The PG Dip in Habilitation and Disabilities of Sight (Children and Young People) trains students to support, plan, carry out, supervise and evaluate children’s and young people’s (from birth to 25 years) habilitation skills at home, in public settings, and in educational transitions.
The programme provides students with the opportunity to benefit from our links with Habilitation VIUK (formerly MISE UK), obtaining a qualification that matches the initial quality standards-based registration requirements for habilitation practitioners in the UK. Students work with eminent practitioners in the field of visual impairment, gaining experience of working in a variety of habilitation settings and environments.
Students undertake modules to the value of 180 credits. The programme consists of four core modules (45 credits).
Students are able to exit with a Graduate Certificate on successful completion of modules one and two (taken in this order and worth 90 credits) and all other first-year assessment elements.
Passes in all four core modules, taken in order, and successful completion of all the various assessment elements of the programme are required for an overall pass for the programme.
Teaching and learning
Both face-to-face and virtual learning environment elements will inform the pattern of teaching on the programme. It is assessed by written assessments, coursework assignments, practical skill assessments, skill observations, self-videoed practical assessment activities, presentations, placements, and a portfolio which is matched against the Quality Standards for Habilitation Work with Children and Young People (2011).
Modules three and four involve an extended training/teaching placement.
Further information on modules and degree structure is available on the department website: Habilitation and Disabilities of Sight (Children and Young People) Grad Dip
Graduates of this programme are currently working as habilitation specialists and assistants in local authorities for sensory services, consortia or sensory impairment services for national and local visual and sensory impairment-related charities.
Graduates of this programme work across agencies such as local authorities, schools, and charities to support and develop the habilitation (mobility and independence) of children and young people who are blind or partially sighted.
This programme has been matched against the National Occupational Standards for Sensory Services of the CWDC (2009) and has been developed with the support of the DfE, RNIB and Habilitation VIUK. It takes trainees from the basics of habilitation up to the standard needed for registration as an Habilitation Specailist with HabilitationVIUK.
Successful completion of the Graduate Diploma, followed by a probationary year, is a registration requirement of the UK Habilitation Professional Body, Habilitation VI UK.
Introductory Braille sessions are available for those not already qualified.
The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.
The following REF score was awarded to the department: Psychology & Human Development
78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)
Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.
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).
You will choose three option courses from this range:
The programme aims to:
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.
Our MSc Speech and Language Therapy programme is recognised by The Royal College of Speech and Language Therapists and approved by the Health and Care Professions Council. Speech and language therapists work with adults and children with a range of communication and swallowing difficulties.
This unique programme combines music psychology with neuroscience, focusing on both the biological and cognitive aspects of musical behaviour.
The MSc in Music, Mind and Brain (MMB) is highly interdisciplinary and draws on expertise from leading figures in the field, in areas ranging from music cognition, cognitive neuroscience, computational modelling, music education and music therapy.
As a student on the MSc, you will learn about topics in music psychology (from perception to cognition) and the cognitive neuroscience of music, and will acquire all the necessary skills to pursue your own high-quality research.
The Msc in Music, Mind and Brain was founded by Professor Lauren Stewart.
Current programme directors Dr Daniel Müllensiefen and Dr Maria Herrojo-Ruiz are joined by an expert teaching faculty, all of whom have international profiles within the fields of music psychology and/or the neuroscience of music.
Our Eminent Invited Speaker Series brings world-leading researchers to Goldsmiths to present their latest research to our students.
We offer a range of research projects, drawing on a variety of approaches: behavioural, computational, neuroscientific. Students are also invited to propose a project of their own choice, providing appropriate supervision can be offered.
If a student has a contact with an external supervisor, it may be possible to arrange for project supervision outside Goldsmiths with the involvement of a faculty member as co-supervisor. Examples of previous projects include:
Written examinations; written coursework (essays); oral presentations; research dissertation.
The programme will appeal to you if you are interested in pursuing doctoral research in this area or if you are already a music professional wishing to approach music scientifically.
Graduates from the Music, Mind and Brain programme have gone on to work in one of the following areas:
Other careers that would be informed by this programme include music therapy, neuro-rehabilitation, music consultancy and music and adverstising.
Find out more about employability at Goldsmiths.