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Masters Degrees (Deaf Education)

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The Leeds programme offers an MA in Deaf Education over two years that combines face-to-face with online learning and support. Read more
The Leeds programme offers an MA in Deaf Education over two years that combines face-to-face with online learning and support. The programme, approved by the Department for Education (DFE) to offer the Mandatory Qualification for Teachers of the Deaf, integrates cutting-edge research knowledge with practitioner expertise to develop skilled, knowledgeable and critical practitioners.

The programme combines a strong research base with input from highly qualified and experienced practitioners in the field. It is delivered within a research intensive environment that prioritises working partnerships with schools/services and other stakeholders through collaborative research and professional development activities.

Central to the programme is an understanding that the establishment of language fluency and effective communication as a basis for cognitive development and access to the curriculum must be an educational priority for all deaf learners. Individual residual hearing and auditory potential must be carefully evaluated and regularly reappraised in relation to the communicative and educational demands of the context, so that advances in personal hearing technologies and the latest thinking on optimal classroom management can be put into practice.

Unique to this programme is recognition of the plural and diverse linguistic contexts of deaf children’s lives. Through consideration of the roles of sign and spoken languages and increasingly sophisticated hearing technologies in deaf children’s lives and education, you will develop a broad language base and the skills to respond flexibly to deaf children’s dynamic and changing communication needs.

The MA Deaf Education comprises four core modules delivered across two years. Your first module will be either Deafness and Development or Educational Audiology, depending on when you commence your studies.

Educational Audiology explores the full audiological implications of deafness in both social and educational settings. You will develop a knowledge and understanding of the auditory system and gain practical experience of assessment procedures, and the implementation of audiological support programmes. You will gain an understanding of the effective use of all classroom related audiological and amplification systems, and ways in which different technologies maximise the use of audition.

Learning and Teaching considers the implications of deafness for individual learning and achievement, and explores ways in which teaching, learning and assessment opportunities can be maximised to facilitate pupil progress. You will gain a knowledge and understanding of ways in which the environment and the use of technology can contribute to the learning experience. You will develop skills in individual planning and the monitoring and assessment of learning, and how this is shared with other professionals, parents and deaf learners.

Deafness and Development focuses on child and language development and the potential impact of deafness on early childhood experiences and development. You will gain a knowledge and understanding of the language, communication and interaction issues associated with childhood deafness, and implications for cognitive development and social- emotional well-being. You will develop skills in assessing and developing the language of deaf learners and flexible approaches to meeting the language needs of deaf learners in the classroom.

The Context of Deaf Education provides you with an in-depth understanding of the current legislative and educational context for deaf education. This includes current statutory frameworks as well as in-school evaluation and improvement processes. As part of this module you will have the opportunity to broaden your experience of the different types of settings in deaf education and to equip yourself with the knowledge and skills needed to support learners across the range of specialist and mainstream models of provision.

To receive the MA qualification you will also complete a research-based Dissertation. This is an independent piece of work that allows you to study a topic related to your own interests and to make a genuine contribution to the field. This aspect of the programme is supported by an online research methods module, two face-to-face study days, regional tutorials and individual supervision.

If you are working towards the Teacher of the Deaf (ToD) award, you will also build a Professional Skills Portfolio throughout the two years. This applied aspect of the programme allows you to acquire and demonstrate the mandatory teaching, communication and audiological skills required of a ToD.

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The MSc in Deaf Education gives you the opportunity to develop research skills within this area of expertise and also provides training for qualified teachers who want to work within deaf education. Read more
The MSc in Deaf Education gives you the opportunity to develop research skills within this area of expertise and also provides training for qualified teachers who want to work within deaf education. It delivers an evidence-based approach to meeting the diverse needs of deaf children.

The course places a strong emphasis on translation of theory to practice. The rapid developments in audiology, and our understanding of language, communication and educational practice, make this an exciting area of study. The course has DfES/TDA approval, which meets the requirements of the mandatory qualification.

If you already hold the PGDip in Deaf Education, an additional module is available to allow you to gain an MSc, including Research Methods and a Dissertation.

Aims

This course aims to provide you with the skills, knowledge and understanding to ensure deaf children are able to achieve their full potential.

Special features

The course is delivered by a multi-professional team within a highly specialised and internationally recognised department.

Coursework and assessment

A variety of assessment methods are used including written assignments, case reports, practical work and practical delivery of work.

As part of the course, there are opportunities for formative assessments that help to shape individual studies but do not contribute to the final marks.

The dissertation may be in the form of:
-A systematic review
-A detailed critical review of a school/service
-A theoretical review
-A quantitative study
-A metasynthesis
-A policy review

Career opportunities

The majority of students who graduate from the MSc or Diploma in Deaf Education progress to a career teaching deaf children. This is a diverse remit and a teacher of the deaf may work in a school for the deaf, a unit or resourced provision, at primary or secondary level, or a specialist nursery class. They may also act as peripatetic support to deaf learners in mainstream classes, or early years child and family support, often moving through a range of these roles throughout their career.

Career opportunities can also include a move into academic research and higher education if that is an interest. There are a small but growing number of teachers of the deaf who take time out to work abroad (eg through UN or V.S.O.) supporting services in developing countries.

