MSc/PGDip Deaf Education

On successful completion of this course unit students will have demonstrated the ability:

• To evaluate the underlying rationale upon which assessment is made centred on developmental and language frameworks.
• To assess deaf children’s development in language using standardised and non-standardised assessments.
• To analyse and interpret test data of individual deaf children for summative, formative, and diagnostic purposes.
• To critique and devise evidence-based strategies and techniques to support deaf children’s language development.
• To appraise and create intervention plans to support the language development of individual children documenting the role of key individuals around the child.

Course unit overview:

• Assessment for learning
• Features of language
• Language analysis
• Using and interpreting language assessments
• Target setting and interventions
• Assessing BSL and EAL deaf children

This unit aims to enable learners to organise their ideas, explain the points around the development and assessment of language and how deafness can affect the typical development of language. Learners will draw upon the research literature to offer an analysis and interpretation of assessment data and then offer evidence-based strategies to support development. Learners will also learn the skills required to robustly assess the language of deaf children and set appropriate targets to support development. This develops learners’ essential skills in the role of the QToD to support deaf children’s language development. This will inform their work in the field to effectively support deaf children aged 0-25 years, their families, and the professionals that work with them.

Learning Outcomes

On successful completion of this course unit students will have demonstrated the ability:

• To evaluate the underlying rationale upon which assessment is made centred on developmental and language frameworks.
• To assess deaf children’s development in language using standardised and non-standardised assessments.
• To analyse and interpret test data of individual deaf children for summative, formative, and diagnostic purposes.
• To critique and devise evidence-based strategies and techniques to support deaf children’s language development.
• To appraise and create intervention plans to support the language development of individual children documenting the role of key individuals around the child.

•   Lectures
•   Workshops
•   Seminars
•   E-learning resources
•   One to one and small group tutorials
•   Practical experience on and outside of teaching placement.

• Interpersonal skills in group working during lectures, workshops, seminars and practically whilst on teaching placement.
• Flexibility in meeting the diverse assessment needs of deaf children and young people when resources may not parallel those used in the University.
• Initiative, seeking help as necessary from academic staff, placement providers, and wider University support systems.
• Multi-agency working in completing linguistic assessment with supplementary information from caregivers, Audiology, Speech and Language Therapists and other professionals.
• Formal report writing, including recognising confidentiality, appropriate linguistic register, and the importance of a formative summary.

Written feedback

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

The resource room has a large range of language assessment materials for reference, these will be used in lectures, seminars and workshops and are available to use within the University and on placement via the unit lead. Please do not remove any materials without permission.