BA (Hons) British Sign Language (Deaf Studies)

During this module you will scrutinize the remit of services provided to the deaf community in areas of health and social care. We will explore why deaf individuals are deemed at higher risk of experiencing health inequality and which specific factors contribute to this. The impact of the additionally reported equality gaps in education, employment and leisure will also be scrutinized as to their potential negative consequences for a deaf person’s general and mental wellbeing. The module will provide you with an opportunity to consider the historical overview of the development of these services and critically examine the legislative framework that underpins the services provided by both statutory and voluntary organisations. You will be asked to review and understand your own role as a possible future policy maker, whilst exploring the interaction between the deaf community and mainstream society, influenced by the prevailing models of deafness that manifest themselves within UK society. This module is essential for people wanting to work within the deaf community.

This module explores perspectives and theories that help to explain deaf differences, identities, and lived experiences. We will examine positive processes of deaf identity through the lens of deafhood and deaf gain. We will also consider the contexts in which deaf lives flourish and contribute to a better understanding of the diversity of humanity and our varied ways of being.

This module will introduce students to both qualitative and quantitative research methods in the social sciences. The distinction can be over-stated given as many research projects now use mixed methods, but a difference does exist and it is necessary to unpack it for heuristic purposes. The module will proceed through first outlining the background and key aspects of the qualitative and quantitative traditions, before providing case examples of field work using particular research techniques (surveys, semi structured interviews) within the two broad approaches.

The main aim of this module is to enhance students' language abilities, (receptive and production). The module will enable students to communicate effectively in a range of situations with a variety of topics. The module requires students to demonstrate that they can produce and understand BSL to the required standard and be able to analyse and discuss fundamental features of BSL and English.

Successful completion of this module will enable students to understand and produce the complex and specialist language necessary to: a. identify personal opinions and values as well as factual information b. ask for and provide complex instructions and information c. present and respond to differing lines of reasoning d. contribute to meetings and discussions e. deliver prepared presentations Students will be taught to communicate effectively in a range of situations and be required to demonstrate that they can produce and understand BSL to a high standard, dealing with complex and specialist language. Alongside this, students will be able to identify, analyse and discuss their strengths and areas for development in producing and receiving language at this level, as well as fundamental linguistic features of BSL.

Working with others, whether colleagues, service users or other stakeholders, is central to the effectiveness of many sectors, including education, social care and health. This module aims to stimulate awareness of how collaborative professional practice has the potential to empower people, recognise diversity and address aspects such as social disadvantage. It will consider how collaboration is essential to practice that is fully inclusive, and examine how this might look in a variety of settings. You will also develop collaborative skills when working with professionals.

This module will explore the role of community engagement in the delivery of public and third sector services. It will look at how policy initiatives such as ‘co-production’ and ‘partnership working’ have impacted on both the commissioning and delivery of welfare services in the UK, and how some of these initiatives have been driven by policy failures. It will also investigate the role of social movements, such as Black Lives Matter and Reclaim the Streets, on our society.  It will critically examine how enhancing the voice of service users, parent carers and community activists in decision-making can not only enhance the services being delivered and but can bring about social change.

In this module you will have opportunity to focus on the social and educational inclusion of children and young people with cerebral palsy. By exploring the complexity of difficulties which may be experienced by this group of learners across their lives, you will be able to highlight tensions between policy and current practice and propose ways to improve opportunities, participation, choice and well-being. You will also examine how giving these learners a voice can improve support systems and their participation in society.

This module will explore exclusion from school and why some children are more likely to be excluded than others. You will have the opportunity to interpret statistical data, research and literature linking to exclusion from school and social justice and why all people should have equal access to education. Your learning on this module includes applying theories and concepts of social exclusion and social justice in educational contexts. You will also demonstrate the influences of government policy and the curriculum on school exclusion and the issues and challenges of social justice and exclusion from school.

This module focuses on inclusive early-years provision for children with developmental difficulties by exploring key concepts, such as early identification and intervention, developmentally appropriate practice, inter-agency collaboration and parental involvement. By examining the policy-to-practice context and relevant research perspectives about these processes, you will promote your critical understanding of opportunities and challenges associated with such provision. You will also learn about the early-years curriculum framework and how this influences family-centred professional practice.

This module aims to introduce students to core linguistic theories and interpretative frameworks regarding the ways in which people produce and understand meaning through language. At the end of the module, students will be able apply semantics (meaning) theories to instances of language use, using appropriate technical terminology, and draw meaningful conclusions.

