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2021/22 Taught Postgraduate Module Catalogue

EDUC5078M Policy and Practice in Deaf Education

30 creditsClass Size: 40

Module manager: Dr Jackie Salter
Email: J.M.Salter@leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2021/22

Pre-requisite qualifications

This is one of 5 compulsory modules for the mandatory teacher of the deaf qualification obtained through the MA Deaf Education.

Co-requisites

EDUC5070MEducational Audiology
EDUC5072MDeafness and Development
EDUC5073MLearning and Teaching in Deaf Education
EDUC5079MProfessional Skills: Learning, Teaching and Audiology

Module replaces

EDUC 5071M The Context of Deaf Education

This module is not approved as an Elective

Module summary

This module provides an overview of the current legislative and inclusive practices within the context of deaf education. It considers the different provision available for deaf students, the importance of partnership working and the role of parents and pupils in shaping educational practice.

Objectives

On completion of this module, students should be able to have

- an understanding and appropriate use of current government SEN legislation; the implications for national and local organisation of SEN provision and specific implications for deaf pupils

- an awareness and appropriate use of national curriculum and assessments from 0-25 years and specific implications for deaf students

- an understanding of pupils’ rights and perspectives in the management of their education

- an awareness of parents’ rights, role and perspectives in the management and decision making process for their children

- an understanding of the roles and responsibilities within a multidisciplinary team including advisory, curricular and managerial roles; strategies for developing effective partnership with parents including working with ethnic minority families

- an understanding of the wide range of possible educational settings focusing particularly on the principles and practices of inclusive education and the role of the ToD and key transition points

- a detailed knowledge of the role of the ToD in relation to safeguarding and understand the particular vulnerabilities of deaf children

Learning outcomes
- understanding of the key principles of the SEND code of Practice, the underpinning legislative context including the Local offer, EHCP and SEN support in schools and the specific implications for deaf students (2.1, 2.2, 2.6, 2.7, 2.9,)

- understanding of the structure and key assessments associated with the nation curriculum framework and the specific implications for deaf learners and their educational settings (2.4, 2.5)

- understanding the principles for and the support required to ensure deaf pupils are able to contribute to their educational management (8.1, 8.2)

- the skills and knowledge required to work closely with parents to ensure the best possible outcomes for their deaf children (8.3, 8.5, 8.6)

- the skills and understanding to work within a multidisciplinary team to assess, evaluation and develop effective education provision to meet the needs of a deaf child in a range of educational settings including (8.4, 8.8, 8.7)

- an understanding of the wide range of possible educational settings focusing particularly on the principles and practices of inclusive education and the role of the ToD and the nature of transition across the different phases of education (2.3, 2.8)

A detailed knowledge of the role of the ToD in relation to safeguarding and understand the particular vulnerabilities of deaf children (2:10)

Skills outcomes
Partnership working and advocacy.
Understanding and interpreting educational legislation and policy.

Supporting and empowering parents and their deaf children to shape educational provision.


Syllabus

Session 1 and 2:Concepts of inclusive education and implications for the role of Teacher of the Deaf
Session 3:Current legislative frameworks and the implications for the management of deaf children
Session 4:The National Curriculum, summative examinations and the deaf student
Session 5: Working with parents and deaf children to manage educational support
Sessions 6, 7 and 8: Visits to different educational provisions for deaf students
Session 9: Multidisciplinary teams within deaf educational practices roles and responsibilities
Session 10: Partnership working, advocacy and supporting professionals
Session 11: Safeguarding and the deaf child
Session 12: Individual module review and assessment planning

Teaching methods

Due to COVID-19, teaching and assessment activities are being kept under review - see module enrolment pages for information

Delivery typeNumberLength hoursStudent hours
On-line Learning21.002.00
Visit36.0018.00
Study Day16.006.00
Tutorial13.003.00
Independent online learning hours231.00
Private study hours40.00
Total Contact hours29.00
Total hours (100hr per 10 credits)300.00

Private study

This is a blended distance learning module that is taught using on-line materials and activities that require 249 hours of private study time to include school visits and observations.

Assignment and tutorial preparation time is 40 hours.

Face to face teaching is delivered via a 1-day study day that involves practical sessions and group learning.

In addition students must attend 1 x 3 hour regional workshop-style tutorial and 2 x 1 hour on-line synchronous tutorials ( 5 hours of tutorial time)

Opportunities for Formative Feedback

Student learning is monitored through the on-line learning activities in the VLE, the 3 tutorial sessions and the study day practical and group activities.

Methods of assessment

Due to COVID-19, teaching and assessment activities are being kept under review - see module enrolment pages for information


Coursework
Assessment typeNotes% of formal assessment
Assignment4000 words66.00
ReportCritical report 2000 words34.00
Total percentage (Assessment Coursework)100.00

Both pieces of work are to be submitted at the same time. For the MA Deaf Education without the Mandatory Qualification for Teacher of the deaf, students will complete a 6000 assignment.

Reading list

The reading list is available from the Library website

Last updated: 13/09/2021

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