PROGRAMME SPECIFICATIONGraduate Diploma: Specialist Qualification in Habilitation and Disabilities of Sight (Children and Young People)

Awarding Institution: Institute of Education (IOE), University of London

Teaching Institution: Institution of Education (IOE), University of London

Accreditation The Programme is designed to evidence and meet the requirements of the National Standards for Habilitation Work with Children and Young People (England) (2009) and the National Occupational Standards for Sensory Services of the CWDC (2009) in relation to habilitation work and has been developed with the support of the DCSF, RNIB and Mobility Specialists in Education (MISE).

Name of final awards

At Habilitation Specialist level: Graduate Diploma: Specialist Qualification in Habilitation and Disabilities of Sight (Children and Young People)

At Habilitation Assistant level: Graduate Certificate: Specialist Qualification in Habilitation and Disabilities of Sight (Children and Young People)

Programme title Graduate Diploma: Specialist Qualification in Habilitation and Disabilities of Sight (Children and Young People)

UKPASS code: P042434

Language of study The IOE teaches and assesses participants through the medium of the English language. Competence in English language is required of all applicants. Programme regulations may indicate the level of competence required of each applicant and may make its achievement a condition of admission.

Participants This programme is specifically designed for people who want to develop specialist expertise in the field of mobility and independence (habilitation) with children with a visual impairment and who wish to become Habilitation Specialists or Assistants.

Educational Aims of the Programme The overall aim of the programme is to foster the mobility and independence of children and young people with a visual impairment by promoting best practice

among those practitioners whose professional roles are focused on habilitation work with children and young people:

In the case of Habilitation Specialists this will be through: The effective delivery of habilitation mobility and independence (MI) for

children and young people with a visual impairment The application of effective MI teaching strategies to working with children and

young people with a visual impairment Working effectively in the environments covered by the National Standards for

Habilitation Work with Children and Young People (England) – NSHWCYP(E)- Wall and Miller, 2009) in the home, educational and public settings and the transitions within and between these settings.

Working effectively across agencies to support and develop the habilitation MI of children and young people with a visual impairment

These aims will necessarily draw on a range of skills applied in different ways:

Intellectual skills Critical engagement with a range of primary and secondary literature sources Increased independence and confidence in learning and enquiry Enhanced ability to extract and apply key concepts from relevant sources Presentation of a reasoned argument both orally and in writing

Professional skills

Ability to solve work-related problems in relation to individual learners and/or the coordination of habilitation provision

Ability to carry out a small-scale enquiry, relevant to their role where possible Application of principles underpinning assessment and planning for individuals

and groups with a diversity of needs in relation to habilitation work Informed decision-making in relation to habilitation needs assessment,

training and support in a range of settings including the home, educational and public spaces and their transition within and between these settings

The effective advising and support of habilitation assistants in implementing identified habilitation training programmes for particular students in educational and related settings

Values Clarification and development of ideas, feelings, values and attitudes in

relation to inclusion ,visual impairment and habilitation work Critical understanding of a range of value positions within the academic field

of inclusion , visual impairment and habilitation work Appreciation of and respect for the attitudes, values and feelings of students

being worked with and supported and others in the workplace in relation to inclusive practices , visual impairment and habilitation work

The teaching and learning methods used aim to enable these outcomes to be achieved and demonstrated; there will be a particular emphasis on engagement in

critical discussion about habilitation practise and preparation for work-related assignments.

Transferable skills Most of the skills above are transferable beyond the field of habilitation work. A summary of key general skills gained on the programme would include:

Effective communication Critical evaluation Planned use of evidence sources Understanding and influencing change Taking responsibility for professional learning The capacity to reflect constructively Informed decision-making Constructive problem-solving Advising the work of others

We aim to use teaching, learning and assessment methods that enable these outcomes to be achieved and demonstrated. There will be a particular emphasis on engagement in critical discussion and preparation for work-related assignments. Feedback on assignments and in individual or small group tutorials explicitly emphasises and encourages the development of such skills.

