Course descriptor: Placement / Inclusion Course code: EDUA11258 Short description of course Course learning outcomes

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1 Course descriptor: Course code: Course coordinator: SCOTCAT rating: Placement / Inclusion EDUA11258 Rachel O Neill 20 Scottish Master Credits Short description of course The placement course 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 Inclusion / Placement course. It will involve four weeks of teaching placement (usually in year 2) in the teacher s own workplace and three weeks (usually in year 3) in a different setting with deaf learners. There will be three observational visits by a University tutor: two visits in the student s own workplace and one in the external placement. Assessment for the course will be by three observation reports and a placement file, including a case study from the external placement. Course learning outcomes By the end of this course, course members will be able to: 1. Identify the individual needs of deaf pupils in a range of educational settings. 2. Use audiological equipment appropriately and interpret findings successfully in relation to a range of deaf learners. 3. Communicate effectively with a range of deaf learners and promote their learning. 4. 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. 5. Work effectively with all those involved in supporting the learning of deaf pupils, reflecting critically upon their own professional practice. 6. Assess the contribution of research to the inclusion agenda, and critically investigate this term as it applies to deaf education in at least one educational setting. Teaching and learning approaches Placement location to be facilitated by heads of service; Contact: three visits from University tutor; Self-directed study: critical reading on Learn; recording and reflection of placement experience. Indicative content The changing roles and responsibilities of teachers of deaf children in the context of inclusion / early screening; Deconstruction of concepts of inclusion and professionalism, particularly related to the significance of competing voices and discourses; Legislative/policy frameworks and strategies relevant to anti-discrimination and inclusion;

2 The contribution of research to the pursuit of the inclusion agenda. Assessment tasks and contexts 1. Assemble a portfolio which shows the range of activities carried out in the student s own work with deaf learners and in the external placement. All activities should show self-evaluation and where possible independent evidence from deaf learners, colleagues and parents about the impact of the teacher s work. 2. Update the Audiology Log to complete any remaining tasks. 3. Three successful observation reports from a University tutor of teaching deaf learners or delivering a deaf awareness session. Plans and resources should be included and notes or discussion about how you facilitated linguistic access. One session should include a group of deaf learners. 4. In each placement file, notes about three deaf learners, one of whom should have an additional disability. Assessments, research, IEPs, programmes for pre / post tutoring, independence programme, pupil views, records of work with a range of other agencies, evidence of the student s involvement with each learner and an evaluation of the impact of their work. Assessment performance criteria Course members will comply with the Postgraduate Common Marking Scheme criteria. In addition, course members will demonstrate: Successful planning, teaching and critical self-evaluation in work with deaf Learners; Detailed knowledge of obligations and entitlements relating to anti discriminatory and inclusive practice as well as strategies for combating discrimination; Capability for relevant observation and critical reflection on evidence within the context of the placement; Awareness of key legal and policy requirements; Successful and self-critical professional practice in the deaf education in working with colleagues, parents, other relevant professionals and agencies. Recommended reading All the reading is available on the Placement Learn site. Recommended reading is starred. If a journal article is in the library then you will not find it on the Learn site as you can go directly to the library website to find it. These e-journal articles and e- books are marked. * Brennan, M. (2003) Deafness, Disability and Inclusion: the gap between rhetoric and practice. Policy Futures in Education, Vol.1 Number 4 pp Byrnes, L., Sigafoos, J., Rickards, F. & Brown, P. (2002) Inclusion of students who are deaf or hard of hearing in government schools in NSW, Australia: Development and Implementation of a policy. Journal of Deaf Studies and Deaf Education. vol. 7: Corbett, J. & Norwich, B. (2005) Common or Specialised Pedagogy? Chapter 2 In:

