Module manager: Professor Ruth Swanwick
Email: R.A.Swanwick@education.leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2025/26
EDUC5111M Communication in Deaf Education (15 credits) EDUC5114M Deaf Education in Context
This module is not approved as an Elective
This model introduces the concept of deaf education as an ecological system and considers the role of the teacher of the deaf within the system focusing specifically on: - professional communication with carers/parents and families - communication in the classroom between the teacher of the deaf and the deaf pupil - the role of the teacher of the deaf as an as an advocate for deaf students social and emotional needs and manager of the inclusive learning environment in the wider context A teacher of the deaf is positioned at the centre of a complex set of influences on children’s learning, social and educational experiences. These influences, and the crucial role of the teacher of the deaf in mediating them, can be usefully conceptualized using an ecological model. This provides a helpful framework for envisaging the learning issues associated with deafness and for planning learning interventions and considering professional responsibilities.
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 2: Personal professional development
Standard 3: Working in Partnership with families
Standard 4: Communication and language development
Standard 7: Social development and emotional development
Subject specific learning outcomes:
On completion of this module, you will demonstrate (as required by the MQ competencies) 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.
On successful completion of the module students will have demonstrated (in line with the MQ competencies) the following skills learning outcomes:
To work in partnership with families and professionals to develop a shared understanding and consistency of approach in supporting deaf learners and promoting their independence ensuring informed choice is central to the interaction.
When interacting with deaf children and young people in a classroom teaching session, to reflect critically on their contribution to facilitate the different linguistic and communicative needs of individuals to support learning.
To recognise their own perspectives and cultural understanding when establishing respectful and constructive relationships.
An understanding of the implications of deafness for learners, their identity, social development and emotional development and facilitate learning environments where deaf learners are able to thrive.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| On-line Learning | 10 | 5 | 50 |
| Fieldwork | 1 | 5 | 5 |
| Seminar | 1 | 5 | 5 |
| Tutorial | 2 | 1 | 2 |
| Private study hours | 238 | ||
| Total Contact hours | 62 | ||
| Total hours (100hr per 10 credits) | 300 | ||
For the written assessment there is a group activity that is peer reviewed
For 2 x 1500 activities both require ethical approval, this includes providing a plan and rationale for the activities. This is developed in conjunction with the course tutor and approved prior to the activity taking place.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Coursework | 50% | 50 |
| Coursework | 25% | 25 |
| Coursework | 25% | 25 |
| Total percentage (Assessment Coursework) | 100 | |
Coursework - 3000 word academic essay 50% Coursework - 1500 analysis of own teaching 25% Coursework - 1500 critical reflection of home visit 25% The two 1500 assessments are based on practical activities undertaken as part of the MQ.
The reading list is available from the Library website
Last updated: 30/04/2025
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