Our intention is to provide participants with a programme that benefits from various levels of specialisation and yet retain some common perspectives on central themes and allows participants to engage with others from a variety of professional settings and contexts of experience.

Learning Outcomes As an Habilitation Specialist:

Students will develop specialist knowledge and practical expertise in assessing, planning, carrying out, monitoring and evaluating habilitation training work with children and young people

Students will develop a critical and evaluative approach to the use of evidence and best practice in habilitation work

Students will gain experience in working in a variety of habilitation work settings and environments: in the home, in educational and related settings and in public spaces

Students will develop skills in working with parents, individual children and children supported in schools and services and those who support the habilitation training of children and young people

Students will develop cross-professional links with practitioners and researchers in the field of habilitation work.

NOTE: Habilitation assistants support programmes devised by habilitation specialists and deliver them under their direction.

Criteria for admission Direct entry requirements:

Candidates must demonstrate: Relevant experience of working with children Two years of post-secondary education, or individuals with other suitable

qualifications plus an interest in and experience of education.

Candidates must have: DBS clearance at enhanced level before beginning the programme

irrespective of their prior experience or experience of working with children. Qualifying paper for applicants not meeting direct entry requirements:

Assessment essay focusing on the candidate’s attitudes towards working with disabled children and young people with a disability.

Applicants whose first language is a language other than English may be required to provide evidence of their English language proficiency.

The IOE is committed to admitting and supporting participants with disabilities and welcomes applications from them. Participants do not need to be “registered disabled” to draw on these support services, though in order to provide services in the long-term we will need to ask for medical or other evidence, as appropriate. Disabilities Support can also support people who have a temporary mobility / dexterity impairment / other difficulty as a result of an accident, injury, illness or surgery. We aim to treat every person as an individual, with needs which may differ from those of other people with a superficially similar disability. We do not therefore have standard procedures for participants with dyslexia, nor standard procedures for visually impaired participants: each person's needs are considered individually.

Mode of study The Graduate Diploma programme (180 credits) is a part-time programme taught over two years. Students wishing to exit after successful completion of the first year will be awarded the Graduate Certificate (90 credits).

Programme structures and requirements, levels, modules, credits and awards The programme framework consists of four modules. Modules 1 and 2 are taken in year one of the programme and Modules 3 and 4 in year 2. All the modules are core modules and are rated at 45 credits each. The nature of the programme requires that these be undertaken in the order prescribed. The Graduate Diploma is a level 6 award (as defined in the Framework for Higher Education Qualifications in England, Wales and Northern Ireland). Students will be expected to allocate time for programme related visits and activities, as well as time for working on their practical habilitation skills work each week. This equates to a minimum of one day per week in addition to the face-to-face teaching time.

Programme structure at the Module level:

The Graduate Diploma is comprised of Modules 1 and 2 in year 1 and Modules 3 and 4 in year 2. Students who successfully complete Modules 1 and 2 are able to exit after one year with a Graduate Certificate

Module 1: Policy and practice in habilitation studies (45 credits) Outline session titles

Becoming an Habilitation Specialist Meeting needs: the current population of Habilitation children Vision and Function The legislative context Theories of child development Frameworks and structure: the Developmental Journal Developmental assessment Early social development Eye conditions and clinical visual assessment Vision and access- issues for Habilitation 1 Vision and learning-issues for Habilitation 2 Introduction to the sighted guide – Habilitation practice issues Basic mobility- habilitation work

Introductory Braille (uncontracted Braille - up to lesson 9 in the RNIB Braille qualification scheme) forms part of the initial module activity as does an integrated programme of practical habilitation skills training and assessment.

