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
|Not being delivered
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
|Ms Marie Hamilton
Tel: (0131 6)51 6678