MSc/PGDip Deaf Education / Course details

• Compare the development of literacy in hearing and deaf children
• Summarize and explain the interrelationship between first language acquisition and literacy and interpret the implications for deaf children across the curriculum
• Specify the inherent language demands placed on deaf children in respect to acquiring literacy and how this affects access to the curriculum.
• Outline literacy development and associated learning skills and behaviours.
• Relate literacy and numeracy development to children’s broader curricular experiences and create evidence-based, differentiated strategies for supporting curricular access
• Explain how to assess a pupil or group of pupils’ literacy level(s) and devise appropriate intervention programmes
• Evaluate current central, local government and deaf_specific initiatives in relation to the development of literacy and curricular access
• Summarize the specific challenges of mathematics learning for deaf children and document how these may be addressed
• Examine and explain how skills in computing pertain to deaf learners and support access to the curriculum
• Summarize the components of communication strategies such as speech reading, Cued Speech, sign supported English, signed English and evaluate the practical implications for its use in mainstream classrooms.

Course unit overview:

• The development of literacy
• The inter-relationship between language and literacy
• The impact of deafness on literacy development
• The main approaches to reading and writing
• Assessment and interventions to support the development of literacy
• Literacy and BSL
• The impact of deafness on numeracy development
• Supporting deaf children's access across the curriculum

This unit enables learners to organise their ideas, explain the points around how the development of language influences the development of literacy and how this affects access to the curriculum. Learners will demonstrate their understanding of the stages of literacy development. They will learn about the effects of deafness on typical development and how delays in literacy can affect access to other curriculum areas and subsequently attainment. Learners will draw upon the research literature to offer evidence-based strategies to support development. This will equip them with an understanding of the role of QToDs in supporting deaf children’s attainment and the role of other professionals and families in supporting deaf children’s access to learning. This will inform their work in the field on raising attainment and effectively supporting deaf children, their families and the professionals that support them.

• Compare the development of literacy in hearing and deaf children
• Summarize and explain the interrelationship between first language acquisition and literacy and interpret the implications for deaf children across the curriculum
• Specify the inherent language demands placed on deaf children in respect to acquiring literacy and how this affects access to the curriculum.
• Outline literacy development and associated learning skills and behaviours.
• Relate literacy and numeracy development to children’s broader curricular experiences and create evidence-based, differentiated strategies for supporting curricular access
• Explain how to assess a pupil or group of pupils’ literacy level(s) and devise appropriate intervention programmes
• Evaluate current central, local government and deaf_specific initiatives in relation to the development of literacy and curricular access
• Summarize the specific challenges of mathematics learning for deaf children and document how these may be addressed
• Examine and explain how skills in computing pertain to deaf learners and support access to the curriculum
• Summarize the components of communication strategies such as speech reading, Cued Speech, sign supported English, signed English and evaluate the practical implications for its use in mainstream classrooms

• Lectures
• Seminars
• Workshops
• Tutorials
• E-resources and video materials

• Interpersonal skills in group working during lectures, workshops and seminars
• Academic writing skills in the presentation of the written assignment
• Problem solving in analysing literacy development in deaf children and devising appropriate programmes and interventions
• Critical skills to evaluate evidence-based, best practice interventions with deaf children
• Reliability in meeting deadlines for the planning and submission of the written assessment
• Initiative, seeking help as necessary from academic staff, placement providers, and wider University support systems

Written feedback

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