Module 2: Habilitation in educational contexts and the extended curriculum (45 credits) Outline session titles:

Habilitation work in educational settings and the extended curriculum The range of pupils visual and other needs in educational settings Negotiating educational structures, procedures and contexts Working with others in educational settings: the mobility specialist and other

professionals Risk awareness in educational settings: using environmental audits Children’s independence in educational settings: accessibility Establishing children’s working vision in relation to mobility and learning Developing children’s self awareness: body protection and working with

objects Developing children’s confidence in sighted guide support Supporting children in educational environments Using sound to navigate and understand the environment; echo location Using touch and tactile experience to navigate the world: haptic development Working with mobility aids to support pupil independence in educational

settings Working with ICT to support pupil independence in educational settings Developing children’s self-care in educational environments Developing habilitation practices in educational environments: planning,

activity, monitoring and evaluation

Introductory Braille (uncontracted Braille - up to lesson 9 in the RNIB Braille qualification scheme) will be formally assessed by the end of this module.

An integrated programme of practical habilitation skills training and assessment forms part of this module.

Module 3: Habilitation at home, in public contexts and during transitions (45 credits) Outline session titles:

Habilitation work in different contexts: the home, educational and public spaces

Habilitation work during transitions between environments Assessing risk and risk management in different environments: undertaking

environmental audits Children’s functional assessment for habilitation work in different

environments Physical and sensory development: implications for movement in different

environments Working with parents/carers around the visual needs of their child Developing habilitation practices in different environments: planning, activity,

monitoring and evaluation Working with others for habilitation work in different environments: advice and

guidance Developing and extending children’s personal habilitation skills: personal care,

exercise and diet Developing and extending children’s physical navigation and mobility skills Developing and extending children’s social interaction and independence

skills Working with children crossing roads Developing and extending traffic awareness and road navigation Developing and extending children’s public transport use and access to public

spaces Working with children to access resources and services: libraries, telephones,

shops, the internet and leisure opportunities

Contracted Braille (up to lesson 23 in the RNIB Braille qualification scheme) forms part of this module as does an integrated programme of practical habilitation skills training and assessment.

Module 4: Habilitation, professional practices and the Service setting: the extended assessed placement (45 credits) Outline session titles:

Preparing for the extended placement: working in a Service context Working with parents/carers in a Service context Sharing information with colleagues: professional perspectives and practises Developing habilitation practices in different environments as part of Service

activity: planning, activity, monitoring and evaluation Reporting and monitoring habilitation activities in a multi-professional setting Working with others to develop and extend children’s independence work

Managing risk in public activities: risk assessments and their use by others Managing and working with children in different road environments and

activities Working with children in using public transport, services and during shopping Supporting children’s extended independence during long distance travel,

work and leisure activities Supporting children’s accessing of career and pre-employment activities:

supporting progression to further education, training and work

Contracted Braille (up to lesson 23 in the RNIB Braille qualification scheme) forms part of this module as does an integrated programme of practical habilitation skills training and assessment forms part of this module. Though not formally assessed as part of the Diploma Qualification, students should be aware that in order to meet the National Standards for Habilitation Work with Children and Young People (England)(2009) evidence of competence up to lesson 23 in the RNIB Braille qualification scheme must be demonstrated by the end of the probationary year to enable full professional registration

Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated A wide variety of teaching and learning strategies is used across the programme. These aim motivate students, to maximise opportunities for learning and to provide exemplars of good practice in habilitation work. These include: lecturer-led exposition, discussion and activities in pairs, small groups and within the whole group, individual research and presentations, observation based activities; shadowing of professionals and of students undergoing training and habilitation skill development; exposure to a range of relevant professional settings and activities and professional problem solving activities; ICLT learning, case studies and action research undertaken in the learners’ own service settings, focused one-to-one support including feedback and target-setting after habilitation work observations. Both face-to-face and virtual learning environment elements will inform the pattern of teaching on the programme.

Face-to face sessions will involve: A range of lectures / presentations /workshops Seminars aimed at promoting a critical approach to and understanding of,

research literature and the different forms that evidence can take. Student presentations of individual field studies , attachment and placement

work and practice Student individual, small group and whole group tasks

Virtual learning environment (Moodle-VLE) work will involve: Online research tasks (individual and shared) Online collaborative tasks relating to habilitation practice Online shared problem-solving tasks Use of online stored video and other resource materials Use of DVD based stored video and other resource materials

Assessment Each 45-credit module is assessed by a 4,000-word assignment element (A) that will normally include some element of critical review of the habilitation literature. These assignments take a range of forms depending on the module e.g. discursive essay; case study; special report/project; action research project.

