Postgraduate Course: Issues and Strategies for Teaching and Learning (Visual impairment) (EDUA11247)
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 addresses choices to be made to ensure that appropriate teaching methods and media of communication are used in the education of children and students with ocular or cerebral visual impairment, including those with additional disabilities or impairments. |
| Course description |
Issues and strategies for learning and teaching are a priority independent of stage or subject area. This course addresses choices to be made to ensure that appropriate teaching methods and media of communication are used in the education of children and young people with ocular or cerebral visual impairment, including those with additional disabilities or impairments.
|
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | Only students on the PG Diploma Inclusive Education (visually impaired learners) are eligible to take this course. |
Course Delivery Information
|
| Academic year 2026/27, Available to all students (SV1)
|
Quota: 0 |
| Course Start |
Semester 1 |
| Course Start Date |
21/09/2026 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
196 )
|
| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
Part-time students only: Part 1 In an essay report the course member will study a topic covered in the course relating to the practical context of the programme member. (2000 words)
Part 2 Course members will consider an individual, or group of pupils that they currently support and apply the knowledge and understanding of the principle skills and practices addressed in the course to show how they have adapted materials or introduced strategies to allow the pupil(s) to access an appropriate curriculum. (2000 words)
Participants completing this course as an option course only will be given the opportunity to complete the following assignment.
The weighting for each of these assignments is 50% of total mark and grade awarded.
Full time students: In an essay report (4000 words)the course member will study a topic covered in the course to demonstrate a critical awareness of knowledge and understanding by relating to recent research in the field of visual impairment and the practical context of the course.
Students on the Postgraduate Diploma Inclusive Education (visually impaired learners) who receive a mark of less than 50%, in either or both of the components, 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. The Scottish Association of Visual Impairment Education (SAVIE) argued that the mandatory nature of the qualification meant that it was essential that teachers of visually impaired children attain this minimum level for all specialist courses. The committee agreed that only one resit would be possible. Regulation 27.1 from the link above explains this.
|
| Feedback |
You will receive various forms of feedback throughout the course, these include:
Discussion groups throughout the course involve feedback from peers and general feedback from the tutor;
In the last session of the course you can bring a single side assignment plan that you can receive some feedback on;
Written feedback from the practical skills assessment.
Feedback and a mark for the summative assignment will be provided via turnit in |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Critically review the range of complex issues relating to pedagogy and learning of children with VI.
- The ability to identify barriers to learning and communication caused by visual impairment- including additional impairments-
- Critical awareness of current issues and outcomes of recent research to inform teaching practice.
- Demonstrate and evaluate the use of a technical devices , low vision aids and specialist technology
|
Reading List
McLinden, M., Douglas, G., Cobb, R., Hewett, R., & Ravenscroft, J. (2016). ¿Access to learning¿ and ¿learning to access¿: Analysing the distinctive role of specialist teachers of children and young people with vision impairments in facilitating curriculum access through an ecological systems theory. British Journal of Visual Impairment, 34(2), 177¿195. https://doi.org/https://doi.org/10.1177/0264619616643180
Rule, A. C. (2011). Impact of adaptive materials on teachers and their students with visual impairments in secondary science and mathematics classes. International Journal of Science Education, 33(6), 865¿887. https://doi.org/10.1080/09500693.2010.506619
Opie, J. (2018). Educating students with vision impairment today: Consideration of the expanded core curriculum. The British Journal of Visual Impairment, 36(1), 75¿89. https://doi.org/10.1177/0264619617730861
Obiakor, F. E., & Bakken, J. P. (Eds). (2018). Viewpoints on interventions for learners with disabilities (First edition.). Emerald Publishing.
Bell Coy, J. K., & Andersen, E. A. (2010). Instructions in the use of optical devices for children and youth. In A. L. Corn & J. N. Erin (Eds.), Foundations of low vision: clinical and functional perspectives (2nd ed., pp. 565 - 615). American Foundation for the Blind Press.
