Award in Teaching Deaf Children in the Primary Classroom

MQF Level: 7

ECTS Value: 2 ECTS

Duration: 4 Sessions

Contact Hours: 10

Self Study Hours: 24

Assessment Hours: 16


Course Description

This course is to encourage and help teachers and LSAs who are about to embark on a new experience with deaf students. It will address questions, doubts and challenges that mainstream teachers of the deaf may experience. Sharing practical ideas of what could be done to better meet the needs of deaf students will be at the heart of this course.

Entry Requirements

Applicants interested in following this programme are to be in possession of an MQF Level 5 qualification (minimum 30 ECTS), or higher qualification.  

Overall Objectives and Outcomes

By the end of this module, the learner will be able to:


a) To establish a relationship based on trust;
b) To create an environment that meets the students’ needs;
c) To ensure that the deaf student is included in the classroom, school community and activities;
d) To collaborate with all the professionals involved (learning support assistant, speech therapist, teacher of the deaf, sign language interpreter, etc.);
e) To ensure that all the professionals working with the child are up to date with the student’s progress;
f) To guide the parents where necessary;
g) To create situations where the students’ peers can be fully part of the inclusive programme.


a) To identify the needs that students with hearing impairment experience in everyday life, in the classroom and at school;
b) To list the possible modifications that can be done to meet the student’s needs (classroom and school level);
c) To identify the student’s progress to be able to give accurate feedback to the parents and professionals involved;
d) To describe in detail the student’s progress in terms of language, social and behavioural development.


a) To plan lessons that can be followed by deaf students;
b) To design a simple website or any other computer-mediated type of communication for the student’s transdisciplinary team, including the child’s parents;
c) To write a reflective journal throughout the teaching and learning experience.

Mode of Delivery

This module is delivered through face-to-face lectures, workshops and learning activities. Information related to the structure and delivery of the module may be accessed through the IfE Portal. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures found on the Institute for Education’s website.

Assessment Methods

This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.


Upon successful completion of this module, course participants will be conferred an accredited certification.

Further Learning Opportunities and Career Progression

Upon successful completion of this module, course participants may use certification conferred to apply for Recognition of Prior Learning for accredited programmes. Teachers may also use this certification in their application for accelerated progression.

Suggested Readings

1. Brereton, A. (2008, October). Sign language use and the appreciation of diversity in hearing classrooms. Early Years: Journal of International Research & Development, 28(3), 311-324.

2. Kelman, C. A., & Branco, A. U. (2009). (Meta)communication strategies in inclusive classes for deaf students. American Annals of the Deaf, 154(4), 371-381.

3. Luckner, J.L. & Muir, S. (2002). Suggestions for helping students who are deaf succeed in general education settings. Communication Disorders Quarterly, 24(1), 23-30.

4. Farrell, P. (2000). The impact of research on developments in inclusive education. International Journal in Inclusive Education, 4(2), 153-162.

5. Giangreco, M. F. (2007). Improving instruction for students with learning needs; extending inclusive opportunities. Educational Leadership, 64(5), 34-37.

6. Luckner, J.L. & Muir, S. (2002). Suggestions for helping students who are deaf succeed in general education settings. Communication Disorders Quarterly, 24(1), 23-30.

7. Paige-Smith, A., & Craft, A. (2008). Developing Reflective Practice in the Early Years. Maidenhead: McGraw Hill, Open University Press

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