MA Deaf Education (Teacher of the Deaf Qualification) (Distance learning)
In this Section:
MA Deaf Education (withToD) is taught over two years through a combination of face-to-face and online learning.
Approved by the Department for Education (DfE) to offer the Mandatory Qualification for Teachers of the Deaf, the programme integrates cutting-edge research knowledge with practitioner expertise to develop skilled, knowledgeable and critical practitioners.
All students are enrolled on the MA Deaf Education (Teacher of the Deaf) programme, and they may choose to graduate with a Postgraduate Diploma (PG Dip) Deaf Education (Teacher of the Deaf).
The MA Deaf Education (without the Teacher of the Deaf (ToD) qualification) follows the same core modules but does not require completion of the Professional Skills: Learning, Teaching and Audiology module.
We welcome suitably qualified deaf and hearing applicants, and provide appropriate access and support arrangements for all students. Bursaries are offered to UK Deaf Education schools or services funding more than one student per school or service in a single year.
The course gives a balanced view on all aspects of deaf education and facilitates students’ abilities to learn for themselves and develop their confidence to then help parents of deaf children.
Deaf Education (Teacher of the Deaf Qualification) (Distance learning) MA
MA Deaf Education comprises four core modules delivered across two years, and a dissertation. Your first module will be either Deafness and Development or Educational Audiology, depending on when you commence your studies.
If you are working towards the Teacher of the Deaf (ToD) award, you will also build a portfolio of professional skills 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.
Central to the programme is an understanding of the establishment of language fluency and effective communication as a basis for cognitive, social and emotional development. It recognises of the plural and diverse linguistic contexts of deaf children’s lives and that maximising engagement with curriculum must be the educational priority for all deaf learners.
Individual auditory potential must be carefully evaluated and regularly reappraised in relation to the communicative and educational demands of the many different contexts in which children learn so that advances in personal and assistive hearing technologies, combined with the thinking on optimal acoustic environment management, can be put into practice.
Through consideration of the roles of spoken and signed 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.
These are typical modules/components studied and may change from time to time. Read more in our Terms and conditions.
- Educational Audiology 30 credits
- Learning and Teaching in Deaf Education 30 credits
Please note - Students studying for the Teacher of the Deaf award will study the Professional Skills: Learning, Teaching and Audiology module in both Year 1 and Year 2, but credits (15 credits in total) will not be awarded until Year 2.
- Professional Skills: Learning, Teaching and Audiology (required for Teacher of the Deaf award) credits
- Deafness and Development 30 credits
- Policy and Practice in Deaf Education 30 credits
- Professional Skills: Learning, Teaching and Audiology (required for Teacher of the Deaf award) 15 credits
- Dissertation in Deaf Education (required for Masters level awards) 60 credits
Learning and teaching
Each core module comprises a study day or a short residential in Leeds, followed by twelve online taught sessions, two online tutorials and a regional tutorial. Bespoke online meetings, phone, email and Skype support is also available from tutors.
We expect you to commit the equivalent of a study day per week to this programme -- to be negotiated with your employer at the application stage. Some practical requirements of the programme are difficult to fulfil without this allocated time. We also ask you to identify someone in your school or service who will act as a mentor for you throughout the training.
We assess the four core modules and dissertation through written assignments. The Professional Skills Portfolio is practically assessed and includes a minimum of a four-week supervised teaching placement.
MA Deaf Education provides Teachers of the Deaf with the specialist knowledge and skills they need to work across a range of settings in deaf education, and provides the mandatory qualification for Teachers of the Deaf in England and Wales.
Graduates from the course have taken up a range of positions in specialist support services and schools. Many have subsequently progressed to management and leadership roles.
The programme also provides a route to further research and study at post graduate level via an EdD or PhD route.
We encourage you to prepare for your career from day one. Thats one of the reasons Leeds graduates are so sought after by employers.
The Careers Centre and staff in your faculty provide a range of help and advice to help you plan your career and make well-informed decisions along the way, even after you graduate. Find out more at the Careers website.
Professional Skills Portfolio
The Professional Skills: Learning, Teaching and Audiology module is compulsory if you are working towards the ToD qualification. The module allows you to acquire and demonstrate the range of practical and practice based skills that you need as a Teacher of the Deaf. It comprises three components:
This strand provides guidance for developing practical skills with audiological technology and its management within different educational settings.
This strand entails either one or two four-week teaching placements, depending on current and previous professional experience. At least one placement will be undertaken in an unfamiliar setting and be supported by a regional tutor.
- Professional Competencies
This portfolio contains details of the ToD competencies against which you will track your progress throughout the two year course. It will also provide the means through which to identify objectives for continued professional development.