Postgraduate Course: Placement (Inclusion of pupils with visual impairment) (EDUA11409)
|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
|Taught in Gaelic?||Yes
|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 and gain a wider range of experience of the education and inclusion of children/young people with visual impairment. The placement can occur in any educational setting for children and young person with a visual impairment, including special schools. As the final course in the diploma, it also enables students to reflect on their learning from the other courses within the diploma. There is no attendance required at University for the Placement course. It will involve 15 days of teaching placement outwith the student's own place of work. There will be a minimum of one observational visit by a University tutor. Assessment for the course will be by an essay of 1500 words and completion of the Pebblepad competencies including self-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 include:
accurate identification of the needs of children and young people with visual impairment based on robust assessments; strategies for accessing the curriculum; providing appropriately adapted and prepared resources (e.g. large print, Braille, tactile diagrams, signing systems); use of technology for pupils with visual impairment; teaching independent skills; awareness of the social and emotional needs of children and young people with visual impairment; planning and IEPs/Child's plan/EHCP; liaison skills with parents and professionals; reflection on own skills; role of research in informing new directions in teaching all 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.
Information for Visiting Students
|Pre-requisites||Must be a qualified teacher and with General Teaching Council Scotland (or accepted equivalent) registration and with a current PVG certificate relevant to working with children.
|High Demand Course?
Course Delivery Information
|Academic year 2020/21, Available to all students (SV1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||The assessment composes of the following;
Formative assessment: The university tutor will provide one observation report during the placement which is not graded but will comment on strengths and areas for development (LOs 1-2).
Summative assessment: One written assessment 1500 words reflecting upon the placement experience (60%)
Plus completion of pebble pad competences tasks (40% of the marks).
Marks will be a weighted average, and 50% or more needed (LOs 1 - 4).
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.
Much of this course is by self-study with support from qualified staff within the setting.
||The students are given feedback via placement report, not graded with comments for next steps.
Tasks include feedback on the placement tasks directly and also on the Pebblepad submission as the student continuously progresses through the specified competencies.
|No Exam Information
On completion of this course, the student will be able to:
- Accurately identify the individual needs of pupils with a visual impairment in a range of educational settings using a range of assessment tools.
- Plan, teach and evaluate a sequence of lesson for pupils with visual impairment, with content presented in a appropriate alternative format to meet identified needs.
- Demonstrate good collaborative working with all those involved in supporting the learning of pupils with visual impairment.
- Critically reflect upon their own professional practice.
|* McLinden, M., Ravenscroft, J., Douglas, G., Hewett, R., & Cobb, R. (2017). The Significance of Specialist Teachers of Learners with Visual Impairments as Agents of Change: Examining Personnel Preparation in the United Kingdom Through a Bioecological Systems Theory. Journal of Visual Impairment & Blindness (Online), 111(6).|
Ravenscroft, J. (2019). The Routledge Handbook of Visual Impairment: Social and Cultural Research.
* Opie, J. (2018). Educating students with vision impairment today: Consideration of the expanded core curriculum. British Journal of Visual Impairment, 36(1), 75-89.
* Brown, J. E., & Beamish, W. (2012). The changing role and practice of teachers of students with visual impairments: Practitioners' views from Australia. Journal of Visual Impairment & Blindness, 106(2), 81.
Opie, J., & Southcott, J. (2015). Schooling through the eyes of a student with vision impairment. International Journal on School Disaffection, 11(2), 67-80.
* Wolffe, K., & Kelly, S. M. (2011). Instruction in areas of the expanded core curriculum linked to transition outcomes for students with visual impairments. Journal of Visual Impairment & Blindness, 105(6), 340.
|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
|Keywords||visual impairment,placement,observation,critical learning.,school
|Course organiser||Mrs Elizabeth McCann
Tel: (0131 6)51 6148
|Course secretary||Ms Marie Hamilton
Tel: (0131 6)51 6678