programme proposal – msc inclusive education · the new msc inclusive education builds on the...

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The University of Edinburgh

The Moray House School of Education

Board of Studies

9 September 2015

Programme proposal – MSc Inclusive Education

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MSc Inclusive Education

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PROPOSAL

Moray House School of Education

June 2015 Updated 1.8.15

Address for Correspondence: Rachel O’Neill Charteris Land Holyrood Road Edinburgh EH8 8AQ Telephone: 516429 Email: [email protected]


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SUMMARY INFORMATION Awarding institution The University of Edinburgh School Moray House School of Education Final Award MSc with exit points at PGCert and PGDip Programme Title Inclusive Education Programme Director Rachel O’Neill Duration of study Full-time 1 year / part-time 1 – 6 years Proposed start date September 2016


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CONTENT

1. Educational aims of the programme 4

2. Background to the proposal 4

2.1 Policy context 4

2.2 Relevance of the programme to the University and School Plan 5

2.3 Relation to active areas of research 5

3. Market information 6

3.1 Target market 6

3.2 Current competition 6

3.3 Market research 7

4. Financial Information 8

4.1 Student numbers and fees 8

4.2 Resource implications and risks 8

5. Appendices 10

5.1 List of Scottish Universities offering undergraduate programmes in initial teacher education

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5.2 Existing similar MSc programmes within the UK 11

5.3 Five-year costing summary 12

5.4 References 13


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1. EDUCATIONAL AIMS OF PROGRAMME By building upon our international reputation for excellence in research in the area of inclusive education, this proposed MSc is at the cutting edge of developments in the field and reflects a distinctive approach to social justice in education designed to provide academic training at a postgraduate level for recent graduates and the existing workforce. Our approach recognises the complexity and relational nature of the concept of additional needs within the broader discourse and foundation disciplines of education. It acknowledges differences between learners but seeks responses to those differences that do not reproduce exclusion or marginalisation based on difference. The core content of the programme draws upon our research on inclusive education, inclusive pedagogy, and teacher agency as well as the social science foundation disciplines of education to enhance knowledge and understanding of the issues pertinent to the contested concept of inclusion in education, and will contribute to building workforce capacity in this area in Scotland and beyond. The educational aims of the programme are:

• To equip students with critical knowledge of the current research evidence relating to the relationship between educational and social inclusion and learning outcomes

• To provide students with knowledge and critical awareness of how research evidence informs policy and practice in inclusive education

• To provide students with the research skills to investigate issues in the field of inclusive education

• To encourage students to consider the broader implications of inclusive education on local and global challenges

• To foster the development of independent learners with transferable intellectual and study skills who can make a socially responsible contribution within their chosen career path

2. BACKGROUND TO THE PROPOSAL 2.1 Policy context Today, inclusive education is increasingly understood as a complex endeavor subject to the forces of globalization, and the exclusionary pressures associated with migration, mobility, language, ethnicity, disability, exposure to violence and intergenerational poverty. Although the term was originally used to refer to the inclusion of students with disabilities in mainstream schools, the conceptualization of inclusive education has broadened over time to encompass anyone who might be excluded from or have limited access to the general educational system within a country. At the same time, the field of special education has been challenged by a sustained critique that clearly locates the problem of special education in the broader structure of education. Additionally, there have been calls for the field of special education to be more responsive to 21st century concerns about what it means to provide an education for students who have special or additional support educational needs and those with disabilities. Both developments have implications for how teachers and other education professionals are prepared and there are calls for providers to reform their courses to take account of the increasing cultural, linguistic and developmental diversity of today’s classrooms and the demands more inclusive approaches to schooling. In Scotland, these issues are reflected in the policies and funding mechanisms of central agencies. The Scottish government’s recent report, Teaching Scotland’s Future (2010) calls for a renewed focus on areas of education in which Scotland is under-performing. One such area is the intersection between support for learning and under-achievement. There is also concern for what the OECD has called the long tail of underachievement in Scotland which effects 20% of school age students. In addition, the Scottish government’s 2012 report, The Right Help at the right time in the right place calls for better outcomes for children with complex additional support needs, particularly in ensuring that children with sensory impairments have access to the specialist knowledge that they need to achieve in school. The Scottish Government (2007) has laid out competences which teachers of deaf and visually


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impaired children have to meet in order to be able to work wholly or mainly with sensory impaired children and their teachers and families. The University of Edinburgh is the only Scottish university where teachers can gain these competences on a Master’s level accredited programme. As all who are involved in education encounter those who experience difficulties in learning, courses that prepare teachers and other educationalists to respond to diversity based on approaches to teaching and learning that reflect the core values of equal opportunity, respect for human dignity, and a belief in the capacity of all people to learn are needed. 2.2 Relevance of the programme to the University and School Plan The programme is aligned with the Institute and School Strategic plans, and the University’s strategy to increase postgraduate student numbers particularly in relation to PGT provision. Furthermore, the programme will facilitate stronger links between research and teaching within the School of Education, ensuring that research feeds directly into the learning experience for postgraduate students. While this is a taught programme, it is also anticipated that the programme will contribute indirectly to building research capacity within the School by providing a pathway for the recruitment of PhD students and future researchers in this field. 2.3 Relation to active areas of research The proposed MSc will build on expanding research activity within the Social Justice and Inclusion research cluster under the School RKE strategy. The School’s Centre for Research in Education Inclusion and Diversity (www.creid.ed.ac.uk) is central to this. Its work focuses on social justice and equality in relation to education, training, lifelong learning and related fields such as employment. CREID has a particular interest in issues of intersectionality, specifically in relation to social class, gender, disability and ethno-religious identity. Other research activity under this cluster includes the work of The Centre for Education for Racial Equality in Scotland (CERES), which focuses on areas of race, ethnicity, and migration and in Scotland. The Scottish Traveller Education Programme (STEP) promotes the development of innovative, diverse and flexible access to education for Travellers, particularly for those with interrupted learning. Research groups within the School’s Institute for Education, Teaching and Leadership include research to specific areas of additional support including sensory impairments and specific learning difficulties. The Scottish Sensory Centre (SSC) is a national Centre promoting innovation and good practice in education of children and young people with visual and hearing impairment. The Communication Access Literacy and Learning Centre’s (CALL) provides innovative and specialist expertise in support of children and young people with additional support needs who need Assistive Technology and/or augmentative and alternative communication. Additionally, research on inclusive pedagogy and teacher agency seeks to understand the role that they can play in reducing educational inequalities. This complements our research on teacher agency and inclusive pedagogy, which seeks to enhance the roles that stakeholders can play in reducing educational inequalities and promoting social justice. Collectively these centres and groups attract research income from a diverse range of funders, and work in research and knowledge exchange partnerships with other universities in the UK and internationally. Funders include the UK and Scottish Governments, the European Commission, public bodies such as the Equality and Human Rights Commission and Universities Scotland, the voluntary sector, Royal Societies and service user groups. This new MSc programme will provide the opportunity to establish direct links between current research and teaching, enhance dissemination opportunities, extend links with existing national and international networks, attract a high calibre pool of potential PhD students, and enhance research capacity in inclusive education both nationally and internationally. Existing staff from across the School will contribute to the new programme, providing specific expertise in inclusive education, additional support for learning, and issues pertaining to non-native language speakers, members of ethnic or religious minority groups, Roma children, street children, child workers, children exposed to abuse, children living in societies affected by conflict, children from indigenous and nomadic groups and other marginalised groups. It is anticipated that the


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programme will facilitate new collaborations within the School of Education, and indeed elsewhere in the University, drawing together academics with an interest in the areas of disadvantage, disability and education. In line with the University’s Strategy, this will encourage the development of new ideas and ways of working between researchers from different disciplines. 2.4 Building on existing programmes The new MSc Inclusive Education builds on the success of two previous programmes, the MSc in Inclusive and Special Education and the MEd Additional Support for Learning. The first is a longstanding programme aimed at Scottish teachers which has been operating since 2008, the second has been running since 2008. Over the past seven years the programmes have shared courses, and students from the full time international programme have studied alongside part time Scottish teachers. This has been of benefit to both groups. We have had requests from EU and Home students for a part time MSc in Inclusive Education, sometimes from students not qualified teachers but interested in the field. Prospective students find the web site about these two programmes confusing because there is so much overlap. Having 12 award outcomes is cumbersome administratively; the programmes had 3 directors until 2014-15 which made co-ordination and efficiency difficult. The new programme has coherence, is simpler to understand, while retaining successful features of the previous awards. Over 2014-15 we have collected views from students, staff and employers to redesign the programme. The outcome, we hope, is a much simpler system that retains the depth and breadth of the option courses on offer. We believe this feature of the programme will make it an international market leader. 3. MARKET INFORMATION 3.1 Target market Although this qualification is not explicitly aligned with a professional qualification, completion of this degree will enhance opportunities for employment in areas of education that are concerned with educational disadvantage, additional support for learning, special education and other specialist areas. The programme is aimed primarily at graduates from education, psychology and related social science backgrounds. Large numbers of students study these disciplines and gain a 2i or a First, making them suitable for continuing to Master’s study. HESA (2015) reports 72% of undergraduates in the UK gain these awards, with 148,000 taking Social Studies as a first degree and 60,000 taking Education. Potentially then 150,000 undergraduates in the UK may be eligible to apply for the MSc Inclusive Education. Early destinations of qualifiers (Scottish Government, 2014) show that 21% of social studies from Scottish universities continue to further study (i.e. 899 students) and 3% of education graduates (128) as first destinations. Appendix 1 provides details of existing initial teacher education programmes at Scottish Universities which are particularly relevant to the new MSc. Potential career paths, exit routes and employers include: mainstream and special school teaching and management positions; children’s charities; postgraduate research; national ministries of education; non-governmental organisations; education development consultancy; and teaching in further and higher education institutions. In addition, the programme will provide an opportunity for professional development for those already working in the fields of education. The General Teaching Council Scotland is interested in promoting the PG Cert Inclusive Education for all teachers, of which there are up to 51,000 in Scotland. With the approval of the new programme we will apply for GTCS endorsement during semester 1 of 15/16. The programme also has the potential to extend the CPD opportunities for practising teachers and other professionals that are offered by CALL, SSC and STEP. Discussions with Dyslexia Scotland, and other advocacy groups suggest that additional specialist modules would be of interest to staff in schools, tertiary and further education sectors. Thus, there is scope for future development in this area. In addition, programme graduates have expressed interest in courses and research opportunities in the areas of inclusive pedagogy and strategies to combat disadvantage.


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3.2 Current competition Competing MSc programmes in the UK, include the Universities of London, Manchester Metropolitan, Birmingham, Leeds, Southampton, Glasgow and Exeter. Recruitment information for these courses was requested by telephone and, where provided, this is shown in Appendix 2. Current Full Time intakes range from 5 to 15. Several programmes, like our proposed one, mix part and full time students. A new MSc in Inclusive Education meets the expectation of Scottish students to remain in Scotland, and with the international appeal of both the University of Edinburgh and the City of Edinburgh, along with the reputation of Moray House School of Education for excellence in research in inclusion, disability and additional support and its reputation and commitment to social justice in education, it is anticipated that international student numbers will compete favourably with other programmes. The University of Birmingham is significant competition for the pathways in relation to deaf and visually impaired children; however heads of services in Scotland support the Edinburgh University course because of our stronger input on the Scottish policy context, and important opportunities for face to face learning. These professional relationships last for many years after the course. 3.3 Market research Social media campaign During 2014/15 the existing MSc in Inclusive and Special Education in the School of Education has run a two-month marketing campaign using social media and this revealed useful results about who is interested in our current programme. Social media Click

throughs Click through rate %

Sessions Pages per session

Time per session

Google 967 0.83 820 2.21 1;41 Linked in 188 0.03 165 2.11 0;55 Facebook 1,996 0.13 988 1.24 0;44 Banner ads

Gradschools 43 n/a 32 6.16 2;29 Educationuk 92 0.31 93 5.46 3;46 FindAMasters 35 27.13 23 7.3 4;27

Users searching websites offering Masters programmes unsurprisingly spent longer on the existing MSc Inclusive and Special Education website than those responding to ads which came up on other social media. The Google campaign was able to target people who are recent graduates in teaching and social sciences with relevant interests. The Google campaign used 42 combinations of relevant possible search terms, with the top one used by 70% of people who found the website as a result of this campaign: special education training. So similar terms would be used again to attract potential students to the new MSc Inclusive Education. Further analysis of the Google campaign showed where the viewers came from, with a lot of interest from India, although the quality of engagement (e.g. pages per session and time per session) was not as strong as in the US, UK and Canada.


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Country Clicks Click through

rate India 385 2.19% UK 58 1.22 US 53 0.22 Australia 18 0.5 Canada 14 0.33 Germany 5 1.4 Colombia 4 3.33 Greece 3 1.33

Discussion with the International Office has encouraged the programme team to develop contact with US universities which have an undergraduate programme in inclusive education but don’t have a Masters in this subject. In addition, recent applicants from Chile and Turkey are applying with scholarships and the possibility to progress to PhDs; the International Office is following up with meetings in these countries. Turkish Applications The programme director is currently in discussion with the English Language Teaching Centre about a course tailored to Turkish offer holders; for 15/16 we had 13 with scholarships, but most did not meet the English entrance qualification. We hope to attract these students to a pre-sessional English course at the University of Edinburgh and involve them in the life of the programme, i.e. invite them to seminars, Edsign lectures and social / academic events so that they start to feel they are part of the programme. We could also organise some trips to schools for them. The aim would be to make them feel part of the programme, to help them pass the English entry test and be prepared for the MSc year. Current offer of Turkish students and level of English 15-16 MSc ISE C = Conditional U = Unconditional

Reason for condition

Area of interest Has a government Scholarship

C - not stated English Y C – Upper intermediate English autism Y C – Upper intermediate English autism Y U Funding Specific learning difficulties / English as

an Additional Language N

C – TOEFL 58 English deafness Y C – IELTS 5.5 English deafness Y C – IELTS 5.5 English Specific Learning difficulties Y C – IELTS 5.5 English Y C – not stated English deafness Y C – not stated English deafness Y C – not stated English deafness Y C – not stated English deafness Y C /Declined – IELTS 5.5 English Visual impairment Y C – not stated English Specific Learning difficulties Y 13 of 14

This analysis suggests that this group of students holding IELTS 5.5 would need 33 weeks of English at the English Language Teaching Centre which would cost Fees: £9,240 and Homestay bed, breakfast and accommodation £4,620, other living expenses approximately £5,000, i.e. approximately £19,000 per student.


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Analysis of 15-16 applications An analysis of applications for 15/16 at 5.8.15 shows that there have been 92 applications for the MSc Inclusive and Special Education programme as it is currently. There have been 12 unconditional offers made that have been firmly accepted. There are 20 conditional offer-holders which have been firmly accepted from the following countries: Malawi - 4 China - 5 Turkey – 3 One each from: Tanzania, Cameroon, Brazil, Greece, Zimbabwe, Mexico, Pakistan and Jamaica. The main reason for the conditional offers is the English qualification; the Programme Director is currently contacting all these students to encourage late English assessments. The other reason for not confirming an unconditional offer (2 currently) is because of the difficulty in raising funds for the fees. About a third of the current conditional offer holders are likely to become unconditional in time for the 15/16 programme. In relation to recruitment of part time students who are already teachers of deaf or visually impaired children, the heads of services forum for visually and hearing impaired children meets each term at the Scottish Sensory Centre and maintains a regular dialogue with the programme team about the current PG Diploma in Additional Support for Learning in deaf education and visual impairment. The local authorities want to see more specialist courses in visual impairment, a clear two-year route through the diploma and a development of the VI pathway to make it as rigorous as the deaf education pathway (minutes, Heads of Services forum, 10.6.15). Other universities offering specialist courses for teachers of deaf and visually impaired children do not have the advantage of regular contact from a forum of employers. Twelve heads of service and teachers of visually impaired children in Scotland contacted us within 48 hours of us asking for views on the proposed new PG Diploma Inclusive Education (visually impaired learners). They were unanimously keen and very pleased to see the results of discussions with the Heads of Services forum which have taken place over the past year. The existing PG Diploma (deaf education) will change very little in its proposed form, PG Diploma Inclusive Education (deaf learners) and is already strongly supported by Scottish local authorities. 4. FINANCIAL INFORMATION 4.1 Student numbers and fees We estimate the MSc will attract 16 FT students in its first year and 21 FTE of home PT students, as the existing programmes have in 14/15. We aim to attract around 50 - 60% of FT students from non-EU countries, thus paying fees at the non-EU rate. Tuition fees will be standard PGT fees invoiced at course level and based on 2015/2016 fees (EU, £8,100; non-EU, £16,500). Based on existing numbers attending the PT MEd, PG Diploma and PG Certificate in Additional Support for Learning we estimate that the new MSc Inclusive Education will attract 21 FTE part time students each year on the new programme. The fees for Certificate/Diploma/MSc rates will align with those standard within Moray House School of Education. Standalone courses invoiced at course level All part time students construct their programme by choosing courses each year. We plan to have a further page of the MSc Inclusive Education website where students can apply for just one course for Continuing Professional Development purposes. Usually we would encourage students to complete the assignment rather than just auditing, so that they can use the credits to continue to gain a PG Certificate, Diploma or MSc later. Currently we have about 4 PT students per year, all Scottish teachers, taking one course at a time. Using the proposed marketing budget we aim to advertise in


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GTCS magazine to attract Scottish teachers to the MSc, PG Diploma, PG Certificate as well as standalone courses. 4.2 Resource implications and risks The predominant resource burden is time of current teaching and administrative staff, and this has been greatly reduced as a result of the School’s recent PPR and Programme Viability analysis, which incorporated the suite of programmes under the area of ‘Inclusion and Additional Support for Learning’ into the existing MSc in Inclusive and Special Education into one programme. The programme review achieved efficiency savings by rationalising existing programmes under one programme directorship. While the current numbers are sufficient to maintain course viability we expect the programme to become more profitable as enrolments increase. Demand on student support services (library and computing equipment and some laboratory needs) can be adequately met by current provision within the Institute and School. The programme has neither IT or laboratory intensive needs. The programme team has the capacity to supervise a larger number of MSc dissertations than we currently do. Currently there are 12 supervisors in the team, with a capacity of 2 or 3 students each. During 14/15 these 12 members of staff supervised 23 MSc ISE / MEd ASL students. Details of resource implications are shown in Appendix 3. Risks have been identified and are tabled here:

Nature of Risk Likelihood of Risk Impact of Risk Factors taken to Mitigate Risk

Lower than expected recruitment

Low: projections are conservative

Low-medium: programme could run at a loss beyond the 1st year

Marketing costs included to actively market the MSc and raise number of EU and non-EU students. Close monitoring of recruitment.

