Module manager: Helen Niemiec
Email: H.Latka@leeds.ac.uk
Taught: Semester 1 (Sep to Jan) View Timetable
Year running 2023/24
This module is not approved as an Elective
This module provides a critical exploration of child and language development and the potential impact of deafness on early childhood experiences and development. It will explore the potential for developing spoken and sign language and the acceptance of both languages as an appropriate means of communication and education. Students will gain insight into the cultural and linguistic aspects of deafness and the experiences of the adult deaf community. Consideration will be given to educational support for deaf children and young people with co-occurring disabilities and learning needs.
This module will provide the necessary knowledge and skills to meet the competencies required by the Mandatory Qualification of the Teacher of the Deaf
in the areas of:
Standard 4: Communication and language development
Standard 7: Social and development and emotional development of deaf children
And elements of
Standard 3: Working in Partnership with families
Standard 9: Specialist Assessment
Students will develop an understanding of the importance of language(s) to facilitate cognitive and social skills, to support wellbeing and mental health, and as a key component of cultural identity. This will include consideration of the need for early family-centred intervention combined with specialist support throughout a deaf child or young people’s education. Consideration will be given to the importance of specialist assessment in this area.
This is a blended distance module that is introduce in a day school followed by eleven on-line units in Minerva, a half day face-to-face regional tutorial and two on-line tutorials. It will include an optional academic writing workshop.
By the end of the module the students will have:
1. an understanding of current thinking and theories pertinent to language development in deaf and hearing children including bilingual language development;
2. knowledge and skills of various approaches to analysing signed and spoken languages and of the linguistic terminology needed for their description;
3. Knowledge of, and the skills to support, the impact of deafness on the social, emotional and learning needs of young deaf children including effective early years/nursery provision;
4. an understanding of and the skills to support the complex needs which can be associated with deafness and of implications for assessment and diagnosis, appropriate audiological support and communication approaches;
5. an understanding and the skills to support the diverse linguistic and cultural experience of deaf children/young people and associated issues of identity and affiliation.
Please see outcomes above, in addition students will develop the following essential skills for the roe of a QToD
Observation
Critical analysis
Problem solving
Self-reflection
The syllabus will include:
A critical consideration of language development
Consideration on how deafness influences language development
The role and use of specialist language assessments to support language development
Language development, thinking and learning
Language development and social and emotional development
Language, deafness and identity
Working with families to support the linguistic development of their deaf child or young person
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Seminar | 1 | 6 | 6 |
| Tutorial | 1 | 3 | 3 |
| Tutorial | 2 | 1 | 2 |
| Independent online learning hours | 66 | ||
| Private study hours | 223 | ||
| Total Contact hours | 11 | ||
| Total hours (100hr per 10 credits) | 300 | ||
Student learning is monitored through the weekly on-line activities, the 3 tutorial sessions and the residential practical and group activities.
The students complete a summative group task leading to group and general feedback.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Presentation | 15 minute individual live case presentation OR 4000 word assessment case study | 66 |
| In-course Assessment | 1 x 2000 critical report Language Analysis | 34 |
| Total percentage (Assessment Coursework) | 100 | |
The students may choose to present their case study as either a presentation or a written assignment. The language analysis involves videoing a short narrative delivered by a deaf child or young person and analysing it. This is an important skill needed by QToDs Resits will be assessed by the same method as the first attempt unless otherwise stated
The reading list is available from the Library website
Last updated: 19/10/2023
Errors, omissions, failed links etc should be notified to the Catalogue Team