tranche 9 deafblind for the course beginning studies 2016...

© Board of Partners No part of this work may be copied or reproduced in electronic, paper or other format without the direct permission of the Board of Partners. Deafblind Studies is a project jointly managed by the representatives of a consortium of charities. Contact information for consortium members can be

obtained from the partner websites or from the course director [email protected].

Tranche 9

Course Application Pack for the course beginning

2016 intake

(Version 9 – updated 10/02/16)

This document is divided into two sections.

The Student Employer Contract

Additional Course Information

Deafblind Studies

www.deafblindstudies.org.uk

Deafblind Studies Application Pack (© Deafblind Studies)

Costs

Deafblind Studies Key Information

Tranche 9 starting Summer/Autumn 2016

(Self-funders can opt to pay in monthly instalments. See the downloadable Application Form on the website for more information.)

Option1: Purchased together in advance

Years 1 and 2: Certificate and Diploma in Deafblind Studies (includes registration fee)

£2368

Option 2 Purchased Separately

Year 1: Certificate in Deafblind Studies (60 credits) (includes registration fee)

£1368

Year 2: Diploma in Deafblind Studies (60 credits) * £1196

Option 3: Purchase Costs for individual units

Initial registration fee

Compulsory and valid for three years.

The registration fee includes:

Course introduction Module

Course Handbook Module on Course Process

£150

Year One Modules

Dual Sensory Impairment One module (20 credits) £350

Communication Module One (20 credits) £350

Movement Mobility and Orientation Module One (10 credits) £300

Public Policy One (10 credits) £300

Year Two Modules **

Dual Sensory Impairment Two module (20 credits) £350

Communication Module Two (20 credits) £350

Movement Mobility and Orientation Module Two (10 credits) £300

Practice Dissertation (10 credits) £300


* This option may be open to Certificate in Deafblind Studies holders

who studied prior to 2014 but will incur a registration fee (Option 3).

** Rules of combination/availability will apply. Year two modules can

only be undertaken if the corresponding year one module has been successfully completed. The practice dissertation will only be available to those who have undertaken all seven other modules.

Dates

To be confirmed: Anticipated Summer/Early Autumn 2016

Compulsory non-assessed modules

Course Introduction

Course Handbook

Year One

Dual Sensory Impairment 1

Communication 1

Movement Mobility and Orientation 1

Public Policy 1

Year Two


Communication 2

Movement Mobility and Orientation 2

Practice Dissertation * This opti on may be open to C ertificate i n D eafbli nd Studies holders who studied prior to 2014 but woul d also incur the r egistrati on fee (see Option 3). ** Rul es of combi nation/avail ability will appl y. Year two modul es can onl y be undertaken if the correspondi ng year one modul e has been successfull y compl eted. The practi ce dissertation will onl y be available to those who have undertaken all seven oth er modul es.


Contents Page

Deafblind Studies Key Information ............................ 1

Tranche 9 starting Summer/Autumn 2016 .................................. 1

Option1: Purchased together in advance ................................... 1

Option 2 Purchased Separately ................................................... 1

Option 3: Purchase Costs for individual units ............................ 1

Dates ............................................................................. 2

Year One ................................................................................... 2

Year Two ................................................................................... 2

Section One: The Student Employer Contract .......... 6

(Defining Expectations and Responsibilities) ........... 6

Student Policy .............................................................. 7

Learning Opportunities ............................................... 7

Introduction .................................................................. 7

Qualifications Awarded on Successful Completion ................................................................... 8

Qualifications Frameworks and Levels ..................... 8

Entry Requirements ................................................................... 9

The Time Commitment ............................................................ 10

How is the Course Delivered? ................................................. 12

Online delivery ............................................................................ 12

Training Materials .................................................................... 12

Online .......................................................................................... 12

Assignments ............................................................................ 12

Support ....................................................................... 12


What are Sponsoring Organisations and Prospective Students committing to? ..................... 13

Course Fees ............................................................................ 13

What’s covered by the fees? ...................................................... 14

Changing Jobs ............................................................................ 14

Information Technology ........................................................... 14

Facilitating Access ................................................................... 15

Section Two: Additional Course Information .......... 16

Philosophy, Values and Aims ................................... 17

Philosophy ................................................................. 17

Aims of the course .................................................... 17

Core Values ................................................................ 17

Course Rationale ....................................................... 18

Module Descriptors ................................................... 20

Range Statement ....................................................... 20

Course Introduction .................................................. 20

Dual Sensory Impairment 1 ...................................... 21

Communication 1 ...................................................... 23

Movement, Mobility and Orientation 1 ..................... 24

Public Policy 1 ........................................................... 25

Year Two - Diploma in Deafblind Studies ................ 26

Dual Sensory Impairment 2 ...................................... 26

Communication 2 ...................................................... 28


Movement, Mobility and Orientation 2 ..................... 29

Practice Dissertation ................................................. 30

Qualifications Frameworks, Levels and Descriptors ................................................................. 31

An Introduction to Academic Frameworks .............. 31

The Academic Levels of the Certificate and Diploma in Deafblind Studies ................................... 32

What QAA and SEEC say about levels of study ..... 33

Mentoring Guide ........................................................ 38

Introduction ................................................................ 38

Key sections of the Course Handbook associated with mentoring ........................................................... 38

Assignment planning ................................................ 41

Role and Responsibilities ........................................................ 41

Students ...................................................................................... 42

Mentors ........................................................................................ 42

Some common areas in which students might need support .. 42

Forming a ‘learning contract’ ................................................... 44

Students from the same cohort may not mentor each other ... 45


Section One: The Student Employer Contract

(Defining Expectations and Responsibilities)

- Student Policy - Student and Employer Contract - Course Application Form - Employer Statement of Commitment


Student Policy The following policy has been designed to act as an agreement between the Board of Partners, students who undertake the programme and their sponsoring organisations. The Policy exists to ensure that potential students and their sponsoring organisations understand their rights and responsibilities should they undertake one of the learning opportunities offered by Deafblind Studies.