Departure of staff Medium Medium to High

Some key staff would need to be replaced for the MSc to continue delivery. PRAAF currently at college for 0.5 AL in VI.

Withdrawal of shared courses Low-Medium Medium

Some courses could be delivered by programme specific staff (where the courses have a specialist focus), whilst option courses could be replaced by other courses currently delivered across the School and College.

Government MEd scholarship ends High Low

Overall numbers are 2.5 FTE with most MEds graduating by start of the new programme. This scholarship funding is unlikely to be offered again. Home PT students have been held constant throughout the projection.

Balance of Overseas FT: Home / EU may not be so favourable

Medium Medium to High

Work with International Office and pursue marketing strategy focusing on America, Canada, Turkey, Chile.


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5. APPENDICES

5.1 Appendix 1: List of Scottish Universities offering undergraduate programmes in initial teacher education

University Initial teacher education programmes Target intake 2014/15

FTE *

Aberdeen, University of BEd primary, PGDE primary, PGDE secondary, BEd secondary music.

462

Chrichton MA primary (combined) 20 Dundee, University of BEd primary, PGDE primary, PGDE

secondary. 237

Edinburgh, University of BEd Primary, PGDE primary, PGDE secondary, BEd Physical education

529

Glasgow, University of BEd primary, BEd Technology, PGDE primary, PGDE secondary, BEd secondary music,

535

Highlands and Islands, University of the

PGDE primary 40

Royal Conservatoire of Scotland BEd Music combined 29 Stirling, University of BEd primary, BEd combined 159 Strathclyde, University of BEd primary, PGDE primary, PGDE

secondary, BEd combined 948

West of Scotland, University of the

BEd primary, PGDE primary, PGDE secondary

228

Total 3,187 * Data from Scottish Funding Council (2014) There were 4,000 leavers per year from initial teacher education in Scotland (Table 6, Scottish Government, 2014) and 96% are employed in Scotland.


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5.2 Appendix 2: Existing similar MSc programmes within the UK Institution Programme Title Numbers on

programme

University of Glasgow MSc Young people, social inclusion and change New programme starts September 2015

Manchester Metropolitan University

MEd Inclusive Education and Special Education Needs

20 / year PT and 5 FT EU

Institute of Education, UCL

MA Special and Inclusive Education Full-time students = 36 (12 each home, EU, Overseas) Part-time Year 1 = 40 Part-time Year 2 = 26 Part-time Years 3 and 4 = 4

University of Aberdeen

MEd Inclusive Practice Certificate level – 52 Diploma level – 11 Worked Based Project (for completion of Masters Degree in Inclusive practice)- 5

University of Roehampton

MA Special educational needs: inclusive or psychological perspectives

25 students – (more info coming from Wolfgang Mann)

University of Exeter MA Education Special educational needs specialism

8 – 16 FT, some home. Moving to blended and more PT home.

University of Worcester

MA Special and inclusive education 32 FTE, 78 students all PT teachers

University of Manchester

MSc / PG Diploma in deaf education 15 students / year FT 20 / year PT; 3 year PT MSc.

University of Birmingham

MEd / PG Diploma in visual impairment / deaf education

20 for each of VI and deaf education / year PT

University of Strathclyde

MEd / PG Dip / PG Cert Autism; MEd Inclusive Education (PT); PG Cert Supporting Bilingual Learners

MEd IE: 138 PT – at all levels; PG Cert. Supporting bilingual Learners – 10 PT.

Queen Margaret’s University, Edinburgh

PG Cert Collaborative Working Education and Therapy

Approx. 10 PT home students

University of West of Scotland

MEd / PG Dip / PG Cert Inclusive Education online

38 FTE home students: 20 Cert, 10 Dip, 8 MEd

* Programme Coordinators / Administrators were not willing to provide this information


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5.3 Appendix 3: Five-year costing summary Students Number (FTE)

Year 1 16/17

Year 2 17/18

Year 3 18/19

Year 4 19/20

Year 5 20/21

Home/EU 281 33 372 37 37 Overseas 9 14 16 16 16

37 47 53 53 53

Year 1 Year 2 Year 3 Year 4 Year 5

Start Up Costs 5,000

Recurrent Costs Marketing 3,000 3,000 3,000 3,000 3,000

Staffing 172,154 172,1543 172,154 172,154 172,154 Equipment 0 0 0 0 0

Materials 1,000 1,000 1,000 1,000 1,000 Total Recurrent Costs 176,154 176,154 176,154 176,154 176,154

Fee Income (School)

Home/EU 226,800 267,300 299,700 299,700 299,700 Overseas 148,500 231,000 264,000 264,000 264,000

APC (VI / deaf) 15,000 15,000 15,000 15,000 15,000 Total Income 390,300 513,300 578,700 578,700 578,700

Income to School (Home + Overseas) x 0.53 + APC 213,909 279,099 313,761 313,761 313,761

Annual Surplus to Uni 214,146 337,146 402,546 402,546 402,546 Surplus to School 37,755 102,945 127,607 127,607 127,607

1 This is made up of 21 FTE for PT students each year and 7 Home / EU FT students. These 21 FTE Home / EU PT students are held constant for each year in the projection. 2 The numbers for years 3-5 have been maintained to reflect the current staffing levels and market research. However, it is anticipated that these figures will be re-visited after the first year of recruitment and delivery, with an aim to continue to grow the course beyond the third year. 3 Costs will increase from this year on because of additional marking and supervision. I need to ask Ross Grant to adjust this again.


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5.4 References

HESA (2015) Student introduction 2012/13. https://www.hesa.ac.uk/content/view/3484/#sub accessed 13.6.15

Scottish Funding Council (2014) Target intakes to initial teacher education courses 2014-15, Table 3. http://dera.ioe.ac.uk/19404/1/SFCAN032014.pdf accessed 14.6.15

Scottish Government (2007) Competences for teachers of children and young persons who are hearing impaired, or visually impaired, or both hearing and visually impaired. http://bit.ly/1HGTFAK accessed 13.6.15.

Scottish Government (2010) Teaching Scotland’s Future, report of a review of teacher education in Scotland, Graham Donaldson, http://www.gov.scot/resource/doc/337626/0110852.pdf

Scottish Government (2012) Meeting the needs of Scotland’s children and young people with complex

additional support needs. http://www.gov.scot/Publications/2012/11/6244/3 accessed 13.6.15

Scottish Government (2012) The Right Help at the right time in the right place: strategic review of learning

provision for children and young people with complex additional support needs http://www.gov.scot/Resource/0040/00408307.pdf accessed 13.6.15 Scottish Government (2014) Early destinations of qualifiers, 2012-13. http://www.gov.scot/Topics/Statistics/Browse/Lifelong-learning/Early-Destinations

accessed 13.6.15

https://www.hesa.ac.uk/content/view/3484/%23sub

http://dera.ioe.ac.uk/19404/1/SFCAN032014.pdf

http://bit.ly/1HGTFAK

http://www.gov.scot/resource/doc/337626/0110852.pdf

http://www.gov.scot/Publications/2012/11/6244/3

http://www.gov.scot/Resource/0040/00408307.pdf

http://www.gov.scot/Topics/Statistics/Browse/Lifelong-learning/Early-Destinations

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THE UNIVERSITY OF EDINBURGH PROGRAMME SPECIFICATION FOR MSc Inclusive Education

1) Awarding Institution: University of Edinburgh 2) Teaching Institution: University of Edinburgh 3) Programme accredited by: University of Edinburgh 4) Final Award: Masters of Science (MSc) 5) Programme Title: Inclusive Education 6) UCAS Code: N/A Relevant QAA Subject Benchmarking Group(s): n/a 7) Postholder with overall responsibility for QA: Rachel O’Neill 8) Date of production/revision: June 2015 / Updated Aug 2015 Minor amendments after SPGSC on 18.8.15 9) External Summary (200-250 words)

• Background to the discipline and subject, what it is and its place in human endeavour. • What is special about the Edinburgh experience in this degree? • What are the main programme aims (learning outcomes)?

Inclusive education is a contested term which, although having the possibility to transform education for marginalised and disabled children worldwide, has also been seen as a reformulation of special or separate education for particular groups. Our approach recognises the complexity and relational nature of the concept of additional needs within the broader discourse and foundation disciplines of education. It acknowledges differences between learners but seeks responses to those differences that do not reproduce exclusion or marginalisation based on difference. Building on the strong foundations of particular professional specialisms at Moray House School of Education, this MSc will be taught by staff actively researching many aspects of Inclusive Education. The broad-ranging team has experience of working and researching in ordinary classrooms with a very wide range of learners, and evaluating the impact on pupil and staff attitudes, and with a range of technological and educational resources and approaches. There are three particular pathways through the programme which will equip some teachers to work with visually impaired, deaf or bilingual learners. The majority of students, however, will choose from a very wide range of courses to develop their understanding and critique of inclusive pedagogy. The main programme aims are to:

• develop and appropriately apply knowledge, skills and attitudes relevant to inclusive education and the contexts in which it takes place.

• reflect critically on the relationships between theory and practice and explore issues in the implementation of educational and social principles and ideals.

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• engage with and where appropriate influence policy issues and the practice of professionals in relation to the delivery of inclusive education.

• develop extended skills in research and enquiry, including the use of literature, reviewing evidence, gathering, organising and evaluating data, responding to evidence and providing critical comment.

10) Educational aims of programme This programme will build on and complement other Taught Postgraduate Provision within the School of Education. The programme is designed to provide academic development at a postgraduate level in inclusive education for recent graduates and teachers. The core content of the programme will draw from the disciplines of education, sociology, disability and childhood studies to enhance knowledge and understanding of the issues related to inclusion, and will contribute to building workforce capacity in this area in Scotland, the UK and beyond. The educational aims of the programme are: • To equip students with critical knowledge of the current research evidence relating to the relationship

between educational and social inclusion and learning outcomes • To provide students with knowledge and critical awareness of how research evidence informs policy

and practice in inclusive education • To provide students with the research skills to investigate issues in the field of inclusive education • To encourage students to consider the broader implications of inclusive education on local and global

challenges • To foster the development of independent learners with transferable intellectual and study skills who

can make a socially responsible contribution within their chosen career path

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11) Programme Outcomes By the end of the programme, students will have achieved learning outcomes in the following areas: 11a) Knowledge and understanding Graduates of this programme will have: When and Where? Teaching & Learning Assessment 1) Develop a thorough understanding of key

concepts, for example ‘inclusion’, ‘inclusive education’, ‘additional support for learning’, recognising them as problematic and contested terms

Throughout programme Lectures, discussions, tutorials Coursework

2) Develop a critical understanding of Scottish, national and international policies and provision in relation to inclusive education


3) Critically engage with theoretical and disciplinary perspectives in relation to practice, and their implications for policy


4) Develop professional competencies required by qualified teachers of deaf and visually impaired children


5) Develop knowledge of research methods employed within the area of inclusive education


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11b) Graduate Attributes: Research and Enquiry Graduates of this programme will be able to: When and Where? Teaching & Learning Assessment 1) Critically analyse, evaluate and synthesise

relevant literature (evidence, theory and practice), issues and developments at the forefront of the discipline

Throughout programme Lectures, discussions, tutorials Coursework, dissertation

2) Identify and evaluate epistemological and ontological assumptions underpinning inclusive education


3) Identify, define and conceptualise new problems and issues relating to inclusive education, and identify appropriate research methods to address these


4) Plan and execute a significant research project including undertaking data collection and analysing data systematically

Throughout programme Lectures, discussions, tutorials Dissertation

5) Clearly communicate research plans, rationale and findings to specialist and non-specialist audiences

Throughout programme, planning research dissertation

Lectures, discussions, tutorials Dissertation

5

11c) Graduate Attributes: Personal and intellectual autonomy Graduates of this programme will: When and Where? Teaching & Learning Assessment 1) Be independent learners who take responsibility

for their own learning, and are committed to continuous reflections, self-evaluation and self-improvement

Throughout the programme Lectures, discussions, tutorials Coursework

2) Be able to exercise substantial autonomy and initiative in academic activities, including decision making on the basis of independent thought


3) Be open to new perspectives, methods and creative ideas in inclusive education


4) Be able to reflect on social and ethical responsibilities linked to the application of their knowledge and judgments in learning, teaching and education


5) Be able to develop, maintain and sustain intellectual rigour and application


6

11d) Graduate Attributes: Skills and abilities in communication Graduates of this programme will: When and Where? Teaching & Learning Assessment 1) Be able to communicate using oral and written

methods to specialist (e.g., staff, fellow students) and non-specialist audiences (e.g., school staff, parents, research participants)

Throughout the programme Through assessments, presentations, seminars, group work

Coursework, dissertation

2) Be able to use communication as a means for collaborating and relating to others including staff, fellow students, research participants

Throughout the programme Group work, student-led presentations and workshops


3) Be able to engage in critical discussion demonstrating listening skills, effective use of evidence and own experience to support assertions, and clear articulation of points.

Throughout the programme Group work, student-led presentations and workshops

Coursework

4) Be able to identify and effectively communicate with relevant individuals and organisations beyond their immediate environment

Throughout the programme Tutorials Coursework

5) Be able to seek and value open feedback Throughout the programme Tutorials Coursework

7

11e) Graduate Attributes: Personal effectiveness Graduates of this programme will: When and Where? Teaching & Learning Assessment 1) Be able to plan, execute and critically evaluate a

significant research and/or evaluation project in the area of inclusive education

Research concepts and Dissertation

Tutorials and field work Project proposal Dissertation

2) Have the confidence to make informed decisions relating to problems and issues in inclusive education

Throughout the programme but especially Dissertation

Tutorials and field work Dissertation

3) Be able to identify and manage risks appropriately (e.g., during fieldwork, working with vulnerable groups)

Throughout the programme Tutorials and field work Dissertation

4) Be able to transfer knowledge, skills and abilities to a professional context (e.g., schools, health promotion organisations)

Throughout the programme Discussions Coursework

5) Be able to effectively work collaboratively with others, recognising the diversity of contributions individuals can make

Throughout the programme Group work, field work Coursework

8

11f) Technical/practical skills Graduates of this programme will: When and Where? Teaching & Learning Assessment 1) Demonstrate an understanding of a range of

barriers which different learners may face in accessing the curriculum and of processes and strategies for learning

Deaf learners: EDUA11238 Audiology and Audiometry; EDUA11239 Deaf Studies; EDUA11240 Language and Communication; EDUA11258 Placement / inclusion Deaf Education. Visually impaired learners: EDUA11244 Inclusion of children with visual impairment; EDUA11247 Issues and Strategies for teaching and learning (visual impairment; EDUA11244 Inclusion of children with visual impairment; Cerebral visual impairment (new); Bilingual learners: EDUA11250 The developing bilingual learner; EDUA11241 Promoting achievement and curriculum access for deaf and / or bilingual learners; EDUA11251 Bilingualism and other additional support needs Learners with specific learning difficulties: EDUA11235 Specific learning difficulties: dyslexia; EDUA11237 Specific learning difficulties: co-occurring specific difficulties;

Discussions, tutorials, lectures, reflections on practice


9

12 Programme structure and features (Tables of pathways through the different exit awards deleted because the simplified structure of the DPTs shows this information more clearly.) Entry requirements:

• The normal entry requirement is an upper second class honours degree in a relevant discipline, such as education, psychology, being a qualified teacher. Where an applicant does not meet these requirements consideration may be given to other equivalent academic qualifications and significant professional training and experience.

