• Leeds Beckett University Featured Masters Courses
  • Imperial College London Featured Masters Courses
  • Regent’s University London Featured Masters Courses
  • Xi’an Jiaotong-Liverpool University Featured Masters Courses
  • University of Edinburgh Featured Masters Courses
  • University of York Featured Masters Courses
  • Swansea University Featured Masters Courses
Birmingham City University Featured Masters Courses
University of Hertfordshire Featured Masters Courses
Institute for Advanced Architecture of Catalonia Featured Masters Courses
Coventry University Featured Masters Courses
Newcastle University Featured Masters Courses
"teacher" AND "of" AND "t…×
0 miles

Masters Degrees (Teacher Of The Deaf)

  • "teacher" AND "of" AND "the" AND "deaf" ×
  • clear all
Showing 1 to 11 of 11
Order by 
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.

Read less
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.

Read less
The Special Education area concerns the habilitation and education of students with exceptionalities, such as students with visual impairments, physical disabilities, emotional or behavioural disorders, learning disabilities, developmental disabilities, and students who are deaf or hard of hearing. Read more

Program Overview

The Special Education area concerns the habilitation and education of students with exceptionalities, such as students with visual impairments, physical disabilities, emotional or behavioural disorders, learning disabilities, developmental disabilities, and students who are deaf or hard of hearing. The program also includes a focus on gifted and talented students. The master's programs focus on both research and practice. The M.A. is a research degree, appropriate preparation for doctoral studies, and incorporates a research thesis. The M. Ed. provides advanced professional preparation in areas of Special Education. Topics addressed in the master's programs include cognitive, language, and social development; learning and instructional design; and cultural and individual differences in relation to exceptional students.

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
- Specialization: Special Education
- Subject: Education
- Mode of delivery: On campus
- Program components: Coursework + Thesis required
- Faculty: Faculty of Education

Special Education

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.

Mission

Our mission is to collaboratively engage a range of diversity, expertise, and research endeavors to promote or enhance the learning and well-being of individuals with exceptionalities in home, school, and community settings.

Top 5 Reasons to Apply

1. Only university in the country to offer graduate coursework in special education across all areas of exceptionality.

2. Opportunities for practical experiences with a variety of district and community partnerships:
- American Printing House for the Blind
- Autism Community Training
- BC Children’s Hospital/Sunny Hill Health Centre for Children
- Blind Beginnings
- Communication Assistance for Youth and Adults
- Pacific Autism Family Centre
- Provincial Resource Centre for the Visually Impaired
- Provincial Services for the Deaf and Hard-of-Hearing
- School Districts in the Lower Mainland and rural areas of BC
- Special Education Technology-BC
- Well-Being Program for Deaf, Hard-of-Hearing, and Deaf-blind
- Western Institute for the Deaf and Hard of Hearing

3. We offer opportunities for research and funding through faculty partnerships.

4. We offer opportunities to change practice for the better through Special Education faculty initiatives.

5. Outstanding support through a world-class faculty and staff to guide you on your academic journey!

Read less
The Special Education area concerns the habilitation and education of students with exceptionalities, such as students with visual impairments, physical disabilities, emotional or behavioural disorders, learning disabilities, developmental disabilities, and students who are deaf or hard of hearing. Read more

Program Overview

The Special Education area concerns the habilitation and education of students with exceptionalities, such as students with visual impairments, physical disabilities, emotional or behavioural disorders, learning disabilities, developmental disabilities, and students who are deaf or hard of hearing. The program also includes a focus on gifted and talented students. The master's programs focus on both research and practice. The M.A. is a research degree, appropriate preparation for doctoral studies, and incorporates a research thesis. The M. Ed. provides advanced professional preparation in areas of Special Education. Topics addressed in the master's programs include cognitive, language, and social development; learning and instructional design; and cultural and individual differences in relation to exceptional students.

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 Education
- Specialization: Special Education
- Subject: Education
- Mode of delivery: On campus
- Program components: Coursework + Major Project/Essay required
- Faculty: Faculty of Education

Special Education

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.

Mission

Our mission is to collaboratively engage a range of diversity, expertise, and research endeavors to promote or enhance the learning and well-being of individuals with exceptionalities in home, school, and community settings.

Top 5 Reasons to Apply

1. Only university in the country to offer graduate coursework in special education across all areas of exceptionality.

2. Opportunities for practical experiences with a variety of district and community partnerships:
- American Printing House for the Blind
- Autism Community Training
- BC Children’s Hospital/Sunny Hill Health Centre for Children
- Blind Beginnings
- Communication Assistance for Youth and Adults
- Pacific Autism Family Centre
- Provincial Resource Centre for the Visually Impaired
- Provincial Services for the Deaf and Hard-of-Hearing
- School Districts in the Lower Mainland and rural areas of BC
- Special Education Technology-BC
- Well-Being Program for Deaf, Hard-of-Hearing, and Deaf-blind
- Western Institute for the Deaf and Hard of Hearing

3. We offer opportunities for research and funding through faculty partnerships.

4. We offer opportunities to change practice for the better through Special Education faculty initiatives.

5. Outstanding support through a world-class faculty and staff to guide you on your academic journey!

Read less
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

Read less
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.

Read less
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.

Read less
The MSc Deaf Education (full course) provides an opportunity to develop research skills within the field of deaf education as well as providing training for qualified teachers who want to work within deaf education. Read more
The MSc Deaf Education (full course) provides an opportunity to develop research skills within the field of deaf education as well as providing training for qualified teachers who want to work within deaf education. It provides 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 DfE/TDA approval meeting, the requirements of the mandatory qualification.

For students who already hold the PG Diploma in Deaf Education, an additional module is available to allow students to gain an MSc, including Research Methods and a Dissertation.

Read less
The postgraduate diploma in Deaf Education provides training for qualified teachers who want to work within deaf education. It provides an evidence-based approach to meeting the diverse needs of deaf children. Read more
The postgraduate diploma in Deaf Education provides training for qualified teachers who want to work within deaf education. It provides 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 meeting the requirements of the mandatory qualification.

Read less

  • 1
Show 10 15 30 per page


Share this page:

Cookie Policy    X