demonstrate skills in delivery of the INSET materials including appropriate use of voice, body language, audiovisual aids and other materials;
  • encourage audience participation and answer questions relating to the chosen topic.

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

Recommended reading

All references and reading materials, as well as links to other resources, are online and available through Links2list.

Study hours

Scheduled activity hours
Lectures 22
Independent study hours
Independent study 128

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