Accrediting organisations

-Teacher Development Agency

Associated organisations

-British Association of Teachers of the Deaf
-The National Deaf Children's Society

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Our PGDip in Deaf Education provides training for qualified teachers who want to work within deaf education. It delivers an evidence-based approach to meeting the diverse needs of deaf children. Read more
Our PGDip in Deaf Education provides training for qualified teachers who want to work within deaf education. It delivers an evidence-based approach to meeting the diverse needs of deaf children.

The course places a strong emphasis on translation of theory to practice. The rapid developments in audiology, and our understanding of language, communication and educational practice, make this an exciting area of study. The course has DfES/TDA approval, which meets the requirements of the mandatory qualification.

Aims

This course aims to provide you with the skills, knowledge and understanding to ensure deaf children are able to achieve their full potential.

Special features

This course is delivered by a multi-professionals in a highly specialised and internationally recognised team.

Teaching and learning

In addition to the full-time option, the University offers an on-campus option (2 years part-time) or an e-blended learning and distance learning course (2 years part-time) to make the course as accessible and flexible as possible.

The e-blended course is a new option offering online and written materials with 2x3 days on campus per year. All students undertake two placement blocks with a total of eight weeks on placement over the course of study.

All on-campus students are also required to attend a weekend workshop (this is optional for students undertaking the e-blended course). The weekend provides an opportunity to meet a range of professionals, to extend knowledge and understanding, to exchange ideas and to establish a strong group identity. It is based in a well-appointed University conference centre in Manchester.

Career opportunities

The majority of students who graduate from the Diploma in Deaf Education progress to a career teaching deaf children. This is a diverse remit and a teacher of the deaf may work in a school for the deaf, a unit or resourced provision, at primary or secondary level, or a specialist nursery class. They may also act as peripatetic support to deaf learners in mainstream classes, or early years child and family support, often moving through a range of these roles throughout their career.

Accrediting organisations

-Teacher Development Agency.

Associated organisations

-British Association of Teachers of the Deaf (BATOD)
-National Deaf Children's Society

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Our Additional Support for Learning programmes are designed to meet the needs of practising teachers and other professionals. This programme aims to build on your existing knowledge and experience to take you to the level of specialist in the education of deaf children and young people. Read more

Programme Description

Our Additional Support for Learning programmes are designed to meet the needs of practising teachers and other professionals.

This programme aims to build on your existing knowledge and experience to take you to the level of specialist in the education of deaf children and young people.

Whatever the context – mainstream school, peripatetic teacher of deaf children, working in a resource base in a school or a school for deaf children – you will develop the critical understanding necessary to interpret the different constructions of deafness, and use audiological information and language assessments to devise appropriate support for deaf children.

You will build your collaborative skills, and examine the use and potential of both spoken and sign language in strategies for deaf education.

Programme structure

Your learning will be in the form of lectures, seminars, small-group discussions and skill-development sessions.

Some courses are offered in e-learning or blended learning format, combining on-campus and online study.

All the programme's courses are studied part time, and you can select individual courses for your CPD needs, complete 60 credits for a Postgraduate Certificate, or complete 120 credits for a Postgraduate Diploma.

Career opportunities

The skills you gain with this qualification will enhance your confidence and ability in taking on a wider range of roles as a teacher of deaf learners.

Should you complete the MEd, you may choose to continue on to an advanced research degree, e.g. EdD.

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The master of science degree in secondary education of students who are deaf or hard of hearing prepares students to meet the national need for teachers of secondary students who are deaf or hard of hearing. Read more
The master of science degree in secondary education of students who are deaf or hard of hearing prepares students to meet the national need for teachers of secondary students who are deaf or hard of hearing. The program prepares teachers not only as effective and ethical practitioners but also as scholars and leaders in the profession.

Faculty members are international leaders in research and are highly skilled in the education of deaf people. A carefully designed system of faculty advisement is a prominent feature of the program. On-campus facilities, state-of-the-art technology, and a well-established system of educational access services combine to make this a vital program for both deaf and hearing students who desire careers as professional educators of deaf students.

Plan of study

Course work requires a minimum of four semesters. A cumulative GPA of at least 3.0 must be maintained. Before graduation, students are expected to have at least intermediate-level signing skills as determined by a Sign Language Proficiency Interview.

Admission requirements

To be considered for admission to the MS program in secondary education of students who are deaf or hard of hearing, candidates must fulfill the following requirements:

- Hold a baccalaureate degree from an accredited college or university,

- Have a cumulative grade point average of 3.0 or higher,

- Submit official transcripts (in English) of all previously completed undergraduate and graduate course work,

- Have a basic knowledge of American Sign Language as measured by a departmental skill assessment, or willingness to take American Sign Language I (or its equivalent) at NTID or another college prior to beginning the program,

- Have a level of writing proficiency appropriate to graduate study as indicated by a review of undergraduate writing-intensive courses and an expository essay,

- Submit letters of reference and an expository essay that indicates evidence of professional commitment and potential for success in the program,

- Submit scores from Graduate Record Exam (GRE),

- Participate in an individual interview, and

- Complete a graduate application.

- International applicants whose native language is not English must submit scores from the Test of English as a Foreign Language (TOEFL). Minimum scores of 550 (paper-based) or 213 (Internet-based) are required.