• For international students, the appropriate level of English proficiency will be required: IELTS: total 7.0 (at least 6.0 in each module and 6.5 in writing); TOEFL-iBT: total 100 (at least 20 in each section and 23 in writing); PTE(A): total 67 (at least 56 in each of the “Communicative Skills” sections and 61 in writing); CAE and CPE: total 185 (at least 169 in each module and 176 in writing)

Marketing, Entry and Transfer to named award The website will show one award, the MSc Inclusive Education. The cluster of exit routes will be shown from this main web page. All students will initially apply for the MSc Inclusive Education and after a few months of the programme will be transferred to their preferred named exit award. The Prospectus web page will have web links high up to direct applicants to information about these different choices. Existing students will be asked whether they wish to remain on their existing exit award or be transferred onto the new award. Hopefully most will transfer quickly as they should then have more flexibility in their pathways. Named awards: Postgraduate Diploma Inclusive Education (deaf learners) This award is designed for teachers who are currently teaching deaf children mainly in Scottish schools and who wish to gain the competences agreed by the Scottish Government for qualified teachers of deaf children. These competences are mapped onto the courses which make up the PG Diploma (http://www.gov.scot/Publications/2007/01/29163203/3) The British Association of Teachers of the Deaf has endorsed this award and supports the way it acts as a professional qualification. Students must pass each of the following courses at 50% or above and have the opportunity to resit each course once: Deaf Studies, Audiology and Audiometry, Language and Communication, Placement, Promoting Access to Curriculum and Assessment. Students who do not achieve the 50% mark after one resit cannot exit with the award to qualify as a teacher of deaf children, but they could exit with a PG Diploma in Inclusive Education. Postgraduate Diploma Inclusive Education (visually impaired learners) This award is designed for teachers who are currently teaching visually children mainly in Scottish schools and who wish to gain the competences agreed by the Scottish Government for qualified teachers of visually impaired children (see web address above). These competences are mapped onto the courses which make up the PG Diploma. SAVIE, the Scottish Association for Visual Impairment Education, has endorsed this award and supports the way it acts as a professional qualification. Students must pass each of the following courses at 50% or above and have the opportunity to resit each course once: Issues and Strategies for teaching and learning (visual impairment), Assessing pupils with visual impairment, Inclusion of children with visual impairment, Cerebral visual impairment and profound and multiple learning difficulties. Students who do not achieve the 50% mark after one resit cannot exit with the award to qualify as a teacher of visually impaired children, but they could exit with a PG Diploma in Inclusive Education. Postgraduate Diploma Inclusive Education (bilingual learners) This award is designed for teachers who are currently teaching bilingual children mainly in Scottish schools. The University of Edinburgh is the only provider in Scotland of a Postgraduate Diploma in this area. Some applicants may apply with a PG Certificate about bilingual learners as Advanced Standing from Strathclyde

http://www.gov.scot/Publications/2007/01/29163203/3

10

University or UWS. Local authorities in Scotland regard this specialist PG Diploma as a benchmark for practitioners specialising in work with learners who have English as an Additional Language. Progression to Masters Stage In order to be able to progress to the dissertation stage of their Masters programme, students must pass all taught courses in line with postgraduate teaching regulations. At present students must pass all taught courses with a weighted average mark of 50% (Grade C) and at least 80 credits at 50% or above. Students who receive an average mark between 40% and 50% will be eligible to receive the Diploma. Modes of Study: The programme may be studied as full-time (12 months) or part-time (up to 48 months). Exit awards: Students completing compulsory and option courses to the total of 60 credits at SCQF 11 will be eligible for the PG Certificate Inclusive education. Students completing compulsory and option courses to the total of 120 credits at SCQF 11 will be eligible for the PG Diploma Inclusive Education. Students completing compulsory and option courses to the total of 180 credits at SCQF 11 will be eligible for the MSc Inclusive Education. Students completing compulsory and option courses to the total of 120 credits at SCQF 11 in the pathway about deaf learners will be eligible for the PG Diploma Inclusive Education (deaf learners). Students completing compulsory and option courses to the total of 120 credits at SCQF 11 in the pathway about visually impaired learners will be eligible for the PG Diploma Inclusive Education (visually impaired learners). Students completing compulsory and option courses to the total of 120 credits at SCQF 11 in the pathway about bilingual learners will be eligible for the PG Diploma Inclusive Education (bilingual learners). Qualifications of teachers working with deaf or visually impaired learners Qualified teachers who take the MSc Inclusive Education part time over two years may also be able to gain qualified status as a teachers of deaf or visually impaired children, provided they take part in the following monitored activities:

• Two days per week voluntary placement throughout the programme with deaf or visually impaired learners in educational settings

• Learning British Sign Language or Braille throughout the two years at additional cost with the Scottish Sensory Centre / Languages for All or Deaf Action.

• Assessed placement of 35 days in two settings with deaf or visually impaired learners. • Take part in a planned programme of visits and / or engagement with seminars agreed in tutorial

discussions. • Application to the General Teaching Council of Scotland register, if required by the student

NB. This route is available to UK and EU students only because of Tier 4 visa restrictions on part time study. Quality assurance: The programme will conform with the Assessment Regulations and three External Examiners will be appointed to ensure specialist oversight of the awards in relation to inclusive education, and about deaf and visually impaired learners. The Board of Examiners will meet in June (date to be determined to ensure marks from other Boards are available) to consider progression to MSc level. A final Board of Examiners meeting will be held in October. Further quality assurance procedures will be implemented including collecting and responding to student feedback through course evaluations and at a course level through staff-student committees. 13 Teaching and Learning Methods and Strategies Teaching and Learning strategies employed at the University of Edinburgh consist of a variety of different methods appropriate to the programme aims. The graduate attributes listed in Section 11 above are met through a teaching and learning framework which is appropriate to the level and content of the course.

11

Within this programme teaching and learning activities will include: lectures, seminars, problem based learning activities, debates, peer group learning, dissertation, and one to one meetings with personal tutors and supervisors. Some courses will use blended learning and the programme team has an active approach to extending the use of interactive and online learning for some courses with the aim of offering a Postgraduate Certificate available in an online distance-learning format. The University of Edinburgh Innovative Learning Week is scheduled in Week 6 of Semester 2. During this week ‘normal’ teaching is suspended which provides space outwith the curriculum for staff and students to explore new learning activities. Some examples of the types of activities held in Moray House School of Education included additional research activities and careers sessions. 14 Assessment Methods and Strategies Courses can be assessed by a diverse range of methods and often takes the form of formative work, e.g., in class feedback on a journal paper critique which provides the student with on-going feedback, as well as summative assessment which is submitted for credit. Each course includes an opportunity for students to receive formative feedback on an early piece of work, and this often focuses on supporting academic writing. The programme has been designed to incorporate a range of assessment methods to provide the students with the opportunity to develop the key graduate attributes (see Appendix 1 Assessment Matrix). Assessment methods will include essays, oral presentation, practical assessment through a log, placement observations and portfolio, and the dissertation. 15 Career Opportunities Potential career paths, exit routes and employers include: teaching in schools, leadership positions in education, working with NGOs and third sector organisations, policy posts in education, specialist teaching or peripatetic posts in relation to visually impaired, deaf or bilingual learners, teaching in further and higher education, doctoral level research. 16 Other Items Fees: Home and EU students £8,100; overseas students £16,500 (revised 2015/2016 fees). Additional fees apply for the postgraduate diploma in inclusive education (visually impaired learners / deaf learners) of £500. Order of courses: For the PG Diploma Inclusive Education (deaf learners) (visually impaired learners) and (bilingual learners) this means that students can start at any time of year and do not have to wait for a year to join the two-year cycle of options. For students aiming to gain the Government competences to become qualified as a teacher of deaf children on the PG Diploma Inclusive Education (deaf learners) they will take the Placement / inclusion course EDUA11258 at or towards the end of their programme. For students aiming to gain the Government competences to become qualified as a teacher of visually impaired children on the PG Diploma Inclusive Education (visually impaired learners) they will take the Inclusion of children with visual impairment course EDUA11244 at or towards the end of their programme. The order of courses will be negotiated with the student and the programme director and / or Personal Tutor. Student support: The students will join a large vibrant postgraduate community of over 600 students in Moray House School of Education Graduate School. The students will have access to generic support for taught postgraduate students including an induction website (http://www.blendedlearning.me/induction/) and Handbook. Students will also attend a School induction week with generic and programme specific activities during Welcome Week. The Graduate School also organises social events throughout the year. The students will be integrated into an active research culture and will be able to attend School and Institute seminars. Where appropriate, opportunities may be available to be involved in ongoing research projects within the Institute. The students will also benefit from the world class library facilities available at the University and be able to access on-line and print journals and up to date text books. All courses will be supported with an on-line learning environment.

http://www.blendedlearning.me/induction/

12

Students with disabilities can receive additional support from the Student Disability Service and the Programme will incorporate Accessible Learning guidelines into the design and delivery of courses. The programme director can use fluent British Sign Language (Signature Level 6). For pastoral care and student support all students will be assigned a Personal Tutor who will be a member of the wider Inclusive Education programme team. The Personal tutor’s function is to monitor progress, provide advice on course choices and offer a first line of pastoral support for any scholarly or personal issues that may arise. The Personal Tutor will also monitor and facilitate the development of the student’s Professional Development Portfolio. At the beginning of the programme each student will be provided with access to an on-line portfolio detailing the key learning outcomes for the programme. Students will self-assess their competence on each skill and together with the Personal Tutor identify strategies to address these needs. These strategies may include making use of the Institute of Academic Development, attending library skills sessions, and undertaking additional self-study using on-line resources (e.g., IS skills). Students will be encouraged to reflect on their progress at regular intervals during the programme. Full time and part time students The programme has been arranged so that a wide range of options is available in any one year, but that most specialist courses relating to particular impairment issues are available on a two-year cycle. There is parity between the experience of full and part-time students: full time students can take one or two option courses in a specialist area then be supervised by a lecturer in this same area; part-time students can build up several courses in specialist areas over time and also continue to the MSc to be supervised by a specialist in this area if they choose an associated topic. The timetable is to be confirmed but will be strategically planned in order to accommodate the needs of part-time students wherever possible. This means that some courses will be taught at twilight or on Saturdays. Research methods courses are available as online asynchronous workshops as many students come from across Scotland, or face to face. Most option courses will courses will be timetabled early or late in a semester. Competitors in the areas of visual impairment and deafness, such as the University of Birmingham, have teachers completing in two years and employers usually like this. Some employers are currently experiencing severe financial restrictions and prefer their teachers to take the courses more slowly. Full time and part time students usually benefit from learning alongside each other: full time international students make contacts which they often use later to establish sites for data collection. Part time students benefit from finding out about other education systems which puts a different perspective on options available in the UK. Social / academic events are held for PT and FT students working towards their dissertations such as coffee afternoons and seminars. Timing of supervision Students on the MSc Inclusive Education can choose to do a dissertation using desk-based research or collecting their own data. If students want to approach schools, they need to make contact with them much earlier than mid April, when the results of the Planning Research proposal are returned to students. Supervisors in the current MSc Inclusive and Special Education and MEd Additional Support for Learning programmes start supervising from January, which allows students time to approach schools or do periods of observation to get to know what for many of them is a new school system. The team of supervisors will accept draft ethics forms in well before the early April Planning Research deadline to allow time to redraft and submit the form to the Ethics committee. Data should not be collected before mid April, but the period March to April can be used to facilitate access to schools, colleges and youth groups etc.

13

17 Contact Details Rachel O’Neill Charteris Land 2.17 Institute for Education, Teaching and Leadership The University of Edinburgh Holyrood Road Edinburgh, EH8 8AQ Tel: 0131 651 6429 E-mail: [email protected] Skype: Rachel-paper

mailto:[email protected]

14

Appendix 1: Assessment Matrix. Proposed Programme: MSc Inclusive Education – Updated August 2015

Continuous Assessment (weighting and length, where appropriate)

Course Code

Course Title Credits Sem Essay Log of practical activities

Report Presentation Case Study Project

In-class tests

Other %assessment that is group/ teamwork

EDUA Inclusive Pedagogy 20 1 3000 75%

Oral presentation 25%

25%

EDUA11174

Comparative approaches to inclusive and special education

20 1/2 4,000 0

EDUA11236

Education for All 20 2 4,000 0

EDUA11249 Collaborative Working in Children’s Services

20 1/2

2,000 words supporting statement 50%

Poster 50% 0

EDUA11314 Foundations of international child protection

20 2 Poster 2,000 words 50%

Research proposal 2,000 words 50%

0

EDUA Teachers as agents of change 20 2 4,000

80% Oral presentation 20%

0

EDUA11247

Issues and Strategies for teaching and learning (visual impairment)

20 1 2,000 words 50%

2,000 words 50%

0

15


Course Code Course Title Credits Sem Essay Log of practical activities

Report Presentation Case Study

Project In-class tests


EDUA11245 Assessing pupils / students with visual impairment

20 1

4,000 words for FT students 100%

4,000 PT students who are Teachers of VI students 90%

PT students who are Teachers of VI students Sighted guide assessment (10%)

0

EDUA11244 Inclusion of children with visual impairment

20 2

2,000 words reflection on a visit 50%

2,000 words 50%

0

EDUA

Cerebral Visual Impairment and profound and multiple learning difficulties

20 2 3,000 75% Presentation

25% 25%

EDUA11238 Audiology and Audiometry 20 1 2,000

50% 50% 0

EDUA11240 Language and Communication 20 2 4,000

90% 10% 0

EDUA11241

Promoting achievement and curriculum access for deaf and / or bilingual learners

20 2 4,000 words 100%

0

16


Course Code Course Title Credits Sem Essay Log of practical activities

Report Presentation Case Study

Project In-class tests


EDUA11239 Deaf Studies 10 1 2,000 words 100%

0

EDUA11258

Placement / inclusion Deaf Education

20 1 / 2 40%

2 assessed placement visits 60%

0

EDUA11250

The developing bilingual learner

20 1 4,000 100% 4,000

100% Choice 0

EDUA11251

Bilingualism and other additional support needs

20 1 4,000 100% 4,000

100% Choice 0

EDUA11235

Specific learning difficulties: dyslexia

20 2 3,000 75%

10 minute 25%

25% possible

EDUA11237

Specific learning difficulties: co-occurring specific difficulties

20 2 3,000 75% 10 minute

25% 25% possible

Other courses in the programme are generic and common across the School of Education: Sources of Knowledge, Conceptualising Research, Planning Research and Dissertation.

17

Appendix 2 – Current Programmes MSc Inclusive and Special Education Structure of the Programme: The current programme is made up of 180 credits: • Core Courses (2 courses) 40 credits: Comparative Approaches to Inclusive and Special Education Education for All • Research Skills Courses (3 courses) 30 credits: Sources of Knowledge Conceptualising Research Planning Research • Option Courses (3 courses) 60 credits: from the list below. Twenty credits can be studied from the School of Education at level 11 or from the wider University. • Dissertation (15,000 words) 50 credits These courses are Level 11 courses, i.e. they are at Master’s level. Options must be agreed upon by the Programme director, prior to the start of teaching. 2015/16 Option courses available: http://www.ed.ac.uk/education/graduate-school/taught-degrees/asl/option-courses Semester 1 Assessing pupils with visual impairment – 20 credits Bilingualism and other support needs – 20 credits Deaf Studies - 10 credits Issues and Strategies for teaching and learning (visual impairment) – 20 credits Specific Learning Difficulties (dyslexia) – 20 credits Semester 2 Foundations of international child protection – 20 credits Inclusion of children with visual impairment: policy and practice – 20 credits Promoting achievement and curriculum access for deaf / bilingual learners – 20 credits Specific Learning difficulties: co-occurring specific difficulties – 20 credits

http://www.ed.ac.uk/education/graduate-school/taught-degrees/asl/option-courses

18

MEd Additional Support for Learning Extract from 2014-15 ASL handbook showing the current 11 Award outcomes: Pathways through the Postgraduate Certificates and Diplomas Pathway Certificate

60 credits from this list Diploma 120 credits from this list

Bilingual learners http://bit.ly/1nO3QG5

http://bit.ly/1tNgCMh

Deaf Education http://bit.ly/1qJAP3t

http://bit.ly/1qHjTds

Inclusive Education http://bit.ly/1qNsoCt

http://bit.ly/1rY1QSP

Specific Learning Difficulties

http://bit.ly/1xOshNp

http://bit.ly/1whiKKm

Visual Impairment http://bit.ly/1uxAbpH

http://bit.ly/1wj0qDd

Common courses Collaborative Working is taken by all students. Education for All is taken by all except those following the deaf education pathways. The visual impairment pathway has a set order of courses which must be completed in the right order over 2 years: Issues and Strategies for teaching and learning (visual impairment): Year 1 semester 1 Assessing Students with a visual impairment: Year 1 semester 2 Inclusion of children with visual impairment: policy and practice: Year 2 semester 2 In addition the MEd Additional Support for Learning includes: Planning Research (10 credits) Dissertation (50 credits)

http://bit.ly/1nO3QG5

http://bit.ly/1tNgCMh

http://bit.ly/1qJAP3t

http://bit.ly/1qHjTds

http://bit.ly/1qNsoCt

http://bit.ly/1rY1QSP

http://bit.ly/1xOshNp

http://bit.ly/1whiKKm

http://bit.ly/1uxAbpH

http://bit.ly/1wj0qDd

19

Timetable – core and option courses for PG Cert / Dip / MEd ASL These are currently available on a 2-year cycle, with some available every year. Semester 2014/15 2015/16 One Assessing pupils with visual

impairment Assessing pupils with visual impairment



Audiology and Audiometry Deaf Studies Collaborative Working in Children’s Services

Collaborative Working in Children’s Services

Specific Learning Difficulties: dyslexia

Specific Learning Difficulties: dyslexia

The developing bilingual learner Bilingualism and other support needs Two Education for all Education for All

Inclusion of Children with Visual Impairment: policy and practice

Inclusion of Children with Visual Impairment: policy and practice

Language and Communication Promoting Achievement and Curriculum Access for deaf and / or bilingual learners

Specific learning difficulties: co-occurring difficulties

Foundations of International Child Protection (new)

Specific learning difficulties: co-occurring difficulties

20

Appendix 3 Current Programme numbers and sources of funding MSc Inclusive and Special Education – all full time 2014-15 Home / EU 7 Overseas 9 Total 16 Graduating with MSc

Estimate 13

Graduating with PG Dip

0

Leaving with less than PG Dip

1

Deferral - illness

2

MEd Additional Support for Learning – all part time on programme 2014-15 PG Cert PG Dip MEd Total Inclusive 2 2 4 8 Bilingual 6 1 2 9 Deaf 1 30 5 36 Specific 8 6 4 18 VI 7 23 3 33 Learning disabilities

0 0 1 1

Support for Learning

0 0 1 1

Totals 24 62 20 106 Sources of Funding

LAs: 8 Self funded: 16

LAs: 51 Self funded: 11

Government scholarships: 10 Self funded: 10

Completing 2014-15 November 14 and June 15 exam boards PG Cert PG Dip MEd Total Inclusive 2 1 3 Bilingual 7 7 Deaf 2 4 6 Specific 3 1 4 VI 1 7 8 Learning disabilities

Support for Learning

1


Degree Programme Tables (revised August 2015)

Further minor amendments following SPGSC, 18.8.15

2

Inclusive Education Degree Type : MSc = 180 credits Year Course Code Course Title Level Credit

Points Compulsory courses: 100 credits E EDUA_____ Inclusive Pedagogy 11 20

E REDU 11046 Sources of knowledge 11 10

E REDU11045 Conceptualising research 11 10

E REDU11055 Dissertation 11 50

E REDU_____ Planning research 11 10 Option courses: 80 credits E EDUA11249 Collaborative working in

children’s services 11 20

E EDUA11174 Comparative approaches to inclusive and special education

11 20

E EDUA11236 Education for all 11 20

E EDUA Teachers as agents of change 11 20

E EDUA11314 Foundations of international child protection

11 20

A EDUA11247 Issues and Strategies for teaching and learning (visual impairment)

11 20

B EDUA11245 Assessing pupils / students with visual impairment

11 20

E EDUA11244 Inclusion of children with visual impairment

11 20

A EDUA Cerebral Visual Impairment and profound and multiple learning difficulties

11 20

A EDUA11238 Audiology and Audiometry 11 20

A EDUA11240 Language and Communication

11 20

3

B EDUA11241 Promoting achievement and curriculum access for deaf and / or bilingual learners

11 20

B EDUA11239 Deaf Studies 11 10

A EDUA11250 The developing bilingual learner 11 20

B EDUA11251 Bilingualism and other additional support needs

11 20

A EDUA11235 Specific learning difficulties: dyslexia 11 20

B EDUA11237 Specific learning difficulties: co-occurring specific difficulties

11 20

E any Any relevant level 11 university course, subject to the approval of the Programme Director:

1 x 20 credits, or 1 or 2 x 10 credits, or 2 x 20 credits etc. Usually only up to 20 credits.