Schurink, J., Cox, R. F. A., Cillessen, A. H. N., van Rens, G. H. M. B., & Boonstra, F. N. (2011). Low vision aids for visually impaired children: a perception-action perspective. Research in Developmental Disabilities, 32(3), 871¿882. https://doi.org/10.1016/j.ridd.2011.01.027
Haleema A, Sheeba C S, Jasmin L B, & Lessitha N K. (2022). Low vision in school aged children- associated factors and effect of low vision aids on functional status. Indian Journal of Clinical and Experimental Ophthalmology, 8(2), 250¿253. https://doi.org/10.18231/j.ijceo.2022.050
Perrault, M. A., Lauer, G., Voss, S., Seitz, B., & Käsmann-Kellner, B. (2023). Visual impairment and low vision aids¿A comparison between children and adults. Journal of Personalized Medicine, 13(11), 1608-. https://doi.org/10.3390/jpm13111608
Veldhorst, C., Kef, S., Vervloed, M. P., & Steenbergen, B. (2026). A longitudinal study of development in language, cognition, social adaptation, and exploratory behaviour of toddlers with vision impairment. The British Journal of Visual Impairment, 44(2), 327¿341. https://doi.org/10.1177/02646196251345325
Tobin, M. J., & Hill, E. W. (2015). Is literacy for blind people under threat? Does braille have a future? The British Journal of Visual Impairment, 33(3), 239¿250. https://doi.org/10.1177/0264619615591866
Roe, J., Rogers, S., Donaldson, M., Gordon, C., & Meager, N. (2014). Teaching literacy through braille in mainstream settings whilst promoting inclusion: Reflections on our practice. International Journal of Disability, Development and Education, 61(2), 165¿177. https://doi.org/10.1080/1034912X.2014.905064
Wormsley, D. P. (1997). Learning to read, reading to learn: Teaching braille reading and writing. In D. P. Wormsley & F. M. D¿Andrea (Eds.), Instructional strategies for braille literacy (pp. 66-107). American Foundation for the Blind Press.
Lusk, K. E., & Corn, A. L. (2006). Learning and using print and braille: A study of dual-media learners, part 1. Journal of Visual Impairment & Blindness, 100(10), 606¿619. https://doi.org/10.1177/0145482X0610001013
Kamei-Hannan, C., & Ricci, L. A. (2015). Reading connections: Strategies for teaching students with visual impairments. American Foundation for the Blind Press. (Chapter 10)
Chen, D., & Dote-Kwan, J. (2018). Promoting emergent literacy skills in toddlers with visual impairments. Journal of Visual Impairment & Blindness, 112(5), 542¿550. https://doi.org/10.1177/0145482X1811200512
Mendoza, D. (2023). Visual spatial learning disabilities and braille instruction. The British Journal of Visual Impairment, 41(4), 990¿997. https://doi.org/10.1177/02646196221124422
Stewart, R., Zebehazy, K. T., & Holbrook, M. C. (2022). Using appropriate assessment to plan braille literacy instruction. Journal of Visual Impairment & Blindness, 116(3), 417¿424. https://doi.org/10.1177/0145482X221109561
Smith, D. W., & Wild, T. (2026) The importance of tactile graphics in mathematics. In D. W. Smith (Ed.), Accessible mathematics education for students with visual impairments (1st ed., pp. 214 - 237). American Printing House for the Blind.
Kana, F. Y., & Hagos, A. T. (2025). Factors hindering the use of braille for instruction and assessment of students with visual impairments: A systematic review. The British Journal of Visual Impairment, 43(2), 396¿406. https://doi.org/10.1177/02646196241239173
Herzberg, T. S., Rosenblum, L. P., & Wild, T. (2023). Tactile graphics literacy expectations for pre-kindergarten through 5th grade students. Journal of Visual Impairment & Blindness, 117(6), 467¿478. https://doi.org/10.1177/0145482X231216752
Sri Takshara, K., & Bhuvaneswari, G. (2026). Empowering visually impaired individuals: The transformative roles of education, technology, and social connections in fostering resilience and well-being. The British Journal of Visual Impairment, 44(2), 373¿387. https://doi.org/10.1177/02646196241310995
Presley, I. & D¿Andrea, F. M. (2008). Assistive technology for students who are blind or visually impaired: A guide to assessment. American Foundation for the Blind Press. (Chapter 7)
D¿Andrea, F. M. (2012). Preferences and practices among students who read braille and use assistive technology. Journal of Visual Impairment & Blindness, 106(10), 585¿596. https://doi.org/10.1177/0145482X1210601003
Hong, S. (2012). An alternative option to dedicated braille notetakers for people with visual impairments: Universal technology for better access. Journal of Visual Impairment & Blindness, 106(10), 650¿655. https://doi.org/10.1177/0145482X1210601009
Siu, Y.-T. (2019). Foundations and recommendations for research in access technology. In J. Ravenscroft (Ed.), The Routledge handbook of visual impairment (1st edition, pp. 205-219). Routledge. https://doi.org/10.4324/9781315111353.
