Postgraduate Course: External Placement with deaf children / young people (EDUA11446)
|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||The external placement offers an opportunity to critically explore issues of educational inclusion in the context of a contrasting educational setting compared to the student's own work setting as a teacher of deaf children. This can be in any educational setting where deaf children or young people are accessing curriculum and assessment (including schools for deaf children). The course also enables students to reflect on their learning from the other courses within the programme which should by then include at least four courses from the deaf education pathway. There is no attendance required at University for the Placement course, however there are mandatory online resources for students. It will involve three weeks of teaching placement in the new educational setting . There will be a minimum of one observational visits by a University tutor. The Qualified Teacher of Deaf Children (QToD) also provides two formative observation reports. Assessment for the course is composed of these three observation reports, and three tasks where the student reflects on the relationship between theory, research and practice.
Students will continue to reflect on inclusion as a highly contested concept in the context of deaf education. We expect students to be able to explore the differing viewpoints through their tasks and through professional discussions with their QToD mentor and university visiting tutor. Students will show in their teaching file on the external placement how they have systematically gathered data about deaf children, understood what language learning needs the child has (in spoken English and/or British Sign Language as relevant), and investigated the children's audiological needs and listening environment. Students should show in their plans for teaching how they use previous assessments and IEPs or similar to inform lesson plans and sequences. The student will liaise with a wide range of other professionals who interact with the service for deaf children such as speech and language therapist, third sector organisations, audiology clinic, mainstream colleagues and parents to demonstrate professional and positive relationships. The teaching on the external placement will demonstrate respectful listening to deaf children's views, and collecting their feedback. The student should have the opportunity on external placement to observe more experienced colleagues in areas of work they have not previously had the opportunity to work with in their usual work setting. Students will be expected to read key readings related to their placement and find other academic readings related to issues they explore in the assessed Tasks.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Academic year 2022/23, Not available to visiting students (SS1)
|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)
||Formative assessment: The QToD placement mentor provides two observation reports which are ungraded but offer a commentary on strengths and areas for development (LOs 1 - 4). The course tutor provides formative feedback on one task.
Summative assessment: A minimum of one placement visit (weighted 60% of the overall course result); Producing 3 placement tasks of 500 words each or 5 minutes BSL (weighted 40% of the overall course result). (LOs 1 - 5).
In summary, during the external placement, students will receive one placement visit and complete three placement tasks.
||Feedback from the QToD mentors on placement (2 observation reports) and informal comments to support the student on placement.
Formative comments on one of the tasks, submitted at least a week before the hand-in date.
|No Exam Information
On completion of this course, the student will be able to:
- Accurately identify the individual needs of deaf pupils in a new educational setting using specialist assessments and audiological equipment appropriately.
- Communicate effectively with a range of deaf learners and promote their learning, extending the range of approaches used in the student's own teaching workplace.
- Plan, teach and evaluate an appropriate curriculum for deaf children and young people, using a range of differentiated teaching methods to create a stimulating learning environment in a new educational setting.
- 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 the new educational setting.
|BATOD / NDCS (2021) Survey about impact of Covid-19 on deaf children.|
Catalano, J., Weirick, W., Hasko, J. and Antia, S., 2022. Teacher Coaching: Increasing Deaf Students¿ Active Engagement Through Flexible Instructional Arrangements. Journal of Deaf Studies and Deaf Education, 27(1), pp.73-88.
JEHDI. (2019) Position Statement: Principles and Guidelines for Early Hearing Detection and Intervention Programs. Journal of Early Hearing, Detection and Intervention. 4 (2) 1 ¿ 44.
Marschark, M., Antia, S. and Knoors, H. eds., 2019. Co-enrollment in deaf education. Oxford University Press.
O¿Neill, R. 2020. Self-assess your own use of languages for teachers of deaf learners. http://www.ssc.education.ed.ac.uk/resources/deaf/bsl_selfassess.html
|Graduate Attributes and Skills
||Demonstrate an understanding of a range of barriers which different deaf children and young people may face in accessing the curriculum, and of processes and strategies for effective learning;
Be able to transfer knowledge, skills and abilities to a new professional educational context.
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 student's normal employer is responsible for any additional costs of travel or accommodation to the external placement. If the student is self-funding, they are responsible for these costs themselves. Employers commit to the student leaving their usual workplace for 3 weeks external placement before the student starts on the Postgraduate diploma (deaf learners) pathway. This includes a commitment to support the student on external placement in a different local authority, in negotiation with the student.
|Keywords||external placement,QToD,contrasting educational setting
|Course organiser||Ms Rachel O'Neill
Tel: (0131 6)51 6429
|Course secretary||Miss Miao Zhang
Tel: (0131 6)51 6265