Course - Hearing impairments – language, communication and language environment - PED6640
Hearing impairments – language, communication and language environment
New from the academic year 2026/2027
Assessments and mandatory activities may be changed until September 20th.
About
About the course
Course content
- Typical and deviant language development as a basis for understanding language and language development in connection with hearing impairments
- Language deprivation
- Sign language
- Bilingualism/multilingualism as a phenomenon
- