Module: Learners who are Deaf or Hearing Impaired

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Learners who are Deaf or Hearing Impaired
Module Code	SI722 (ITS) / ISE1004 (Banner)
Faculty	DCU Institute of Education	School	Inclusive & Special Education
Module Co-ordinator	-
Module Teachers	-
NFQ level	9	Credit Rating	10
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only

Description

This module will enable students to take a life-span approach to education, understanding the development of learners who are deaf/hard of hearing from the early years through their adult education. Students will develop the skills and knowledge necessary to meaningfully include learners who are deaf/hard of hearing in their classrooms. They will also develop the skills and knowledge needed to facilitate learners who are deaf/hard of hearing in accessing the curriculum. The module will familiarise students with the continuum of educational placements on offer for learners who are deaf/hard of hearing and the debates regarding placement in same. Finally, students will be familiar with the range of services available to learners who are deaf/hard of hearing beyond educational settings.

Learning Outcomes

1. Outline relevant differences in the early development of learners who are deaf/hard of hearing.
2. Describe the importance of early intervention and strategies to support same for learners who are deaf/hard of hearing.
3. Discuss teaching and learning implications of deafness at pre-school, primary and post-primary level.
4. Discuss strategies for teaching and classroom organisation to improve learning with those who are deaf/hard of hearing.
5. Take a life-span approach to understanding the educational, personal and social needs of learners who are deaf/hard of hearing.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	20	A range of lectures covering the learning outcomes will be delivered by core staff and some specialist guest speakers.
Independent Study	50	Students are expected to follow up on additional reading and resources discussed in lectures in their own time.
Assignment Completion	50	No Description
Total Workload: 120

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Indicative Content
● Early cognitive and psychological development of learners who are deaf/hard of hearing ● Strategies in the early years. ● Educational implications of deafness ● Audiological management. ● Supporting literacy development withlearners who are D/HH ● Social and personal development of learners who are D/HH ● Life after school for learners who are D/HH

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	This assignment will assess your learning in the elective. Imagine that you have been invited to give a continuing professional development seminar for the staff at your school to share some of your learning from the GDILS. Prepare a PowerPoint presentation containing a maximum of 10 slides (this is to include any introductory slides, references etc) – do not go over 10 slides. Use the notes function below your PowerPoint slides to put the text with particular slides. Write a maximum of 800 words to accompany your PowerPoint.	100%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Easterbrooks & Beal-Alvarez: 2013, Literacy instruction for students who are deaf and hard of hearing., Oxford University Press, New York,
Antia & Kreimeyer: 2015, Social competence of deaf and hard of hearing children, Oxford University Press, New York,
De Feu & Chovaz: 2014, Mental health and deafness, Oxford University Press, New York,

Other Resources

None