MSc/PGDip Deaf Education

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

• Evaluate and implement the legislative framework of service delivery to meet the needs of deaf children from birth to 25 years
• Document the legislative framework that protects the rights of people with disabilities and relate this to the rights of deaf children and young people and their families.
• Compare and contrast the range of educational provisions for deaf children and young people
• Interpret the policies relating to inclusion of deaf children and young people
• Appraise the policies and procedures on service and school improvement and judge these against the needs of deaf children and young people
• Evaluate the communication options available to deaf children, young people, and their families
• Synthesize the variety of communication approaches available to families of deaf children signifying the importance of informed choice
• Make recommendations on inclusive educational practices identifying priorities for deaf children and young people
• Produce Individual Educational Plans/EHCPs for deaf children and young people specifying evidence-based strategies to support progress
• Create and present INSET materials, demonstrating the contribution to raising standards in deaf education
• Incorporate an ecological approach to service delivery in their practice
• Incorporate skills in multiagency working in their practice
• Illustrate skills in interpersonal communication, including listening and empathetic responses

Course unit overview:

• Legislative Framework  
• Inclusion  
• Policy and Provision for D/deaf Children and Young people  
• Communication Approaches  
• Informed Choice  
• Reflective Practice
• Continuing Professional Development
• Multi-agency and collaborative working
• Measuring Impact
• Managing change and service development 

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. This unit enables learners to organise their ideas, explain the points around the justification of their choice of topic for INSET by drawing  upon the research literature to offer a clear rationale as to how their presentation will add value to raising standards in the field of Deaf Education. The presentation element of this essay equips learners with the skills required to deliver high quality training to QToDs and other professionals working with deaf children. Delivering training is an essential part of the role of a QToD. This will inform their work in the field to effectively support deaf children, their families and the professionals that work with them.

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

• Evaluate and implement the legislative framework of service delivery to meet the needs of deaf children from birth to 25 years
• Document the legislative framework that protects the rights of people with disabilities and relate this to the rights of deaf children and young people and their families.
• Compare and contrast the range of educational provisions for deaf children and young people
• Interpret the policies relating to inclusion of deaf children and young people
• Appraise the policies and procedures on service and school improvement and judge these against the needs of deaf children and young people
• Evaluate the communication options available to deaf children, young people, and their families
• Synthesize the variety of communication approaches available to families of deaf children signifying the importance of informed choice
• Make recommendations on inclusive educational practices identifying priorities for deaf children and young people
• Produce Individual Educational Plans/EHCPs for deaf children and young people specifying evidence-based strategies to support progress
• Create and present INSET materials, demonstrating the contribution to raising standards in deaf education
• Incorporate an ecological approach to service delivery in their practice
• Incorporate skills in multiagency working in their practice
• Illustrate skills in interpersonal communication, including listening and empathetic responses. 

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.

• Interpersonal skills in group working during lectures, workshops and seminars  
• Flexibility in thinking to create an idea for development.
• Adaptive skills to translate academic work into an INSET package suitable for Qualified Teachers of the Deaf
• Research, design and presentation skills in the development and delivery of the INSET package
• Reliability in meeting deadlines for the planning and presentation of the INSET package and supporting justification Critical thinking and reflective abilities to build upon feedback from academic staff to develop own work
• Initiative, seeking help as necessary from academic staff, placement providers, and wider University support systems 

Written assignment and INSET package - 40%.  

INSET delivery - 60%.

INSET Delivery 

All students will, in discussion with the unit lead, select a topic and write a short proposal  
for their INSET package. The proposal is not an assessed piece of work but is included to allow the uit lead to support the development of your idea.

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. In this justification you will bear reference to national legislation / local procedures and guidelines and demonstrate your understanding of the range and nature of provision for deaf children in the UK.  (2000 words)  

Develop and deliver a 15-minute INSET package (plus 5 minutes for questioning) appropriate for QToDs using the guidance provided by the unit lead  

Demonstrate skills in their delivery of the INSET thinking about content, materials and presentation style.

The INSET is delivered to an audience that will include programme staff and your peers. The session will be recorded to allow viewing by the External Examiner 

Written feedback

All required reading materials as well as links to other resources are online and available through Reading lists online. Students are expected to engage in their own research and reading when developing their idea for INSET. All students have full access to the library and resources