Additionally, 30 semester credit hours in a content area are required by the New York State Education Department for initial certification to teach a secondary (grades 7–12) content area. Students who do not have the required number of hours must complete the additional credits before applying for New York State certification. Secondary academic subjects include American Sign Language, English, mathematics, social studies, or science. Please note: The social studies content area includes economics and government, and at least 21 semester hours in the history and geography of the United States and the world.

Additional information

- Financial Aid

NTID graduate tuition rates are less than one-half of RIT’s tuition. Approximately 70 percent of students enrolled in the MS program in secondary education receive some type of financial assistance each year. Students complete only the Free Application for Federal Student Aid (FAFSA) to apply for financial aid. Students enrolled in this program may be eligible for grant funding from the U.S. Department of Education. In addition, federal loan programs may be available.

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The Special Education program at UBC concerns the education of students with exceptionalities, such as students with visual impairments, developmental disabilities, emotional or behavioural disorders, learning disabilities, gifts and talents, and those who are deaf or hard of hearing. Read more

Program Overview

The Special Education program at UBC concerns the education of students with exceptionalities, such as students with visual impairments, developmental disabilities, emotional or behavioural disorders, learning disabilities, gifts and talents, and those who are deaf or hard of hearing. Faculty are committed to promoting practices that facilitate inclusion, empowerment, and self-determination of individuals with disabilities and other special needs in home, school, and community settings.

UBC does not offer an undergraduate degree in special education.

The undergraduate courses in special education are open to students enrolled in the regular B.Ed. program or in one of the following post-B.Ed. special education programs: (1) Master of Education (M.Ed), (2) Master of Arts (M.A.), and (3) Diploma in Special Education. Most undergraduate courses are also available to Unclassified students.

Quick Facts

- Degree: Master of Arts (research-based), Master of Education (course-based)
- Specialization: Special Education
- Subject: Education
- Mode of delivery: On campus
- Faculty: Faculty of Education

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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. Read more

Programme description

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 Postgraduate Diploma (visually impaired learners), Postgraduate Diploma (deaf learners) and Postgraduate Diploma (bilingual learners).
Programme structure

Compulsory courses:
Inclusive Pedagogy
Sources of knowledge
Conceptualising research

Option courses:
You will choose 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 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
an option course worth up to 40 credits from within the School or from elsewhere in the University (at SCQF level 11), subject to approval by the programme director
Dissertation (MSc)
Planning research
Research dissertation

Learning outcomes

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

Career opportunities

Suiting newly qualified teachers and experienced practitioners alike, this programme provides a qualification that can open doors to a new career in inclusive and special education, or an advanced role in the field.

It can also provide the foundations for a career in policy formation and development, as well as a broad range of highly transferable skills, such as communication and project management, which can be applied to roles in any field.

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This distance learning programme approved by the National College for Teaching and Leadership (NCTL) has been offered at the University of Birmingham since 1989. Read more
This distance learning programme approved by the National College for Teaching and Leadership (NCTL) has been offered at the University of Birmingham since 1989. It is open to teachers who are qualified to teach school-aged pupils who wish to gain the mandatory qualification of teacher of the deaf. The programme aims to equip teachers who are already qualified to teach school-aged children in England to meet the relevant NCTL standards to achieve qualified teacher of the deaf status.

It is also open to other 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. Applicants who are not qualified teachers of school-aged pupils may take the University (non mandatory) Award but will not be eligible to obtain qualified teacher of the deaf status from the NCTL.

Study is supported through study packs, tutorial groups, telephone, email, web based learning and online materials, and through an allocated tutor in a small tutorial group which allows students to learn with each other. Internet access is required for the programme. There is a University based study week in January each year, at which attendance is compulsory.

Students who successfully complete all modules for the Postgraduate Diploma may choose to transfer to the MEd.

About the School of Education

The School of Education has a long-standing reputation as a centre of excellence for teaching and research in a wide range of areas of educational practice and policy. It is an international leader in education with a history of top rated research. In the 2016 QS World Rankings, it was ranked 28th in the World and joint 7th in Europe/UK.
The School employs over 100 academic staff who teach more than 2,500 students. It is home to a number of departments and research centres with a history of top rated research and is an international leader in education.
School of Education ranking:
- Ranked 6th in the Guardian University League Tables 2017
- Ranked 10th in the 2017 Complete University Guide
- In Top 3 for HEI provision in the Good Teacher Training Guide
- Ranked 28th in the World in the 2016 QS World Rankings
- Ranked 9th overall for Research in the 2014 REF (with more than 82% of research rated as ‘internationally excellent’ (3*) or ‘world leading’ (4*).
- Rated 'outstanding' in latest Ofsted inspection (2013) for its Teacher Training programmes
- Ranked third for Education in The Times Good University Guide 2017

Funding and Scholarships

There are many ways to finance your postgraduate study at the University of Birmingham. To see what funding and scholarships are available, please visit: http://www.birmingham.ac.uk/pgfunding

Open Days

Explore postgraduate study at Birmingham at our on-campus open days.
Register to attend at: http://www.birmingham.ac.uk/pgopendays

Virtual Open Days

If you can’t make it to one of our on-campus open days, our virtual open days run regularly throughout the year. For more information, please visit: http://www.pg.bham.ac.uk

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This course is aimed at practising audiologists. It combines audiology-specific course units and units shared with other health professionals from a variety of other disciplines. Read more
This course is aimed at practising audiologists. It combines audiology-specific course units and units shared with other health professionals from a variety of other disciplines.