3 Nind M, Rix J, Sheehy K. and Simmons K. (eds) Curriculum and Pedagogy in Inclusive Education. Abingdon: RoutledgeFalmer. pp 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. Equal Opportunities Commission (2007) Valuable Assets: a general formal investigation into the role and status of classroom assistants in Scottish schools. Summary report. Manchester: EOC. 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 * Grimes, M. (2009) British Sign Language and Linguistic Access Working Group Scoping Study: Linguistic Access to Education for Deaf Pupils and Students in Scotland. Scottish Government Humphries, T. & Allen, B. (2008) Reorganizing Teacher Preparation in Deaf Education. Sign Language Studies, 8 (2) * 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 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): Keogh, T., Kei, J., Driscoll, C. & Khan, A. (2010) Children with Minimal Conductive Hearing Impairment: Speech Comprehension in Noise. Audiology & Neurotology, 15: Lewis, A., Parsons, S. & Robertson, C. (2007) My school, my family, my life: Telling it like it is. Stratford on Avon: DRC. Locker McKee, R. (2008) The Construction of Deaf Children as Marginal Bilinguals in the Mainstream, International Journal of Bilingual Education and Bilingualism 2008 vol p 519 Marschark, M. & Spencer, E. (2009) Evidence of best practice models and outcomes in the education of deaf and hard of hearing children: an international review. Trim, County Meath: National Council for Special Education, Ireland. McCracken, W. & Pettitt, B. (2011) Complex needs, complex challenges. London: NDCS

4 * Powers, S. (2002) From concepts to practice in deaf education: a United Kingdom perspective on inclusion, Journal of Deaf Studies and deaf Education, 7: Schaffer, E. & Thibodeau, L. (2006) Speech Recognition in Noise in Children With Cochlear Implants While Listening in Bilateral, Bimodal, and FM-System, American Journal of Audiology Vol Scottish Government (2010) A Guide to Implementing Getting it right for every child: Messages from pathfinders and learning partners. Edinburgh: The Scottish Government. Stalker, K. and Connors, C. (2007) Children's experiences of disability: Pointers to a social model of childhood disability. Disability and Society, 22 (1). pp Stead, J., Lloyd, G., Kendrick, A. (2004) Participation or practice innovation: tensions in inter-agency working to address disciplinary exclusion from school. Children and Society, 18 (1) pp * Stinson, M. & Antia, S. (1999) Considerations in educating deaf and hard of hearing students in inclusive settings. Journal of Deaf studies and Deaf Education. Vol 4, no Sutherland, H. & Young, A. (2007) 'Hate English Why?..' Signs and English from Deaf Children's Perception. Results from a Preliminary Study of Deaf Children's Experiences of Sign Bilingual Education. Deafness and Education International, 9 (4) * 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). Recommended websites links available on Learn: Additional Support Tribunal decisions and videos explaining the tribunal process Audit Scotland & HMIE (2003) Moving to Mainstream: The Inclusion of Pupils with Special Educational Needs in Mainstream Schools. HMIe. BATOD website on inclusion Bilingual children s mother tongue: why is it important for education? Jim Cummins (2003) British Deaf Association response to UK government report UN convention Rights of Disabled People (n.d.) Early Years Framework (2009) Scottish Government Early Years standards, Scottish Sensory Centre (2011) Education (Additional Support for Learning) (Scotland) Act 2004 & 2009 Enquire (2010) The parents guide to additional support for learning. Edinburgh: Enquire. 2nd edition. Equality and Human Rights Commission (2012) Reasonable Adjustments for Disabled Pupils, Scotland. Getting it Right for Every Child linked Government websites HMIE (2007) Count Us In : Achieving success for deaf pupils

5 NALDIC, National Association for Language Development in the Curriculum NATED (2007) Code of practice for CSWs, National Association of Tertiary Education for Deaf People Scottish Government (2012) Supporting Implementation of Additional Support for Learning. Scottish Sensory Centre website. See particularly the Early Years section. United Nations Convention on the Rights of Disabled People Recommended journals Journal of Deaf Studies and Deaf Education Deafness and Education International Support for Learning International Journal of Inclusive Education American Annals of the Deaf Cochlear Implants International Sign Language Studies