For more information about Deaf Education (Teacher of the Deaf) at School of Education, University of Leeds, please visit the webpage using the button above.

The award
MA

How long you will study
24 Months

Domestic course fees
find out

How you will study
part-time, distance

Course starts
September

International course fees
find out

All study options

About Deaf Education (Teacher of the Deaf) at School of Education, University of Leeds

Taught over two years through a combination of face-to-face and online learning, this course leads to an MA in Deaf Education with the option of a Teacher of the Deaf (ToD) qualification, approved by the Department for Education (DfE).

Students will benefit from a combination of day schools and regional tutorials with online learning and virtual tutorial support. The taught sessions include readings and tasks designed to consider theoretical perspectives, reflecting current research within a rapidly changing dynamic field and the implications for practice.

Deaf children’s language experience and development is fundamental to the degree and is embedded through all aspects of the course, as well as receiving specific consideration in the deafness and development and educational audiology modules.

The MA Deaf Education (ToD) integrates cutting-edge research knowledge with practitioner expertise to develop skilled, knowledgeable and critical practitioners.

The MA Deaf Education (without ToD qualification) follows the same core modules but does not require completion of the Professional Skills: Learning, Teaching and Audiology module (for all non UK based students).

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.

Study options for this course

  • The award How you will study How long you will study Course starts Domestic course fees International course fees
  • The awardMAHow you will studyPart-time, DistanceHow long you will study24 months
    Course startsSeptemberDomestic course fees find outInternational course fees find out

Entry requirements

A bachelor degree (hons) with a 2:1 or non-UK equivalent.

You will also need:

  • Qualified Teacher Status (QTS) or Qualified Teacher Learning and skills (QTLS) (required for Teacher of the Deaf award)

  • two years of teaching experience or experience of working with deaf children in educational settings

  • access to a school or service's audiological resources and support

  • British (or local) Sign Language CACDP/ Signature/ iBSL Level 1 (required for Teacher of the Deaf award) or equivalent

  • access to local sign language tuition

  • access to internet facilities for e-learning

IELTS 6.5 overall, with no less than 6.0 in any component. For other English qualifications, read English language equivalent qualifications.

What students think about School of Education, University of Leeds

    Zara Karim - BA Childhood Studies

    Testimonial from Zara Karim - BA Childhood Studies, student at School of Education

    A particular highlight of my course was gaining knowledge on how primary schools work and about inclusion in education. This is something I often think about for when I become a teacher. Another highlight of my course has been the development of my personal profile and how I can build on this to get to where I would like to be. 

    I’m currently studying in my second year and have planned to work in industry in the summer in Thailand. I believe this opportunity will enhance my credibility for becoming a primary school teacher.

    Read more here

    Xiaowen Liu - MA TESOL Studies

    Testimonial from Xiaowen Liu - MA TESOL Studies, student at School of Education

    What has impressed me most is that the course combined theory with practice. For example, in the module English Teaching Methodology, in addition to introducing teaching practices in the classroom, tutors also scaffold micro-teaching, which provides students opportunities to design and deliver a real course with their partners and get feedback from tutors.

    Academic writing concerned me most before I came here, like many international students, but the School of Education prepared me well. In the first few weeks of term, we were provided with a chance to write a practice assignment to get familiar with academic writing in this country, which would not count towards our final grade but would be marked and commented on by academic staff.

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