11 40

First column: Year available E shows a course is available every year. A shows a course is available in year 1: 2016/17 B shows a course is available in year 2: 2017/18

4

Inclusive Education Degree Type : PGCert = 60 credits Year Course Code Course Title Level Credit

Points Compulsory courses: 30 credits E EDUA Inclusive Pedagogy 11 20

E REDU 11046 Sources of knowledge 11 10 Option courses - 30 credits: E EDUA11249 Collaborative working in



11 20




11 20


11 20


11 20


11 20


11 20


A EDUA11240 Language and Communication 11 20


11 20


5



11 20



11 20

E REDU11045 Conceptualising Research 11 10


1 x 20 credits, or 1 or 2 x 10 credits

11 20


6

Inclusive Education Degree Type : PGDip = 120 credits Year Course Code Course Title Level Credit

Points Compulsory courses: 40 credits 1 EDUA Inclusive Pedagogy 11 20

1 REDU 11046 Sources of knowledge 11 10

2 REDU11045 Conceptualising research 11 10 Option courses: 80 credits E EDUA11249 Collaborative working in



11 20




11 20


11 20


11 20


11 20


11 20




11 20

7




11 20



11 20



11 20


8

Inclusive Education Degree Type : PGDip (deaf learners) = 120 credits Year Course

Code Course Title Level Credit

Points Compulsory courses: 100 credits

E EDUA Inclusive Pedagogy 11 20


1 EDUA11238 Audiology and Audiometry 11 20

1 EDUA11240 Language and Communication 11 20

2 EDUA11241 Promoting achievement and curriculum access for deaf and / or bilingual learners

11 20

2 EDUA11239 Deaf Studies 11 10 Option courses: 20 credits E EDUA11258 Placement / inclusion Deaf

Education * 11 20

E EDUA11249 Collaborative working in children’s services

11 20


11 20




11 20


11 20


11 20


11 20

9


11 20



11 20

A EDUA11235 Specific learning difficulties: dyslexia

11 20


11 20

E REDU11045 Conceptualising research 11 10



11 20

First column: Year available E shows a course is available every year. A shows a course is available in year 1: 2016/17 B shows a course is available in year 2: 2017/18 * Only available to qualified teachers aiming to gain the PG Diploma Inclusive Education (deaf learners)

10

Inclusive Education Degree Type : PGDip (visually impaired learners) = 120 credits NYT Course Code Course Title Level Credit

Points Compulsory courses: 100 credits E EDUA Inclusive pedagogy 11 20



11 20


11 20


11 20

E REDU Conceptualising research 11 10 Option courses: 20 credits


11 20


11 20


11 20




11 20




11 20

11




11 20



11 20



11 20


12

Inclusive Education Degree Type : PGDip (bilingual learners) = 120 credits NYT Course Code Course Title Level Credit

Points Compulsory courses: 80 credits E EDUA Inclusive Pedagogy 11 20

1 REDU 11046 Sources of knowledge 11 10

2 REDU11045 Conceptualising research 11 10

1 EDUA11250 The developing bilingual learner 11 20

2 EDUA11251 Bilingualism and other additional support needs

11 20

Option courses: 40 credits:


11 20


11 20


11 20




11 20


11 20





13


11 20



11 20


1


Course Descriptors (New courses)

Organiser Course code Course title

Holly Linklater Inclusive Pedagogy

John Ravenscroft Cerebral Visual Impairment

2

Course Descriptor: MSc Inclusive Education

Course Title

Inclusive Pedagogy

Course Outline

School School of Education College Humanities and Social Science

Course type Standard Availability To all students

Credit level (Normal year

SCQF Level 11 Credits 20

Home subject area

Education Other subject area

None

Course website

None Taught in Gaelic?

No

Course description

This course will introduce and explore the complex relationship between the principled ambition for inclusive education and classroom practice, including consideration of implications for a range of stakeholders and education policy.

Sessions will be designed to enable students to learn about the development of inclusive education, and examine the current evidence base that has informed current understandings of how and why inclusive education systems can and should be possible. Students will explore principles relevant to understandings of teaching and learning that do not rely on determinist notions of ability, or conformity in terms of attainment. Particular attention will be given to identifying how to critically engage with evidence of practice in ways that reveal how practice might inadvertently (as well as intentionally) stigmatise or marginalise diverse groups of young people. This will reflect national and international commitments to the education of all children and young people together, within communities.

This knowledge and understanding will provide the context for exploration of relevant practical and political pedagogical realities such as: the phenomena of the widening attainment gap; the correlation between poverty and underachievement; how schools identify and support children recognised as having additional support needs; the need for specialist expertise, and how to access it. Attention will be paid to curriculum and assessment, as well as functional and strategic methods for inclusive pedagogy.

Students on the course who are also practitioners will be given the opportunity to reflect on their own practice, as well as consider that of others. Full time students on the course will be provided with the opportunity to study practice in Scottish schools, as well as re-consider practice they may be familiar with in other contexts.

Entry Requirements (not applicable to Visiting Students)

Pre-requisites None Co-requisites None

Prohibited Combinations

None Other requirements

None

Additional Costs

None

3

Information for Visiting Students Pre-requisites None

Displayed in Visiting Students Prospectus?

Yes

Summary of Intended Learning Outcomes

On completion of this course students will be able to demonstrate:

1. Demonstrate and work with a critical understanding of the key theories, concepts, principles and practices relevant to inclusive pedagogy.

2. Apply critical analysis evaluation and synthesis to issues that reflect the complexity of pedagogical practice, developing a capacity to make original and creative responses that are also well-justified and informed judgments.

3. Undertake critical evaluations of numerical data reflecting the use of data to evaluate, inform and justify the development of school policies in relation to inclusive education.

4. Demonstrate initiative and make an identifiable change to the development of new thinking in relation to inclusive pedagogic practice. This may include working in ways that recognises specialist practitioners, uses a range of resources, and manages complex ethical and professional issues.

Assessment Information Equivalent to 4,000 words. Total mark for the course will be a weighted average of the two assessments.

Task 1 (25%) – Oral presentation

Task 2 (75%) – Written assignment (3000 words)

Special Arrangements None

Additional Information Academic description

Not entered

Syllabus

Transferable skills

Critical analysis, Oral and written communication skills, Access research materials, observation of teaching and learning

Reading list Core texts for this course are:

BOOKS Black-Hawkins, Florian & Rouse (2007) Achievement and Inclusion in Schools New York: Routledge (e-book)

Hart, Dixon, Drummond & McIntyre (2004) Learning without Limits Maidenhead: Open University Press (e-book)

Leach, J. & Moon, B. (2008) The power of pedagogy London: Sage

JOURNAL ARTICLES

4

Fendler, L. & Muzaffar, I. (2008) The history of the bell curve: Sorting and the idea of normal Educational Theory 58 (1) pp63-82

Florian, L. (2009) Preparing teachers to work in schools for all Teaching and Teacher Education 25 pp533-534

Florian, L. & Black-Hawkins, K. (2010) Exploring inclusive pedagogy British Educational Research Journal, first published on: 20 July 2010 (iFirst).

Florian. L. & Linklater, H. (2010) Enhancing teaching and learning: Using ‘Learning without Limits’ to prepare teachers for inclusive education Cambridge Journal of Education

Hart, S. (1998) A sorry tail: Ability, pedagogy and educational reform British Journal of Educational Studies 46(2) pp153-168

Linklater, H. (2013) Teaching and the individuality of everybody FORUM 55(1) pp85-94

Selected readings from range of supportive texts will also be used, with students encouraged to develop their interests and expertise in particular aspects of pedagogy. For example, curriculum development; classroom organisation and management; school leadership; policy development.

Study Abroad Not entered

Study Pattern Face-to-face sessions Online participation enabled

Keywords Inclusion, pedagogy, teaching, learning, mainstream, diversity, social justice, achievement

Contacts

Course organiser

Dr Holly Linklater Tel: 651-6254 Email: [email protected]

Course secretary

Susan Scott Tel: 0131 651 6573 Email: [email protected]

5

Course Descriptor: Cerebral Visual Impairment

Course Title

Cerebral Visual Impairment and profound and multiple learning difficulties (PMLD)

Course Outline



Credit level (Normal year taken)


Home subject area


None

Course website


No

Course description

This course will introduce and explore the complex relationship between visual impairment and cerebral visual impairment (CVI). It will outline the visual difficulties that children have with CVI and will explore the concurrent additional disabilities many children with CVI have. The course will explore how to functionally assess children with CVI and to modify the learning experience for the child with CVI.





None

Additional Costs

None



Yes

6


On completion of this course students will be able to demonstrate:

1. a knowledge of and critical awareness of cerebral visual impairment and associated disabilities 2. a thorough knowledge and critical appraisal of current recommendations for implementing practice for

children with CVI 3. an awareness of current national and international non-medical assessment processes for children with CVI

Assessment Information There will be one 3,000 word assignment (75%) and a presentation (25%) which will between them cover all the learning outcomes.

Special Arrangements This course is open to students from other schools, however, please contact the course secretary prior to enrolling your Tutee in order to verify that there is space available; students on MSc Inclusive Education have priority.


Not entered

Syllabus Impairment of vision due to damage to the brain; the brain and vision; disorders of the brain and how they can affect vision; potential impact of visual impairment with CVI on child development; brain plasticity and development; role of attention and executive brain functions in seeing and behavior in children with CVI; assessment of children with CVI; intervention methods and approaches; CVI and cerebral blindness in very young children; improving functional use of vision for children with CVI and multiple disabilities; recommended strategies for parents to assist children with CVI; support strategies for children and families.

Transferable skills

Critical analysis, written communication skills, accessing research materials, developing assessment skills. Demonstrate an understanding of a range of barriers which different learners may face in accessing the curriculum and of processes and strategies for learning

Reading list Core texts for this course are: • Lueck, A. & Dutton, G.N, (2015) Vision and the Brain: Understanding Cerebral Visual

Impairment in Children, New York: AFB Press. • Zihl, J & Dutton, G.N. (2015) Cerebral Visual Impairment in Children: Visuoperceptive

and Visuocognitive Disorders. Vienna: Springer • Roman-Lantzy, C. (2007). Cortical Visual Impairment: An approach to Assessment and

Intervention. New York: AFB Press. Other reading: Brug, A., Van der Putten, A., Vlaskamp, C., Using multi-sensory storytelling to gather knowledge about preferences and abilities of children with profound intellectual and multiple disabilities – three case studies, Journal of Intellectual Disabilities, 17:4, 339 – 360. Chen, D. (2014) Essential elements in early intervention, 2nd edition. New York AFB Press. Dammeyer, J. & Simo, K. (2013) The Relationship Between Body Movements and Qualities of Social Interaction Between a Boy With Severe Developmental Disabilities and His Caregiver,

7

Intellectual and Developmental Disabilities, 3: 154 – 163.

Layman, F., Crowle, C. & Ravenscroft, J (2012) Communication access for a student with multiple disabilities: An interdisciplinary collaborative approach. Lecture notes in computer science: Computers helping people with special needs, Part 2, pp 353 – 360. Berlin: Springer.

Lehman, S. (2013) Children with developmental disability and visual impairment: what information can an ophthamologist provide to family and school, Current Ophthamology Reports, 1: 208 – 212


Study Pattern Course will be taught in blocks of 2 days and 3 days.

Keywords Cerebral Visual Impairment, Profound and Moderate Learning Difficulties, Assessment

Contacts

Course organiser

Dr John Ravenscroft Tel: 651-6181 Email: [email protected]

Course secretary

Susan Scott Tel: 0131 651 6573 Email: [email protected]

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Course Descriptors (Existing courses)

Organiser Course code Course title

John Ravenscroft EDUA11249 Collaborative working in children’s services

Holly Linklater EDUA11174 Comparative approaches to inclusive and special education

Laura Mitchell EDUA11236 Education for all

Natasa Pantic EDUA Teachers as agents of change

Debi Fry EDUA11314 Foundations of international child protection

John Ravenscroft EDUA11247 Issues and Strategies for teaching and learning (visual impairment)

John Ravenscroft EDUA11245 Assessing pupils / students with visual impairment

John Ravenscroft EDUA11244 Inclusion of children with visual impairment

Rachel O’Neill EDUA11238 Audiology and Audiometry

Rachel O’Neill EDUA11240 Language and Communication

Rachel O’Neill EDUA11241 Promoting achievement and curriculum access for deaf and / or bilingual learners

Audrey Cameron EDUA11239 Deaf Studies

Rachel O’Neill EDUA11258 Placement / inclusion

Martin Toye EDUA11235 Specific learning difficulties: dyslexia

Martin Toye EDUA11237 Specific learning difficulties: co-occurring specific difficulties

Andy Hancock EDUA11250 The developing bilingual learner

Andy Hancock EDUA11251 Bilingualism and other additional support needs

9

Course Title

Collaborative Working in Children's Services (EDUA11249)

Course Outline





Home subject area


None

Course website


No

Course description

This course is designed to enable students to demonstrate specialist knowledge and understanding of collaborative working in children's services. Taking schools, nurseries, out of school care, youth/community work and family work (including integrated teams and children/family centres) as its focal point, it will enable students to consider issues of inter-professional collaboration. Students will be required to demonstrate a systematic understanding and knowledge of the key issues of collaborative working including inter-personal skills, self-assessment, joint assessment, participation/emancipation, power/hierarchy and the gaps in social policy. This will include the ability to demonstrate a critical awareness of the different definitions of integrated working and different theories (e.g. psychological, medical, social, anthropological, sociological, pedagogical etc) that underpin practice. In particular the course will consider contemporary research that has identified key problems in integrated working and students will be required to assess the impact of this on their own practice. Students will consider how to tackle and solve problems in the work place, act autonomously (e.g. when developing assessments and reports for planning groups) and take part in professional planning meetings. Students will be required to establish techniques of research/enquiry, develop their own initiative and analyse complex situations. They will develop critiques of taken for granted practice (e.g. in relation to the labelling of parents and children) whilst considering best practice in relation to specific case studies (including those concerning Visual Impairment, Hearing Impairment, Restorative Justice, Disability, Young Carers, Child Protection and First Nation People).

The course will enable students to become critically aware of theoretical principles and processes that underpin interpersonal skills in education and children’s services including issues of change management, leadership, risk

10

and responsibility. We have developed the course so that participants can critically reflect on their own theoretical constructs of childhood, the constructs of other professionals and compare them to a range of theories that underpin professional practice with parents and children (including psychological, medical, social, anthropological, sociological, pedagogical and those that relate to the early years). Critically compare and contrast theories of child development, family/individual therapy, ecological/environmental models, notions of children’s rights/agency and post-structural approaches to children’s services.

national and international academic writing on integrated working, disability, family work, parenting, children’s services and diverse family types and to develop techniques for discussing issues of integrated working with specialist and non-specialist audiences. P art

childhoods, practical contexts and the policy implications of issues of inclusion, social justice, respect and anti-discrimination e.g. in relation to issues such as culture, gender, sexuality, ethnicity, linguistic access, religion, disability, poverty.





None

Additional Costs

None


Displayed in Visiting

Yes


On completion of this course, the student will be able to:

1. Critically review and apply the theoretical constructs of working collaboratively to forefront developments in the sector

2. Analyse and appraise the approaches and skills that facilitate shared assessment, 3. Demonstrate an extensive and detailed critical knowledge of a range of key socio-

cultural influences on peer relations within collaborative working 4. Critically evaluate national and international polices of collaborative working

11

Assessment Information

Components of Assessment Students will produce a poster around the theme of ‘Collaborative Working: Barriers, Problems and Solutions’ (50%). In addition they will write at 2,000 word supporting statement (50%). All four learning outcomes are expected to be demonstrated through this assignment. Formative assessment: Formative feedback is given within each class session via discussion groups and activities. There is also the opportunity to submit a 300-word assignment plan between Unit 6 and 8 and feedback via Turn it in will be given by the course organiser / lecturers.



Not entered

Syllabus

Transferable

Reading list Core texts for this course are: Davis, J. M., (2011), Integrated Working in Children’s Services, Sage Hill, M. (2012) Children’s Services: Working Together, Pearson


Study Pattern 8 x 3 hour classes at twilight. Distance learning possible through participation in live streaming and online discussions.

