Postgraduate Course: Assessing Pupils/ Students with Visual impairment (EDUA11245)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | Teachers of the visually impaired need a solid grounding and knowledge of vision, the effects of ocular and cerebral visual impairment and the implications of these for developing and learning. This course addresses skills in assessing visual function so that using knowledge of the child's visual abilities (and disabilities) course participants may engage in the assessment of development and learning. Participants will develop a critical awareness of a range of appropriate assessments and procedures, which will enable them to choose and advise appropriately. The process and methodology of gathering evidence will be investigated to enable participants to identify appropriate methodologies,aids and approaches to promote access, inclusive practice and effective learning. |
| Course description |
This course addresses skills in assessing visual function so that using knowledge of the child¿s visual abilities (and disabilities), course participants may engage in the assessment of development and learning. Participants will develop a critical awareness of a range of appropriate assessments and procedures, which will enable them to choose and advise appropriately. The process and methodology of gathering evidence will be investigated to enable participants to identify appropriate methodologies, aids and approaches to promote access, inclusive practice and effective learning.
|
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
Students MUST have passed:
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | It is strongly recommend that any student who wishes to take this course should either be working as a teacher of learners with vision impairment or have access to children with vision impairment |
| Additional Costs | Additional course fee currently set at £225 |
Course Delivery Information
|
| Academic year 2020/21, Not available to visiting students (SS1)
|
Quota: None |
| Course Start |
Semester 2 |
| Course Start Date |
11/01/2021 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Seminar/Tutorial Hours 12,
Supervised Practical/Workshop/Studio Hours 6,
Online Activities 12,
Feedback/Feedforward Hours 1,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
165 )
|
| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
There are two parts to the assessment.
Part 1 is a practical assessment: Course participants will be assessed by on his/her ability to demonstrate a critical understanding of the principles and theories of sighted guide technique. This task is a requirement that allows participants to proceed to the written assignment.
Part 2 Written assignment Complete a case study of the assessment of an individual or group of children or young people. which is carried out by the course member. The completion of the assessment, the interpretation of the outcomes and the application within the learner's programme are to be examined critically and evaluated in the light of current policy, recent research and theoretical input of the 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 component 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 |
You will receive various forms of feedback throughout the course, these include:
* Discussion groups throughout the course involve feedback from peers and general feedback from the tutor;
* In the last session of the course you can bring a single side assignment plan that you can receive some feedback on;
* Written feedback from the practical skills assessment.
* Feedback and a mark for the summative assignment will be provided via turnit in
|
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Critically understand the effects of ocular and cerebral visual impairments on learning and teaching
- Use a range of skills in assessing functional vision and apply critical analysis and interpretation
- Demonstrate competence in sighted guide technique and knowledge of what is involved in assessing for an effective mobility programme.
- Critically review different functional assessments and techniques.
|
Reading List
Aitken, S., Buultjens, M. (1992) Vision for Doing (re issued as a CD-ROM) Scottish Sensory Centre.
Aitken, S., Buultjens, M., Clark, C., Eyre, J.T., Pease, L. (eds) (2000) Teaching Children who are Deafblind: Contact, Communication and Learning David Fulton, London.
Fielder, A., Best, A. B., Bax, M. (eds) (1993) Management of Visual Impairment in Childhood. Cambridge: University Press.
Goodman, S., Wittenstein, S. H. (2003) Collaborative Assessment: Working with students who are blind or visually impaired, including those with additional disabilities. American Foundation for the Blind.
Hyvärinen, L. (1996) Vision Testing Manual Precision, Vision USA
Jose, R. (1983) Understanding Low Vision New York: American Foundation for the Blind.
Lindstedt, E. (1997) How well does a child see? A guide to vision assessment :Elisyn, Sweden.
Lueck, A.H. (Ed) (2004) Functional Vision: A Practitioner's Guide to Evaluation and Intervention. American Foundation for the Blind.
Mason, H., McCall, S et al (1997) Visual Impairment: access to education for Children and Young People, London: David Fulton.
Roman-Lantzy Christine Cortical Visual Impairment: an Approach to Assessment and Intervention. AFB 2007
Southwell, Catherine Assessing functional vision: children with complex needs. RNIB, 2003.
Webster, A., Roe, J. (1997) Children with Visual Impairment: Social Interaction, Language and Learning. London: Routledge.
Kay Pictures, Kay picture test, Kay Pictures, 1993.
Includes Three metre book, Key cards, Screening book, Crowded near test card, Screening near test cards, Near vision test cards, recognition booklets, fixation sticks, squeaky animals and animal torches. http://www.kaypictures.co.uk/
|
Additional Information
| Graduate Attributes and Skills |
have an informed respect for the principles, methods, standards, values and the boundaries of their discipline(s) and the capacity to question these.
be able to identify processes and strategies for learning
use communication as a tool for collaborating and relating to others
|
| Special Arrangements |
|
| Study Abroad |
None |
| Additional Class Delivery Information |
Directed Study, class contact, and blended learning (24 hours) - this will involve seminars, workshops and analysis and discussion of selected videos, texts, and sharing of experiential learning. The use of supported self-study materials and guided reading will form the basis for discussion and workshop sessions.
Self-directed Study (176 hours) - reading, visits and practical tasks related to the context in which the course member works and to the focus of the course members assignment. During the course contact time it is only possible to explore a selection of assessment materials and procedures. Course members will need to supplement this during non-contact study time. The course member will demonstrate how the learning outcomes above have been achieved and employed through work undertaken for and recorded in the assignment. |
| Keywords | Assessment,ocular and cerebral visual impairment,assessing visual function. |
Contacts
| Course organiser | Mrs Elizabeth McCann
Tel: (0131 6)51 6148
Email: Elizabeth.Mccann@ed.ac.uk |
Course secretary | Ms Marie Hamilton
Tel: (0131 6)51 6678
Email: marie.hamilton@ed.ac.uk |
|
|
University Homepage