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Apprenticeship training course

Teacher for the sensory impaired (level 7)

Work with children and young people who have either deafness, vision impairment, or multi-sensory impairment, and their families, teaching staff and other professionals.

Qualification level
7
Equivalent to master’s degree.
Typical duration
24 months
Apprenticeship category
Education and early years
Maximum funding
£14,000
Maximum amount government will fund
for apprenticeship training.
Also known as
  • Qualified teacher of the deaf
  • Qualified teacher of the multi-sensory impaired
  • Qualified teacher of the vision impaired
Skills
Skills an apprentice will learn
  • Contribute to person-centred planning and statutory review process in line with national legislation and guidelines.
  • Support families and professionals in their understanding of the terminology, national legislation, and guidance which relates to children and young people with SI.
  • Interpret causes and implications of SI. For example, the anatomy and physiology of the ear and central auditory pathways, and eyes and optic nerve pathways and their implications for development and learning.
  • Provide and modify materials to match sensory, communication and habilitation needs, and teach using, or advise on, the use and adaptation of these materials.
  • Provide early family-centred intervention and advice.
  • Advise on and support the implementation and execution of safeguarding procedures.
  • Provide advice and promote areas of intervention. For example, the importance of language development spoken or signed, and the development of habilitation skills.
  • Implement strategies to support the development of the learner.
  • Select, undertake, interpret and report on the specialist assessment of SI learners to inform key areas. For example, teaching, target setting, report writing, and monitoring the efficacy of current provision.
  • Identify and engage stakeholders who can work together with the family to optimise learning and opportunities for the SI Learner and family.
  • Support families in making an informed choice on appropriate provision for their child or young person and signpost them to other resources.
  • Work in partnership with SI learner, and their families to understand and navigate the systems and transitions into and through education, training, and employment.
  • Support person centred outcomes leading to preparation for adulthood whilst enabling a voice for all stakeholders.
  • Work in partnership with families to understand and implement strategies to support the development of the SI learner, considering cultural, linguistic and family differences when working with families and their children.
  • Support others to understand the impact of SI upon the holistic development of child/young person and advise on appropriate strategies which are informed by research and/or evidence based good practice to support individual needs.
  • Advise on and apply reasonable adjustments to support SI learners in education. For example, in public examinations.
  • Identify, anticipate and advise on methods to work towards overcoming the barriers to learning and participation faced by SI Learners. For example, modification of the teaching approach, and the modification and production of learning materials.
  • Plan and teach challenging, well-organised specialist programmes of intervention across the age and ability range to support progress for SI learners including specialist approaches to communication and information. For example, tactile signing, British Sign Language and Braille.
  • Devise outcomes and plan and review teaching approaches that promote access to learning/support development that will help the SI learner make progress using the information gained from assessment of support requirements and other sources.
  • Advise on, and monitor the use of a range of personal and assistive sensory technology.
  • Identify and use communication systems to support communication with an SI learner, taking account of their sensory needs, developmental and communication levels.
  • Assess the environment in relation to SI and adapt this to maximise sensory access, monitoring outcomes in relation to individual needs.
  • Train and support stakeholders to facilitate the successful inclusion of sensory impaired learners including the knowledge and skills to facilitate the use of personal and assistive sensory technology.
  • Communicate with stakeholders and tailor language use to the audience via such modes as face-to-face communication, succinct report writing and presentations.
  • Plan, teach, or advise on interventions. For example, physical, cognitive, communication, emotional and social, that meet the needs of learners with SI, working in partnership with colleagues.
  • Evaluate and adapt the age-related provision for SI learners to optimise their engagement, attainment and inclusion.
  • Optimise their own expertise through continuous professional development in the field of SI to ensure that specialist teaching approaches are current.

Full information on Teacher for the sensory impaired (level 7) is available from the Institute for Apprenticeships and Technical Education.

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Regulated occupation

Teacher for the sensory impaired (level 7) needs a training provider who is approved by Department for Education.

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