Postgraduate Course: Promoting Achievement and Curriculum Access for bilingual and /or deaf learners (EDUA11241)
|Moray House School of Education
|College of Humanities and Social Science
|Credit level (Normal year taken)
|SCQF Level 11 (Postgraduate)
|Available to all students
|This course is designed for teachers of pupils who are learning English as an additional language and teachers of deaf children. These learners often face some similar issues as they access the curriculum and assessment. Teachers, managers and educational support teachers will critically review the arrangements made internationally, nationally and locally to support developing bilingual and deaf learners. The course will review the very different policy approaches adopted towards the support of Gaelic medium education and the education of other minority community language users in Scotland, and will compare this situation with educational support for bilingual and / or deaf learners in other countries. It will consider the development of policy and practice in Scottish schools towards the educational support of bilingual and deaf learners within an inclusive and anti-discriminatory framework. It will particularly address the educational support role of teachers in relation to the changing language demands of certain subject areas through the Curriculum for Excellence, National exams and an understanding of the different theories of literacy development with deaf and / or bilingual pupils.
Principles and approaches to deaf and bilingual education in several different contexts around the world.
A rights approach to equal access to curriculum and assessment for deaf and bilingual learners.
Barriers to access to the curriculum for deaf and bilingual learners and how to overcome them.
Modifying curricular access and assessment arrangements, including interpreting, modifying language, notetaking, extending language skills.
A critical approach to current assessment arrangements in Scottish schools and deaf / bilingual learners.
Theories about literacy development in deaf and bilingual pupils
Genre, a Systemic Functional approach and teaching academic and subject language to deaf and bilingual learners
Planning long-term programmes of support for deaf / bilingual learners.
Working with parents and keeping them informed.
Entry Requirements (not applicable to Visiting Students)
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2017/18, Available to all students (SV1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Lecture Hours 16,
Seminar/Tutorial Hours 2,
Supervised Practical/Workshop/Studio Hours 4,
Online Activities 60,
Formative Assessment Hours 1,
Summative Assessment Hours 60,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
|Either Using subject syllabuses and textbooks / teaching programmes, trace the changing linguistic demands of one curriculum area over a 6 year period (e.g. P1-7; P5-S4; P7-S6) and make suggestions about the most appropriate ways to support deaf / bilingual learners who are facing these language demands. (4,000 words) (Los 1 - 5)
Or Produce a critical review of the policy and provision for the support of deaf / bilingual learners in a school or local authority (using international or national comparators) and make detailed recommendations for change. (4,000 words). (LOs 1 - 5)
Students on the PG Diploma Inclusive Education (deaf learners) who receive a mark of less than 50% have one opportunity to resit. They will receive a tutorial from the course tutor to discuss the resit, then usually a period of 4 weeks will be agreed for resubmission. If the student fails the resit, they will exit with a Postgraduate Certificate or transcript.
The mark which will appear on Euclid, the official space where marks are announced on MyEd will reflect the first mark. This mark is used to provide an average for the whole diploma. However, the resit mark will not be capped at 50% and it will also appear on the mark sheet put to the Inclusive Education examination board.
To read more about this exam regulation, please go to: http://bit.ly/2mJyIyS
The School Postgraduate Studies Committee at the School of Education agreed during 2015/16 that this regulation would come into force from 16/17. The British Association of Teachers of the Deaf (BATOD) argued that the mandatory nature of the qualification throughout the UK meant that it was essential that teachers of deaf children attain this minimum level for all specialist courses. The committee agreed that only one resit would be possible. Regulation 27.1 from the link above explains this.
|Students will give joint presentations in class about language policy in a particular country. Feedback from tutors will support students' analysis which will later be useful in the assignment.
|No Exam Information
On completion of this course, the student will be able to:
- Critically review and explore key principles in relation to language policy and deaf / bilingual learners in a range of countries.
- Review the possible barriers to access for deaf / bilingual learners and analyse the changing language demands of selected curriculum and assessments areas.
- Develop a critical and informed approach to adapting curricular access and assessment procedures, planning a long term programme of support within a educational team.
- Demonstrate an awareness of the different theories relating to literacy development in ┐deaf and / or bilingual pupils.┐
- Maintain an awareness of the rights of deaf and bilingual pupils to have full and equal access to all aspects of curriculum and assessment, of learning from their insights and keeping them and parents fully informed.
|Coffin, C. (2006) Mapping subject specific literacies. Naldic Quarterly, 3:3 spring. Luton: NALDIC
Hall, K. (2003) Listening to Stephen Read. Buckingham: Open University Press
Marschark, M., Convertino, C. & Larock, D. (2006) Optimizing academic performance of deaf students. Part III p 179. In: Deaf Learners - developments in curriculum and instruction. D. Moores & D. Martin, (Eds) Washington DC: Gallaudet University Press
Trezek, B., Wang, Y. & Paul, P. (2010) Reading and Deafness: theory, research and practice. Clifton Park: Delmar, chapter 7
Winston, E. (2004) Interpretability and accessibility of mainstream classrooms. In E. Winston, Educational Interpreting - how can it succeed?
|Graduate Attributes and Skills
|Identify, define and conceptualise new problems and issues relating to inclusive education, and identify appropriate research methods to address these;
Be open to new perspectives, methods and creative ideas in inclusive education;
Be able to effectively work collaboratively with others, recognising the diversity of contributions individuals can make
|Additional Class Delivery Information
|The course is taught in two blocks of face to face delivery, usually 3 days then 2 days separated by several weeks. Invited speakers. Lectures, workshops, some student-led.
|bilingual,deaf,English as an Additional Language,curriculum access,assessment arrangements
|Ms Rachel O'Neill
Tel: (0131 6)51 6429
|Mrs Susan Scott
Tel: (0131 6)51 6573