Language, Literacy and Communication (P01474)

? Credit Points : 20 ? SCQF Level : 11 ? Acronym : EDU-P-P01474

This course will introduce participants to key issues in relation to language, learning and deafness. It should enable participants to take an informed view of what remains a controversial area within Deaf Education. The course will focus on the deaf individuals linguistic potential and the practical ways of enabling linguistic access, particularly access to literacy.

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

Course members will demonstrate
An awareness of the linguistic potential of deaf pupils and the possible barriers to linguistic access;
An understanding of key differences and similarities between spoken and signed language;
An understanding of the processes of signed and spoken language acquisition.
An informed understanding of the different approaches to language within Deaf Education, including monolingual and bi/multi-lingual approaches;
A critical awareness of different types of linguistic assessment; the ability to interpret the results of such assessments and some ability to carry out some forms of assessment and to make use of linguistic observations;
An awareness of the different theories relating to literacy development in deaf pupils;
A familiarity with approaches, techniques and resources, including technological resources, which can support the deaf childs language use and the development of literacy.

Assessment Information

Course members will produce two written assignments, each of 2,500 words/25 minutes of signing. Each assignment will involve a case study of a deaf pupil or student. The case studies will make use of a range of observational and assessment evidence, some of which ideally should be collected or administered by the teacher. The evidence is also likely to include reports from speech and language therapists, educational psychologists, classroom teachers and/or teachers of deaf children. Each account will evaluate individuals current level of communicative competence and literacy development (including both comprehension and production) and suggest actions which may be taken to support future linguistic development.