Postgraduate Course: Promoting achievement and curriculum access for deaf learners (EDUA11439)
|Moray House School of Education and Sport
|College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)
|SCQF Level 11 (Postgraduate)
|Not available to visiting students
|This course explores the ways in which curriculum and assessment can be adapted to suit the needs of deaf children at school. Students are introduced to the idea of language policies, formal and informal, which often shape provision for deaf children. Theories and practices in relation to literacy development are explored in depth. Deaf children's rights to an accessible curriculum and assessment opportunities are maintained throughout the course.
This course is part of the deaf education pathway which qualifies teachers to work with deaf children. It is also open to other students from the School who are qualified teachers and have already taken a course from the deaf education pathway. Deaf learners are a very diverse group; most attend their local schools while some are in specialist resource bases and deaf schools. This course focuses on how curriculum and assessment opportunities can be adapted to deaf learners, focusing particularly on the progression of literacy skills throughout the school years. We explore language policies held by governments, local authorities and individuals, which often influence the curriculum opportunities available to deaf children in school. Students will explore theories of literacy development in relation to deaf learners, and pedagogies which may be in English only, bilingual, or using multilingual and translingual practices. By the end of the course, students will have critically explored one curriculum area in depth including the literacy demands across more than one curriculum stage. Students develop creative solutions to these demands, aiming to prevent a literacy gap with hearing peers. We examine deaf children's access to curriculum and assessment through listening and speechreading, notetaking, BSL/English interpreting, and online learning. The particular context for national examinations and assessments in different parts of the UK are critically examined; this is an area of active research within Moray House School of Education and Sport. Deaf children's rights, including those of deaf children with additional disabilities, of different ethnic backgrounds and socioeconomic status, are considered throughout the course: their views should be listened to in relation to how curriculum and assessment practices are adapted to their needs.
Entry Requirements (not applicable to Visiting Students)
Course Delivery Information
|Academic year 2023/24, Not available to visiting students (SS1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Lecture Hours 22,
Seminar/Tutorial Hours 3,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
|Formative: critically examine a language policy relating to deaf education at micro, meso or macro level. Joint powerpoint. Ungraded
Summative: Using subject syllabuses and textbooks/teaching programmes, trace the changing linguistic demands of one curriculum area over two curricular levels. Make suggestions about appropriate and creative ways to support deaf learners who are facing these language demands. (4,000 words, or 40 minutes of BSL; 100%)
For students who are not currently working with deaf learners, they may choose the same assignment title, or this one:
Produce a critical review of the policy and provision for the support of deaf learners in a school, local authority or state (using international or national comparators) and make detailed recommendations for change. (4,000 words, or 40 minutes of BSL; 100%) (LOs 1 - 5)
|Feedback will be given to pairs of students on their language policy presentations; Peer assessment will also be provided.
Comments on the assignment plan will be given up to two weeks before the due date;
Comments on other tasks such as understanding key readings, conducting a miscue analysis with a deaf learner.
|No Exam Information
On completion of this course, the student will be able to:
- Critically review and explore key principles in relation to language policy and deaf learners in the UK and internationally.
- Review the possible barriers to access for deaf learners and analyse the changing language demands of selected curriculum and assessments areas.
- Develop a critical and informed approach to adapting curricular access and assessment practices, planning a long-term programme of support within an educational team.
- Demonstrate a critical awareness of the different theories relating to literacy development in deaf pupils and their implications for pedagogy.
- Maintain an awareness of the rights of deaf pupils to have full and equal access to all aspects of curriculum and assessment, of learning from their insights and keeping them and parents fully informed.
|Garcia, O. & Wei, L. (2014) Translanguaging: Language, Bilingualism and Education. Basingstoke: Palgrave Macmillan.
Harris, M., Terlektski, E. & Kyle, F. (2017) Concurrent and Longitudinal Predictors of Reading for Deaf and Hearing Children in Primary School. Journal of Deaf Studies and Deaf Education. 22 (1) 233 - 242.
Mayer, C. & Trezek, B. (2015) A model of early literacy development. Chapter 2 in Early Literacy Development in Deaf Children. New York: Oxford University Press
McCrudden, M. & McNamara, D. (2018) Cognition in Education. New York: Routledge.
Snoddon, K. & Weber, J. (2021) Critical Perspectives on Multilingualism. Multilingual Matters.
Winston, E. & Fitzmaurice, S. (2021) Advances in educational interpreting. Gallaudet University Press.
|Graduate Attributes and Skills
|Critically engage with theoretical and disciplinary perspectives in relation to practice, and their implications for policy;
Develop professional competencies required by qualified teachers of deaf children;
Critically analyse, evaluate and synthesise relevant literature (evidence, theory and practice), issues and developments at the forefront of the discipline;
Be able to reflect on social and ethical responsibilities linked to the application of their knowledge and judgments in learning, teaching and education;
Be able to transfer knowledge, skills and abilities to a professional context;
Be able to effectively work collaboratively with others, recognising the diversity of contributions individuals can make;
Demonstrate an understanding of a range of barriers which different learners may face in accessing the curriculum, and of processes and strategies for learning and assessment..
|Students on the deaf education pathway need to pass this course at 50%, with one resit opportunity available, because of professional requirements for qualifying as a teacher of deaf children. For other students from the School, this condition does not apply.
|deaf children,curriculum,assessment,literacy,children's rights
|Ms Rachel O'Neill
Tel: (0131 6)51 6429
|Ms Tara Kay