Any application submitted is for a named individual and, if successful, any place allocated for a course of study is for that named individual only.

Learning Opportunities Deafblind Studies offers a range of face to face and online learning opportunities.

● A Certificate in Deafblind Studies

● A Diploma in Deafblind Studies

● Assessed participation in one or more of the eight modules that comprise the full programme.

Please note that this document is relevant to both online and face to face learning opportunities offered by the Board of Partners. This does not mean that both are currently available. The current option(s) on offer will be specified on the website.

Introduction Deafblind Studies is an innovative and cooperative partnership between three agencies: Deafblind Scotland, Sense and Sense Scotland, all of whom have pooled their expertise and experience, to design and run this programme.

This professional qualification was the first of its kind within the field of social care for those involved in designing and / or delivering services to deafblind people both within the community and within residential care.

The full Diploma is designed as a two-year course. The modules associated with the first year lay the foundation and aim to establish and consolidate fundamental knowledge and skills across the range of deafblindness (congenital and acquired) and across the age range. The


modules associated with the second year aim to build on this foundation, further develop knowledge and skills and apply learning more broadly, thus resulting in greater professional impact.

Qualifications Awarded on Successful Completion University and SQA credit rated, assessed modules and the full qualifications that result from the programme carry potentially transferable academic values which are recognised within the national frameworks for qualifications across the UK (including Scotland).

The full course leads to the following qualifications:

A Certificate in Deafblind Studies (achieved after successful completion of one year of part time study) with a value of:

a. 60 credits at Certificate Level (‘C’) on the (FHEQ – Framework for Higher Education Qualifications Levels) achieved after successful completion of one year of part time study.

b. 60 credits at Level 7 on the Scottish Credit and Qualifications Framework (SCQF).

A Diploma in Deafblind Studies, (achieved after successful completion of two years of part time study - the first year being the certificate year), with a value of:

a. 60 credits at Intermediate Level (‘I’) on the FHEQ Framework.

b. 60 credits at Level 8 on the SCQF.

Individual modules each carry a 10 or 20 credit value at the level corresponding to the associated year of study. See ‘Time Commitment’ below for these values.

Qualifications Frameworks and Levels There are a number of academic scales that chart comparative values of qualifications across the UK. At Honours Degree level, there are no differences. However, below that level different frameworks are used for different parts of the education sector as well as in different countries.

The following chart and information are provided to give a rough guide as to the undergraduate position of the Deafblind Studies qualifications in


relation to these frameworks. (The correlation between frameworks isn’t quite as direct as the chart suggests – hence ‘rough guide’).

Deafblind Studies

SCQF Level NQF Level (FE)

FHEQ Level

6 eg SVQ3 & Highers

3 eg A Level

Cert’ in Deafblind Studies

7 eg Advanced Higher

4 C/4 Certificate Level Certificates of Higher Education

Dip’ in Deafblind Studies

8 eg SVQ4 & Diploma

5 I/5 Intermediate Level Diplomas of Higher Education, Foundation and Ordinary Degrees

9 eg Ordinary degree

A key to the acronyms follows.

SCQF Scottish Credit and Qualifications framework

QCF Qualifications and Credit Framework (replacing National Qualifications Framework – NQF) a new framework for recognising and accrediting qualifications in England Wales and Northern Ireland FE – Further Education

FHEQ Framework for Higher Education Qualifications Levels - England Wales and Northern Ireland

Entry Requirements

Students are drawn primarily (though not exclusively) from the area of social care and should have significant experience in the field of deafblindness, complex disability, single or dual sensory impairment (or perhaps a combination of these). Students will be practitioners whose work:

● brings them into contact with deafblind people, and

● impacts on the lives of deafblind people.


This course may also provide excellent professional knowledge for staff working with people who:

● are Deaf or hard or hearing

● are blind or partially sighted

● have learning difficulties and communication support needs

Evidence suggests that these groups of people have an additional sensory impairment but they may not be recognised as deafblind.

During the course of study, students will be required to undertake work with deafblind people.

The course is rooted in practice and work based reflection aimed at ensuring a society in which deafblind people have the recognition and support necessary to be equal citizens.

Students applying for a place are required to submit an application form with an accompanying personal statement describing their skills, their experience and the reasons they are submitting an application. An electronic copy of the form is available for download on the application page of the Deafblind Studies website. Two other forms – both electronic are also to be completed. Links to these are also to be found on the application page.

Sponsoring organisations are asked to familiarise themselves with the contents of this document and to consider the support they are willing to offer for the duration of the prospective student’s studies.

It is the expectation of the Board of Partners that students, and their sponsoring organisations are in agreement with the Values (as outlined in the section of this document ‘Philosophy Values and Aims’) which underpin the course. The Board of Partners reserves the right to withdraw any offer of a place, or to ask a student to withdraw from their studies in any instance where there is clear evidence that the values are not held. In such instances, students and their sponsoring organisations will be in direct breach of this contract. As such, any deposits or fees paid will be non-refundable.

The Time Commitment

Each full year of study has a 60 credit value. Each Module comprises a portion of the total credits, for example, in year one the Dual Sensory Impairment One Module (DSI1) has a 20 credit value. Each credit


represents a nominal 10 hours of study. Students are therefore likely to undertake about 200 hours of study for the DSI1 module which with the remaining modules for the Certificate will total 600 hours of study. The Diploma is a further 600 hours.

The table which follows shows the credit value for each of the modules in years one and two.

Year One Modules Credit Value Nominal hours of

study

Dual Sensory Impairment 1 20 200

Communication 1 20 200

Movement, Mobility & Orientation 1 10 100

Public Policy 1 10 100

Total 60 600

Year Two Modules

Dual Sensory Impairment 2 20 200

Communication 2 20 200

Movement, Mobility & Orientation 2 10 100

Practice Dissertation 10 100

Total 60 600

This can seem daunting; however, study time is comprised of:

● time spent studying the course manuals

● undertaking the pre and post-delivery tasks

● direct tutor contact on training days,

● additional research and reading time,

● time spent on the associated assignment.