You may choose to complete 60 credits for a PGCert (exit award) or 120 credits for a PGDip. On successful completion of 120 credits, progression to the full MSc qualification allows you to explore, in depth, a specific aspect of audiology practice, policy, research or education in the form of a 60-credit, 12,000 to 15,000-word dissertation.

Aims

The course aims to:
-Enable you to critically evaluate and apply aspects of contemporary audiology and healthcare practice, policy, research and education
-Foster positive values and attitudes that recognise and respect individual and cultural diversities and challenge discriminatory practice
-Equip you with in-depth knowledge, understanding and skills to critically evaluate research and the evidence base for audiology practice that promotes optimal health and involves service users and carers in the delivery of care
-Develop your abilities and skills in critical reflective practice, problem solving and creative ethical decision making
-Contribute to innovation, change and quality improvement in audiology and health care practice at both individual and organisational levels by equipping you with a systematic and critical understanding of relevant knowledge, theoretical frameworks and advanced skills
-Enhance your career development and lifelong learning in order to support safe practice and the maintenance and enhancement of appropriate standards of audiology practice

Additional aims for the MSc are to enable you, through the systematic, in-depth, exploration of a specific area of audiology practice, policy, research or education to extend your knowledge, understanding and ability to contribute to the advancement of audiology knowledge and practice at an individual and/or organisational level.

Special features

The course provides unique opportunities for interprofessional learning, combining specialist audiology course units with a range of course units in which students from a range of health care professions study core concepts and subjects together. You will also have the opportunity to study with professionals in closely related areas such audiology as teachers of the deaf.

The wide variety of units available allows you to your tailor learning and through assessments you will further apply core knowledge and skills.

Additional course information

The University is at the forefront of developments in health care professional education and research having received excellent research ratings in UK Research Assessment Exercises. We have also been commended on the excellent quality of teaching and learning provision.

An established reputation for excellence, outstanding learning facilities and high student support, combined with the opportunity to be taught by leading academic, clinical and research staff, make The University of Manchester the ideal place for practising audiologists to study for a postgraduate qualification.

Teaching and learning

You will participate in a range of teaching and learning methods including lectures, small group work, student led seminars, problem based learning and online learning. In addition, you will be required to undertake independent study in order to further develop and consolidate your learning. Where appropriate, and with individual arrangements, some audiology modules may include participation in practical skills laboratories.

Part-time students entering the PG Dip or MS will normally study one day per week to complete 60 credits per year as required for the award. An exit award of PG Cert is available to students exiting after completion of 60 credits. This must include at least 15 credits of Audiology specific units from those available.

Please note, a maximum of 30 credits of individual course units can also be studied on a stand-alone basis.

Coursework and assessment

A variety of assessments are used within individual course units and across the course as a whole. All assessments require you to integrate knowledge and understanding, and apply this to your own practice relevant to the outcomes of each unit.

Assessment methods include:
-Essays
-Case studies
-Assessed seminar presentations
-Literature reviews
-Change proposals

The full MSc qualifications requires an extended written piece of work (12,000-15,000 words) which focuses on a specific aspect of audiology practice, policy or research in the form of an extended literature based review.

Course unit details

Taught units can be studied in any order except where there are specific pre-requisites. Optional taught units for the PG Dip/MSc:
-Neurosensory Science
-Clinical Applications of Neurosensory Sciences
-Adult Auditory Assessment and Management
-Vestibular Assessment and Management
-Paediatric Audiology
-Effective Amplification for Infants and Children
-Developing Deaf Child
-Language Acquisition
-Understanding Practice in Deaf Education in the UK
-Advanced Skill in Aural Rehabilitation

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This specialisation in Sign Language and Deaf Studies is unique amongst existing Master’s degrees in including components in the psychology and linguistics and neuroscience of deafness and sign language, taught by staff at the Deafness Cognition and Language Research Centre. Read more
This specialisation in Sign Language and Deaf Studies is unique amongst existing Master’s degrees in including components in the psychology and linguistics and neuroscience of deafness and sign language, taught by staff at the Deafness Cognition and Language Research Centre. Students also have the opportunity to study introductory British Sign Language.

Degree information

Students take a set of core modules and then specialise in linguistics, psychology of language, and/or interpreting. In selecting the modules for specialisation, students are able to take full advantage of the breadth of expertise in language research in the UCL Division of Psychology & Language Sciences.

Students undertake modules to the value of 180 credits.

The programme consists of two mandatory modules (45 credits), three specialisation modules (45 credits), two optional modules (30 credits) and a research project (60 credits). A Postgraduate Diploma (120 credits) consisting of two mandatory modules (45 credits), four core modules (60 credits), and one optional module (15 credits) is also offered. A Postgraduate Certificate of four mandatory modules (60 credits) is also offered.