Siu, Y.-T., & Morash, V. S. (2014). Teachers of students with visual impairments and their use of assistive technology: Measuring the proficiency of teachers and their identification with a community of practice. Journal of Visual Impairment & Blindness, 108(5), 384¿398. https://doi.org/10.1177/0145482X1410800504
Wong, M. E., & Cohen, L. (2011). School, family and other influences on assistive technology use: Access and challenges for students with visual impairment in Singapore. British Journal of Visual Impairment, 29(2), 130¿144. https://doi.org/10.1177/0264619611402759
Hayhoe, S. (2018). Epistemological trends in the literature on mobile devices, mobile learning, and learners with visual impairments. Optometry and Vision Science, 95(9), 889¿897. https://doi.org/10.1097/OPX.0000000000001279
Pundlik, S., Shivshanker, P., & Luo, G. (2023). Impact of apps as assistive devices for visually impaired persons. Annual Review of Vision Science, 9(1), 111¿130. https://doi.org/10.1146/annurev-vision-111022-123837
Amin, N., Saeed, A., Khalid, A., Usman, M., & Akram, F. (2025). Comparative study between JAWS® And NVDA® in academic performance of students with visual impairment. The British Journal of Visual Impairment, 43(2), 540¿552. https://doi.org/10.1177/02646196241255889
Herzberg, T. S., Tuttle, M., & Rosenblum, L. P. (2026). Digital mathematics experiences and perspectives of high school and college students who are blind or have low vision. Journal of Visual Impairment & Blindness, 120(1), 5¿18. https://doi.org/10.1177/0145482X251404037
Tuttle, M., & Carter, E. W. (2025). Classroom experiences of students with visual impairments who use assistive technology. Journal of Visual Impairment & Blindness, 119(6), 441¿454. https://doi.org/10.1177/0145482X251398533
Roe, J. (2019). Social-emotional aspects of visual impairment: A practitioner¿s perspective. In J. Ravenscroft (Ed.), The Routledge handbook of visual impairment (1st edition, pp. 291-305). Routledge. Available at: https://doi.org/10.4324/9781315111353.
Lang, M., Hintermair, M., & Sarimski, K. (2017). Social-emotional competences in very young visually impaired children. The British Journal of Visual Impairment, 35(1), 29¿43. https://doi.org/10.1177/0264619616677171
Roe, J. (2008). Social inclusion: Meeting the socio-emotional needs of children with vision needs. British Journal of Visual Impairment, 26(2), 147¿158. https://doi.org/10.1177/0264619607088277
Jessup, G., Bundy, A. C., Broom, A., & Hancock, N. (2018). Fitting in or feeling excluded: The experiences of high school students with visual impairments. Journal of Visual Impairment & Blindness, 112(3), 261¿273. https://doi.org/10.1177/0145482X1811200305
Tuttle, M., & Carter, E. W. (2022). Examining peer support arrangements for students with visual impairment. The British Journal of Visual Impairment, 40(2), 222¿239. https://doi.org/10.1177/0264619620972150
Pilson, A. (2022). ¿We¿re on their side, aren¿t we?¿ Exploring qualified teacher of children and young people with vision impairment (QTVI) views on the role of supporting the emotional well-being of visually impaired children. The British Journal of Visual Impairment, 40(2), 335¿350. https://doi.org/10.1177/0264619620984218
Manitsa, I., & Doikou, M. (2022). Social support for students with visual impairments in educational institutions: An integrative literature review. The British Journal of Visual Impairment, 40(1), 29¿47. https://doi.org/10.1177/0264619620941885
Cmar, J. L., & Markoski, K. (2019). Promoting self-determination for students with visual impairments: A review of the literature. Journal of Visual Impairment & Blindness, 113(2), 100¿113. https://doi.org/10.1177/0145482X19839796
Sri Takshara, K., & Bhuvaneswari, G. (2026). Empowering visually impaired individuals: The transformative roles of education, technology, and social connections in fostering resilience and well-being. The British Journal of Visual Impairment, 44(2), 373¿387. https://doi.org/10.1177/02646196241310995