The course is centred on practice and some of the time is accounted for by work based exploration of new learning.

Experience has shown that organisations and participants who have carefully considered this commitment and negotiated how it can be


integrated into the participant’s work commitments and home life, fair better than those that haven’t.

How is the Course Delivered?

Online delivery

Each module is delivered separately. Participants undertaking a full year of study will work through the 4 modules for that year in the same sequence as those undertaking a face to face delivery. They will work through these in ten week blocks (with some variance in the first year).

Training Materials

Online

The online course utilises the same module manuals and tasks as the face to face delivery.

All of the materials will be available electronically and the learning is presented sequentially. Modules come online according to the advertised delivery schedule. Please note occasionally it may be necessary to alter dates.

Assignments

Student assignments will be presented in electronic form. They will be marked by professionals with appropriate qualifications and experience. Marking is internally moderated by a suitably qualified representative of the partner organisations. An independent external examiner ensures that the academic standards applied to the work are consistent with those applied by other educational institutions and as laid down in guidance provided by the appropriate governing academic bodies.

Students must adhere to assignment deadlines unless there are exceptional circumstances.

It is noted here for information that marked scripts are currently returned to students by post.

Support The Board of Partners is committed to ensuring that students have adequate support during their period of study. The nature of this support


will vary from student to student. The following mechanisms are in place to enable students to identify and obtain the support they need:

It is highly recommended that students and employers ensure that students have access to supervisory support / a mentor from someone with suitable experience of further study at undergraduate level. Experience has shown that such support pays dividends for students and sponsoring organisations alike. Experience has also shown that failure to provide such support can have a detrimental effect on student achievement and motivation.

Support from the course director.

Student’s day-to-day contact with, and about, the course will be through representatives of the Board of Partners, that is: Board members, tutors, trainers and (primarily) the course director.

It is the responsibility of the student (and their sponsoring organisation) to ensure that they are ready to undertake study at Certificate and / or Diploma level. Further guidance about levels of study can be found in the Qualifications Frameworks and Level Descriptors guidance (see the associated section of this document).

What are Sponsoring Organisations and Prospective Students committing to?

Course Fees

The course fees are detailed on the summary page at the beginning of this document. Places will be offered on a first come first served basis to those applicants who meet the entry requirements. The full year one or full course fee can be paid immediately a place is offered. It may be possible to split invoices of a given study year over two financial years prior to course commencement. Advance invoicing is also possible if the course starts after the closure of a current financial year (eg payment in March for an August start). Self-funding applicants may be eligible to pay in monthly instalments.

To discuss these options, please contact the course director. Failure to pay by the due dates will likely result in the place being withdrawn and any deposit or other fees paid will be lost. Applicants are not limited to single funding sources. However, such applicants must be able to demonstrate their fulfilment of the terms of this contract.


If a student is unable to complete the year, or fails to meet the assessment criteria, any fees paid are non-refundable.

What’s covered by the fees?

The fees cover costs directly associated with course delivery such as tuition, marking, administration and certification on successful completion.

Changing Jobs

Should a student change jobs during the course of study they will be entitled to complete the academic year that they are undertaking and for which fees have been paid. Fees for the year that the student is undertaking are non-refundable to the sponsoring organisation.

Sponsoring organisations should note that it is not possible to ‘swap’ students part way through a course of study.

Information Technology

Students must have regular unimpeded access to a computer over the period of study. All assignments must be word processed and students are required to provide electronic copies of their work to the course director.

It is noted here that Deafblind Studies benefits from the ‘Google Apps for Education’ programme. Although other web browsers can be used Google Chrome has proved to be the most effective and reliable web browser for use with our programme.

Whichever browser the student uses they will need to be able to:

● Access Google Drive – online – and download documents from there

● Access video material which is streamed to the online learning platform from:

o YouTube

o Our own private Vimeo channel

● Install Google Hangouts plug ins

● Use Google Hangouts to video conference and ‘chat’ with other course members and tutors (within a closed Deafblind Studies group)


Some organisations and authorities may have firewall or policy blocks in place which prevent Google access. PLEASE CHECK if you plan to utilise work equipment for your studies. Our experience is that (with warning) some will compromise. That compromise can take several weeks to implement so if your application is successful ensure that you have that resolved prior to commencement.

If further technical information is needed about Google this can be supplied on request (it is automatically sent out to successful applicants about a month before the course is about to begin).

It is also noted here that a number of documents, including the assignment writing template we require you to use when you submit written work, are supplied in Microsoft WORD format. Whilst we make some alternative formats available, we recommend using Microsoft WORD. Some local authorities and large organisations have agreements in place which allow employees to purchase Microsoft Product licences at highly reduced rates.

Facilitating Access

The Board of Partners has an Access Policy, as well as an Equal Opportunities Statement.

The Board of Partners is not able to draw on any statutory funding to support disabled students or those with particular access needs. It will be helpful to other applicants if students with particular access requirements who are able to access funding to support their studies make this known in their application.

We provide PDF versions of all of our documentation for download.

In relation to the video material that comprises some of our learning materials: we provide sub-titles and transcripts for all of our own video material. All other video material which is streamed to deafblindstudies from external sources, over which we have no control, is accompanied by a transcript (when appropriate). When we can, we use sub-titled video material but this is not always possible. When this hasn’t been possible, and to aid access, the video clips are accompanied by a time referenced transcript – if relevant.

If you need more information on access in relation to our materials, please contact the course director.


Section Two: Additional Course Information

The following sections give additional information about the course and its delivery.


Philosophy, Values and Aims

Philosophy We believe that all people who are deafblind have the right to be supported by people who have the knowledge and skill to provide a high quality service. We also believe that workers in the field of deafblindness should have access to training and professional development that will allow them to deliver such a service and which will benefit the field in general.

Aims of the course ● To provide learning opportunities which encourage innovative and

skilled service delivery.

