This distance learning programme is open to teachers with Qualified Teacher Status (QTS) or equivalent, to work more effectively with learners who are deafblind (multi-sensory impaired). It is the only nationally recruiting programme leading to the GTC recognised Mandatory Qualification (MQ) in Deafblindness / Multi-sensory Impairment. An alternative non mandatory (Non MQ) programme is also open to teachers as well as other professionals with appropriate qualifications working with children and young people who are deafblind, who are not seeking the MQ.
English language support
BIA provides free English language services to international students who are currently studying on undergraduate or postgraduate courses at the University of Birmingham. Services include Open-access English classes, online self-assessment, online materials through CANVAS, email answers to quick questions and individual one to one tutorials.
The programme aims to provide an understanding of the effects and implications of dual sensory impairment on development, learning, and communication, through theoretical and practical work. It will include skills in assessment, monitoring and recording, a knowledge of teaching approaches and of support systems.
Multi-sensory impairment; Causes and Implications
Multi-sensory Impairment; Communication
Multi-sensory Impairment; Sensory impairment
Multi-sensory impairment; Education and provision
Special studies in Special Education and Educational Psychology
Mandatory Qualification (MQ)
Students on Mandatory Qualification (MQ) programmes, which are specialist qualifications for teachers with UK qualified teacher status, also complete an assessed teaching placement and a teaching placement file. Students progressing to MEd also complete a Practitioner Inquiry in Education (PIE) and a 15,000 word dissertation.
Many of those who have completed the course continue to work with people with deafblindness (MSI) and some continue or progress to influential roles in specialist MSI units, or as advisory teachers for pupils who are deafblind. Others take key roles in such fields as managing further education for MSI learners or sensory impairment in an LEA or other setting, or go on to promoted posts in school or other management.
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