Program Overview
The MA/Postgraduate Diploma in Deaf Education is a blended learning program for qualified teachers to specialize in working with deaf children and young people. It aims to provide teachers with the necessary skills and knowledge to support the development and education of deaf learners. The program offers two versions: Mandatory Qualification for teachers seeking Qualified Teacher of the Deaf status and Non-Mandatory Qualification for other professionals in the field. The curriculum includes modules on language development, policy, audiological management, and teaching strategies for deaf learners, with assessments through a combination of formative and summative tasks.
Program Outline
Degree Overview:
The MA/Postgraduate Diploma in Deaf Education is a blended learning program designed for qualified teachers (QTS or QTLS) who want to specialize in working with deaf children and young people. The program aims to equip teachers with the specialist skills and knowledge needed to make a difference in the lives of deaf children in the classroom. The program is approved by the Department of Education and is structured to accommodate busy working lives. It combines online learning materials, online tutorials, live lectures, and two face-to-face study weekends.
There are two versions of the MA:
- Mandatory Qualification: This version is for teachers who want to achieve Qualified Teacher of the Deaf status from the Department of Education.
- Non-Mandatory Qualification: This version is for teachers (as well as other professionals with appropriate qualifications) working with deaf children who do not wish, or are not eligible, to obtain Qualified Teacher of the Deaf status.
Key program highlights:
- Largest blended learning course for teachers of deaf children in the UK.
- One of the leading programs in the field nationally and internationally.
- Strongly rooted in practice and makes strong links with mainstream settings, special schools, and sensory support services.
- Develops real insight and encourages reflective practice.
- Tutored by senior practitioners and researchers in the field of deaf education.
- Exists within the Department of Disability Inclusion and Special Needs (DISN) with a strong international reputation for professional development.
Outline:
Modules:
- Communication and Language Development in Deaf Children and Young People: This module examines language acquisition in the context of the educational, developmental, and audiological needs of deaf children, their parents, and teachers. It aims to develop understanding and skills to facilitate optimal language development in deaf children and young people. Topics covered include: expressive and receptive language use, development of spoken language in deaf children, development and linguistics of sign language, language assessment, language interventions, and different aspects of children's development and language.
- Policy and SEND Professional Identity: This module relates experience to overall developments in provision for children and young people with sensory impairment at both regional and national levels. It emphasizes roles and responsibilities within the context of inclusion and the changing role of the specialist teacher and other professionals.
- Audiological Management: This module considers issues related to the science of audiology and its application in the educational and developmental management of deaf children and young people. It aims to develop skills to facilitate efficient audiological management of deaf children. Topics covered include: anatomy and physiology, causes of deafness and types of hearing loss, assessment and diagnosis of hearing loss in children, personal hearing technologies (hearing aids and cochlear implants), functional use of hearing, room acoustics, and the use of assistive listening devices. It discusses the impact of diagnosis, considers family life, social and cognitive development, and those deaf children with additional disabilities. The concept of deafness and disability is also examined. The aim is to enable students to meet outcomes that can only be acquired, developed, and demonstrated within the classroom. The teaching placement provides an opportunity to develop as a reflective practitioner. Students will be observed by a colleague who works with learners with sensory impairment. The module includes:
- A sustained period of teaching practice (15 days) to practice special skills teaching, receive feedback, and assessment. Students will be appointed a teaching placement supervisor, and the assessment will be based on the standards.
- Reflective comments on visits to a range of settings/organizations with relevant foci, e.g., clinics, schools, technology companies, therapy sessions.
- A 'portfolio' in which students present evidence of a range of relevant skills linked to the standards, including workplace evidence (e.g., specialist assessment, multi-agency working, working with families).
- A summative assignment.
- Teaching practice will be undertaken in a setting other than the student's own place of work to gain a fuller picture of provision. Key areas of curriculum, teaching strategy, educator knowledge, assessment, and educational placement will be broadly mapped, and students will be presented with analyses and evidence in relation to different SEND groupings as example case studies (as conceptualised in many educational systems), e.g., Autism, dyslexia, hearing impairment/deafness, emotional and behavioural difficulties, MSI, PMLD, SLD, vision impairment. The analyses form introductions to key aspects of these different groups (in relation to curriculum, pedagogy, and educator knowledge), which also provide examples of broader inclusion debates, dilemmas, positions, and solutions.
Note:
The modules listed on the website are regularly reviewed to ensure they are up-to-date and informed by the latest research and teaching methods. On rare occasions, unexpected changes to compulsory modules may occur. In this event, offer holders will be contacted as soon as possible to inform or consult them as appropriate.
Assessment:
Students will be assessed through a range of work, enabling them to demonstrate their knowledge, skills, and understanding of the theory and practical application of the module material. Each module includes:
- Two components of summative assessment (which are each graded). Assessments have a single submission date at the end of the module.
Teaching:
- Interactive teaching materials and study skills resources: Available via the online learning platform.
- Three live online tutorials per module: Hosted by a tutor experienced in the field of study.
- A live workshop: Hosted by the Module Lead.
- Access to the online library: Research materials and a vibrant community of students with shared interests.
- Access to a range of other study and research activities: Hosted by the department and the School of Education.
Careers:
The MA and PGDip in Deaf Education (Teachers of deaf children) is ideal for teachers who are already qualified to teach school-aged children in England but require the mandatory qualification to achieve Qualified Teacher of the Deaf status from the Department for Education. The non-mandatory MA qualification is suitable for professionals who do not wish, or are not eligible, to obtain Qualified Teacher of the Deaf status – for example, lecturers of deaf students, communication support workers, and educational psychologists. There is the opportunity to work towards a further professional qualification in the field of Education both within schools and in other settings, including progression to a PhD or EdD. The excellent careers advice provided by personal tutors has encouraged many graduates to successfully apply for leadership roles working with deaf children and young people. These include:
- Specialist teachers
- Educational audiologists
- Teaching assistants
- Speech and language therapists
- Youth workers
- Social workers
- Counsellors
- BSL interpreters
Other:
- The program is delivered and assessed online.
- Some activities are scheduled, like meetings with the tutor, but otherwise, students can work through the online learning materials at times to suit them.
- Each module is broken down into weekly study units.
- Each week, students will have a mixture of reading, videos/recordings, and interactive activities to work through at their own convenience.
- The tutors strongly recommend that students are allowed a minimum of half a day per week for study and research.
- Full participation in the Study Weekends requires attendance on both days.
- The time needed for study may decrease the student's ability to help with other types of activities.
- The University of Birmingham welcomes applications from deaf and disabled students. Students who may require support (including communication support) or who may require reasonable adjustments to be made as a result of a physical, sensory, mental health, or learning support need are encouraged to register with the disability, learning support, and mental health team. Eligible students are also encouraged to apply for Disabled Students Allowance (DSA), which may provide funding towards equipment, software, and support where required.
UK £4,200 International £7,770 Additional expenditure You will be required to cover any travel expenses and accommodation costs incurred during the programme. Fees for distance learning programmes are based on students studying 60 credits per year. The fees will be first year fees for students starting their courses September in 2024.
