MSc/PGDip Deaf Education

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

• Appraise the research indicating the implications of deafness on cognitive, social, and emotional development.  
• Research and evaluate innovative practices in relation to improving the achievement of deaf learners and draw on research outcomes and other sources of external evidence to inform practice.  
• Formulate child-centred strategies for supporting the development of increased social, emotional, and cognitive skills.  
• Synthesise information about children's needs (including knowledge of appropriate assessment approaches) to inform positive intervention, support and targets.  
• Describe the features of Family Centred Early Intervention and early years work, working with families and other services.  
• Demonstrate the ability to promote personal and social development in deaf children and pupils supported by knowledge of the research.  
• Demonstrate awareness of the high incidence of disability (including loss of vision) amongst deaf children and evaluate the implications for service delivery.  

Course unit overview:  

• Working with families  
• Multi-agency and inter-disciplinary working  
• Play  
• Learning dispositions  
• Social cognition  
• Deaf children with additional needs  
• Deaf children with complex needs  
• Mental health and deaf children  
• Keeping deaf children safe  

To promote effective support, intervention and teaching of deaf children within the context of their family, their psycho-social development and their specific learning needs. 

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

• Appraise the research indicating the implications of deafness on cognitive, social, and emotional development.  
• Research and evaluate innovative practices in relation to improving the achievement of deaf learners and draw on research outcomes and other sources of external evidence to inform practice.  
• Formulate child-centred strategies for supporting the development of increased social, emotional, and cognitive skills.  
• Synthesise information about children's needs (including knowledge of appropriate assessment approaches) to inform positive intervention, support and targets.  
• Describe the features of Family Centred Early Intervention and early years work, working with families and other services.  
• Demonstrate the ability to promote personal and social development in deaf children and pupils supported by knowledge of the research.  
• Demonstrate awareness of the high incidence of disability (including loss of vision) amongst deaf children and evaluate the implications for service delivery.  

•   Lectures
•   Seminars
•   Video materials
•   Visits

• Problem solving, consideration of multi-agency assessments and how these inform a positive programme for a deaf child  
• Written communication: through assessed written assignment  
• Interpersonal skills in working in workshop situations asking appropriate questions of invited speakers, including parents of deaf children  
• Flexibility and adaptability: in meeting specific individual children's needs whilst on teaching placement  

Written feedback

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