Inclusion of Children with Visual Impairment Policy and Practice (P01472)

? Credit Points : 20 ? SCQF Level : 11 ? Acronym : EDU-P-P01472

This course will allow participants to relate and develop their experience in the provision for children and young people with visual impairment. The changing role and responsibilities of the specialised teacher and other professionals within the context of inclusion will be addressed.

Entry Requirements

none

Subject Areas

Home subject area

Education, (The Moray House School of Education, Schedule C)

Delivery Information

? Normal year taken : Postgraduate

? Delivery Period : Semester 2 (Blocks 3-4)

? Additional Class Information : Twenty four hours contact teaching, delivered flexibly.

Summary of Intended Learning Outcomes

1. Professional attitudes appropriate to working with, children and young people with visual impairment (including those with additional disabilities), their teachers and families in arrange of situations.
2. Knowledge and understanding of medical conditions and terminology used in ophthalmology and ability to write reports and convey information in away that is sensitive and understood by everyone involved in the pupil/students education.
3. Enhanced knowledge and understanding of practical ways of facilitating progress for children and young people with ocular and/or cerebral visual impairment that is appropriate to the age and developmental stage of the learner.
4. Skills in the administering of informal and formal assessment and the ability to apply the outcomes of these assessments through a range of curricular approaches, methodologies and adaptation of materials using traditional methods and ICT
5. Ability to work collaboratively with parents, and other professionals and to contribute to intervention programmes which ensures each child or young person achieves their maximum potential as a learner as independently as possible

Assessment Information

Course members will submit a 5,000 word critically analytical and comparative account of the process of planning, implementation and evaluation in their own contexts and in the placement situation.
Course members will refer to the professional development portfolio to identify an aspect of professional development need to be examined in light of recent research and theory. They will then be invited to write one performance criterion, to be approved by the course tutor, for inclusion in the performance criteria.