Postgraduate Course: Promoting Achievement and Curriculum Access for bilingual and /or deaf learners (EDUA11241)
Course Outline
| 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 |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course is designed for teachers of pupils who are learning English as an additional language and teachers of deaf children. These learners often face some similar issues as they access the curriculum and assessment. Teachers, managers and educational support teachers will critically review the arrangements made internationally, nationally and locally to support developing bilingual and deaf learners. The course will review the very different policy approaches adopted towards the support of Gaelic medium education and the education of other minority community language users in Scotland, and will compare this situation with educational support for bilingual and / or deaf learners in other countries. It will consider the development of policy and practice in Scottish schools towards the educational support of bilingual and deaf learners within an inclusive and anti-discriminatory framework. It will particularly address the educational support role of teachers in relation to the changing language demands of certain subject areas through the Curriculum for Excellence, National exams and an understanding of the different theories of literacy development with deaf and / or bilingual pupils. |
| Course description |
Principles and approaches to deaf and bilingual education in several different contexts around the world.
A rights approach to equal access to curriculum and assessment for deaf and bilingual learners.
Barriers to access to the curriculum for deaf and bilingual learners and how to overcome them.
Modifying curricular access and assessment arrangements, including interpreting, modifying language, notetaking, extending language skills.
A critical approach to current assessment arrangements in Scottish schools and deaf / bilingual learners.
Theories about literacy development in deaf and bilingual pupils
Genre and teaching academic and subject language to deaf and bilingual learners
Planning long-term programmes of support for deaf / bilingual learners.
Working with parents and keeping them informed.
|
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
| Not being delivered |
Learning Outcomes
On completion of this course, the student will be able to:
- Critically review and explore key principles in relation to language policy and deaf / bilingual learners in a range of countries.
- Review the possible barriers to access for deaf / bilingual 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 procedures, planning a long term programme of support within a educational team.
- Demonstrate an awareness of the different theories relating to literacy development in deaf and / or bilingual pupils.
- Maintain an awareness of the rights of deaf and bilingual 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.
|
Reading List
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. Napier, J., (2005) Sign language interpreting: linguistic coping strategies. Coleford: D. McLean
Nikolaraizi et al (2013) - Investigating deaf students' use of visual multimedia resources in reading comprehension, American Annals of the deaf, 157 (5): 458 - 473.
|
Additional Information
| Graduate Attributes and Skills |
Identify, define and conceptualise new problems and issues relating to inclusive education, and identify appropriate research methods to address these;
Be open to new perspectives, methods and creative ideas in inclusive education;
Be able to effectively work collaboratively with others, recognising the diversity of contributions individuals can make
|
| Special Arrangements |
Link to Leganto reading list:
https://eu01.alma.exlibrisgroup.com/leganto/public/44UOE_INST/lists/23558572960002466?auth=SAML |
| Additional Class Delivery Information |
The course is taught in two blocks of face to face delivery, usually 3 days then 2 days separated by several weeks. Invited speakers. Lectures, workshops, some student-led. |
| Keywords | bilingual,deaf,English as an Additional Language,curriculum access,assessment arrangements |
Contacts
| Course organiser | Ms Rachel O'Neill
Tel: (0131 6)51 6429
Email: rachel.oneill@ed.ac.uk |
Course secretary | Ms Tara Kay
Tel:
Email: Tara.Kay@ed.ac.uk |
|
|
University Homepage