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Masters Degrees (Teacher Of The Deaf)

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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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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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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/postgraduate/funding

Open Days

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

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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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 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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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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