MANDATORY QUALIFICATION for teachers of pupils with VISUAL IMPAIRMENT

University of Plymouth MANDATORY QUALIFICATION for teachers of pupils with VISUAL IMPAIRMENT INTRODUCTION The University of Plymouth as part of a cons...
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University of Plymouth MANDATORY QUALIFICATION for teachers of pupils with VISUAL IMPAIRMENT INTRODUCTION The University of Plymouth as part of a consortium bid with The West of England School for children and young people with little or no sight and Devon LA was recognised by the Department for Education and Skills in 2001 as a provider of Mandatory Qualification training for teachers of the visually impaired. The programme commenced with its first cohort of students in 2002. In June 2008 the University was successful in a bid to the TDA to continue to be a provider of the MQ programme, reflecting the high standards of student support and provision during the seven years that the programme has been running. This exciting programme has been designed to meet the requirements set out in the National Special Educational Needs Specialist Standards for suitably experienced teachers who need to obtain the mandatory qualification to continue or start teaching classes of children with visual impairments.

THE PROVIDERS The Faculty of Education, University of Plymouth, has a popular and highly respected Continuing Professional Development programme offered through the Integrated Masters Programme especially in the area of Special Educational Needs. . The West of England School for children and young people with little or no sight is a Regional Centre of Excellence for the education of young people who are visually impaired. The school is in a position to provide experienced and specialist qualified teachers with significant experience in the field of inservice training and professional development. It retains close links with LEAs in the South West of England and South Wales and other voluntary organisations for example RNIB and Look, as well as on-going collaborative involvement with mainstream schools and colleges in the region. The partnership is based on the special school and Local Authority sensory services providing the qualified, practising teachers and resources necessary for specialist training while the University will provide the accreditation framework and the generic teaching aspects of the programme.

PROGRAMME DETAILS The programme is accredited at Masters Level, and forms part of the Integrated Masters Programme (Education) at the University of Plymouth. It incorporates taught elements, directed tasks, personal study and on-line learning. The programme consists of 4 taught modules (3 specialist modules relevant to area of visual impairment and 1 more generic module) and Placement Practice. Participants successfully completing the Mandatory Qualification for teachers of pupils with visual impairment also need to meet the relevant SEN specialist standards and are required to have a minimum competence in Grade II Braille. Both of these also form part of the programme. The main objective and intended outcome of the Programme is the raised achievement of pupils with visual impairment, through the improvement of teachers’ professional knowledge, understanding and skills and their effectiveness in advising and supporting colleagues.

AWARD Successful completion of the 4 modules, Placement Practice, Professional Development Profile (SEN specialist standards) and Grade II Braille will lead to a Postgraduate Diploma: Education (Mandatory Qualification in Visual Impairment). Teachers can undertake a dissertation in addition to convert this into a Masters degree qualification – MA: Education (Visual Impairment).

PLACE The modules are taught on the University of Plymouth Education campus in Plymouth and at the West of England School in Exeter. The Faculty of Education relocated to Plymouth in September 2008 to a brand new, purpose built Faculty building.

MEETING INDIVIDUAL NEEDS The initial contact session for each module will contain:  Individual and group discussion with the tutor during which individual needs are confirmed.  Personal introductions by each participant for the establishment of peer support groups.  A discussion of intended programme delivery identifying specific, regular occasions where individual needs can be further discussed and refined.  Each module has generic contents necessary for University validation, but also contains flexibility to reflect themes, questions and responses to participants’ individual needs.

ASSESSMENT Assessment of participants against Mandatory Qualification outcomes include:  Masters level assessment through written assignments on completion of each module.  Individual and group discussion of school-based directed tasks within each module.  Observation and assessment of participants on the placement practice by external assessors, internal mentors and peers.  Participants’ compilation of a Professional Development Profile (PDP), which will register that they have met the MQ SEN specialist standards requirements.

TIMES AND DATES The programme of modules runs over a 2-year period and candidates usually process through the modules in sequential order. The taught element of each module will consist of two 2-day sessions (all day Friday and all day Saturday) a term. There is one final day to complete the taught elements late in the Spring term of the second year. Start date: September 2009 Autumn 2009

Module 1: Vision and Visual Impairment

This is a foundation module in visual impairment. Spring 2010

Module 2: Barriers to Learning

This is a more generic module where visual impairment is situated in the broader context of special educational needs and inclusion. Summer 2010

Module 3: Assessment of Visual Impairment

Autumn 2010

Module 4: Provision for Visually Impaired learners

First year 2009-2010: Visits Ten observational visits are planned into the first year. The nature of visits is determined according to participants’ past experience of working with pupils with visual impairment, their interests and requirements. Second year 2010-2011: Placement Practice A 3-week final placement supervised by experienced and qualified specialists is undertaken in the second year, usually in the Spring Term. The nature of the placement is determined according to individually identified criteria and requirements. The Braille training runs alongside the above 2 year programme .

RECRUITMENT Applications are encouraged from practitioners working in all phases of education and having a range of teaching and personal experiences. The application form includes a ‘VI questionnaire’ which can help prospective candidate to identify strengths and areas for development in relation to VI practice and experience. Upon receipt of application form, candidates will be contacted to arrange a telephone interview with the Programme Leader and the questionnaire will be used as a basis for discussion. Some applicants may have little or no experience of working with visually impaired pupils in educational settings or may not have worked with VI pupils for some time. In order to support these students we negotiate a programme of support to be implemented PRIOR to the official start of the course. This programme would typically include one or more of the following activities;     

Visit(s) to a range of settings Reading of key introductory texts Meeting with sponsor Ensuring a sound knowledge of the way that Sensory Services are organised in own Local Authority Identification of a ‘mentor’ (different to sponsor where possible) to support student through studies

The programme of support is flexible and is designed to meet individual needs. We are keen to ensure that students begin the programme with some experiences of the needs of visually impaired pupils in educational settings and can build upon these experiences as the course progresses.