Lepore-Stevens, M., & Sosland, A. (2025). Inclusion and belonging for students with albinism: A parental perspective. Journal of Visual Impairment & Blindness, 119(4), 293¿304. https://doi.org/10.1177/0145482X251364890
Abbott, C., & Middleton, A. (2015) Technology supporting learning. In P. Lacey, R. Ashdown, P. Jones, H. Lawson, & M. Pipe (Eds.), The Routledge companion to severe, profound and multiple learning difficulties (1st edition, pp. 347-355). Routledge. https://doi-org.eux.idm.oclc.org/10.4324/9781315717913
Martin, T., & Alborz, A. (2014). Supporting the education of pupils with profound intellectual and multiple disabilities: The views of teaching assistants regarding their own learning and development needs. British Journal of Special Education, 41(3), 309¿327. https://doi.org/10.1111/1467-8578.12070
Park, K. (1997). How do objects become objects of reference? British Journal of Special Education, 24(3), 108¿114. https://doi.org/10.1111/1467-8527.00025
Preece, D., & Zhao, Y. (2015). Multi-sensory storytelling: A tool for teaching or an intervention technique? British Journal of Special Education, 42(4), 429¿443. https://doi.org/10.1111/1467-8578.12116
Taylor, K., & Preece, D. (2010). Using aspects of the TEACCH structured teaching approach with students with multiple disabilities and visual impairment: Reflections on practice. British Journal of Visual Impairment, 28(3), 244¿259. https://doi.org/10.1177/0264619610374682
Pilling, R. F., & Little, S. M. (2020). Evaluation of the role of the colour tent in vision stimulation for children with complex disabilities and cerebral visual impairment: A feasibility study. The British Journal of Visual Impairment, 38(1), 104¿114. https://doi.org/10.1177/0264619619871980
Khalil Toor, H., & Paterson, K. B. (2026). Exploring multisensory storybooks for children with visual impairment: A scoping review. The British Journal of Visual Impairment. https://doi.org/10.1177/02646196261435601
Trief, E., De Lisi, L., Cravello, R., & Yu, Z. (2007). A profile of orientation and mobility instruction with a student with multiple disabilities. Journal of Visual Impairment & Blindness, 101(10), 620¿625. https://doi.org/10.1177/0145482X0710101007
Cmar, J. L., & Rosen, S. J. (2017). Environmental accessibility. In R. L. Pogrund, & N. Griffin-Shirley (Eds.), Partners in O&M: Supporting orientation and mobility for students who are visually impaired. (1st Edition, pp. 212 ¿ 232) American Foundation for the Blind Press.
Blake, K. (2021). ¿Orientation and mobility . . . What is that again?¿ The British Journal of Visual Impairment, 39(2), 94¿103. https://doi.org/10.1177/0264619620915260
|
Additional Information
| Graduate Attributes and Skills |
recognise the importance of reflecting on their learning experiences and be aware of their own learning style
be able to critically assess existing understanding and the limitations of their own knowledge and
recognise the need to regularly challenge all knowledge be able to identify processes and strategies for learning
recognise the benefits of communicating with those beyond their immediate environments
|
| Special Arrangements |
During this course students will be introduced to practical notion of habilitation and mobility and as such there will be an expectation for students to practice mobility and habilitation inside and outside. Therefore during this session practical clothing is suggested to be worn. |
| Study Abroad |
Not applicable |
| Additional Class Delivery Information |
There are 5 whole day sessions in 2 blocks.
These whole day sessions contain lectures, workshops, discussion groups and 1 - 1 meetings with the tutor.
|
| Keywords | visual impairment appropriate teaching methods media communication |
Contacts
| Course organiser | Mrs Elizabeth McCann
Tel: (0131 6)51 6148
Email: Elizabeth.Mccann@ed.ac.uk |
Course secretary | Mr George Adams
Tel:
Email: George.Adams@ed.ac.uk |
|
|
University Homepage