Module manager: Helen Niemiec
Email: H.Latka@leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2024/25
EDUC5078M
This module is not approved as an Elective
This module addresses the social and emotional development of deaf children and young people through consideration of inclusive practices in different educational settings. It will provide an overview of current legislation that underpins current practice. It considers the different provision available for deaf students, the importance of working in partnership with deaf students, parents/carers and other professionals in shaping educational practice.
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 1: Current legislative and Educational Frameworks
Standard 3: Working in Partnership
Standard 7: Social development and emotional development
Students will develop an understanding of inclusive practices through the current legislative frameworks that underpin educational practices and consider the implications for deaf children and young people. They will develop the understanding and skills to support children, families and professionals to optimise social development, emotional development and wellbeing within different settings. There will be the opportunity to visit different educational settings and to use this to shape an understanding of the dynamic nature of inclusive practices.
The module is delivered through a blended learning approach comprising a day school, online readings and activities and is supported by three tutorials across the semester. Activities will include reflecting on your daily practice and working in groups to explore understanding and to share experiences.
On completion of this module, you will demonstrate an in-depth understanding of:
1. Current educational legislation and practice relevant to deaf learners aged 0-25 years, in a range of educational contexts,
2. Safeguarding policy and practice and the specific vulnerabilities of deaf children and young people
3. Inclusive practices and implications for supporting deaf children and young people
4. The wide-ranging implications of deafness for learners, their identity and their long-term emotional resilience
5. A range of interventions to support social development, emotional development and well-being.
6. Skills and sensitivity in communicating with families and other professionals to ensure a shared understanding and consistency of approach in supporting deaf learners and promoting their independence.
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:
- Concepts of inclusive education and implications for the role of the Teacher of the Deaf
- Current legislative frameworks and the implications for the management of deaf children and young people
- Working with parents and deaf children and young people to manage educational support
- Visits to different educational provisions for deaf children and young people
- Safeguarding deaf children and young people
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Practical | 2 | 5 | 10 |
| Seminar | 1 | 6 | 6 |
| Tutorial | 1 | 3 | 3 |
| Tutorial | 2 | 1 | 2 |
| Independent online learning hours | 27 | ||
| Private study hours | 102 | ||
| Total Contact hours | 21 | ||
| Total hours (100hr per 10 credits) | 150 | ||
Student learning is monitored through the weekly on-line learning activities in the VLE, the 3 tutorial sessions and the study day practical and group activities.
Activities will include peer discussion and group work including a formative assessment that will inform the final written assignment.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Assignment | 1 x 3000 words | 100 |
| Total percentage (Assessment Coursework) | 100 | |
This is one of just 2 written assessments required for the programme. It addresses the theoretical and evidence base for the knowledge required to support learning in the classroom and other settings.
The reading list is available from the Library website
Last updated: 17/10/2024
Errors, omissions, failed links etc should be notified to the Catalogue Team