University of Chester

Programme Specification
Multi-Sensory Impairments PGCert
2016 - 2017

Postgraduate Certificate

Multi-Sensory Impairments

Multi-Sensory Impairments

University of Chester

University of Chester

University of Chester campuses;  educational and professional settings

Postgraduate (Taught)

Part-time

Classroom / Laboratory,

1 year

3 Years

Annual - September

N/A

X360

No

17a. Faculty

17b. Department

Education & Children's Services Academic and Professional Programmes

QAA (2010: updated 2014) Master’s Degree characteristics

Academic and Professional Programmes Postgraduate Module Assessment Board

Wednesday 22nd July 2015

  • To enhance skills, knowledge and understanding about Special Educational Needs (SEN) in a climate of change.
  • To employ a practice-based approach to professional development which will improve outcomes and real-life chances for children and young people with Multi Sensory Impairments
  • To add capacity to professional potential in mainstream and special school and Further Education (FE) settings.

At the end of the programme students will have:

  • Critically engaged with policy and practice and demonstrated informed perspectives about Special Educational Needs and Disabilities in educational settings.
  • Interrogated, examined and applied a range of theoretical ideas and frameworks for thinking conceptually about the process of Multi Sensory Impairments in different contexts.
  • Developed key knowledge, understanding and skills in Multi Sensory Impairments
  • Identified approaches to promote and evaluate impact, influence and outcomes.


Knowledge and Understanding in all taught modules

  • Critically engaged with theoretical frameworks and literature;
  • Harnessed insights into subject knowledge;
  • Critically reflected on the ways in which research methodology supports professional enquiry;
  • Applied critical considerations when undertaking research;
  • Made effectual use of professional learning to assess impact on practice.

(CD7708, CD7707, CD7033)

Thinking or Cognitive Skills in all taught modules

  • Made critical use of research evidence;
  • Formulated valid conclusions that link theory to practice;
  • Thought independently about essential issues, concepts and ideas.

Improving own learning and performance

  • Critically reflected on professional practice;
  • Developed new pedagogical and leadership skills;
  • Used initiative and managed own learning;
  • Made independent use of supervision.

Problem solving

  • Generated and applied new knowledge;
  • Analysed complex concepts.

(CD7708, CD7707, CD7033)

Practical Skills  in all taught modules

  • Critically reflected upon aspects of professional practice in the light of key theoreticalperspectives;
  • Made effectual use of professional learning to assess impact on practice.

Transferable Professional Skills in all taught modules

The qualities and transferable skills necessary for employment requiring:

  • The exercise of initiative and personal responsibility;
  • Decision-making in complex and unpredictable situations;
  • The independent learning ability required for continuing professional development

Working with others in all taught modules

  • Engaged in group presentations and disseminations;
  • Worked with professional colleagues to share ideas, research and good practice

(CD7708, CD7707, CD7033)

Key Skills in all taught modules

Communication

  • Written to academic standards required at level 7;
  • Engaged in meaningful debate and critical discussion;
  • Read critically;
  • Synthesised written and oral information;
  • Maintained a learning journal where appropriate.

 

Application of Number

  • Selected and used appropriate research methodology, methods and applications for data handling.

Information Literacy and Technology

  • Used the University's VLE to access information;
  • Used electronic research skills;
  • Accessed databases for research and information;
  • Used the University's e-Portfolio to maintain a professional learning journal where appropriate.

(CD7708, CD7707, CD7033)

This PG Certificate Multi-Sensory Impairments will be of interest and relevance to those employed in special schools and settings working with children, young people and adults with severe, profound and/or complex needs.  collectively these modules provide comprehensive coverage of advanced and specialist knowledge, skills and understanding.

There are 3 x 20 credit core modules, all at level 7 of the FHEQ. 

CD7707: Advanced Practice in Speech Language and Communication Needs explores language characteristics, learning styles and development of a communication environment and interaction styles and considers key strategies to enhance communication including language learning style, communication system, alternative or additional ways of communicating.

 

CD7708: Severe and Profound Cognitive Impairments examines aspects of provision such as curriculum, assessment, pedagogy, resources, therapy, organisation (room management / responsive environment) and multi-professional collaboration. It considers how assistive technologies can enhance communication or mobility.

 

CD7033: Practitioner Enquiry Interrogates practice to discover new questions for enquiry. It explores these questions in a professional context including examining ethics, methodology and critical reflection. These are then carried out in a personal enquiry with the findings outlined in a research report.

 

 

Mod-Code Level Title Credit Single
CD7033 7 Practitioner enquiry 20 Comp
CD7707 7 Advanced Practice in Speech, Language & Communication Needs 20 Comp
CD7708 7 Severe and Profound Cognitive Difficulties in Contemporary Practice 20 Comp

 
60 Credits at level 7 (CD7708, CD7709, CD7033) entitles the student to a Postgraduate Certificate Multi-sensory Impairments 

The Postgraduate Certificate Multi-Sensory Impairments is open to graduates who have professional experience in working with children and young people who have special educational needs and/or disabilities. 