Core modules
-Introduction to the Brain and Imaging
-Research Methods: Principles, Skills and Applications

Specialisation modules - students take four specialisation modules, students who already hold BSL CACDP Level 1 or equivalent choose three specialisation modules and two optional modules:
-Introduction to British Sign Language
-Deafness: Cognition and Language
-Linguistics of Sign Languages
-Introduction to Deafhood

Optional modules - students then select one optional module from all those offered within the Division of Psychology and Language Sciences, subject to availability and agreement with the Programme Director (students who already hold BSL level one or equivalent select two). Recommendations include:
-Foundations of Linguistics
-Historical and Social Context of Interpreting
-Interaction and Language Management of Interpreting
-Introduction to Children’s Language Development
-Multimodal Communication and Cognition
-Sociolinguistics

Not all modules will run every year, some modules may require a minimum number of registered students.

Dissertation/report
All students undertake an independent research project in an area of Language Science which culminates in a dissertation of 10,000 words.

Teaching and learning
The programme is delivered through a combination of lectures, small-group teaching and a virtual learning environment. Some modules also involve workshops or practical classes. Student performance is assessed through coursework, examinations and the research dissertation.

Careers

The majority of students who graduate from Language Sciences MSc programmes go on to further study or research. Recent graduates have gone on to PhD study in UCL, and other UK and overseas institutions. Others have gone to work in related industries, for example in speech technology industries, cochlear implants manufacturers, and in education. The skills that the MSc develops - independent research, presentation skills, and statistics - are transferable and very highly sought outside of academia.

Why study this degree at UCL?

The division undertakes world-leading research and teaching in mind, behaviour, and language. Staff and students benefit from cutting-edge resources including extensive laboratories for research in speech and language, perception, and cognition.

Opportunities for students to work with world-renowned researchers exist in all areas of investigation. The division offers a supportive environment including numerous specialist seminars, workshops, and guest lectures.

The Language Sciences MSc provides the opportunity for in-depth study of one or more areas of the Language Sciences. The programme is an 'umbrella degree', with a number of specialisation strands that follow a common structure.

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The Qualifying Certificate in Psychology is designed to enable students with no previous experience of psychology in higher education to acquire sufficient knowledge and skills to study at FHEQ level 5/6 (second or third year of full-time study) at a UK university. Read more
The Qualifying Certificate in Psychology is designed to enable students with no previous experience of psychology in higher education to acquire sufficient knowledge and skills to study at FHEQ level 5/6 (second or third year of full-time study) at a UK university.

The certificate is offered as an entry qualification for the Oxford Brookes MSc Psychology, but it also meets the entry requirements for other universities' psychology conversion courses.

The course is available from September for part-time students, and from January for full-time and part-time students.

See the website http://www.brookes.ac.uk/studying-at-brookes/courses/postgraduate/2015/psychology-qualifying-certificate/

Why choose this course?

- Oxford Brookes has one of the largest groups of developmental psychologists in the UK along with expertise in cognitive neuroscience and qualitative methods.

- Our professionally-accredited courses allow chartered membership of the British Psychological Society.

- Excellent opportunities for progression into courses across psychology, education and health.

- State-of-the-art facilities including a video observation lab, Babylab, action research lab and perception lab.

- Strong connections through joint research projects with partners in health, education and industry.

- A comprehensive programme of research seminars offered by the department as well as specialist seminars organised by individual research groups.

Teaching and learning

Our department has a thriving community of research-active staff and research scholars. We include aspects of our research in all our courses, teach specialist modules in our areas of expertise and supervise dissertations in our specialist subjects. Learning methods include lectures, directed reading, seminars and practical work.

Teaching is organised on a module-credit basis, each involving approximately 150 hours of student effort and approximately 36 hours of staff contact.

Each course module is assessed individually, generally on the quality of written work. Assessment methods may include essays, formal written examinations or in-class tests.

Specialist facilities

The Psychology Department boasts state-of-the-art facilities including a video observation lab, Babylab, action research lab and perception lab. In addition, postgraduate students have a dedicated study and social working space to facilitate group projects and provide a venue for our research seminar series.

Careers

The department offers advice on future career opportunities, including practical help with applications to future training and employment. For many of our students, their postgraduate psychology qualification is a stepping stone to professional training for careers in educational and clinical psychology. Some choose to continue their academic studies, progressing to PhD.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

Research highlights

In the 2014 Research Excellence Framework (REF) 95% of our research was internationally recognised and 60% of the impact of our research was rated internationally excellent.

Prof. Margaret Harris has been awarded a grant of over £315K from the Economic and Social Research Council (ESRC) to find out whether technological advances to aid children and babies with hearing loss have had a positive effect on deaf children’s literacy.

Prof. Anna Barnett and her colleague Dr Luci Wiggs have been awarded a grant of £59K from The Waterloo Foundation to examine sleep disturbance in children with and without Developmental Coordination Disorder (DCD). This condition is characterised by significant movement difficulty and associated psycho-social and educational problems. Previous work suggests that sleep disturbance may be a relevant factor and this project will examine sleep in DCD with extensive and objective measures in relation to child and parent functioning.

