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.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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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
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| Academic year 2026/27, Available to all students (SV1)
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Quota: 15 |
| 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 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| 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.
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| 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
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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.
Rule, A. C., Stefanich, G. P., Boody, R. M., & Peiffer, B. (2010). 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.eux.idm.oclc.org/10.1080/09500693.2010.506619
Opie, J. (2018). Educating students with vision impairment today: Consideration of the expanded core curriculum. British Journal of Visual Impairment, 36(1), 75-89.
Kelly, S. M. (2018). Interventions for students with visual impairments. In F. E. Obiakor and J. P. Bakken (Eds.) Viewpoints on interventions for learners with disabilities. Emerald Publishing Limited, chapter 5.
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), pp. 871 - 882.
Haleema, A., Sheeba, C., Jasmin L., & 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). pp. 250 - 253.
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).
Tobin, M. J., & Hill, E. W. (2015). Is literacy for blind people under threat? Does braille have a future? British Journal of Visual Impairment, 33(3), 239-250.
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.
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.
Chen, D., & Dote-Kwan, J. (2018). Promoting Emergent Literacy Skills in Toddlers with Visual Impairments. Journal of Visual Impairment & Blindness, 112(5), pp.542+.
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.
D¿Andrea, F. M. (2019). Preferences and Practices among Students who Read Braille and use Assistive Technology. Journal of Visual Impairment & Blindness, 106(10), 585-596.
D¿Andrea, F. M. (2019). Preferences and Practices among Students who Read Braille and use Assistive Technology. Journal of Visual Impairment & Blindness, 106(10), 585-596.
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.
Meng Ee Wong, & 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.
Martin, T. and Alborz, A. (2014), Learning Needs of Teaching Assistants. British Journal of Special Education, 41, pp, 309-327.
Park, K. (1997), How do Objects become Objects of Reference?. British Journal of Special Education, 24, pp.108-114.
Preece, D. and Zhao, Y. (2015), Multi-sensory storytelling: a tool for teaching or an intervention technique? British Journal of Special Education, 42, pp. 429-443.
Pilling, R. F., & Little, S. M. (2019). Evaluation of the role of the colour tent in vision stimulation for children with complex disabilities and cerebral visual impairment: A feasibility study. British Journal of Visual Impairment, 38(1), pp. 104-114.
Lang, M., Hintermair, M., & Sarimski, K. (2017). Social-emotional competences in very young visually impaired children. British Journal of Visual Impairment, 35(1), pp. 29-43.
Roe, J. (2008). Social inclusion: meeting the socio-emotional needs of children with vision needs. British Journal of Visual Impairment, 26(2), pp. 147-158.
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), pp. 261+.
Tuttle, M., & Carter, E. W. (2020). Examining peer support arrangements for students with visual impairment. British Journal of Visual Impairment, 40(2), pp. 222-239.
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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
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| 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.
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| 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 | Ms Tara Kay
Tel:
Email: Tara.Kay@ed.ac.uk |
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