● To provide the knowledge and skills to enable participants to appropriately challenge and question current practice and take responsibility for improving services.

Core Values The Board of Partners:

● Intends that the course will support the development of a dynamic supportive workforce for deafblind people.

● Believes in, and supports, access to teaching and learning on the course, particularly for deafblind and sensory impaired individuals.

● Believes in, and supports, the collective development in knowledge and skills of deafblind people, participants and the ‘field’ to enable all to take responsibility for improving services.

● Expects that any inequality or discrimination, in all its forms, will be confronted.

● Believes and expects that the Boards, trainers, markers and participants

o will respect each other’s contribution and learning time

o be supportive and constructive in the manner in which they engage in the course.


● Believes in, and supports, those involved to keep any promises made, laugh lots, deal with frustrations and celebrate achievements.

Course Rationale

The Deafblind Studies programme is the result of a cooperative partnership between different agencies, each with complimentary interests in deafblindness. The consortium currently comprises Deafblind Scotland, Sense and Sense Scotland.

This project was initiated to:

address the frustration felt by deafblind people, practitioners and voluntary agencies (working in the field of deafblindness). This frustration resulted from the poor standards of knowledge and expertise that were evident in the social care sector; the sector charged with delivering services to deafblind people. The direct result of these issues was an on-going catalogue of omissions and mistakes in the type and level of service offered to deafblind people of all ages, both in the community and in care environments. Over a two-year period of part-time study, this course enables students to explore and challenge issues. The second year in particular extends the thinking and practice in this unique area.

ensure that this highly skilled and specialist area of work is supported by a recognisable professional qualification. The partners had felt that the opportunities to learn and gain qualifications in this area was limited and did not reflect the complexity of issues faced by deafblind people and those who support them.

The field of deafblindness held a wealth of skills and experience that had never previously been captured or translated into a form which could be formally taught to others. The Partners pooled their expertise and experience, to design and run a course that brings together knowledge from the field of congenital and acquired deafblindness and covers the full age spectrum.

Previously validated by the University of Birmingham and credit rated by the Scottish Qualifications Authority in Scotland, the Deafblind Studies programme achieved its most recent credit rating with the Open University in June 2009. University recognition realised the consortium’s aim to see a professional qualification in deafblindness take its place alongside other recognisable disciplines in the field of sensory disability across the UK.


The course was originally delivered as a face to face programme. In order to make the course more geographically and financially accessible the Board of Partners spent a number of years preparing for and developing an online version of the course. Successfully piloted in 2014 and with academic achievement rates that matched those of the face-to-face delivery the Board of Partners continues to offer the online course.

The Board are currently exploring how this effective online learning tool might be used to extend the learning opportunities available to professionals involved in this unique area of work.


Module Descriptors

Range Statement The Board of Partners aims to ensure that the Deafblind Studies programme facilitates a skilled work force with knowledge and expertise across the spread of congenital and acquired deafblindness. All learning outcomes cover interactions with people who are deafblind across the full age range and with a variety of conditions.

Underpinning Unit

Course Introduction

Credit Value: 0

Purpose:

This module offers students the opportunity to consider the values which underpin their work.

Summary:

This module explores the aims and values of the Deafblind Studies programme alongside participant’s perspectives on disability issues.

Learning Outcomes:

There are no learning outcomes associated with this Unit.


Year One - Certificate in Deafblind Studies


Credit Value: 20

Purpose:

To provide participants with an overview of the issues commonly associated with deafblindness irrespective of the degree of disability experienced, the age of onset or the cause of dual impairment.

To ensure that students develop an understanding of the causes and physiology of deafblindness.

This module provides students with a wider understanding of the historical perspective of deafblindness.

Summary:

The module lays the foundations for future modules by giving students an understanding of deafblindness and of sensory function and physiology. It encourages them to then contextualise deafblindness.

Learning Outcomes:

On completion of this module, students will be able to:

Explain the main categories of deafblindness and the characteristics and terminology associated with each category. Students will explore why the use of categories is both helpful and limiting in relation to working with deafblind people.

Identify the factors that contribute to the unique nature and experience of deafblindness.

Identify how a deafblind person can be disabled by their environment and by people’s assumptions about them (people is taken to include individuals, organisations, institutions, family members, etc).


Identify and describe the key issues for people who are deafblind. These issues are taken to be communication, mobility and access to information (including environmental information).

Demonstrate knowledge of the main causes of deafblindness.

Describe the structures and function of the near and distance senses.

Outline the factors that can adversely affect the structure and function of the near and distance senses.

Understand the similarities and difference between how sighted / hearing people access, perceive and interact with the world through the near and distance senses and how deafblind people access, perceive and interact with the world.

Recognise the potential impact on an individual of on-going changes in their condition.

Identify and describe a range of factors that impact on access to, and provision of, services to people who are deafblind.


Communication 1

Credit Value: 20

Purpose:

To provide participants with an overview of the development and use of communication and language. Participants will explore how deafblindness impacts on both.

Summary:

To explore the role and function of communication for the individual and for those around the person.

Learning Outcomes:

On completion of this Module, students will be able to:

Identify the basic components that comprise human communication and interaction with the world and describe their relevance to people who are deafblind.

Describe:

a. The process of communication and language development in sighted / hearing people.

b. The process of communication and language development in congenitally deafblind people.

c. The impact of acquired sensory loss or deterioration on people with an established means of communication and language. For example, sighted / hearing people or a person who is deaf with an acquired visual deterioration or loss.

Describe the impact of deafblindness on socialisation.

Explain the role that touch plays in minimising or maximising communication.

Explain the importance of having reason, motivation, means and opportunity to communicate.


Demonstrate an understanding of how factors such as motivation, medication, fatigue or physical ability can affect the ability to communicate.

Demonstrate an understanding of the function and application of the range of methods that people who are deafblind may use to communicate.