Dr Kate Wilmut has been awarded a prestigious ESRC grant of over £160k to conduct research into forward planning of movement in children with and without Developmental Coordination Disorder. It is hoped that furthering our understanding of the mechanisms underlying this condition may lead to the development of effective intervention programmes.

With funding from the Leverhulme Trust, Prof. Vince Connelly is leading an interdisciplinary project conducting research into the writing problems of children with language difficulties. Embracing psychology, education and linguistics, this ground-breaking project is aimed at bridging the gaps in current knowledge and will help practitioners to develop literacy strategies to help this already disadvantaged group of children.

Dr Clare Rathbone has been awarded a grant from the ESRC to examine the relationship between memory and identity across the lifespan. Memory impairments can lead to more than mere forgetfulness; they can affect our sense of self and identity. This work will explore the changes in memory that take place in both normal ageing and in dementia.

Professor Margaret Harris and Dr Mark Burgess were awarded £640k by the Technology Strategy Board, a public research council that facilitates innovative technological collaboration between businesses and researchers. They are conducting multi-method research into the critical socio-psychological factors that underpin people’s transition from traditional combustion engine cars to ultra low carbon vehicles and are feeding their results back to car manufacturers, energy companies, and the government.

Research areas and clusters

Developmental Psychology Research Group
There are three main strands to research in this group:
1. Cognitive & Social Development - this includes work on the impact of socio-cultural contexts on human cognition and identity development, children’s evaluation of other people as sources of information, children’s understanding of emotion, the nature of mother-child interactions, children’s interactions with their peers and explanations for school bullying

2. Language & Literacy - this has a focus on the development of speech, reading, spelling, writing and handwriting

3. Developmental Disorders - this includes research on children with hearing impairment, Specific Language Impairment, Dyslexia, Developmental Coordination Disorder, Autism and sleep disorders.

Some of our research focuses on the description of typical development and explanation of developmental processes in different domains. Other work is concerned with understanding the mechanisms underlying atypical development and an examination of ways to support children and their families. Several staff in this research group work with professionals from other disciplines including health and education and are concerned with the production of practical assessment tools and the evaluation of intervention approaches to help children achieve their full potential.

- Adult Cognition Research Group
Research in this group covers the exploration of basic mechanisms as well as higher order processes in normal and atypical populations. A variety of methods are employed (behavioural and psychophysical measures, eye-tracking, movement analysis, and neuropsychological instruments). Specific research interests include: memory processes in ageing, autobiographical memory and identity processes, visual and attentional processing, reading and, perception and action

- Applied Social Psychology
The work of this group involves the application of a variety of different research methods and theoretical perspectives to investigate a range of contemporary issues and social problems. Members of the group share research interests in the psychological processes that underpin significant life transitions, the self and identify, mental and physical health experiences, attitudes, autism and sex differences.

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See the department website - https://www.rit.edu/academicaffairs/sois/getting-started/graduate/graduate-degrees-programs. The professional studies program is specifically designed to enable students to create an individualized plan of graduate study tailored to their personal and professional goals. Read more
See the department website - https://www.rit.edu/academicaffairs/sois/getting-started/graduate/graduate-degrees-programs

The professional studies program is specifically designed to enable students to create an individualized plan of graduate study tailored to their personal and professional goals. This degree offers students the opportunity to draw on more than 50 graduate programs in order to gain the advanced knowledge and skills necessary to respond successfully to new and emerging career opportunities. The professional studies degree can be completed on campus or online.

For example, students interested in integrating sustainability into their career as a facilities manager might combine courses from the sustainability and facility manangement programs. Educators may be interested in combining courses from the school psychology and secondary education of students who are deaf or hard of hearing programs to improve their knowledge of special learning populations and the social issues students face in today's educational environments. Communication professionals interested in employment in government offices might choose concentrations in communication and media technologies and public policy to enhance their knowledge of media relations, public relations, government operations, and policy formation. There are a wide range of concentrations that can be created based on each student's professional career aspirations.

The degree also includes a capstone project. This applied, hands-on project is directly related to the student’s individualized plan of study.

Concentration areas

Students create two or three concentrations with courses selected from a wide range of graduate programs at RIT. Some common concentration areas include:

Applied and Computational Mathematics
Applied Statistics/Quality
Bioinformatics
Business (Marketing, Management, etc.)
Chemistry
Color Science
Communication and Media Technology
Computer Engineering
Computer Science
Criminal Justice
Electrical Engineering
Environmental, Health and Safety Management
Facilities Management
Health Systems Administration
Human Resource Development
Imaging Science
Industrial and Systems Engineering Industrial Design
Information Sciences and Technologies
Microelectronics Manufacturing Engineering
Packaging Science
Product Development and Design
Project Management
Public Policy
School Psychology
Secondary Education of Students Who Are Deaf or Hard of Hearing
Service Management
Software Development
Software Engineering
Sustainability
Training, Design and Assessment
Visual Communication Design

Plan of study

The program requires the completion of 33 credit hours and can be completed through full or part-time study. Students begin their studies with Contexts and Trends (PROF-705), the program’s foundation course. Throughout this course students explore their personal career objectives and research RIT’s portfolio of graduate programs to identify courses that best match their professional and personal goals.

