Postgraduate Course: Issues and Strategies for Teaching and Learning (Visual impairment) (EDUA11247)
|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||Available to all students
|Summary||This course addresses choices to be made to ensure that appropriate teaching methods and media of communication are used in the education of children and students with ocular or cerebral visual impairment, including those with additional disabilities or impairments.
Issues and strategies for learning and teaching are a priority independent of stage or subject area. This course addresses choices to be made to ensure that appropriate teaching methods and media of communication are used in the education of children and young people with ocular or cerebral visual impairment, including those with additional disabilities or impairments.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2020/21, Available to all students (SV1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Seminar/Tutorial Hours 24,
Supervised Practical/Workshop/Studio Hours 6,
Feedback/Feedforward Hours 1,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
|| Part-time students only: Part 1 In an essay report the course member will study a topic covered in the course relating to the practical context of the programme member. (2000 words)
Part 2 Course members will consider an individual, or group of pupils that they currently support and apply the knowledge and understanding of the principle skills and practices addressed in the course to show how they have adapted materials or introduced strategies to allow the pupil(s) to access an appropriate curriculum. (2000 words)
Participants completing this course as an option course only will be given the opportunity to complete the following assignment.
The weighting for each of these assignments is 50% of total mark and grade awarded.
Full time students: In an essay report (4000 words)the course member will study a topic covered in the course to demonstrate a critical awareness of knowledge and understanding by relating to recent research in the field of visual impairment and the practical context of the course.
Students on the Postgraduate Diploma Inclusive Education (visually impaired learners) who receive a mark of less than 50%, in either or both of the components, 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.
||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
On completion of this course, the student will be able to:
- Critically review the range of complex issues relating to pedagogy and learning of children with VI.
- The ability to identify barriers to learning and communication caused by visual impairment- including additional impairments-
- Critical awareness of current issues and outcomes of recent research to inform teaching practice.
- Demonstrate and evaluate the use of a technical devices , low vision aids and specialist technology
|Arter, C. Mason, L. et al (1999) Children with Visual impairment in Mainstream Settings. David Fulton Publishers, London.|
Brambring, M. (2005) 'Perceptual perspective taking in children who are blind : The state of research and a single case study.' BJVI Volume 23 Number 3
Carey, K. (2000) The Real Goals for Mobility Education British Journal of Visual impairment 2000:18:82
Clunies-Ross, L. (2005) Windows of perception: a review of the literature concerning uncontracted and contracted literary Braille British Journal of Visual impairment Volume 23 Number 2
Crawford, S. Elliott, R.T. Hoekman, K. (2006) Phoneme, grapheme, onset-rime and word analysis in Braille with young children British Journal Visual Impairment Volume 24 Number 3
Kleege, G. (2006) Visible Braille/ Invisible Blindness British Journal of Visual Impairment 2006: 5;209
Jehoel, S. McCallum, D. Rowell, J. Ungar, S. (2006) An empirical approach on the design of tactile maps and diagrams: The cognitive actualization approach. British Journal of Visual Impairment Volume 24 Number 2.
Gustafson_Pearce, O. Billet, E. Cecelja, F. (2005) "Perceptual impact of environmental factors in sighted and visually impaired individuals. BJVI Volume 23 Number 1
Holbrook, MC & Koening, AJ (2000) Foundations of Education, Vol 1 &2, AFB
Jose, R (ed) (1989) Understanding Low Vision, AFB
Mason, H, McCall, S et al (1997) Visual Impairment: access to education for Children and Young People. David Fulton Publishers, London
McCallum, D. Ungar, S. (2003) An introduction to the use of inkjet for tactile diagram production British Journal Of Visual impairment Volume 21 Number 2
McCallum, D. Ungar, S. and Jehoel, S. (2006) An evaluation of tactile directional symbols British Journal of Visual impairment Volume 24 Number 2.
Pavey, S. Douglas G. McLinden, M. and McCall, S. (2003) An investigation into the mobility and independence needs of children with visual impairment. Part 1: The development of a mobility and independence framework, British Journal of Visual Impairment. 2003; 21; 4
Presley, I, D'Andrea, M.A., (2008) Assistive Technology for Students Who Are Blind or Visually Impaired AFB (Chapter 1)
Scholl, GT, (ed) (1986) Foundations for Education for Blind and Visually Handicapped Children, AFB
Thompson, L. Chronicle, E. (2006) Beyond visual conventions: Rethinking the design of tactile diagrams British Journal Visual impairment 2006:24; 76.
Webster, A, Roe, J, (1998) Children with Visual Impairment. Social Interaction, Language and Learning. London: Routledge.
Quality Standards Delivery of Habilitation training ( Mobility and Independent Living Skills for Children and Young People with Visual Impairment)
|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
||During this course students will be introduced to practical notion of habilitation and mobility and as such there will be an expectation for students to practice mobility and habilitation inside and outside. Therefore during this session practical clothing is suggested to be worn.
|Additional Class Delivery Information
||There are 5 whole day sessions in 2 blocks.
These whole day sessions contain lectures, workshops, discussion groups and 1 - 1 meetings with the tutor.
|Keywords||visual impairment appropriate teaching methods media communication
|Course organiser||Mrs Elizabeth McCann
Tel: (0131 6)51 6148
|Course secretary||Ms Marie Hamilton
Tel: (0131 6)51 6678