Applicants will normally be working in, or aspiring to, a role in an SEN context or, wishing to acquire specialist knowledge and skills.

There are no QAA benchmark statements for postgraduate study specific to Education. The Postgraduate Certificate draws on and extends the QAA (2010: updated 2014) Master's degree characteristics at Level 7 assuring the achievements represented by the qualification are appropriate and represented consistently.

Postgraduate awards at level 7 are awarded to students who have demonstrated:

  • A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of research around educational leadership
  • A comprehensive understanding of techniques applicable to their own research or advanced scholarship
  • Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge about leadership
  • Conceptual understanding that enables the student to evaluate critically current research and advanced scholarship about leadership and to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

Typically, holders of the qualification will be able to:

  • Deal with complex issues both systematically and creatively, making sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences
  • Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional level
  • Continue to advance their knowledge and understanding, and to develop new skills to a high level.

The programme adheres to the central University Learning and Teaching Strategy. From this, the Faculty of Education and Children’s Services have developed a local level response in the form of the Faculty Learning, Teaching, Assessment Improvement and Development Plan. This commits to pedagogical principles which include:     

  • Promoting professional engagement and reflective practice;      
  • Encouraging independent and autonomous learning;         
  • Supporting continuing professional development;     
  • Valuing students' professional experience and prior learning;        
  • Supporting diversity and personalised learning;       
  • Encouraging dynamic and participative learning;
  • Promoting collaborative learning;
  • Encouraging Internet and Web-based approaches;         
  • Supporting reflective and Practitioner enquiry.

For further details, please access:

https://portal.chester.ac.uk/lti/Documents/UOCLearningandTeachingStrategy.pdf

The programme includes a range of approaches to learning and teaching:

  • University-based Modules- These modules are held at the University in technology rich environments. A range of methodologies are employed which take account of best practice and maximise active learning, sensitive to the learning styles and needs of students. These methodologies include lectures, seminars, group work, directed tasks, independent research and individual, group tutorials and blended learning.
  • Independent Learning -Independent Learning is a philosophy of education which students are encouraged to adopt. It includes the opportunity to work with a supervising tutor who offers support as students work towards completing assessment tasks but is fundamentally a more over-arching concept about an autonomous approach to work.
  • Electronic Support Materials - The Virtual Learning Environment (VLE) is an essential feature of the Programme. Each module has a dedicated module site where key information about the module and a range of materials and interactive elements to support learning and assessment, is available.
  • Electronic Tutorial Support – Students are able to contact their module tutor or module supervisor by email whenever they wish. Tutors will endeavour to respond to student queries within 3-5 days but often sooner. Tutorial support includes face-to-face tutorial support meetings and the opportunity for students to engage with online tutorial support. Individual tutorials can also be offered using a range of technologies such as Skype and Facetime.  This is an important feature of the Programme as it enables students who may not live in close proximity to the University to access tutorial support remotely.

The programme strives to maintain a diverse assessment palette and rigorous, consistent assessment practices which aims to enable students to demonstrate their skills, knowledge and understanding in a variety of ways.

 

Handbooks

All modules have a handbook that complies with University and Faculty Guidelines. All handbooks are available to students on the dedicated module space on Moodle (The University's VLE).

The module handbook includes:       

  • Module aims and learning outcomes;       
  • Outline content;       
  • Assessment method;       
  • Procedures for submission of work;        
  • Recommended reading;
  • Appropriate grading criteria;
  • Links to relevant documentation and University Policy eg. The Diversity and Equality Policy, The Disability, Gender and Race Equality Scheme, guidance on regulations governing the assessment of students.

Marking

All assessed work is graded according to a percentage scale 0-100 using the University's grading criteria linked to the appropriate QAA requirements All marking procedures comply with the central University Assessment Policies. Feedback to students is available electronically using the Turnitin and Grademark systems. Feedback on the work is intended to identify strengths and points of development. Assignments are not pre-marked.  Students may receive formative, verbal feedback on plans or on a specified amount of work identified by the tutor.

Assessment criteria are communicated to students through Programme and Module handbooks with specific assignment guidance explaining the important features of each assignment.

Holders of the qualification will have the qualities and transferable skills necessary for leading special educational provision in educational and other settings requiring the exercise of initiative and responsibility and decision-making in complex and unpredictable situations. They will work from a value system that respects individual differences in children and young people and has a empathetic understanding of family and cultural diversity.

Students will be knowledgeable, reflective professionals with a commitment to their own continuing professional development and that of others.

The University of Chester is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.

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