Postgraduate Course: Internal Placement with deaf children / young people (EDUA11445)
|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
|The internal placement offers an opportunity to critically explore issues of educational inclusion in the context of what is usually 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 two 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 four weeks of teaching placement in the teacher's own workplace . 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 four tasks where the student reflects on the relationship between theory, research and practice.
Inclusion is 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 internal 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 internal placement will demonstrate respectful listening to deaf children's views, and collecting their feedback. The student should have the opportunity on internal placement to observe more experienced colleagues in areas of work they have not previously seen, such as working with families with deaf children aged 0 - 5. 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)
Course Delivery Information
|Academic year 2023/24, Not available to visiting students (SS1)
|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)
|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 4 placement tasks of 500 words each or 5 minutes BSL (weighted 40% of the overall course result). (LOs 1 - 5).
In summary, during the internal placement, students will receive one placement visit and complete four 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 range of educational settings using specialist assessments and audiological equipment appropriately.
- Engage in effective 2-way communication with a range of deaf children and young people and promote their learning.
- Plan, teach and evaluate an appropriate curriculum for deaf children or young people, using a range of differentiated teaching methods to create a stimulating learning environment in a familiar educational setting.
- Work effectively with all those involved in supporting the learning of deaf children and young people, reflecting critically upon their own professional practice.
- Assess the contribution of research about inclusion, critically investigating the term in relation to deaf children in this familiar educational setting.
|Crowe, K. and Guiberson, M. (2020) Professionals¿ perspectives on supporting deaf multilingual learners and their families. Journal of Deaf Studies and Deaf Education. 26 (1) 70 ¿ 84.
Kermit, P.S., 2019. Passing for recognition¿deaf children¿s moral struggles languaging in inclusive education settings. Deafness & Education International, 21(2-3), pp.116-132.
Knoors, H. and Marschark, M. eds., 2018. Evidence-based practices in deaf education. Oxford University Press.
Snoddon, K., 2020. The Social and Epistemological Violence of Inclusive Education for Deaf Learners. Canadian Journal of Disability Studies, 9(5), pp.185-213.
Terlektsi, E., Wooten, A., Douglas, G., Ellis, L., Hewett, R., Hodges, L., McLinden, M., Ware, J. & Williams, L. (2019) A Rapid Evidence Assessment of the effectiveness of educational interventions to support children and young people with hearing impairment. Welsh Government.
|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 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.
|internal placement,deaf children and young people,QToD mentor,visiting university tutor
|Ms Rachel O'Neill
Tel: (0131 6)51 6429
|Ms Tara Kay