| Module Title |
Learners who are Deaf or Hearing Impaired |
| Module Code |
ISE1004 (ITS: SI722) |
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Faculty |
Inclusive & Special Education |
School |
DCU Institute of Education |
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NFQ level |
9 |
Credit Rating |
10 |
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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.
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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.
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| Workload | Full time hours per semester | | Type | Hours | Description |
|---|
| 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 |
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| Section Breakdown | | CRN | 20013 | Part of Term | Semester 2 | | Coursework | 0% | Examination Weight | 0% | | Grade Scale | PASS/FAIL | Pass Both Elements | Y | | Resit Category | RC1 | Best Mark | N | | Module Co-ordinator | | Module Teacher | |
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| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
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| 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;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.
* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment
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Pre-requisite |
None
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Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
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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
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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
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Indicative Reading List
Books:
- 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,
Articles:
- Yoshinaga-Itano, Sedey, Coulter and Mehl: 1998, Language of Early- and Later-identified Children With Hearing Loss, Paediatrics, 102 (5), http://depistageneonatal.be/pro_surdite/articles/Itano2.pdf,
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Other Resources
None |
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