Keywords Collaborative-work children’s-services GIRFEC education health social-services equality social-justice

Contacts

Course organiser

Dr John Ravenscroft Email: [email protected] Tel: (0131 6)51 6181

Course secretary

Susan Scott Email: [email protected]

Tel: 0131 651 6573



12

Course Title

Comparative Approaches to Inclusive And Special Education (EDUA11174)

Course Outline





Home subject area


None

Course website


No

Course description

This course introduces students to inclusive and special education in Scotland, in comparison with inclusive and special education in other parts of the world. It is aimed particularly, but not exclusively, at international students. It consists of four strands: - An overview of inclusive and special education in Scotland, including its historical and current policy contexts - A series of visits to mainstream and specialist educational settings - An overview of developments in inclusive and special education worldwide, in the context of globalisation - Opportunities for students to discuss and reflect upon developments in their home country and/or another country of interest.

Scotland has a distinctive approach to inclusive and special education. Uniquely, it has moved away from the model of ‘special educational needs’ to one of ‘additional support for learning’. Students will be introduced to the recent policy contexts that have produced this change, and encouraged to reflect upon changing conceptualisations of inclusive and special education.

This strand will be supported by a series of visits to mainstream and specialist schools and settings in Edinburgh. Whilst inclusive and special education has taken a distinctive turn in Scotland, this is in relation to worldwide developments, including those associated with development education as well as those directly pertaining to inclusive and special education. The course will take a case-study approach to the study of inclusive and special education in majority and minority world countries: students will be encouraged to explore the development of inclusive and special education in their country of origin and/or another country of particular interest to them.

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None

Additional Costs

None


Displayed in Visiting

Yes



1. Demonstrate a knowledge and understanding of the development of the range of theories, concepts and principles relevant to special and inclusive education in national and international contexts.

2. Critically engage with relevant theory and research, considering the implications for inclusive policy and practice.

3. Demonstrate an understanding of, and methods for critically 13rganizer, the relationships between theory, policy and practice.

4. Critically reflect on examples of practice in schools and the roles and responsibilities of practitioners.

5. Undertake comparative analysis of approaches to inclusive and special education, reflecting on theory, policy and practice.

14


Formative Assessment In w eek

informal presentation of policy, practice and provision in their home country or another country of interest to them. They will be offered informal tutor feedback on this presentation. No credit will be available for this component. Summative Assessment S tudents w ill w rite a 4,000-word essay on an aspect of the course of their own selection, by negotiation with the course organizer. This will be formally assessed.



Not entered

Syllabus

Transferable skills


Florian, L. (2013) the SAGE Handbook of Special Education, London: SAGE (2nd edition)


Study Pattern

Keywords Inclusion special-education schools comparative-education

Contacts

Course organiser

Dr Holly Linklater Tel: 0131 651 6254 Email: [email protected]

Course secretary


Tel: 0131 651 6573


15

Course Title

Education for All (EDUA11236)

Course Outline





Home subject area


None

Course website


No

Course description

The course offers an opportunity to critically explore theoretical perspectives of 'Social Justice' in the development and delivery of human services [Education/Social Work/Health]. It centres around 3 inter-related themes: 1. 'Inclusion' is a human rights issue founded on the principle of social equity and justice, as enshrined in international legal conventions. It represents a positive valuing of the immense difference and diversity that characterises human experience in terms of gender, disability, class, race and other distinguishing factors; 2. The main roots of 'social exclusion' are to be found in interpersonal and systemic discrimination, frequently exerted via unexamined habitual institutionalised practices as well as the conscious misuse of power, rather than in individual deficits, dysfunctional lifestyles and prejudice; 3. 'Discrimination' of various types is socially constructed, context-specific and multi-faceted. 'There must be an unequivocal acceptance of the problem of institutional racism and its nature before it can be addressed, as it needs to be, in full partnership with members of minority ethnic communities' [MacPherson, 1999,6.48]. The same would apply to discrimination on other grounds. The themes will be approached through critical review of concepts, examining the meanings brought from personal and professional settings, historically and between disciplines.

16





None

Additional Costs

None


Displayed in Visiting Students

Yes


1. Critically understand different theoretical perspectives on notions of 'Social Justice & Inclusion'; 2. Analyse the significance of competing voices and discourses in social & public policy and in community action; 3. Assess the contribution of research to the pursuit of a 'Social Justice' agenda; 4. Identify and address key legal and policy requirements, obligations and entitlements relating to 'anti-discriminatory practice' and strategies for combating these.


Formative assessment: individual talk plus feedback from peers and tutors about theme and structure of your planned assignment.

Each participant will produce an assignment of no more than 4,000 words investigating inclusion, equality and how discrimination acts on pupils in the education system, referring to intersectionality, and drawing on theory, policy and research findings.



Not entered

Syllabus

Transferable skills

Reading list Allen, J. (2003) Inclusion for All? Beyond ‘Support for Learning’, in: T. Bryce & W. Humes, Scottish Education, 2nd edition, Edinburgh University Press Ball, S. (2004) The Routledge / Falmer Reader in the Sociology of Education. Routledge Banks, J. (2006) Race, Culture and Education. London, Routledge

17

Paechter, C (2007) Being boys, being girls: learning masculinities and femininities, Buckingham: Open University


Study Pattern Blended learning

Keywords social justice, inclusion, discrimination

Contacts

Course organiser

Laura Mitchell Tel: 0131-651-6503 Email: [email protected]

Course secretary

Susan Scott Tel: 0131-651-6573 Email: [email protected]

18

Course Title

Teachers as Agents of Change

Course Outline





Home subject area


None

Course website


No

Course description

Drawing on the most recent international research and scholarship in the area of teacher agency, the course is designed to develop: 1) an understanding of a professional sense of purpose as agents of change (e.g. commitment to and understanding of social justice); 2) competence for exercising transformative agency (e.g. understanding how teachers can help create conditions for all students’ learning, and mitigate for external social inequalities, poverty, or other intersecting markers of diversity); 3) engage with the given degrees of professional autonomy to explore ways of influencing change in school and policy environments (e.g. by collaborating purposefully with other professionals and families); and 4) reflect critically and systematically on issues of social justice (e.g. by engaging in systematic analysis of teachers’ individual and collective practices and environments). Participants will devise a plan to initiate a change intended to promote socially just policy and practice.





None

Additional Costs

None



Yes

19


On completion of the course participants will be able to:

1) demonstrate knowledge and understanding of the diverse conceptualisations of social justice and the contextual nature of social justice issues

2) use research and scholarship in the area of social justice and teacher agency for critical evaluation of current policy and practice

3) engage in a critical, evidence-informed discussion of the implications of social justice principles for professional practice

4) work collegially with others to negotiate the meaning and implications of educational structures and cultures, and values underlying given policies and practices

5) draw on critical and systematic reflection to explore strategies for addressing social justice issues and transforming structures and cultures


The assessment will be carried out in two stages. The earlier part, which has a formative role to support the preparation of the later assignment, will involve the following tasks:

• Students will carry out policy and/or practice analysis considering the context they would like to focus on. The analysis might consider aspects of national policy, school ethos and organization, or relationships with a community. Flexible arrangements will be made to accommodate the diverse students’ needs (e.g. students without teaching experience will be able to conduct a desk-based or scenario-based inquiry).

• Devise an informed plan to show how they might lead and further develop policy and/or practice and propose how they might evaluate its impact. Where appropriate, students will be encouraged to exercise their agency in real contexts, e.g. by initiating and leading a real school or policy development project.

• Make a brief (up to 10min) oral presentation outlining the theoretical approaches to, rationale for, and analysis of their chosen policy/or practice and proposed response and receive feedback from their peers and the tutor (in session 4), which will be fed into the written assignment.

20% of the mark for the course will be given for the oral presentation task outlined above.

The second part of the assessment will be submitted at the end of the course and consist of:

• A 4000 word written assignment in which students will report on their analysis and plans considering some of the key theoretical issues in relation to their chosen practice, and with reference to relevant literature. Students will negotiate the focus of their assignment with the course tutor.

The assignment is worth 80% of the total mark.

20



Not entered

Syllabus

Transferable skills

Applying theoretical ideas from the course to own teaching context. Reading list Core texts for this course are:

Ballard, K. (2012). Inclusion and social justice: teachers as agents of change. In S. Carrington & J. Macarthur, J. (Eds.) Teaching in Inclusive School Communities, pp 65-87. John Wiley & Sons Australia. Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45–65. Gewirtz, S. (1998). Conceptualizing social justice in education: mapping the territory. Journal of Education Policy, 13(4), 469–484. Pantić, N. (2015). A model for study of teacher agency for social justice. Teachers and Teaching: Theory and Practice. 21(6), 759-778


Study Pattern

Keywords Teachers change inclusion

Contacts

Course organiser

Dr Nataša Pantić Tel: +44 (0)131 651 6626 Email: [email protected]

Course secretary


Tel: 0131 651 6573

http://www.google.co.uk/url?q=http://www.ed.ac.uk/schools-departments/education/about-us/people/staff-by-area/etl%3Fperson_id%3D446%26cw_xml%3Dprofile.php&sa=U&ved=0CBkQFjABahUKEwiOkuSV2Z_HAhXEWRoKHcK1AVw&usg=AFQjCNH2aADxMydcCWznGoPV6uav43Q9UA


21

Course Title

Foundations of International Child Protection (EDUA11314)

Course Outline





Home subject area


None

Course website


No

Course description

This course will explore how we think about, define, measure and explain child abuse and neglect and other forms of child maltreatment. This course will cover the concepts, theories and frameworks underpinning child protection globally. Students in this course will discuss child protection within an evidence-based framework and will explore the risk and protective factors influencing child abuse, neglect and youth violence at the individual, relationship, community and society levels.





None

Additional Costs

None

Information for Visiting Students Pre-requisites No


Yes

22


On completion of the course, students will be able to: 1. Critically compare and contrast concepts, theories and frameworks underpinning child protection globally. Articula te compre hens ive a wa re ne s s of the ris k a nd prote ctive fa ctors influe ncing child abuse, neglect and youth violence at the individual, relationship, community and society levels. Critica lly e xa mine pre va lence and incidence data of child maltreatment and youth violence, Conce ptua lis e the ke y me a s ureme nt is s ue s in child prote ction and a na lys e critica lly definitions and prevalence measurements. 5. Demonstrate critical understanding of key global debates in the child protection field and argue the relevance of key international child protection policies and how these impact on global challenges.


Task 1 (50%) – Poster presentation (2,000 words) Students will develop a poster of an ecological model (and accompanying written statement) applied to a specific child abuse and neglect topic exploring the risk and protective factors for their chosen topic at the individual, relationship, community and society levels.

Task 2: (50%)- Short essay (2,000 words)



Not entered

Syllabus Child Protection in a Global Context; Types of C

D efinitions, data sources and issues in m easuring child m altreatm ent and youth violence;

child maltreatment and youth violence

Transferable skills

Conducting literature searches in child protection research (key databases, search terms, etc.) Oral and written communication skills Critical analysis

Reading list -Dubowitz, H.E. (2012) World Perspectives on Child Abuse, Vol. 10, IPSCAN. - General Assembly of the United Nations (1989) The Convention on the Rights of the Child, Adopted by the General Assembly of the United Nations on 20 November 1989. -Pinheiro, S. (2006) United Nations Secretary General’s Study: Report on Violence Against Children -World Health Organization (2002) World Report on Violence and Health

23


Study Pattern Weekly class

Keywords Child-protection

Contacts

Course organiser

Dr Deborah Fry [email protected] P: (0131 6)51 4796

Course secretary

Mrs Susan Scott [email protected] P: (0131 6)51 6573

24

Course Title

Issues and Strategies for Teaching and Learning (Visual impairment) (EDUA11247)

Course Outline





Home subject area


None

Course website


No

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.





None

Additional Costs

Additional fee currently set at £250



Yes

25



1. Critically review the range of complex issues relating to pedagogy and learning of children with VI.

2. The ability to identify barriers to learning and communication caused by visual impairment- including additional impairments-

3. Critical awareness of current issues and outcomes of recent research to inform teaching practice.

4. Demonstrate and evaluate the use of a technical devices , low vision aids and specialist technology


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. (2,000 words) 50% Part 2 Course members will consider an individual, or group of pupils that they currently support in a case study 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. (2,000 words) 50%

Participants completing this course as an option course only will be given the opportunity to complete the following assignment: In an essay report (4,000 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.



Not entered

Syllabus

Transferable skills

Reading list Core texts for this course are: Arter, C. Mason, L. et al (1999) Children with Visual impairment in Mainstream Settings. David Fulton Publishers, London. Carey, K. (2000) The Real Goals for Mobility Education British Journal of Visual impairment 2000:18:82 Kleege, G. (2006) Visible Braille/ Invisible Blindness British Journal of Visual Impairment 2006: 5;209

26

McCallum, D. Ungar, S. and Jehoel, S. (2006) An evaluation of tactile directional symbols British Journal of Visual impairment Volume 24 Number 2. Pavey, S. Douglas G. McLinden, M. and McCall, S. (2003) An investigation into the mobility and independence needs of children with visual impairment. Part 1: The development of a mobility and independence framework, British Journal of Visual Impairment. 2003; 21; 4 Presley, I, D'Andrea, M.A., (2008) Assistive Technology for Students Who Are Blind or Visually Impaired AFB (Chapter 1) Thompson, L. Chronicle, E. (2006) Beyond visual conventions: Rethinking the design of tactile diagrams British Journal Visual impairment 2006:24; 76.

Study Abroad Not applicable

Study Pattern There are 5 whole day sessions, 3 of which are based at Moray House and 2 are external to Moray House. 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

John Ravenscroft Tel: 0131-651-6181 Email: [email protected]

Course secretary


27

Course Title

Assessing Pupils/Students with Visual Impairment (EDUA11245)

Course Outline


Course type Standard Availability Not available to visiting students



Home subject area


None

Course website


No

Course description

This course addresses skills in assessing visual function so that using knowledge of the child’s visual abilities (and disabilities), course participants may engage in the assessment of development and learning. Participants will develop a critical awareness of a range of appropriate assessments and procedures, which will enable them to choose and advise appropriately. The process and methodology of gathering evidence will be investigated to enable participants to identify appropriate methodologies, aids and approaches to promote access, inclusive practice and effective learning.





None

Additional Costs

Additional course fee currently set at £250


Displayed in Visiting Students

Yes

28



1. Critically understand the effects of ocular and cerebral visual impairments on learning and teaching

2. Use a range of skills in assessing functional vision and apply critical analysis and interpretation

3. Demonstrate competence in sighted guide technique and knowledge of what is involved in assessing for an effective mobility programme.

4. Critically review different functional assessments and techniques.


For students who are teachers of visually impaired children:

Part 1 is a practical assessment: Course participants will be assessed by on his/her ability to demonstrate a critical understanding of the principles and theories of sighted guide technique. This task is a requirement that allows participants to proceed to the written assignment (10%).

Part 2 Complete a case study of the assessment of an individual or group of children or young people. which is carried out by the course member. The completion of the assessment, the interpretation of the outcomes and the application within the learner's programme are to be examined critically and evaluated in the light of current policy, recent research and theoretical input of the course (4,000 words – 90%)

For students who are taking the course as an option:

Complete a report which investigates the way visually impaired children are assessed in relation to functional vision and mobility, using current policy, recent research and theoretical ideas introduced on the course (4,000 words – 100%).

Visiting students may take the practical assessment if they wish – but it is ungraded 0%.



Not entered

Syllabus

Transferable skills


Aitken, S., Buultjens, M., Clark, C., Eyre, J.T., Pease, L. (eds) (2000) Teaching Children who are Deafblind: Contact, Communication and Learning David Fulton, London. Goodman, S., Wittenstein, S. H. (2003) Collaborative Assessment: Working with

29

students who are blind or visually impaired, including those with additional disabilities. American Foundation for the Blind. Lueck, A.H. (Ed) (2004) Functional Vision: A Practitioner’s Guide to Evaluation and Intervention. American Foundation for the Blind. Mason, H., McCall, S et al (1997) Visual Impairment: access to education for Children and Young People, London: David Fulton. Roman-Lantzy C. (2007) Cortical Visual Impairment: an Approach to Assessment and Intervention. AFB Southwell, C. (2003) Assessing functional vision: children with complex needs. RNIB.

Study Abroad None

Study Pattern Directed Study, class contact, and blended learning (24 hours) - this will involve seminars, workshops and analysis and discussion of selected videos, texts, and sharing of experiential learning. The use of supported self-study materials and guided reading will form the basis for discussion and workshop sessions. Self-directed Study (176 hours) - reading, visits and practical tasks related to the context in which the course member works and to the focus of the course members assignment. During the course contact time it is only possible to explore a selection of assessment materials and procedures. Course members will need to supplement this during non-contact study time. The course member will demonstrate how the learning outcomes above have been achieved and employed through work undertaken for and recorded in the assignment.

Keywords Assessment, ocular and cerebral visual impairment, assessing visual function.

Contacts

Course organiser


Course secretary


30

Course Title

Inclusion of children with visual Impairment: Policy and Practice (EDUA11244)

Course Outline





Home subject area


None

Course website


No

Course description

This course will allow participants to relate and develop their experience in the provision for children and young people with visual impairment. The changing role and responsibilities of the specialised teacher and other professionals within the context of inclusion will be addressed. You will visit various schools and see different practice put in place as well as attending sessions of the policies and practice of inclusion within Scotland, UK and Internationally.





None

Additional Costs

For students aiming to become qualified as a teacher of visually impaired children there will be an individually negotiated additional cost for placement activities.



Yes

31



1. Demonstrate professional attitudes appropriate to working with, children and young people with visual impairment

2. Critically communicate and discuss the knowledge and understanding of practical ways of facilitating progress for children and young people with ocular and/or cerebral visual impairment

3. Demonstrate the skills in the administering of informal and formal assessment and the ability to apply the outcomes of these assessments through a range of curricular approaches, methodologies and adaptation of materials

4. Critically evaluate the ability to work collaboratively with parents, and other professionals and to contribute to intervention programmes


For students who are teachers of visually impaired children:

There are 2 parts to the assessment. Part 1 The course participant will receive one observation visit where they will be observed in a teaching session for a period of 30 minutes. Feedback will involve formative assessment. The tutor visit is required to allow progression to assignment. Part 2 Course participants will complete a case study demonstrating their role and responsibility as a specialist teacher of the visually impaired for an individual or group of visually impaired pupils that they are currently supporting within the context of inclusion using relevant recent research and the theoretical perspectives addressed in this course (4000 words).