The module aims to investigate the major concerns of sociolinguistics, that is, how language and social organisation intersect. Several models which determine language variation are examined, both on a social-group scale (national language policies, dialects etc.) and on an individual scale (style-shifting, registers etc.). The module's central tenet is to dispel myths about homogeneity in language. Based on theoretical work and methods in sociolinguistics, the module explores the role that language plays in shaping our ideas about others, including power relationships along the lines of gender, race, class, religion, disability and sexuality, and in shaping who we are as individuals.

To provide students with sociological theories and perspectives that help to explain racialised differences, identities and ethnicities. To provide knowledge of the processes and patterning of racialised differences, identities and ethnicities. To examine contexts in which racialised divisions and inequalities continue and are reproduced, as shown in contexts such as education, work and media.

This module provides opportunities for community-based learning through voluntary community engagement. This activity will enable you to understand the relevance of your studies within a community context, combining practical experience with academic studies. In addition, it is an opportunity to develop a critical understanding of the Third Sector, and the notion of citizenship. Both subject specific and transferable skills will be developed and utilised throughout this module, thus developing graduate employment attributes.

Within this module you will undertake a comprehensive examination of the linguistic, psychological and educational development of Deaf children. You will be exploring the impact of the government's prevailing educational philosophies pertaining to Deaf education and the subsequent ramifications, at a local authority level, upon educational settings and language choices available. You will have an opportunity to both dissect and challenge the historical notion of an educational attainment gap in relation to Deaf children, confirming the views of Susan Daniels (Chief Executive of the National Deaf Children Society) that Deafness should not be regarded as a learning disability.

This module enables students to work independently on a topic. It allows students to enhance and demonstrate their research and writing skills; critically analyse their findings and write extensively on an area relevant to Deaf Studies.

The module considers the implementation of public policy on deaf people in Britain. It asks whether deaf people are stifled by welfare labels, and if direct action can change political will and bring about equity for deaf citizens. The module then explores campaigning undertaken by deaf people (sign language peoples) and their organisations to change public policy. It will consider the effectiveness of different campaigns enabling students to undertake a critical analysis of a campaign of their choice.

This module will provide the opportunity for you to explore contemporary issues relating to mental health, resilience and well-being with a specific focus upon specific educational needs, disability and inclusion in education. Feelings of well-being are fundamental to the overall health of an individual, enabling them to successfully overcome difficulties and achieve what they want out of life. Having a special educational need or a disability can place limits on learning and restrict what children and young people and this can increase feelings of isolation and lead to exclusion. You will develop your critical understanding of the complexities involved in promoting mental health and well being for children and young people with a special educational need or disability. Factors such as relationships, experiences, opportunities and environments which shape protective and risk factors will considered as part of your learning in this module. Drawing upon research, theories and literature you will appraise strategies that can be used in practice to promote positive mental health and well-being and analyse tensions and challenges to inclusive practice.

In this module you will have the opportunity to consolidate, extend and challenge your understanding of the notion of social inclusion. You will be able to apply your renewed comprehension of social inclusion to appraise the position of specific groups in 21st century society, with a particular focus on disability. By drawing on theoretical perspectives, such as feminist ideologies, international outlooks, media representations and research studies, you will cultivate critical insights into social issues which underpin the lives, opportunities and challenges of those in disadvantaged or marginalised positions.

The module aims to provide students with the theoretical framework for the study of language from a psycholinguistic viewpoint in order to study language comprehension and production, both spoken and written. The theoretical background to specific disorders of language comprehension and production, with an examination of such disorders along with relevant case studies will be considered. This perspective on language pathology will enable a discussion of what constitutues typical language use, and from the insights gained, leads to an exploration of their applications in the world of careers such as speech and language therapy and education

The module aims to explore in greater complexity and detail some of the issues introduced in Language and Society relating to the mechanisms, motivations and outcomes of language variation and change. Focus in the first half is on structuralist theories of language change and examination of English and the grammatical and lexical changes that happen via its speakers in the first 2000 years of its existence. In the second half of the course, this knowledge is applied to examining world Englishes including Caribbean Englishes, English as it is spoken on the Indian subcontinent and dialects of English across the British Isles. Students will examine the ideologies which circulate historically and today about language variation and change. Particular attention will be paid to the use of case studies to test the key theories of language variation and change.

    Migration is a fundamental feature of the contemporary world.  Its social and economic effects are self evident; its political ramifications frequent.  This course will provide an overview of key concepts and issues in the study of migration.  The organisation will be split into two interrelated sections.  The first will consider the key motivations why people move from one country to another.  Here the course will look at definitions, push and pull factors in migrant flows and migration in history.  Second, it will look at immigration and British society.  This will section will pay particular attention to immigration to the UK since 1945: Irish and New Commonwealth immigration, Immigration Control and contemporary asylum and Eastern European immigration.