Postgraduate Course: Inclusion of children with visual Impairment; Policy and Practice (EDUA11244)
|Moray House School of Education
|College of Humanities and Social Science
|Credit level (Normal year taken)
|SCQF Level 11 (Postgraduate)
|Not available to visiting students
|This course will allow participants to relate and develop their experience in the provision for visually impaired children and young people. The changing role and responsibilities of the teacher of the visually impaired will be addressed.
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.
You will visit various schools and see different practice put in place as well as attending sessions of the policies and practice of inclusion within Scotland, UK and Internationally.
Entry Requirements (not applicable to Visiting Students)
Course Delivery Information
|Academic year 2017/18, Not available to visiting students (SS1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Seminar/Tutorial Hours 24,
Feedback/Feedforward Hours 1,
Formative Assessment Hours 2,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
|There are 2 parts to the assessment.
Part 1 The course participant will receive one observation visit where they will be observed in a teaching session for a period of 30 minutes. Feedback will involve formative assessment. Tutor visit is required to allow progression to assignment.
Part 2 Course participants will complete a case study demonstrating their role and responsibility as a specialist teacher of the visually impaired for an individual or group of visually impaired pupils that they are currently supporting within the context of inclusion using relevant recent research and the theoretical perspectives addressed in this course. (4000 words) 20 credits.
Students on the Postgraduate Diploma Inclusive Education (visually impaired learners) who receive a mark of less than 50%, in any of the components of the assessment, 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 Scottish Association of Visual Impairment Education (SAVIE) argued that the mandatory nature of the qualification meant that it was essential that teachers of visually impaired 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.
|Feedback is given through out the class in forms of discussion and 1 to 1 interviews
Also a 300 format plan will be available for students to write and the course tutor will provide written feedback
|No Exam Information
On completion of this course, the student will be able to:
- Deomonstrate Professional attitudes appropriate to working with, children and young people with visual impairment
- Critically communicate and discuss the knowledge and understanding of practical ways of facilitating progress for children and young people with ocular and/or cerebral visual impairment
- Demonstrate the 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
- Critically evaluate the ability to work collaboratively with parents, and other professionals and to contribute to intervention programmes
|Cheminas, R. (2001) Developing inclusive school practice: a practical guide David Fulton, London.
Erin, J. (2004) When you have a visually impaired student with multiple disabilities in your classroom AFB
Huebner, K.M., Bruhilde M. Stryker, D.Wolffe, P. (2004) The National Agenda for the Education of Children and Youths with Visual Impairments, Including those with Multiple Disabilities. AFB.
Lewis, A Norwich, B. (2005) Special teaching for special children? Open University Press.
Olmstead, J.E. (2005) Itinerant Teaching AFB
|Graduate Attributes and Skills
|recognise the importance of reflecting on their learning experiences and be aware of their own learning style
be able to critically assess existing understanding and the limitations of their own knowledge and
recognise the need to regularly challenge all knowledge be able to identify processes and strategies for learning
recognise the benefits of communicating with those beyond their immediate environments
|Students will need to commute and pay for the transport to the schools by themselves
|Additional Class Delivery Information
|There will be 2 X teaching face to face classes
Then there will be 2 X Placement visits in 2 or 3 different schools
|Inclusive policies and practice visual impairment
|Mrs Elizabeth Mccann
Tel: (0131 6)51 6148
|Mrs Susan Scott
Tel: (0131 6)51 6573