For students who are taking the course as an option:

Course participants will complete a case study demonstrating the role and responsibility of a specialist teacher of the visually impaired within an education setting and a given country using relevant recent research and the theoretical perspectives addressed in this course (2,000 words). 50%

Report reflecting on a visit conducted during the course, using relevant recent research, policy and theoretical perspectives addressed in this course (2,000 word). 50%



Not entered

Syllabus

Transferable skills

32

Reading list Core texts for this course are: Cheminas, R. (2001) Developing inclusive school practice: a practical guide David Fulton, London. Erin, J. (2004) When you have a visually impaired student with multiple disabilities in your classroom AFB Huebner, K.M., Bruhilde M. Stryker, D.Wolffe, P. (2004) The National Agenda for the Education of Children and Youths with Visual Impairments, Including those with Multiple Disabilities. AFB. Lewis, A Norwich, B. (2005) Special teaching for special children? Open University Press. Olmstead, J.E. (2005) Itinerant Teaching AFB

Study Abroad None

Study Pattern There will be 2 x teaching face to face classes and 2 x Placement visits in 2 or 3 different schools.

Keywords Inclusive policies practice visual impairment

Contacts

Course organiser


Course secretary


33

Course Title

Audiology and Audiometry (EDUA11238)

Course Outline





Home subject area


None

Course website


No

Course description

a. Anatomy and physiology of the ear b. Causes and types of deafness c. The nature of sound d. Diagnostic and assessment procedures in assessing hearing e. The nature and practical implications of Newborn Hearing Screening f. Principles and practices of audiometry including interpretation of audiograms, typmanometry, speech audiometry and free-field speech testing g. Aids to hearing including hearing aids, cochlear implants, radio systems and assistive listening devices h. Current research for example in relation to cochlear implantation and effectiveness of digital hearing aids i. Audiology in context: viewing audiology from different perspectives including Deaf perspectives and taking into account issues of linguistic access.





None

Additional Costs

Students will need to buy a listening and hearing aid care kit, or their employers should provide this. Approximate cost from Connevans £17.


34


No



1. Demonstrate a critical understanding of the principal concepts and principles in audiology and audiometry.

2. Be able to use a range of specialised audiology skills in a wide variety of professional contexts with deaf young people, parents and a range of professionals.

3. Apply critical analysis, evaluation and synthesis to audiological issues informed by current developments, a range of perspectives and research in the sector.

4. Practise as a teacher of deaf children in ways which draw on critical reflection on own and others’ roles and responsibilities in Health and Education.


For students who are aiming to become qualified as a teacher of deaf children, 50% of the assessment is a practical log based on their work with deaf students (50%). A 2,000 word assignment forms the other 50%.

For students choosing this as an option course, the assessment is a 3,000 word assignment on an aspect of educational audiology (75%) plus the general tasks in the log which do not require contact with deaf children (25%)

Special Arrangements

Students who are aiming to become qualified as a teacher of deaf children will need to arrange visits to their local paediatric audiology clinic, and where possible to shadow educational audiologists or qualified teachers of deaf children who are experienced with audiological issues.


Not entered

Syllabus

Transferable skills

Monitoring technical equipment over time using protocols. Providing accessible technical information to teachers, parents and young people. Calculation skills relating to work practices (e.g. deafness levels, room acoustics).

Reading list Core texts for this course are: Archbold & Mayer (2012) Archbold, S. & Mayer, C. (2012) Deaf Education: The Impact of Cochlear Implantation? Deafness and Education International (14) 1, pp. 2-15

35

Boothroyd (2012) Speech Perception in the Classroom, In J. Smaldino & C. Flexer Handbook of acoustic accessibility: best practices for listening, learning, and literacy in the classroom, New York: Thieme. Ear Foundation (2012) The Views and Experiences of Young People using FM Technology: a study by interviews. http://www.earfoundation.org.uk/files/download/479 Maltby, M. & Knight, P. (2000) Audiology: an Introduction for Teachers and other Professionals : Chapter 2 The Physics of Hearing. London: David Fulton McCracken, W. & Turner, O. (2012) Deaf Children with Complex Needs: Parental Experience of Access to Cochlear Implants and Ongoing Support, Deafness and Education International. 14 (1) pp. 22-35 McCormick, B. (Ed.) Paediatric Audiology (1993) (3rd edition), London: Whurr Scottish Sensory Centre (2011) Scottish Standards for Deaf Children (0-3) Sillon, M., Vieu, a., Piron, J., Rougier, R., Broche, M., Artieres-Reuillard, F., Wood, S. (1993) Chapter 6: Pure Tone Audiometry, In: Barry McCormick (Ed.) Paediatric Audiology 0 - 5 years. London: Whurr. Wright, A (1993) Chapter 2: Structure of the ear, In: John Ballantyne, M. Martin & A. Martin. Deafness. London: Whurr Yoshinago-Itano, C. (2003) From Screening to Early Identification and Intervention: Discovering Predictors to Successful Outcomes for Children With Significant Hearing Loss, Journal of Deaf Studies and Deaf Education 8:1 pp. 11-30. Yoshinaga-Itano, C. (2014) Principles and Guidelines for Early Intervention After Confirmation That a Child Is Deaf or Hard of Hearing. Journal of Deaf Studies and Deaf Education, 19(2): 143-175. Young et al (2005) Informed Choice, deaf children and families. Electronic journal of research into educational psychology. No. 7. Vol 3 (3) pp 253 - 273


Study Pattern Practical sessions included in both course blocks with opportunities to practise audiology tasks arranged with students and their mentors.

Keywords audiology audiometry linguistic-access

Contacts

Course organiser

Rachel O’Neill Tel: 0131-651-6429 Email: [email protected]

Course secretary


36

Course Title

Language and Communication (EDUA11240)

Course Outline





Home subject area


None

Course website


No

Course description

a. Acquisition of first language(s) in hearing and deaf children b. Analysing grammatical and semantic development in spoken English c. British Sign Language in hearing and deaf families: grammatical and semantic analysis d. Different approaches to language development with deaf children: oral / aural; Total Communication; sign bilingual. e. Using assessment tools with deaf children, e.g. Monitoring Protocol, STASS, ACE, BSL Receptive skills, BSL vocabulary assessment.





Undergraduate degree preferably in a social sciences subject.

Additional Costs

None



Yes

37



1. Show an awareness of the linguistic potential of deaf pupils and the possible barriers to linguistic access;

2. Demonstrate an understanding of key differences and similarities between spoken and signed language, and their acquisition;

3. Develop an informed understanding of the different approaches to language within Deaf Education, including monolingual and bi/multi-lingual approaches;

4. Have a critical awareness of different types of linguistic assessment; the ability to interpret the results of such assessments and some ability to carry out some forms of assessment and to make use of linguistic observations;

5. Develop familiarity with approaches, techniques and resources, including technological resources, which can support the deaf child's language(s) in use.

Assessment Information For all students: In-class test (10%) about analysing spoken child language.

For students who are teachers of deaf children: A case study of a child discussing their linguistic context, profile, challenges and strengths; drawing on assessments some of which have been conducted by the student, and using current research, policy and theory to discuss the implications of the assessment information for the child and the school service. (4,000 words – 90%).

For students taking this course as an option: A report investigating the support for early language development in speech and / or sign in one country; using current research, policy and theory to discuss the implications of the current situation for deaf children, their families and the health and education system (4,000 words – 90%).


Students will receive their own hard copy of the booklet on STASS in advance of the course starting (O'Neill, 2011). A wide range of language assessment material is available in the Scottish Sensory Centre in Paterson's Land for students to review and borrow.


Not entered

Syllabus

Transferable skills

Ability to carry out diagnostic language assessments with children. Drawing up plans from diagnostic language assessments.


Aragon, M. & Yoshinaga-Itano, C. (2012) Using Language Environment Analysis to Improve Outcomes for Children Who Are Deaf or Hard of Hearing. Seminars in Speech and Language 33, 340 - 353, .doi.org/10.1055/s-0032-1326918.

38

BATOD / Royal College of Speech and Language Therapists Position Paper (2007) Crystal, D. (2003) The Cambridge Encyclopedia of the English Language. Chapter 17. The Sound system. pp. 236 - 255. 3rd edition. London: BCA / CUP. Desjardin, J., Ambrose, S. & Eisenberg, L. (2009) Literacy Skills in Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading, Journal of Deaf Studies and Deaf Education. 14 (1) 22 - 43. doi: 10.1093/deafed/enn011. DfES (2006) Early Support: Monitoring Protocol for Deaf Babies and Children. London: Department for Education and Science King, K. A. (2006). Child Language Acquisition. pp 205 - 234. In: Fasold. R.W. Connor- Linton, J. (eds.) An introduction to Language and Linguistics. Cambridge: Cambridge University Press. Knoors, H. & Marschark, M. (2012) Language Planning for the 21st Century: Revisiting Bilingual Language Policy for Deaf Children Journal of Deaf Studies and Deaf Education. 17(3): 291-305 Mayberry, R., Lock, E. & Kazmi, H. (2002) Linguistic ability and early language exposure. Nature vol. 417, May 2002 p 38 NDCS (2014) Assessing and monitoring the progress of deaf children and young people: Communication, language and listening. London: NDCS O'Neill, R. (2010) Using STASS. Edinburgh: Scottish Sensory Centre Sutton-Spence, R. & Woll, B. (1999) The Linguistics of British Sign Language. Cambridge: CUP. Chapter 3 Constructing Sign Sentences. pp 41 - 64. Tang, G., Lam, S. & Yiu, K. (2014) Language development of deaf children in a sign bilingual and co-enrollment environment. In M. Marschark, G. Tang & H. Knoors (Eds.) Bilingualism and Bilingual Deaf Eduation. New York: Oxford University Press. Chapter 13. Tomasello, M. (2010) Language Development, In U. Goswami (Ed.) The Wiley-Blackwell Handbook of Childhood Cognitive Development, Second edition. Oxford: Blackwell. Chapter 9. Young, A., Carr, G., Hunt R., McCracken, W., Skipp, A. & Tattersall, H. (2006) Informed choice and deaf children, underpinning concepts and enduring challenges. Journal of Deaf Studies and Deaf Education, 11 (3) 322 - 336.


Study Pattern This course runs every two years in semester 2. Block A is 3 days, followed after a month by Block B of 2 days. Each day runs 10 am - 4pm. The sessions are a mixture of lectures, seminars and workshops. There are 4 invited speakers, e.g. a parent of a deaf child, an auditory verbal therapist, a BSL sign linguist.

Keywords language acquisition deaf children

Contacts

Course organiser


Course secretary


39

Course Title

Promoting Achievement and Curriculum Access for bilingual and /or deaf learners (EDUA11241)

Course Outline





Home subject area


None

Course website


No

Course description

Principles and approaches to deaf and bilingual education in several different contexts around the world. A rights approach to equal access to curriculum and assessment for deaf and bilingual learners. Barriers to access to the curriculum for deaf and bilingual learners and how to overcome them. Modifying curricular access and assessment arrangements, including interpreting, modifying language, notetaking, extending language skills. A critical approach to current assessment arrangements in Scottish schools and deaf / bilingual learners. Theories about literacy development in deaf and bilingual pupils Genre, a Systemic Functional approach and teaching academic and subject language to deaf and bilingual learners Planning long-term programmes of support for deaf / bilingual learners. Working with parents and keeping them informed.





None

Additional Costs

None

40



Yes



1. Critically review and explore key principles in relation to language policy and deaf / bilingual learners in a range of countries.

2. Review the possible barriers to access for deaf / bilingual learners and analyse the changing language demands of selected curriculum and assessments areas.

3. Develop a critical and informed approach to adapting curricular access and assessment procedures, planning a long term programme of support within a educational team.

4. Demonstrate an awareness of the different theories relating to literacy development in deaf and / or bilingual pupils.

5. Maintain an awareness of the rights of deaf and bilingual pupils to have full and equal access to all aspects of curriculum and assessment, of learning from their insights and keeping them and parents fully informed.


Either:

A report using subject syllabuses and textbooks / teaching programmes, trace the changing linguistic demands of one curriculum area over a 6 year period (e.g. P1-7; P5-S4; P7-S6) and make suggestions about the most appropriate ways to support deaf / bilingual learners who are facing these language demands. (4,000 words) Or Produce a critical review of the policy and provision for the support of deaf / bilingual learners in a school or local authority (using international or national comparators) and make detailed recommendations for change. (4,000 words).



Not entered

Syllabus

41

Transferable skills

Joint work with educational professionals Language analysis of school texts.


Coffin, C. (2006) Mapping subject specific literacies. Naldic Quarterly, 3:3 spring. Luton: NALDIC Creese, A. (2005) Is this content-based language teaching? Language and content in mainstream Classrooms. Linguistics and Education 16 (2): 188-204 Eurydice (2006): Content and Language Integrated Learning - CLIL at School in Europe: Brussels. Fortune, T., and Tedick, D. (eds.) (2008): Pathways to multilingualism: Evolving perspectives on immersion education Clevedon: Multilingual Matters, [Met: ch 3, pp 49 - 70] Hall, K. (2003) Listening to Stephen Read. Buckingham: Open University Press Marschark, M., Convertino, C. & Larock, D. (2006) Optimizing academic performance of deaf students. Part III p 179. In: Deaf Learners - developments in curriculum and instruction. D. Moores & D. Martin, (Eds) Washington DC: Gallaudet University Press Napier, J. (2002) Sign language interpreting: linguistic coping strategies. Coleford: Douglas McLean. O'Malley, J & Chamot, A (1994) The CALLA handbook: implementing the cognitive academic language learning approach. Reading, MA: Addison- Wesley. Perera, K (1986) Some linguistic difficulties in school textbooks. in Gillham, B. (ed) The Language of School Subjects. Harlow, Essex: Heinemann Schleppegrell, M. & Colombi, C. (2002) Developing advanced literacy in first and second languages. London: Routledge Spencer, P. & Marschark, M. (2010) Evidence-based practice in educating deaf and hard-of-hearing students. New York: Oxford University Press. Spolsky, B. (2004) Language Policy. Cambridge; Cambridge University Press Thomas, W. P., and Collier, V. P. (2002). A national study of school effectiveness for language minority students' long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity and Excellence, University of California Santa Cruz. Trezek, B., Wang, Y. & Paul, P. (2010) Reading and Deafness: theory, research and practice. Clifton Park: Delmar, chapter 7 Winston, E. (2004) Interpretability and accessibility of mainstream classrooms. In Winston, E. Educational Interpreting - how can it succeed?


Study Pattern The course is taught in two blocks of face to face delivery, usually 3 days then 2 days separated by several weeks.

Keywords Accessing curriculum assessment bilingual deaf

Contacts

Course organiser


Course secretary


42

Course Title

Deaf Studies EDUA11239

Course Outline





Home subject area


None

Course website


No

Course description

This course will locate Deaf Education within the broader framework of Deaf Studies, enabling course participants to explore critically the differing constructions of deafness and offering an introduction to the key notions of Deaf identity, d/Deaf communities and Deaf culture. It will also provide an introduction to the range of d/Deaf organisations, including those with a focus on deaf children and/or young people. During this course, participants will be introduced to the programme requirements, including the development of BSL skills.





None

Additional Costs

None



Yes

43



1. Show a critical understanding of the different constructions of deafness, e.g. medical, social, cultural.

2. Show a critical understanding of the notions of d/Deaf Communities and Deaf Culture.

3. Be familiar with the key aspects of d/Deaf history and heritage, especially in relation to deaf education.

4. Be familiar with and be able to use critically the resources of a range of d/Deaf organisations and Deaf media.


Formative task: critical group work discourse analysis of a website of an organisation for or of d/Deaf people.

Summative assessment: Produce a project critically exploring an issue relating to d/Deaf young people’s identity, drawing on theory, research and policy introduced on the course. (2,000 words, 100%).


The course is taught in BSL and interpreted for students by BSL / English sign language interpreters as the course tutor, Dr Cameron, is Deaf.


Not entered

Syllabus Introduction to theories of the nature of reality and knowledge in relation to education research and Deaf Studies; ethical challenges and practices in relation to research in deaf education. Planning and implementing a project using inductive and deductive strategies. The range of d/Deaf experiences of deaf children in school today, including deafblind and deafened children. Critical discourse analysis as a method of analysing viewpoints of competing stakeholders representing charities, d/Deaf organisations and statutory bodies.

Transferable skills

Students will have the opportunity to observe and reflect on how to work effectively with BSL / English interpreters. The course will improve students' abilities to critically analyse from multiple perspectives.

Reading list Core texts for this course are: Breivik, J. (2005) 'Deaf Identities in the Making' Washington DC: Gallaudet University Press. Hauser P, O'Hearn A., McKee M., Steider A & Thew, D. (2010) Deaf epistemology: deafhood and deafness. American Annals of the Deaf 154 (5) 486-492

Hutchison, I. (2007) Oralism ' a sign of the times? ' The contest for deaf communication in education provision in late nineteenth-century Scotland, European Review of History, 14 (4) pp 481 - 501.

Ladd, P. (2003) 'Understanding Deaf Culture' Clevedon: Multilingual Matters.

McIlroy, G. & Storbeck, C (2011) Development of Deaf Identity: an Ethnographic Study. Journal of Deaf Studies and Deaf Education. 16:4 pp 494-511

O'Neill, R. Arendt, J. & Marschark, M. (2014) The Achievement and Opportunities for Deaf

44

Students Project Report, Edinburgh: University of Edinburgh

Young, A. & Temple, B. (2014) Approaches to Social Research: the case of Deaf Studies, New York: Oxford University Press

Study Abroad Not applicable

Study Pattern 3 full days at the School of Education in one block.

