ED3DBE: Deafness and Blindness in Education

Module code: ED3DBE

Module provider: Institute of Education

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Semester 1

Module convenor: Mr Ilan Dwek, email: i.g.dwek@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

• To understand the types and causes of blindness and deafness in general and look at co-morbidity of deafness and blindness and understand the underlying challenges 
• To consider different educational pedagogies for those with sensory impairments and how to effectively support those who are born with at least one sensory impairment 
• To reflect on how to improve access for the blind – e.g. braille, audio-description 
• To compare and contrast the literacy skills acquired by sensory-impaired children in educational settings in the UK and abroad  

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Analyse success rates from different educational settings and write analytically about aspects of the module
2. Understand the educational implications of different sensory impairment for children
3. Conduct independent research on Access for sensory-impaired children and adults in everyday life
4. Discuss a medical understanding of sensory impairment and its causes
5. Participate in personal evaluation and peer review, giving and accepting constructive criticism

Module content

This module looks mainly at the impact of sensory impairment – blindness and deafness as well as a combination of both within and outside education fields with a brief look at history of their education, giving consideration to efficiency of teaching for sensory-impaired children where different methods of communication will have been used within education, impact of different educational settings and mainstreaming of deaf and/or blind children, inclusion and social justice. 

Structure

Teaching and learning methods

Tutors teach the theory of Sensory-Impairment within Education, where the impact on deaf or blind or deaf-blind children is explored with analysis of varying success rates, where possible from the perspective of their own disability.  

The module is taught through lectures, including class and small group discussions and presentations. Some sessions require preparatory individual or group work. Students are expected to research widely and develop basic understanding about the challenges facing deaf people and blind people in their everyday life.  

Study hours

At least 18 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

A formative assignment will be submitted during Week 7 of Semester #1 – 1,000 words written assignment – with feedback and comments released to the students during Week 10 

Reassessment

Additional costs