TAUGHT MODULES Programme delivery is intended to be accessible to busy teachers already holding teaching posts and taught by trainers with current specialist teaching experiences and expertise and experience of tutoring CPD. The provision caters for participants from the full range of contexts in which pupils with VI may be educated. Teachers in mainstream settings such as special classes and attached units who focus on the teaching of VI pupils are encouraged to undertake the programme as well as teachers from dedicated special schools. Teachers who are interested in working with pupils with visual impairment but have no previous experience in this area is also welcome. The 4 modules are taught in a semi distance learning format. There are 4 days of direct contact per module. Between sessions there will be tutor directed tasks and student negotiated tasks that ensure participants examine and reflect upon the full range of educational contexts. There is access to a programme online shared folder system for discussion about issues that arise from directed tasks and assignments. There is also on-line access to the University library with electronic versions of relevant journals and access to related web-sites. MODULE 1 (MEVI501): Vision and Visual Impairment MODULE AIMS:  examine the processes involved in normal visual functioning and the principle causes of visual impairment  develop a critical understanding of the impact of a visual impairment on development  engage participants in an understanding of the range and population of VI learners  facilitate critical reflection upon process of adapting and modifying approaches to learning  critically consider the potential barriers to including pupils with VI in mainstream and/or special school settings

MODULE 2 (MEVI502) : Barriers to Learning MODULE AIMS:  engage participants in a critical examination of current SEN provision and inclusive practice in the context of international experience and concepts and values for future developments  increase participants knowledge and understanding of current equality and disability legislation  critically examine the potential barriers to learning and to the curriculum experienced by VI learners and related classroom and curriculum support

MODULE 3 (MEVI503): Assessment of Visual Impairment MODULE AIMS:  develop participants knowledge and understanding of formal clinical assessment and functional visual assessment  critically consider the assessment of functional vision and touch, and the implications for teaching and learning and environmental adaptation  develop a critical understanding of the environmental factors that may have an effect upon physical access to the curriculum for VI learners, by considering the assessment of the environment  develop knowledge and understanding of the assessment areas such as mobility, access technology and use of low vision aids

MODULE 4 (MEVI504): Provision for Visually Impaired learners MODULE AIMS:  critically examine general classroom practice in facilitating full access to the curriculum for VI learners including the role of access technology  increase participants knowledge of the range of professional specialism which may be required to support VI learners and to critically reflect upon a variety of models of service provision and multi-agency working  develop a critical awareness of the issues of resource allocation and quality assurance of provision for VI learners

Additional Aims for each module:  

to develop a critical understanding of the role of a Qualified Teacher of the Visually Impaired critically analyse theory, research and professional practice relating to the education of Visually Impaired children and young people

Placement Practice Aims:  To develop awareness of the educational opportunities and issues of concern for pupils with visual impairment in both mainstream and special schools  To develop awareness of the full ability range of pupils with visual impairment  To critically reflect on the social implications for the child with visual impairment in an educational setting  To consider suitability of placements for individual pupils  To develop an understanding of the effect of visual impairment on children’s access to the curriculum  To examine the nature of the whole curriculum for pupils with visual impairment and the impact of the National Curriculum in relation to this

 To consider the resource implications of facilitating curriculum access for pupils with visual impairment.  To increase awareness of the organisational and interpersonal constraints in establishing effective support.  To develop the skills involved in teaching and supporting children with a visual impairment, across the full age range, where possible  To develop skills in the modification and adaptation of visual, auditory and tactile learning materials  To develop an understanding of the consultancy skills necessary for advisory staff to establish effective lines of communication with teachers and teaching assistants  To examine the place of ICT in facilitating learning and access to the curriculum

FEES Fees for 2009-11 will be charged annually at £2500 per year. (This figure is correct at January 2009) Supporting funders may need to be aware of other possible costs:  Supply cover: 8 Fridays for the 4 taught modules 1 extra Friday at end of 2nd year 10 day visits in 1st year 3 weeks/15 days placement in 2nd year plus 1 day preliminary visit to placement TOTAL: 22 days  Travel (and accommodation where relevant) Funded supply cover to enable personal study time is also encouraged. Criminal records check As there are teaching placements as part of this course which could involve working with children or vulnerable adults, participants will be required to obtain an Enhanced CRB Disclosure through the University of Plymouth. Participants will be expected to provide payment for the Enhanced CRB Disclosure (currently charged at £36). Further details regarding the Faculty of Education CRB Policy are available on request, and information about how to apply for a CRB through the University of Plymouth is included with any offer of a place. The Headteacher of a placement school may ask participants for their copy of their enhanced Criminal Records Bureau Disclosure. Any offer of a place on this course will be conditional on the receipt of a satisfactory Enhanced CRB Disclosure. Further information regarding the Criminal Records Bureau (including their Code of Practice is available www.crb.org.uk.

APPLICATION For an application form and further information please see our website: www.plymouth.ac.uk/imp click on MQVI button For further information about the programme please contact Dr Hannah Smith MQVI Programme Leader [email protected]

Contact the MQVI Administrator: Faculty of Education, Rolle Building, University of Plymouth, Drake Circus Plymouth PL4 8AA email: [email protected]

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