Keywords Deaf community culture

Contacts

Course organiser

Dr Audrey Cameron Email: [email protected]

Course secretary


Tel: 0131 651 6573


45

Course Title

Placement (deaf education) EDUA11258

Course Outline





Home subject area


None

Course website


No

Course description

The placement offers an opportunity to critically explore issues of educational inclusion in the context of a specific placement, which can be in any educational setting where deaf children/young people are accessing curriculum and assessment (including special schools for deaf children). As the final course in the programme, it also enables students to reflect on their learning from the other courses within the programme. There is no attendance required at University for the Placement course. It will involve four weeks of teaching placement in the teacher's own workplace and three weeks in a different setting with deaf learners. There will be two observational visits by a University tutor: one in the student's own workplace and one in the external placement. Assessment for the course will be by two observation reports and a two-part placement file.


Pre-requisites At least 40 credits from these courses: Deaf Studies, Promoting achievement and curriculum access for deaf and / or bilingual learners, Audiology and Audiometry, Language and Communication.

Co-requisites None



None

Additional Costs

£500 to cover cost of tutor time, travel and accommodation.

46

Information for Visiting Students Pre-requisites Not available for visiting students.


No


On completion of this course, the student will be able to: 1. Accurately identify the individual needs of deaf pupils in a range of educational settings using specialist assessments and audiological equipment appropriately. 2. Communicate effectively with a range of deaf learners and promote their learning. 3. Plan, teach and evaluate an appropriate curriculum for deaf learners, using a range of differentiated teaching methods to create a stimulating learning environment in at least two different educational settings. 4. Work effectively with all those involved in supporting the learning of deaf pupils, reflecting critically upon their own professional practice. 5. Assess the contribution of research about inclusion, critically investigating the term in relation to deaf children in at least one educational setting.


Formative assessment: The placement mentors provide two observation reports per placement which are not graded but offer a commentary on strengths and areas for development. Students receive comments on the first placement file from the university placement tutor / course organiser after the first placement, with an indication of areas for further development in the second external placement.

Summative assessment:

Two placement visits (60% of marks)

Two-part placement file (40% of the marks)



Not entered

Syllabus There is no set syllabus, as the placement course is a culmination of the whole of the Diploma. Topics expected to be included in observations and placement files include: assessment of deaf learners' needs; audiological assessment and implications for learning; classroom communication skills in speech and sign; curriculum access strategies for deaf learners; planning and IEPs for deaf learners; visual teaching strategies and teaching independence skills; liaison skills with parents and professionals; reflection on own skills; role of research in informing new directions in teaching deaf pupils; a critical informed approach to inclusion.

47

Transferable skills

Investigation skills on placement in relation to critical analysis of pupil records; self evaluation skills; planning and organisational skills based on data and evidence found from many sources.


Archbold, S. & Mayer, C. (2012) Deaf education: the impact of cochlear implantation? Deafness and Education International, 14 (1) 2 - 15.

R. Webster & P. Blatchford (2013) Worlds Apart? How pupils with special needs lead a life away from their teachers and classmates, IoE

Brown, M. & Byrnes, L. (2014) The development and use of individual learning plans for deaf and hard of hearing students in Victoria. Deafness and Education International, advance access.

Edward, S., O’Neill, R., Weedon, E. & Riddell, S. (2009) The Impact of the Education (Additional Support for Learning) (Scotland) Act 2004 on deaf children. CREID Briefing 18. Edinburgh: University of Edinburgh.

Frederickson, N. & Cline, T. (2009) Chapter 4, Inclusion, from 'Special Educational Needs, Inclusion and Diversity: a textbook' Buckingham, Open University Press.

Gregory,S. (2005) Chapter 2, Deafness. In: Lewis A and Norwich B. (eds). Special Teaching for Special Children? Berkshire: Open University Press. pp 15 - 25.

Humphries, T. & Allen, B. (2008) Reorganizing Teacher Preparation in Deaf Education. Sign Language Studies, 8 (2) 160 - 180

Jarvis, J. (2003) 'It's more peaceful without any support': what do deaf pupils think about the support they receive in mainstream schools. Support for Learning 18: 4. pp 162 - 169

Knoors, H. & Marschark, M. (2012) Language Planning for the 21st Century: Revisiting Bilingual Language Policy for Deaf Children, Journal of Deaf Studies & Deaf Education 17(3): 291-305

Keogh, T., Kei, J., Driscoll, C. & Khan, A. (2010) Children with Minimal Conductive Hearing Impairment: Speech Comprehension in Noise. Audiology & Neurotology, 15: 27 - 35

Locker McKee, R. (2008) The Construction of Deaf Children as Marginal Bilinguals in the Mainstream, International Journal of Bilingual Education and Bilingualism 2008 11 (5) p 519 - 540.

McCracken, W. & Pettitt, B. (2011) Complex needs, complex challenges. London: NDCS

McCracken, W., Roberts, A. & Wilding, T. (2012) Study of FM in real world settings. Oticon Foundation / University of Manchester

Weedon, E., Ahlgren, L., Riddell, S. & Sugden, J. (2012). The Education of Children and Young People with a Sensory Impairment in Scotland. CREID Briefing 27. Edinburgh: University of Edinburgh. (Full report is also online: Weedon et al (2012).

Study Abroad It would be possible to do a placement outwith Scotland, in negotiation with the student’s employer. Additional costs may apply for tutor visits.

Study Pattern 7 weeks in total of placement, 4 in own educational setting.

Keywords Placement deaf learners

Contacts

Course organiser

Rachel O’Neill Tel: 0131 651 6429 Email: [email protected]

Course secretary


48

Course Title

Specific Learning Difficulties: Dyslexia (SpLD1) (EDUA11235)

Course Outline





Home subject area


None

Course website


No

Course description

This course is designed for all teachers and professionals who support children in their learning. It will provide opportunities for participants to critically explore theoretical aspects of dyslexia and examine and analyse recent research in this area. The course seeks to broaden awareness of perspectives thus enabling professionals to identify and support young people with this specific learning difficulty through examination of the curriculum and consideration of more flexible curricular arrangements.





None

Additional Costs

None



Yes

49



1. critically review recent research in the area of specific learning difficulties. 2. show a critical understanding of the principal theories, concepts and principles in

relation to dyslexia 3. be able to identify dyslexic pupils and have a critical awareness of theoretical and

practical aspects of assessment. 4. be familiar with specific teaching and learning approaches which can facilitate access

to the curriculum for these learners.


Produce and present an illustrated talk for the group critically exploring an aspect of dyslexia in relation to children’s learning, drawing on the course literature and proposing action for further investigation into this topic (10 minutes, 25%).

Discuss current theoretical issues relating to the field of dyslexia and provide a critical detailed analysis of the assessment process in one country. Consider within school barriers to learning and discuss ways in which inclusive learning and teaching approaches can be selected to support a learner with dyslexia (3,000 words, 75%)



Not entered

Syllabus

Transferable skills


Cline, T. and Frederickson, N. (1999) Identification and assessment of dyslexia in bi/multilingual children. International Journal of Bilingual Education and Bilingualism, 2,2 pp. 81- 93. Courtney, F.N., Tomblin, J.B. and Bishop, B.V.M. (2008) Understanding developmental language disorders: from theory to practice. Brighton: Psychology Press Everatt, J., Weeks, S. and Brookes, P. (2008) Profiles of Strengths and Weaknesses in Dyslexia and other Learning Disabilities, Dyslexia, 14 (1) 16 - 41. Frith, U (1999) Paradoxes in the definition of dyslexia, Dyslexia 5,192 -214 Hatcher, J.(2009) Managing the needs of pupils with dyslexia in mainstream classrooms, In C. Hulme & M. Snowling, Developmental Language Learning

50

and Cognition, Chichester: Wiley & Son. HMIe (2008) Education for Learners with Dyslexia Hulme, C. and Snowling, M. (2009) Developmental disorders of language, learning and cognition (Chapter 4). Chichester: Wiley. Macdonald, S.J. (2009) Windows of Reflection: Conceptualising Dyslexia Using the Social Model of Disability, Dyslexia 15 (4) 347-362. Nicolson, R.I., Fawcett, A.J., Brookes, R.L. and Needle, J. (2010) Procedural Learning and Dyslexia, Dyslexia 16 (3) 194-212. Nisbet, P. D and Aitken, S. (2007) Books for All: Accessible curriculum materials for pupils with additional needs, Executive Summary Report to Scottish Executive, CALL Scotland Norwich, B. (2009) How compatible is the recognition of dyslexia with inclusive education? in G.Reid, The Routledge Companion to Dyslexia, London: Routledge Reid, G. (2009) Dyslexia, A Practitioner's Handbook (fourth edition), Chichester: Wiley, Chapter 4, Identifying Need. Reid, G. (2012) The Routledge Companion to Dyslexia, London: Routledge Smyth, I. (2010) Dyslexia in the Digital Age: making IT work, London, New York : Continuum International Pub. Group (Chapter 2 Testing) Reid, G., Fawcett, A, Manis, F and Siegal, L. (Eds) The Sage Handbook of Dyslexia, London: Sage Publications. Thomson, M. (2008) Supporting Students with Dyslexia in Secondary Schools: Every Class Teacher's Guide to Removing Barriers and Raising Attainment, London: Routledge


Study Pattern Blended learning format course over 8 sessions. Face for face sessions are on a Saturday.

Keywords specific learning difficulties, dyslexia

Contacts

Course organiser

Martin Toye Tel: 0131-651-6429 Email: [email protected]

Course secretary



51

Course Title

Specific Learning Difficulties: Co-occurring Specific Difficulties (SpLD2) (EDUA11237)

Course Outline





Home subject area


None

Course website


No

Course description

This course is designed for all teachers and professionals who support children in their learning. It will provide opportunities for participants to critically explore theoretical aspects of specific learning difficulties which may co-occur with dyslexia or may be considered to exist independently. In particular the specific difficulties of dyspraxia, attention deficit hyperactivity disorder and specific language impairment will be examined with recent research examined and analysed. The course seeks to broaden awareness of perspectives and consider the controversies surrounding these difficulties thus enabling professionals to identify and support young people through examination of the curriculum and consideration of more flexible curricular arrangements.





None

Additional Costs

None



Yes

52



1. develop a critical understanding of the nature of specific learning difficulties and appreciate the complexities of identification in relation to co-occurring specific difficulties.

2. develop an understanding of the principles underpinning the process of assessment of specific learning difficulties.

3. analyse the role of the curriculum as a possible barrier to learning. 4. critically evaluate current approaches to the support of learners with these difficulties.


Produce and present an illustrated talk for the group critically exploring one of the specific difficulties in relation to children’s learning, and showing how this difficulty can be assessed drawing on the course literature and proposing action for further investigation into this topic (10 minutes, 25%).

Discuss current theoretical issues relating to the field of specific learning difficulties and provide a critical detailed analysis of the assessment process in relation to co-occurring difficulties in one country. In a contextualised response discuss how you may collaborate with other professionals in the identification and support of learners with specific co-occurring difficulties within an educational context. (3,000 words, 75%)



Not entered

Syllabus

Transferable skills


Cooper, P. & Baldwin, S. (2000), How should ADHD be treated? The Psychologist, vol 13 (12) 598-602 Cooper, P., & O’Regan, F., (2001) Educating Children with AD/HD, London: Routledge Crawford, S.G., Kaplan, B.J., Dewey, D. (2006) Effects of coexisting disorders, cognition and behaviour in children with ADHD, Journal of Attention Disorders 10:2 192-100 Daley, D.and Birchwood (2009) ADHD and academic performance: why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom?, Child: Care, Health and Development, 36 (4) 455-

53

464. Hulme, C. and Snowling, M. (2009) Developmental Cognitive Disorders Oxford: Blackwell/Wiley. Hughes, L. & Cooper, C. (2007) Understanding and Supporting Children with ADHD, London: Paul Chapman Kirby, A. (2005) "Overlapping Conditions - Overlapping Management: services for individuals with development coordination disorder" from D.Sugden and M. Chambers (eds), Children with developmental coordination disorder London: Whurr (Chapter 13) Lloyd, G., Stead, J. and Cohen, D. (2006) Critical New Perspectives on ADHD, London: Routledge. Macintyre, C. (2001) Dyspraxia 5-11, Abingdon: David Fulton Publishers (Chapter 4: Intellectual development in the dyspraxic child) Macintyre, C. (2008) Dyspraxia in the Early Years (2nd edition), Abingdon: David Fulton Snowling, M., Bishop, D. V., & Stothard, S. (2000). Is preschool language impairment a risk factor for dyslexia in adolescence? Journal of Child Psychology and Psychiatry, 41(5), 587-600. Stephenson, J., Carter, M. And Wheldall, K. (2007) Still jumping on the balance beam: continued use of perceptual motor programs in Australian schools.(Report) Australian Journal of Education April 1, 2007


Study Pattern Blended learning format over 8 sessions, half of them face to face and the rest through online learning and group discussion.

Keywords specific learning difficulties, dyspraxia, attention deficit hyperactivity disorder, specific language

Contacts

Course organiser

Martin Toye Tel: 0131-651-6429 Email: [email protected]

Course secretary


54

Course Title

The Developing Bilingual Learner (EDUA11250)

Course Outline





Home subject area


None

Course website


No

Course description

This blended learning course (24 hours) is delivered every two years and is organised into 8 x 3 hour units timetabled 17.00-20.00 on Tuesday evenings.

Units 1, 3, 5 and 7 are taught at Moray House School of Education and Units 2, 4, 6 and 8 are e- learning involving online discussions. Unit 1 Setting the context for Bilingual learners and the distinctiveness of EAL Unit 2 Oral language development and language acquisition Unit 3 The process of bilingual development and analysing classroom discourse Unit 4 The nature of learning tasks and the demands they make on bilingual learners Unit 5 Bilingualism and Literacy Development Unit 6 Partnerships with linguistic minority parents and complementary schooling Unit 7 EAL assessment ¿ approaches and practices. Unit 8 Working practices in school and action planning with mainstream teachers





None

Additional Costs

None

55



Yes



1. Demonstrate knowledge of current theories underpinning first and additional language acquisition

2. Apply critical analysis and evaluation of current models and approaches to the support of bilingual learners in a range of educational settings

3. Demonstrate critical awareness of socio-cultural literacy practices in the home and multilingual community contexts

4. Critically evaluate curriculum demands and learning tasks in terms of the linguistic, cognitive and social development of bilingual learners

5. Make informed professional judgements on the assessment and support of bilingual learner


Either a Report: Describe and critically review the policy and practice demonstrated in one country, school, centre or service towards bilingual learners, providing brief case studies to support your analysis. On the basis of this review, make recommendations for changes to the approach adopted by the country, school, centre or service to the support of bilingual learners. Or a Case Study: Prepare a detailed case study of an individual bilingual learner. Pay particular and critical attention to policies and practices (written or understood) which have affected or might affect the child’s future progress and the family’s involvement. On the basis of the case study, make recommendations for change to the practice or procedures discussed.



Not entered

Syllabus

Transferable skills

56


Archer, L. & Francis, B. (2007) Understanding Minority Ethnic Achievement: Race, gender, class and ‘success’ London: Routledge. Baker, C. (2011) Foundations of Bilingual Education and Bilingualism (5th edition) Clevedon : Multilingual Matters. Bialystock, E. (2001) Bilingualism in Development: Language, Literacy and Cognition. Cambridge: Cambridge University Press. Creese, A. (2005) Teacher Collaboration and Talk in Multilingual Classrooms. Clevedon: Multilingual Matters. Contah, J. (2012) Teaching Bilingual and EAL Learners in Primary Schools. London: Sage. Cummins, J. (2000) Language, Power and Pedagogy: Bilingual Children in the Crossfire Clevedon : Multilingual Matters Datta, M. (2007) (ed) Bilinguality and Literacy : Principles and Practices (2nd edition) London: Continuum Garcia. O. ( 2009) Bilingual Education in the 21st century: A Global Perspective. Oxford: Wiley-Blackwell Hancock, A. (2014) Language education policy in multilingual Scotland: opportunities, imbalances and debates. Language Planning and Language Problems, 38(2), 167-191. Learning and Teaching Scotland (2005) Learning in 2(+) Languages: ensuring effective inclusion for bilingual learners, Dundee: Learning and Teaching Scotland NALDIC (2005) Teaching Isolated Bilingual Learners of English. NALDIC Working Paper 8. London: NALDIC. Vertovec, S. (2007) Super-diversity and its implications. Ethnic and Racial Studies, 30 (6), 1024-1054


Study Pattern

Keywords Bilingualism, English as an Additional Language (EAL), Language Acquisition, Multilingual literacy

Contacts

Course organiser

Andy Hancock Tel: 0131-651-6635 Email: [email protected]

Course secretary


57

Course Title

Bilingualism and Other Additional Support Needs (EDUA11251)

Course Outline





Home subject area


None

Course website


No

Course description

This blended learning course (24 hours) is delivered every two years and is organised into 8 x 3 hour units timetabled 17.00-20.00 on Tuesday evenings. Units 1, 3, 5 and 7 are taught at Moray House School of Education and Units 2, 4, 6 and 8 are e- learning involving online discussions. Each unit will include a variety of learning opportunities including lectures, problem-based learning, collaborative study, formative presentations and independent study. Unit 1 Inclusion and the context for discussion of bilingualism and other additional support needs (ASN) Unit 2 Language needs or learning needs? Unit 3 Identification and Assessment Unit 4 Bilingual learners causing concern: asking questions Unit 5 Bilingualism and Dyslexia Unit 6 Gathering Evidence Unit 7 Planning support, curriculum access and resources Unit 8 Other Additional Support Needs





None

Additional Costs

None

58



Yes



1. Demonstrate knowledge of the interplay between additional language acquisition and other learning needs

2. Apply critical analysis of formal and informal assessments of bilingual learners, taking into account their language proficiencies, biliteracy development and cultural background.