In addition to the longer assignment element there are a series of portfolio activities (assessment element (B), equivalent of 2000 words per module) designed to promote problem-solving and evidence based practice.

Portfolio activities provide students with the opportunity to build up a body of work which charts their progress within their Log against the National Standards for Habilitation Work with Children and Young People (England). As such they require the use of a wide range of resources including the Internet.

Participants are also expected to keep a Learning Log (Habilitation Related Skills) that provides a link between their field experiences, working contexts (including any mentor supported work) and their studies at the Institute. This Log is intended to chart not only their personal development in terms of the National Standards but also how their training is impacting on their habilitation work with learners who have a visual impairment.

lnformation about assessment regulations

For the Graduate Diploma, students must pass all of the Modules (including the various habilitation skills-based elements). Each module is worth 45 credits. Students wishing to exit after successfully completing Modules 1 and 2 will be awarded a Graduate Certificate.

Assessment for each module is based on successful completion of: module assignment elements A and B portfolio tasks in each module completion of the Learning Log (Habilitation Related Skills) for each module satisfactory completion of the requisite number of observation and skills

practice hours satisfactory standard of habilitation practice (as matched against the National

Standards for Habilitation Work with Children and Young People (England)) observed in habilitation skills work

All assignment elements are double marked for quality assurance. Internal moderation of submitted work and practical skills work is undertaken by programme tutors. An external examiner is appointed by Senate and plays an important role in monitoring the quality of the programme and evaluating the effectiveness of the teaching and support provided for the programme participants and the reliability of the judgements made in assessing them.

Support for learning Support strategies for learners on the programme include:

Pre-registration explanation of the programme and its requirements

A programme handbook that gives detailed information about the programme and advice on study skills and individual module packs with detailed advice on assessment.

An induction programme including introduction to the Institute library, IT, Moodle and other facilities provided by the IOE as an integral part of the programme.

Support and face-to-face supervision by a team member (and where appropriate to the tasks being undertaken, a mentor Habilitation / MI Specialist) with specialist professional experience and expertise, including direct support by the programme leader in offering guidance and support in assignment writing and habilitation skills.

Peer support and networking facilitated in the group by the use of Moodle and collaborative projects.

Access to the full range of welfare and union facilities afforded to all Institute trainees

Methods for evaluating and improving the programme Programme participants are actively involved in evaluating and improving the programme through the use of:

end of Module oral and written evaluations of the programme Service setting feedback on each learner and mentor reports on practical

habilitation skill development Contributions to Programme Leader and Programme Representative reports

on a termly basis to the programme committee

Formal evaluation of the programme is supported by: internal moderation of both submitted work (assignments and portfolio tasks)

and practical habilitation skills work ( including Habilitation Related Skills Log) is undertaken by programme tutors, drawing on mentor reports where relevant

The external examiner has a quality assurance role; she looks at 10% of the programme members’ written work and draws on 10% trainees’ practical habilitation skills reports

The Board of Examiners considers trainees’ results and external examiners’ reports

Indicators of quality and standards One might expect some or all of the following:

Candidates’ post completion profile matched against National Standards for Habilitation Work with Children and Young People (England) at Assistant or specialist level

Entry into employment as Habilitation Assistants (Graduate Certificate route) and Habilitation Specialists ( Graduate Diploma route) and positive feedback from employers and former students.

Return of Graduate Certificate awarded students to take Modules 3 and 4 to allow progression to specialist status

Programme participants delivering training to other practitioners as mentors after suitable period of experience

Relevant benchmark statements and other external and internal reference points used to inform programme outcomes

The programme has been matched against the National Standards for Habilitation Work with Children and Young People (England)(2009); the National Occupational Standards for Sensory Services of the CWDC (2009) and has been developed with the support of the DCSF, RNIB and Mobility Specialists in Education (MISE).

Date of completion July 2013