Students create two or three concentrations that make up their required course work for the degree program. Each concentration is a selection of courses drawn from existing RIT graduate programs and can range from 9 to 15 credit hours. Graduate credits earned in other programs may be used in completing a concentration, upon approval.

Credit hours not required to fulfill a concentration area may be used for electives. All elective and transferred graduate courses need to be integrated into the proposed plan of study. With certain concentrations, the degree may be completed entirely through online learning.

Required courses

Context and Trends (PROF-705)

This course introduces students to interdisciplinary thinking, personal self-assessment, problem solving, goal setting, and research techniques using electronic information resources. Students work toward selecting concentrations and finalizing a plan of study for their graduate program.

The Capstone Project (PROF-775)

This course is a supervised, hands-on experience in which students apply the skills and knowledge developed through their individualized plans of study, concluding with oral and written presentations. Before students can engage in theri capstoe porject, they must first complete the Capstone Proposal Seminar course (PROF-770).

International Students

International applicants whose native language is not English must submit scores from the Test of English as a Foreign Language. Minimum scores of 550 (paper-based) or 79 (Internet-based) are required. Scores from the International English Language Testing System (IELTS) are accepted in place of the TOEFL exam. Minimum acceptable scores will vary; however, the absolute minimum score for an unconditional acceptance is 6.5. The TOEFL requirement is waived for native speakers of English or for those submitting educational transcripts and diplomas from American colleges and universities.

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This course is for you if you need to improve your English language skills and subject knowledge of electronic engineering before going on to a Masters course. Read more
This course is for you if you need to improve your English language skills and subject knowledge of electronic engineering before going on to a Masters course. You improve your language fluency and academic vocabulary, develop your academic skills, and gain experience of western methods of teaching and learning so that you can progress onto a relevant Masters course in our School of Computer Science and Electronic Engineering.

At Essex, you can progress onto our MSc Computer Networks and Security, MSc Electronic Engineering, or MSc Telecommunication and Information Systems.

Our International Academy offers some of the best routes for international students to enter higher education in the UK. Our innovative courses and programmes have proved very successful with international students and have also attracted UK students because of the distinctive learning environment we offer.

If you are an international student, you may find that the education system in the UK is slightly different from other countries and, sometimes, that the transition to the British system can be challenging. Our courses help you to settle in and adapt to life in the UK.

Alongside improving your academic English skills, you also gain knowledge and understanding of the technical aspects of electronic engineering systems.

We are home to many of the world’s top engineers, and our work is driven by creativity and imagination as well as technical excellence. We are ranked Top 10 in the UK in the 2015 Academic Ranking of World Universities, with more than two-thirds of our research rated ‘world-leading’ or ‘internationally excellent’ (REF 2014).

Our expert staff

We have been one of the leading electronics departments in the country throughout our history, and in recent years, our prolific research staff have contributed to some major breakthroughs.

We invented the world's first telephone-based system for deaf people to communicate with each other in 1981, with cameras and display devices that were able to work within the limited telephone bandwidth. Our academics have also invented a streamlined protocol system for worldwide high speed optical communications.

Specialist facilities

By studying within our International Academy, you will have access to all of the facilities that the University of Essex has to offer:
-We provide computer labs for internet research; classrooms with access to PowerPoint facilities for student presentations; AV facilities for teaching and access to web-based learning materials
-Our new Student Services Hub will support you and provide information for all your needs as a student
-Our social space is stocked with hot magazines and newspapers, and provides an informal setting to meet with your lecturers, tutors and friends

You can also take advantage of our world-class computer science facilities:
-We have six laboratories that are exclusively for computer science and electronic engineering students. Three are open 24/7, and you have free access to the labs except when there is a scheduled practical class in progress
-All computers run either Windows 7 or are dual boot with Linux
-Software includes Java, Prolog, C++, Perl, Mysql, Matlab, DB2, Microsoft Office, Visual Studio, and Project
-Students have access to CAD tools and simulators for chip design (Xilinx) and computer networks (OPNET)
-We also have specialist facilities for research into areas including non-invasive brain-computer interfaces, intelligent environments, robotics, optoelectronics, video, RF and MW, printed circuit milling, and semiconductors

Example structure

-English for Academic Purposes
-Advanced English for Academic Purposes
-Critical Reading and Seminar Skills
-Engineering Mathematics
-Extended English for Academic Purposes Project
-Mathematical Research Techniques Using Matlab
-Advanced Embedded Systems Design (optional)
-C Programming and Embedded Systems (optional)
-Telecommunication Networks and Systems (optional)
-Telecommunication Principles (optional)

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Learning outcomes -. This Second Cycle Degree Programme will provide advanced linguistic and cultural knowledge, analytical skills in the chosen foreign language as well as the necessary ability to interact with multidisciplinary and multicultural research groups. Read more
Learning outcomes -

This Second Cycle Degree Programme will provide advanced linguistic and cultural knowledge, analytical skills in the chosen foreign language as well as the necessary ability to interact with multidisciplinary and multicultural research groups.

According to their plan of study, students will acquire specific know-how in the historic, diachronic evolution of the language they choose, in the issues and tools concerning the teaching of Italian language, in the experimental phonetics and physics of acoustic (XML language, heuristic methods and accessibility indicators), in the linguistic tools to analyze language disorders and deafness, in the analysis of language and in the English language, culture and literature.