3. Employ a hypothesis-testing approach to the analysis of evidence regarding a bilingual learner’s language development, learning and behaviour

4. Critically evaluate current approaches to the support of children and young people with other additional support needs with reference to different cultural and linguistic backgrounds

5. Make informed professional judgements about the assessment, support and inclusive practices of bilingual learners


Either a Report: Describe and critically review the policy and practice demonstrated in one country, school, centre or service towards bilingual learners, providing brief case studies to support your analysis. On the basis of this review, make recommendations for changes to the approach adopted by the country, school, centre or service to the diagnosis and support of bilingual learners causing concern. Or a Case Study: Prepare a detailed case study of an individual bilingual learner who is causing concern. Pay particular and critical attention to policies and practices (written or understood) which have affected or might affect the child’s future progress and the family’s involvement. On the basis of the case study, make recommendations for change to the practice or procedures discussed.



Not entered

59

Syllabus

Transferable skills


Archer, L. & Francis, B. (2007) Understanding Minority Ethnic Achievement: Race, gender, class and ‘success’ London: Routledge. Baker, C. (2011) Foundations of Bilingual Education and Bilingualism (5th edition) Clevedon : Multilingual Matters. Cummins, J. (2000) Language, Power and Pedagogy : Bilingual Children in the Crossfire Clevedon : Multilingual Matters Department for Education and Skills (2006) Ethnicity and Education: The Evidence on Minority Ethnic Pupils aged 5-16. DFES Research Topic Paper: 2006 edition. Frederickson, N. & Cline, T. (2009) Special Educational Needs, Inclusion and Diversity (2nd edition). Buckingham: Open University Press., Grosjean, F. (2010) Bilinguailsm, biculturalism, and deafness. International Journal of Bilingual Education and Bilingualism 13(2), 133-145. Hancock, A. (2012) Inclusive practices for pupils with English as an additional language. In Arshad, R., Wrigley, T. and Pratt, L. (eds) Social Justice Re-Examined: Dilemmas and Solutions for the Classroom Teacher (pp.97-113). Stoke-on-Trent: Trentham Books. Johnson, M. and Morjaria_Keval, A. (2007) Ethnicity, sight loss and invisibility. British Journal of Visual Impairment. 25 (1) 21-31. Manchester City Council Children’s Services (2010) Minority Ethnic Pupils and Special Educational Needs: Guidance and Self-evaluation for Schools on Identification,. Martin D. (2009) Language Disabilities in Cultural and Linguistic Diversity. Clevedon: Multilingual Matters. Riddell, S., Stead, J., Weedon, E. and Wright, K. (2010) Additional support needs reforms and social justice in Scotland. International Studies in Sociology of Education, 20 (3), 179-199.


Study Pattern

Keywords Bilingualism, Additional Support Needs (SEN), English as an Additional Language (EAL)

Contacts

Course organiser

Andy Hancock Tel: 0131-651-6635 Email: [email protected]

Course secretary


1 Annex D – PGT Prospectus Template Form Minor amendment following meeting with Admissions 24.8.15

Postgraduate Prospectus Taught Template

Level 1

Title* MSc Inclusive Education

College* Humanities and Social Sciences

School* Moray House School of Education

Primary subject area*

Education

Application information* Until a programme is live in EUCLID, application information must be manually entered.

Distance Learning Option

No

Qualification MSc with exit routes at PGDip and PGCert

Method of Study Full time / Part Time

Prescribed Duration 1 year FT; up to 4 years PT

Start date September 2016

Level 2

Website address tbc

Other related subject areas

Education

Introduction* This new programme will interest graduates who want to make a difference to the lives of a wide range of children in education. You will compare inclusive educational practices in Scotland, the UK and across the world. You will study particular approaches to removing barriers to learning and including all children. The programme has specific pathways for PG Diploma (visually impaired learners), PG Diploma (deaf learners) and PG Diploma (bilingual learners). Further details are available from these weblinks.

Fees Home / EU £8,100

Overseas £16,500

Additional costs An Additional Programme Cost fee is payable by students aiming for PG Diploma Inclusive Education (deaf learners) or (visually

impaired learners) only, for the following courses:

EDUA11258 Placement (deaf education) £500

EDUA11247 Issues and Strategies (visual impairment) £225

EDUA11245 Assessing pupils with visual impairment £225

EDUA11244 Inclusion of children with visual impairment £50

Entry Requirements*

The normal entry requirement is an upper second class honours degree in a relevant discipline, e.g. social sciences degree, initial teacher education. Where an applicant does not meet these requirements consideration may be given to other equivalent academic qualifications and significant professional training and experience. For international students, the appropriate level of English proficiency will be required: IELTS: total 7.0 (at least 6.0 in each module and 6.5 in writing)

Programme Description*

The programme aims to: • develop and appropriately apply knowledge, skills and attitudes

relevant to inclusive education and the contexts in which it takes place.

• reflect critically on the relationships between theory and practice and explore issues in the implementation of educational and social principles and ideals.

• engage with and where appropriate influence policy issues and the practice of professionals in relation to the delivery of inclusive education.

• develop extended skills in research and enquiry, including the use of literature, reviewing evidence, gathering, organising and evaluating data, responding to evidence and providing critical comment.

Programme structure*

Table 1: Programme structure for MSc Inclusive Education MSc Inclusive Education = 180 credits Credits

Compulsory courses Inclusive Pedagogy 20 Sources of knowledge 10 Conceptualising research 10 Option courses Three option courses from this range: • Comparative approaches to inclusive and special

education • Collaborative working in children’s services • Education for all • Teachers as agents of change • Foundations of international child protection • Issues and strategies for teaching and learning (VI) • Inclusion of pupils with visual impairment • Cerebral VI and profound and multiple learning

80

difficulties • Audiology and audiometry • Language and communication (deaf children) • The developing bilingual learner • Specific learning difficulties: dyslexia • Assessing pupils with visual impairment • Bilingualism and other additional support needs • Promoting achievement and curriculum access to

deaf / bilingual learners • Specific learning difficulties: co-occurring difficulties • Deaf Studies (10 credits) • Up to 40 credits from across the School or university

at level 11, by arrangement with the programme director

Total for taught part of the course 120 MSc Planning research 10 Research dissertation 50 TOTAL 180

Online learning Only populate if the programme is offered online

Career opportunities*

Potential career paths and exit routes include: teaching in schools; educational leadership positions; working in NGOs and third sector organisations; education policy roles; teaching in further and higher education institutions; further study and research posts.

Miscellaneous

Contact details This can be an administrative or academic contact point.

Contact address* Rachel O’Neill (Programme Director) Institute for Education, Teaching and Leadership Moray House School of Education The University of Edinburgh Holyrood Road Edinburgh, EH8 8AQ

Contact phone* 0131 650 1429

Contact email* [email protected]

Contact fax * required fields


1


Fee Proposal – June 2015 Name of Programme MSc Inclusive Education School Moray House School of Education Level of Study Postgraduate taught Proposed Fee Tuition fees will be at point 0 on the University fee spine based on revised 2015/2016 fees (EU, £8,100; non-EU, £16,500) for 180 academic credits. The fees for Certificate / Diploma / MSc study will align with those standard within Moray House School of Education. There are additional bench fees of £500 for the PG Diploma Inclusive Education (deaf learners) and the PG Diploma Inclusive Education (visually impaired learners) to meet costs of specialist assessments and placement supervision. See the APC forms in section 2 below. Costs have been calculated course by course for the existing programmes (MSC Inclusive and Special Education & MEd Additional Support for Learning). Taken as a whole the current programmes are breaking even. The Estimated Direct Cost in Section 3 is based on:

• £3,000 Marketing budget per year for the new programme • 1,000 Materials budget per year • Credit of APCs for relevant students on deaf / VI programmes • Full cost to the school of teaching the new programme

Rationale for fee level Student recruitment (see below extract from Programme proposal) has been based on current intakes on comparable courses in the UK. These are annotated in the Programme proposal document (5.2, p.11). Fees are in line with the revised School fees for postgraduate taught courses for 2015/2016. Table of comparable fees – see Section 3 below. The projected numbers may appear comparably optimistic in light of the fee level, but it is hoped that the preference among Scottish students to remain in Scotland, the international appeal of both the University of Edinburgh and the City of Edinburgh, and the international profile of the staff in the area of Inclusive Education will attract the projected student numbers. With the combination of fee level, proposed recruitment targets and minimal delivery costs over and above staffing, this presents a favourable business case for the programme. We do however perceive that it will be necessary to revisit projected student numbers and fee levels on an annual basis.

2

1. Fee Proposal Template

Name of Programme: MSc Inclusive Education

Name of School: Education Level of Study: 11

£

Home/EU1 International

Current Fee 8,100 16,500

Proposed Fee (a) 8,100 16,500

Year 1

Home/EU International Total Number of students (b) 28 9 37 Expected income (a) x (b) 226,800 148,500 375,300 Estimated direct cost

177,956

(e.g.salaries, course materials, consumables) Forecast gross

margin

197,344

Year 2

Home/EU International Number of students

(b) 33 14 47 Expected income (a) x (b) 267,300 231,000 498,300 Estimated direct cost

192,686


margin

305,614

Year 3

Home/EU International Number of students

(b) 37 16 53 Expected income (a) x (b) 299,700 264,000 563,700 Estimated direct cost

212,266


margin

351,434

1 For Postgraduate programmes home/EU includes students from the Rest of the UK.

3

2. Additional Programme Costs

ADDITIONAL PROGRAMME COSTS PG Diploma Inclusive Education (deaf learners) Education CHSS Please give details under each heading to justify the proposed additional programme costs. These should consist of items that are over and above the basic provision that should be available to all students and should reflect the special additional costs associated with the specific programme of study.

NB the placement course EDUA11258 is only available as a course for students on the above programme, i.e. teachers aiming to gain the qualification to teach deaf children.

ITEM* COST As a % of total cost

Additional costs of placement tutors visits to workplace: • Tutor time (10 tutor hours per student; 2 visits) • Travel costs • Other expenses of travelling to placement schools,

including some accommodation Proposed Additional Programme Cost: £500 100% Account code to be paid into: Anna Clayton-Jones, Graduate School, School of Education Authorised signature * Please detail below any specific items costing £200 or more Specific items Cost <item 1> <item 2> <item 3> <item 4>

Commented [RO1]: check

4

ADDITIONAL PROGRAMME COSTS PG Diploma Inclusive Education (visually impaired learners) Education CHSS Please give details under each heading to justify the proposed additional programme costs. These should consist of items that are over and above the basic provision that should be available to all students and should reflect the special additional costs associated with the specific programme of study. NB these additional programme costs are only for students on the following courses who are on the above programme. Other students, FT and PT, will take the course as part of the MSc / PGDip / PG Cert Inclusive Education.

ITEM* COST As a % of total cost

Issues and Strategies for Teaching and Learning (Visual Impairment) (EDUA11247): This course has an additional fee of £225 to cover the cost of an additional day of practical skills tuition on Sighted Guide Techniques. 225 Inclusion of Children with Visual Impairment: Policy and Practice (EDUA11244): The local authority will be charged for the travel costs of the placement tutor visiting the teacher in their own workplace for one observation. 50 Assessing Pupils/Students with visual impairment (EDUA11245): This course has an additional fee of £225 to cover the cost of specialist provision at the Royal Blind School. 225 Proposed Additional Programme Cost: £500 100% Account code to be paid into: Graduate School, School of Education Authorised signature * Please detail below any specific items costing £200 or more Specific items Cost <item 1> <item 2> <item 3> <item 4>

5

3. Table of Comparable Fees

Full time programmes with overseas market University Programme

title Website Home /

EU fees Overseas fees

University of Edinburgh

Current MSc Inclusive and Special Education

http://bit.ly/1s237pt

FT £8,100

£16,500

University of Glasgow

Young people, social inclusion and Change

http://bit.ly/1IGzrqH

FT £6,800

£14,500

MMU MA Inclusive Education and SEN

http://bit.ly/1EapR8U

FT £5,490

£11,500

IoE, UCL MA Special & Inclusive Education

http://bit.ly/1ELI7ZS

FT £6,740

£14,785

University of Aberdeen

Inclusive Practice

http://bit.ly/1cdZusS

FT £3,300

£9,600

Part time programmes aimed at home students Home PT students University Programme

title Website Cert Dip MEd/

MSc University of Edinburgh

Current PG Diploma ASL (deaf education)

http://bit.ly/1FL4zEy

£2,700 £5,610 £8,100

University of Manchester

PG Diploma Deaf Education

http://bit.ly/1JMg7cR

£5,000

University of Birmingham

PG Diploma in deaf education / visual impairment

http://bit.ly/1AAfryW

£3,355

Strathclyde University

PG Cert, Dip, MEd – 3 pathways

http://bit.ly/1dIyDWz

Autism Inclusive Bilingual £1,125

Autism Inclusive £2,250

Autism Inclusive £3,375

Queen Margaret’s University

PG Cert Collaborative Working Education and Therapy

http://bit.ly/1GVhNNE

£1,760 - -

University West of Scotland

Inclusive Education – distance / online

http://bit.ly/1JlJaAR

£1,710 £3,420 £5,130

http://bit.ly/1s237pt

http://bit.ly/1IGzrqH

http://bit.ly/1EapR8U

http://bit.ly/1ELI7ZS

http://bit.ly/1cdZusS

http://bit.ly/1FL4zEy

http://bit.ly/1JMg7cR

http://bit.ly/1AAfryW

http://bit.ly/1dIyDWz

http://bit.ly/1GVhNNE

http://bit.ly/1JlJaAR

1

Response to review report panel MSC Inclusive Education Meeting held 1.7.15 Recommendations

Recommendation 1

The courses within the Programme should be offered as options for other programmes. This will help maintain viability as well as well as meeting a wider interest. The programme director has approached the directors of MSc Education and TESOL and Language Learning to offer courses for their programmes from this year. We anticipate some courses will be very popular with students from other programmes, e.g. the Foundations of International Child Protection. So far two programme directors have replied and both are very interested.

Recommendation 2

Coherence between full-time study and part-time study should be assured. Programme Specification p 12

Recommendation 3

There should be a greater variety of assignments across the programme. Amended. See assessment grid in Programme Specification Appendix 1, pp 14 – 16.

Recommendation 4

Reduce some of the detail in the course descriptors. These should provide indicative reading and not be too prescriptive. Further detail can be included in the annual course handbooks. Achieved, see Course Descriptors document. Each course is now maximum of 3 pages and readings have been reduced.

Recommendation 5

More information should be provided about the predicted market, particularly information with regards to Turkish Scholarships. Programme Proposal 3.3 pp 8 – 9.

Recommendation 6

Consider offering courses on a stand alone basis and which would be invoiced at course level (ICL) Programme proposal, Section 4, p. 9 - 10

2

Recommendation 7

Dissertation timings. The dissertation process may need to be started earlier to take account of potential ethics approval and access issues. Programme Specification p. 12 Conditions

Condition 1

Provide further documentation. More information is required on current student numbers and how current students are funded. Programme Specification Appendix 3 p. 20 Details about courses being run at present, together with all the course descriptors, should be included. All the current course descriptors are now on the Course Descriptors document. Programme Specification Appendix 2 pp 17 – 19 explains the current programmes. There should be a clearer vision statement in the documentation as to how the proposed programme builds on current programme/s. Programme proposal 2.4 page 6

Condition 2

The three named awards should be amended to have a common core course i.e. Inclusive Pedagogy. Inclusive Pedagogy is common to all. See Programme Specification section 12, p. 9

Condition 3

Review the structure of the three specialist programmes. At present these need to be more clearly distinguished as specialist pathways within a core programme. Programme specification, Section 12, p 9- 10.

Condition 4

The three specialist PG Diplomas should have the option to progress on to Masters, therefore appropriate research methods content is required to be included in the programme structures. The issues of credits would also require to be addressed to ensure that the diploma can be achieved in 120 credits and Masters with an additional 60 credits. The DPTs document shows considerable simplification to the programme structure originally submitted. Students on the Postgraduate Diploma in Inclusive Education (visually impaired learners) now take Conceptualising Research as a 10-credit course,

3

allowing progression to the MSc. Students on the Postgraduate Diploma in Inclusive Education (deaf learners) programme continue to take Deaf Studies as a 10-credit alternative to Conceptualising Research. The justification for this is that Deaf Studies is a core course for the programme, it involves holding different perspectives on deafness simultaneously, and it covers a similar content as the Conceptualising Research course. These students can also audit Conceptualising Research later if they wish to continue to the MSc stage.

Condition 5

The PG Certificate requires to be amended so that this is reduced from 70 credits to 60 credits. The revised DPT document shows this on pp 4 – 5. Each year the programme has either 2 x 10 –credit courses (Conceptualising Research and Deaf Studies) or one (Conceptualising Research). The School of Education has six other level 11 courses of 10 credits which students can take on a visiting basis: http://www.drps.ed.ac.uk/15-16/dpt/cx_sb_edua.htm The wider College and University are also possible sources of additional 10 credit courses, some available online which will suit part time students. Response to School Postgraduate Studies Committee meeting 18.8.15 1. The committee recommended slightly more flexibility in the MSc Inclusive Education DPT so that if a student wanted to study up to 40 credits outside the options available about Inclusive Education, that would be possible through negotiation with the programme director. This has been actioned on the DPT document, but only for the full MSc. 2. Kirsty Woomble on SPGSC recommended slightly more should be available about transition arrangements. A further meeting at the CHSS Admissions office also discussed the need to amend the prospectus entry slightly to highlight the existence of several award outcomes – pushing the weblinks further rup the page. This has been actioned on the Programme Specification document and the Prospectus Entry document. 3. It was also suggested that more financial detail of course viability would be useful for the two new proposed courses: Inclusive Pedagogy and Cerebral Visual Impairment. A new document, MHSE MSc Inclusive Education new course costings, has been added to the proposal papers based on estimates of the number of students likely to be taking them during 16/17.

http://www.drps.ed.ac.uk/15-16/dpt/cx_sb_edua.htm

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