Movement, Mobility and Orientation 1

Credit Value: 10

Purpose:

To provide participants with an overview of the skills needed by a deafblind person in order to develop and / or retain Movement, Mobility and Orientation (MMO) skills. Participants will consider appropriate programmes of support, implement / provide guidelines for acquiring independent or supported mobility skills and reinforce basic safety skills.

Summary:

Using case studies and practical exercises, this module explores the impact of deafblindness upon the individual’s MMO. The module considers the physical development of a congenitally deafblind child and the subsequent acquisition of MMO skills. It also explores the impact of dual sensory loss on MMO for those individuals whose deafblindness is acquired.


Describe the development of MMO skills for a sighted / hearing child.

Identify the impact of deafblindness on the acquisition of MMO skills for a congenitally deafblind individual.

Identify the impacts of acquired deafblindness upon an individual’s MMO skills.

Describe a range of support and methods which enable a deafblind person to develop and maintain MMO.


Discuss how the deafblind person’s relationship with the environment is integral to MMO.

Demonstrate understanding of the implications of multiple conditions and/or disabilities on an individual’s MMO (for example, physical health, mental health, physical disability, learning difficulty/disability, emotional health etc).

Identify a range of risks and tensions experienced by deafblind people in relation to MMO.

Public Policy 1

Credit Value: 10

Purpose:

To enable students to understand how current education, health and social care legislation and guidance affects deafblind people and how benefits and concessions, services and information can enable them to live lives they want to lead. The Module will require the student to develop his or her professional knowledge and practice in respect of working with deafblind people as full and valued citizens.

Summary:

This module covers aspects of citizenship, legislation and guidance, services and support mechanisms that enable deafblind people and those around them to maximise opportunities for participation, achieve entitlements and access suitable resources and support. It considers how values and attitudes shape professional practice and influence the development and use of legislation and guidance, services and support.

Learning Outcomes:


Understand how values, personal and social attitudes, models of disability, and the civil rights agenda, affect the active citizenship of deafblind people.


Identify some of the tensions that come from a rights approach (including a context of limited resources and political and professional agendas).

Understand how legislation and guidance relevant to deafblind people are developed and changed.

Identify the range of legislation, guidance, benefits and concessions that might impact on the lives of deafblind people and their families and the processes which would need to be gone through to maximise advantage from them, giving examples of how this might be applied in practice.

Identify procedures and processes which would enable deafblind people to participate fully as citizens and to access appropriate services and support so that they can live the lives they want to live.

Identify key organisations and service providers, highlighting the key features of their support, the differences in their provision and the relevance for particular groups of deafblind people, carers and professionals.

Year Two - Diploma in Deafblind Studies


Credits: 20

Purpose:

To provide participants with an understanding of the investigation processes for auditory, visual and sensory function. Participants will explore the outcomes of the assessment process.

Students will consider the value and limitations of such assessments and explore the usefulness of information gained by assessment.

Students will explore how the information gained from a range of assessments can support their understanding of the psycho-social consequences of sensory impairment, or loss, on the deafblind person and on the deafblind person’s family.


Summary:

To explore the diagnostic process; to evaluate the outcomes and consequences of the assessment process and to develop appropriate support strategies. These strategies to include access to communication, mobility and access to information (including environmental information) for a deafblind person and their family.

Learning Outcomes:


Demonstrate knowledge of functional and clinical procedures used in the investigation of sensory function and sensory integration

Demonstrate knowledge of the value and limitations of these functional and clinical procedures

Interpret and discuss audiometric and ophthalmic reports

Discuss the psycho-social consequences of deafblindness (a) for the deafblind person and (where relevant) (b) for the family unit and support networks

Evaluate the consequences to the deafblind individual of progressive sensory loss, to include watching for change

Discuss the impact an assessment may have on the design of strategies to support a deafblind person’s access to communication, mobility and information (including environmental information)

Critically analyse how the effectiveness of support strategies can be prioritised and measured


Communication 2

Credits: 20

Purpose:

To enable students to assess, support, provide and monitor effective communication and access to information.

Summary:

The module considers how assessment can lead to a deafblind person having appropriate and effective communication or interaction with the environment.

Learning Outcomes:


Assess and evaluate the communication needs of people who are deafblind.

Demonstrate understanding of the impact of an individual’s sensory, social and educational histories on their current comprehension and use of communication.

Ensure that the chosen methods of communication are appropriate for the needs of the individual.

Identify the resources and training needed by both someone who is deafblind, and their workers, to provide individualised communicative environments.

Facilitate the sense of ‘ownership’ of the chosen communication method in people who are deafblind.

Advise people who are deafblind of the benefits and drawbacks of a range of aids and adaptations.

Advise people who are deafblind on making effective use of a range of Language Service Professionals who can assist in the interpretation of information.


Movement, Mobility and Orientation 2

Credits: 10

Purpose:

To enable students to assess the impact of deafblindness on a person’s movement, mobility and orientation within their surroundings. Participants will be able to develop and implement appropriate programmes of support.

Summary:

The module builds on the learning from year one and looks in more depth at assessing the implications of deafblindness on an individual’s ability to map, orientate and move within internal and external environments.

Learning Outcomes:


Assess the movement, mobility and orientation needs of people who are deafblind.

Explain the impact of the various categories of deafblindness (including that of on-going sensory deterioration) on the movement, mobility and orientation of a wide variety of people who are deafblind.

Analyse the range of issues influences and circumstances which affect deafblind people’s ability to orientate and move about independently. (The issues may include emotional state, onset of sensory loss, ageing, loss of confidence, self-perception and family or societal attitudes.)

Critically analyse a range of strategies and methods which support deafblind people to overcome issues and challenges that they may experience in relation to movement, mobility and orientation.

Evaluate a person’s readiness to engage in movement, mobility and orientation.


Critically analyse the accessibility of physical environments, identifying the barriers faced by deafblind people (their families and carers) and devise tailored solutions to facilitate access.

Identify a range of organisations and services and describe the particular types of support that they are able to offer in relation to movement, mobility and orientation.