Languages available:

Albanian, Arabic, Czech, English, Hebrew, French, German, modern Greek, Italian Sign Language (LIS), Polish, Portuguese and Brazilian, Russian, Serbo-Croatian, Spanish.

Curricula available -

• English Linguistics
• Language Sciences
• Language Sciences (in English)

Occupational profiles -

Second-cycle graduates may hold positions of high responsibility in linguistic education, international co-operation and international institutions, public utility services related to cross-cultural communication. Graduates may also deal with advance research on speech and languages at TAL research institutes and laboratories, carry out coordination activities in lifelong language learning programmes and in welcoming and Italian training of foreign students in schools, provide specialised consulting for multimedia publishing and communication, teach Italian to foreigners in Italian Cultural Institutes abroad, provide specialised consulting and collaboration within the medical research and finally work as communication assistants for the deaf and as experts of Italian Sign Language (LIS).

Attendance - Open attendance

Examination assessment and graduation -

Educational activities include classroom teaching, workshops and internships, in order to acquire wide-ranging skills that can be readily transferable into the world of work.

Knowledge gained by students will be assessed through written and oral exams during their entire university career.

The final exam consists in writing a thesis, which must possess the characters of originality, exhaustive documentation and scientific investigation and which will be discussed with a committee of university professors and experts.

Access to further studies -

Specialist Master’s Programmes (1st and 2nd level) and Research Doctorates

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Our graduates work in major telecommunications companies around the world. We have run this course for over 25 years and, in that time, educated over a thousand communications specialists. Read more
Our graduates work in major telecommunications companies around the world. We have run this course for over 25 years and, in that time, educated over a thousand communications specialists.

Starting from the concept of a signal, we cover the fundamentals of how signals are acquired, processed and transmitted over a wide range of media — electronic, optical and radio. Our laboratory work shows how these principles are put into practice and your software development skills are improved through a series of lectures, exercises and assignments.

Building on this, we explore a number of state-of-the-art topics in detail, including:
-Modern digital transmission systems
-Wireless communication systems
-Computer security and cryptography
-Complex electronic circuits
-Networked systems

Our School is a community of scholars leading the way in technological research and development. Today’s telecommunications engineers are creative people who are focused and committed, yet restless and experimental. We are home to many of the world’s top engineers, and our work is driven by creativity and imagination as well as technical excellence.

We are ranked Top 10 in the UK in the 2015 Academic Ranking of World Universities, with more than two-thirds of our research rated ‘world-leading’ or ‘internationally excellent (REF 2014).

This course is also available on a part-time basis.

This degree is accredited by the Institution of Engineering and Technology (IET).This accreditation is increasingly sought by employers, and provides the first stage towards eventual professional registration as a Chartered Engineer (CEng).

Our expert staff

We have been one of the leading electronics departments in the country throughout our history, and in recent years, our prolific research staff have contributed to some major breakthroughs.

We invented the world's first telephone-based system for deaf people to communicate with each other in 1981, with cameras and display devices that were able to work within the limited telephone bandwidth. Our academics have also invented a streamlined protocol system for worldwide high speed optical communications.

Specialist facilities

We are one of the largest and best resourced computer science and electronic engineering schools in the UK. Our work is supported by extensive networked computer facilities and software aids, together with a wide range of test and instrumentation equipment.
-We have six laboratories that are exclusively for computer science and electronic engineering students. Three are open 24/7, and you have free access to the labs except when there is a scheduled practical class in progress
-All computers run either Windows 7 or are dual boot with Linux
-Software includes Java, Prolog, C++, Perl, Mysql, Matlab, DB2, Microsoft Office, Visual Studio, and Project
-Students have access to CAD tools and simulators for chip design (Xilinx) and computer networks (OPNET)
-We also have specialist facilities for research into areas including non-invasive brain-computer interfaces, intelligent environments, robotics, optoelectronics, video, RF and MW, printed circuit milling, and semiconductors

Your future

Our recent graduates have progressed to a variety of senior positions in industry and academia. Some of the companies and organisations where our former graduates are now employed include:
-Elitecore Technologies Ltd
-Juniper Networks
-Cisco Systems
-Incendio Technologies

We also work with the university’s Employability and Careers Centre to help you find out about further work experience, internships, placements, and voluntary opportunities.

Example structure

Postgraduate study is the chance to take your education to the next level. The combination of compulsory and optional modules means our courses help you develop extensive knowledge in your chosen discipline, whilst providing plenty of freedom to pursue your own interests. Our research-led teaching is continually evolving to address the latest challenges and breakthroughs in the field, therefore to ensure your course is as relevant and up-to-date as possible your core module structure may be subject to change.

MSc Advanced Communications Systems
-Theory of Signals and Systems
-Digital Communications
-Networking Principles
-Mobile Communications
-Communications Laboratory
-Mathematical Research Techniques Using Matlab
-MSc Project and Dissertation
-Professional Practice and Research Methodology
-Converged Networks and Services (optional)
-Creating and Growing a New Business Venture (optional)
-Data Science and Decision Making (optional)
-Electronic System Design & Integration
-Network Security and Cryptographic Principles
-Computer Security

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