Postgraduate Course: Placement / Inclusion (EDUA11258)
|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
|Summary||Please be aware that if government restrictions around the Covid-19 situation prevent placement, this course may be modified. Students will be given advice at the beginning of the course to ensure the most up-to-date guidance.
The placement offers an opportunity to critically explore issues of educational inclusion in the context of a specific placement, which can be in any educational setting where deaf children/young people are accessing curriculum and assessment (including special schools for deaf children). As the final course in the programme, it also enables students to reflect on their learning from the other courses within the programme. There is no attendance required at University for the Placement course. It will involve four weeks of teaching placement in the teacher's own workplace and three weeks in a different setting with deaf learners. There will be a minimum of two observational visits by a University tutor: one in the student's own workplace and one in the external placement. Assessment for the course will be by observation reports and a placement file, including weekly critical reviews.
Please be aware that if government restrictions around the Covid-19 situation prevent placement, this course may be modified. Students will be given advice at the beginning of the course to ensure the most up-to-date guidance.
There is no set syllabus, as the placement course is a culmination of the whole of the Diploma. Topics expected to be included in observations and placement tasks include:
assessment of deaf learners' needs; audiological assessment and implications for learning; classroom communication skills in speech and sign; curriculum access strategies for deaf learners; planning and IEPs for deaf learners; visual teaching strategies and teaching independence skills; liaison skills with parents and professionals; reflection on own skills; role of research in informing new directions in teaching deaf pupils; a critical informed approach to inclusion.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
|Additional Costs|| The student's Local Authority will have agreed to meet any additional costs of the external placement: accommodation and travel.
Course Delivery Information
|Academic year 2020/21, Not available to visiting students (SS1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Seminar/Tutorial Hours 3,
Online Activities 25,
Feedback/Feedforward Hours 1,
Formative Assessment Hours 10,
Summative Assessment Hours 10,
Programme Level Learning and Teaching Hours 4,
Placement Study Abroad Hours 147,
Directed Learning and Independent Learning Hours
|Additional Information (Learning and Teaching)
Much of this course is by self-study with VLE materials and support from the mentor in the workplace
|Assessment (Further Info)
|Additional Information (Assessment)
||Formative assessment: The placement mentors provide two observation reports per placement which are not graded but offer a commentary on strengths and areas for development (LOs 1 - 4).
Summative assessment: Two placement visits (60% of marks); placement tasks (40% of the marks).
Marks will be a weighted average, and 50% or more needed (LOs 1 - 5).
Students 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.
||Placement report, graded with comments for next steps.
Tasks feedback with comments, graded.
|No Exam Information
On completion of this course, the student will be able to:
- Accurately identify the individual needs of deaf pupils in a range of educational settings using specialist assessments and audiological equipment appropriately.
- Communicate effectively with a range of deaf learners and promote their learning.¿
- Plan, teach and evaluate an appropriate curriculum for deaf learners, using a range of differentiated teaching methods to create a stimulating learning environment in at least two different educational settings.¿
- Work effectively with all those involved in supporting the learning of deaf pupils, reflecting critically upon their own professional practice.¿
- Assess the contribution of research about inclusion, critically investigating the term in relation to deaf children in at least one educational setting.
|Archbold, S. & Mayer, C. (2012) Deaf education: the impact of cochlear implantation? Deafness and Education International, 14 (1) 2 - 15.|
Gregory,S. (2005) Chapter 2, Deafness. In: Lewis A and Norwich B. (eds). Special Teaching for Special Children? Berkshire: Open University Press. pp 15 - 25.
Knoors, H. & Marschark, M. (2012) Language Planning for the 21st Century: Revisiting Bilingual Language Policy for Deaf Children, Journal of Deaf Studies & Deaf Education 17(3): 291-305
McCracken, W. & Pettitt, B. (2011) Complex needs, complex challenges. London: NDCS
O'Neill, R., Arendt, J. & Marschark, M. (2014) Report from the Achievement and Opportunities for Deaf Students in the United Kingdom: from Research to Practice project. University of Edinburgh / Nuffield Foundation.
|Graduate Attributes and Skills
||Demonstrate an understanding of a range of barriers which different learners may face in accessing the curriculum and of processes and strategies for learning;
Be able to transfer knowledge, skills and abilities to a professional context (e.g., schools, colleges etc);
Be able to engage in critical discussion demonstrating listening skills, effective use of evidence and own experience to support assertions, and clear articulation of points.
Be able to reflect on social and ethical responsibilities linked to the application of their knowledge and judgments in learning, teaching and education
||The work placements are discussed and agreed in advance with the employer and placement providers.
||External placements abroad could be possible, but there would be additional tutor costs which would need to be covered by the student or local authority.
|Additional Class Delivery Information
||This course occurs in the student's own workplace (internal placement) and a contrasting educational setting with deaf learners (external placement).
|Course organiser|| Rachel O'Neill
Tel: (0131 6)51 6429
|Course secretary||Ms Marie Hamilton
Tel: (0131 6)51 6678