Practice Dissertation

Credits: 10

Purpose:

To provide students with an opportunity to demonstrate the impact of the course on their working practice.

Summary:

The module requires students to demonstrate the application of their learning over the course of their studies within their work setting thus ensuring that deafblind people have the recognition and support necessary to be equal citizens.

Learning Outcome:

On completion of this module, students will be able to identify areas of personal practice and professional competence on which the Deafblind Studies programme has had an impact.


Qualifications Frameworks, Levels and Descriptors

An Introduction to Academic Frameworks There are a number of academic scales that chart comparative values of qualifications across the UK. At Honours Degree level, there are no differences. However, below that level different frameworks are used for different parts of the education sector as well as in different countries.

The following chart and information are provided to give a rough guide as to the undergraduate position of the Deafblind Studies qualifications in relation to these frameworks. (The correlation between frameworks isn’t quite as direct as the chart suggests – hence ‘rough guide’). More information can be found from a number of sources including:

● http://www.qaa.org.uk/

● http://www.qca.org.uk/

● http://www.sqa.org.uk

● http://www.scqf.org.uk/

The course director will be happy to discuss queries directly with prospective applicants or students on the course.

Key

SCQF = Scottish Credit and Qualifications framework

QCF = Qualifications and Credit Framework: a framework for recognising and accrediting qualifications in England Wales and Northern Ireland (Note: FE – Further Education)

FHEQ = Framework for Higher Education Qualifications Levels – England Wales and Northern Ireland

In addition to the information provided by SCQF, QCA (the Qualifications and Curriculum Authority who look after the QCF) and the QAA (the Quality Assurance Agency who look after the FHEQ), SEEC provides information which goes some way to bridging the frameworks. The information includes a useful set of levels descriptors which highlight the qualities to be expected of holders of particular levels of qualification. (“SEEC* is a highly respected authority in the existing and developing field of Credit Accumulation and Transfer (CATS) at higher education


levels. SEEC serves as a reference point on credit-based learning, structures and processes in the UK and, now, in the developing field of European credit.” (*Originally, the South East England Consortium for Credit Accumulation & Transfer, SEEC has grown to cover institutions in the south and southern midlands of the UK. NUCCAT is the corresponding consortium for the northern half of UK. Organisations can belong to both consortia. Taken from www.seec.org.uk.)

Deafblind Studies

SCQF Level NQF Level (FE)

FHEQ Level

6 eg SVQ3 & Highers

3 eg A Level

Cert’ in Deafblind Studies

7 eg Advanced Higher

4 C/4 Certificate Level Certificates of Higher Education

Dip’ in Deafblind Studies

8 eg SVQ4 & Diploma

5 I/5 Intermediate Level Diplomas of Higher Education, Foundation and Ordinary Degrees

9 eg Ordinary degree

12 eg Doctorate 8 D/8 Doctorate

The Academic Levels of the Certificate and Diploma in Deafblind Studies Roughly, what this means for the Deafblind Studies programme is that:

The Certificate in Deafblind Studies is taught at a level which is:

● higher than A Levels;

● at about the same level as

o an Advanced Higher (Scotland)

o year one of a three year degree (England, Ireland and Wales)

o year two of a four year degree (Scotland).


The Diploma in Deafblind Studies is taught at a level which is at about the same level as:

● year two of a three year degree (England, Ireland and Wales)

● year three of a four year degree (Scotland).

Importantly - both qualifications are taught at undergraduate level.

What QAA and SEEC say about levels of study The first of the two tables overleaf is based on text extracted and adapted from ‘A brief guide to academic qualifications’ by the Quality Assurance Agency (QAA) dated January 2001. The full version of this document gives detailed information about the qualities of holders of qualifications at the levels represented by the certificate and diploma. The full text is available from the QAA website at http://www.qaa.org.uk/.

The second table (extracted from SEEC) gives Qualifications descriptors under helpful headings that relate to knowledge, understanding and skills.


QAA - Certificate holders will: QAA - Diploma holders will:

have a sound knowledge of the basic concepts and principles

have a sound knowledge and critical understanding of the main concepts and principles

have an ability to develop lines of argument and make sound judgements in accordance with the basic theories and concepts

have knowledge of the methods of enquiry in the subject, and use a range of techniques to initiate and undertake critical analysis of information, proposing solutions to problems arising from that analysis

be able to take different approaches to solving problems, being able to justify their decisions

demonstrate an ability to evaluate critically the appropriateness of different approaches to solving problems

can apply basic concepts and principles in the workplace

apply those concepts and principles more widely

evaluate and interpret underlying concepts and principles within the context of their studies

have an understanding of the limits of their knowledge, and how this influences analyses and interpretations

be able to communicate accurately and reliably, and with structured and coherent arguments, to include the presentation, evaluation, and interpretation of qualitative and quantitative data

effectively communicate information, arguments and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively


have the qualities and transferable skills needed for employment requiring the exercise of some personal responsibility

have the qualities necessary for employment in situations requiring the exercise of personal responsibility and decision-making

SEEC Level 4: HE Level 1 (Certificate)

SEEC Level 5: HE Level 2 (Diploma)

Development of Knowledge and Understanding (subject specific)

Knowledge base: has factual and/or conceptual knowledge base with emphasis on the nature of the field of study and appropriate terminology;

Ethical issues: can demonstrate awareness of ethical issues in area of study and is able to discuss these in relation to personal beliefs and values.

Knowledge base: has a detailed knowledge of major theories of the discipline(s) and an awareness of a variety of ideas, contexts and frameworks.

Ethical issues: aware of the wider social and environmental implications of area of study and able to debate issues in relation to more general ethical perspectives.

Cognitive/Intellectual Skills (generic)

Analysis: can analyse with guidance using given classifications/principles.

Analysis: can analyse a range of information with minimum guidance using given classifications/principles; can compare alternative methods and techniques for obtaining data.


Synthesis: can collect and categorise ideas and information in a predictable and standard format.

Evaluation: can evaluate the reliability of data using defined techniques and/or tutor guidance.

Application: can apply given tools/methods accurately and carefully to a well-defined problem and begin to appreciate complexity of the issues.

Synthesis: can reformat a range of ideas and information towards a given purpose.

Evaluation: can select appropriate techniques of evaluation and evaluate the relevance and significance of data collected.

Application: can identify key elements of problems; choose appropriate methods for their resolution in a considered manner.

Practical Skills (subject specific)

Application: can operate in predictable, defined contexts that require use of a specified range of standard techniques.

Application of skills: can operate in situations of varying complexity and predictability requiring application of a wide range of techniques.

Autonomy in skill use: is able to act with limited autonomy, under direction or supervision, within defined guidelines.

Autonomy in skill use: able to act with increasing autonomy, with reduced need for supervision and direction, within defined guidelines.

Key/Transferable Skills (generic)

Group working: can work effectively with others as a member of a group and meet obligations to others (for example, tutors, peers and colleagues).

Group working: can interact effectively within a team / learning group, giving and receiving information and ideas and modifying responses where appropriate.


Learning resources: can work within an appropriate ethos and can use and access a range of learning resources.

Self evaluation: can evaluate own strengths and weakness within criteria largely set by others.

Management of information: can manage information, collect appropriate data from a range of sources and undertake simple research tasks with external guidance.

Autonomy: can take responsibility for own learning with appropriate support.

Learning resources: can manage learning using resources for the discipline. Can develop working relationships of a professional nature within the discipline(s)

Self evaluation: can evaluate own strengths and weakness, challenge received opinion and develop own criteria and judgement.

Management of information: can manage information; can select appropriate data from a range of sources and develop appropriate research strategies.

Autonomy: can take responsibility for own learning with minimum direction.

Key/Transferable Skills (generic) continued

Communications: can communicate effectively in a format appropriate to the discipline(s) and report practical procedures in a clear and concise manner.

Problem solving: can apply given tools/methods accurately and carefully to a well-defined problem and begin to appreciate the complexity of the issues in the discipline.

Communications: can communicate effectively in a manner appropriate to the discipline(s) and report practical procedures in a clear and concise manner in a variety of formats.

Problem solving: can identify key areas of problems and choose appropriate tools/methods for their resolution in a considered manner.


Mentoring Guide

Introduction This section is designed to provide basic guidance to those people mentoring students over the course of their studies. The guide is not a ‘rule book’ but aims to give context and information about:

● the cycle of modular study and assignment writing

● the expectation on students and some of the key guidance they will receive along the way

● the structures and parameters that shape and guide the assignment writing process

● the roles and responsibilities of students and their mentors

This document and the accompanying papers are designed to be a reference guide for you over the student’s period of study.

Please note it is worded for mentors of students who have been accepted onto the course. If being read as part of the application process the other documents referred to in this guide are not relevant at this stage; enough information about each is given below.

Key sections of the Course Handbook associated with mentoring When students have begun their studies, this guide should be read alongside the following sections of the course handbook, certain sections of which you will need to be aware of (copies will be sent to mentors prior to the student beginning their studies):

● Qualifications Frameworks and Level Descriptors

This gives information about the two levels of study that comprise the Certificate and Diploma Years of the Deafblind Studies programme and their positions within the national frameworks of qualifications. Of particular significance to students and mentors (in relation to assignment writing) are the final pages of this section which outline, in grid form, the strands of skill that students are expected to demonstrate at the different levels of study. These


grids also demonstrate the progression of skills development for each strand between year one and year two.

● Marking Moderation Adjudication & Completion

This details the procedures and processes which govern the marking and grading of student assignments. Additional information is given in relation to subjects such as word count and plagiarism.

Of particular significance to assignment planning (and subsequent marking) are the marking grids. These pages detail the criteria against which assignments will be marked. These criteria are used to determine the extent to which a student meets the learning outcomes or not.

● Presenting and Referencing Work

This details the expectations regarding formatting and presentation of assignments and details how a student must reference any research used in their assignments.

● Timetable

The course timetables give information about modular delivery on the face to face course or the online delivery schedule for eLearners.

It is noted here that for face to face leaners, seven of the eight modules begin with one or more training days. Where there is more than one training day for a module these always run on consecutive days. Following the training days there is a period of time during which students are expected to undertake their own research and write their modular assignments.

The assignment hand in schedule is indicated on the course timetable. Mentors might consider making diary notes which allow them to support, prompt or check how a student is doing.

● Module Descriptors

This section outlines the purpose of each module, gives a summary of content and details the associated learning outcomes. Each descriptor also gives information about the associated credit value of each module. There is no direct correlation between number of credits and number of training days; nor is there a correlation between the number of words written for an assignment and the


number of credits received. Information about credits is to be found in the student employer contract.

When writing assignments students will need to ensure that, where possible, they demonstrate achievement of the learning outcomes in their submitted work.

● Student Employer Contract

This outlines the course application process, responsibilities and commitments of the stake holders involved in a student’s course of study. Students will have a copy of this agreement and it may be helpful for you to look at that in relation to your role as mentor.

The process of marking

The timescales of delivery of modules is outlined in principle above and in detail in the associated timetable document. Once an assignment is submitted, the following marking timetable (extracted from the ‘Marking Moderation Adjudication & Completion’ section of the course handbook) applies.

Assignment Submission Date

1st Marking 2nd Marking Moderation Return

See course timetable

Within 3 weeks of submission




The time frame given sets out an ideal but it may not always be possible to follow this due to unforeseen factors. This marking timetable is applicable only to those assignments which are handed in on time.

Mentors should note that students may apply for an extension to the hand in date if predictable or unforeseen circumstances affect their ability to complete an assignment on time. Immediate notification by SMS, email or phone should be followed up by a formal written or emailed application for an extension, submitted by post to the course director. This may need to be verified / countersigned by the student’s line manager.


One particular role for a mentor may be to support the student to plan the time required for research and for the writing of assignments, and to encourage the meeting of deadlines.

Assignment planning The assignments for each module have been designed to assess a student’s knowledge and understanding of the modular content, as well as the impact on their personal practice, and at a given level of study. In writing assignments, students are expected to:

write to the assignment title – most have an inherent structure

demonstrate (when applicable) achievement of the learning outcomes

write at a level appropriate to the given year of study demonstrating the particular skill level for the associated QAA descriptor (final pages of the ‘Qualifications Frameworks and Level Descriptors’ section as detailed above)

use the guidance from the marking grids (‘Marking Moderation Adjudication and Completion’ section as described above)

demonstrate the breadth of learning across the spectrum of congenital and acquired deafblindness appropriate to the assignment title

use the ‘Presenting and Referencing Work’ section of the handbook to shape the work and to ensure correct referencing

write within the guidance on word limits referred to in the ‘Marking Moderation Adjudication and Completion’ section of the handbook

It is noted here that not all assignments lend themselves to the full breadth of deafblindness or to all learning outcomes being covered. Students should consider and plan each assignment carefully. The marker will treat each assignment on its own merit and consider whether a student has utilised opportunities to demonstrate learning across the outcomes and across the spectrum of deafblindness.

Role and Responsibilities

The mentor’s role is not to shape the student, but to support him or her to develop his or her own style, professional competence and academic abilities. The role is facilitative. It is difficult to define the responsibilities


of mentors and students in relation to one another. This is something that the two people need to negotiate and renegotiate over time. The following is offered as ‘food for thought’.

Students

● are responsible for planning and writing the assignment

● are responsible for choosing whether to listen to mentor guidance

Mentors

● support the students to develop skills which aid further study

● support the student to develop his or her own style of writing which may demonstrate increased professional maturity over time.

● are not responsible for whether the student passes or fails an assignment

● are not there to write the assignment for the student

● whilst not responsible for maintaining contact – periodic ‘keeping an eye’ / ‘how’s it going’ contact pays dividends for some students

Some common areas in which students might need support

Again, there is no definitive list of areas in which support may be needed. The following is offered to mentors as a prompt.

Factors that have made the assignment writing process more challenging for students than was perhaps necessary include:

● writing only to the assignment title without reference to the learning outcomes, the qualifications statements or marking grids.

For the mentor you may need to reinforce the messages which the student will have already received about the key parts of documents which must influence the structuring and writing of an assignment

● random or unfocussed research which whilst interesting doesn’t centre on the module learning outcomes. Whilst further reading may be helpful, unstructured reading can lead to difficulties of over-focussing or under researching the breadth of required material.


For the mentor, you may need to offer support to help the student identify:

o relevant materials for this module

o boundaries of appropriate research

o materials which might go into a separate ‘interesting but not essential’ pile

● work which is not supported with evidence – particularly in the early stages students may make observations, comments or generalisations (for example) which can be challenged or which are unsubstantiated.

For the mentor, you may need to help the student see the places in their text where they make (for example) sweeping statements, unwarranted or unsubstantiated comment, observations which aren’t detailed or which aren’t explored in sufficient depth; which could be backed up with practice examples or research (or both).

● unstructured note taking – students will have been encouraged to consider their style of note taking during the initial training days or second introductory online module and will have access to resources to support them to develop their own methodology. Sometimes, students do not heed this advice and as a result find difficulty in using their research to support the assignment writing process. Sometimes the failure to record key reference information means that valuable information cannot be included in an assignment.

For the mentor, you may need to offer support to help the student review and reformulate their approach to note taking so that the system that they use supports them to work efficiently and fluently

● writing without planning – not planning an assignment / charting the journey that the student will take the reader on is common

For the mentor, you may need to offer encouragement to plan using the available information (as described previously)

● knowing how long it will take – students need to be careful not to underestimate the amount of time that the task will take

For the mentor, the same is true. Whilst the mentor is not responsible for the student’s ability to work to schedule, or for the


content of the work, the answer to the question ‘how long will it take?’ varies from student to student. The role of mentor may involve:

o reading one or more drafts of the assignment

o supporting the student to utilise and work to the assignment title, the learning outcomes and the qualifications frameworks levels of study when planning and writing the assignment

o feeding back to the student during and after the process

o going over the markers feedback with the student, once the assignment has been marked and returned

o supporting the student to reflect on accumulated feedback and develop a sense of progression over the course of study.

● Interpreting feedback from tutors in isolation of other information given – often students read only the feedback on the feedback forms as well as the additional comments, forgetting to also cross reference this with the statements that are made in the marking grids (in the Marking, Moderation, Adjudication and Completion section of the handbook) and the statements which apply to this level of study.

For the mentor: you may need to remind students to look at the relevant sections of the grid when they review their feedback. For example, if an assignment is ‘met with credit’ the column ‘met with credit’ on the grids also applies to the student’s assignment.

Forming a ‘learning contract’

It may be helpful for the mentor and the student to agree how they will work together. Perhaps you will need to identify any potential conflicts of interest that might result in for one or both of you, for example if the mentor is also the student’s direct line manager this may limit or unhelpfully shape what a student is able to write.

The following prompts suggest some of the questions that students and mentors might want to consider when establishing their ‘learning contract’ with each other.

● what is the nature of the relationship

● are there any potential conflicts of interest


● how will you be in communication with one another

● who will monitor deadlines etc

● how will the student share their work with you

● how you will you feedback to them: will you use fax, post or email

● will you comment on the work verbally, on the document or using handwritten notes

● when will you review the way that you are working together ‘the learning contract’

It is suggested that you consider agreeing a ‘learning contract’ that you revisit at the end of the second assignment and perhaps again at the beginning of the second year.

Students from the same cohort may not mentor each other

A student who is currently undertaking the programme is not qualified to mentor. This is not negotiable and is a direct conflict of interest as well as being unwise. Mentoring of this type can verge on plagiarism.

However, past students who have completed their studies may be well placed to act as mentors.

If in doubt, consult the course director.

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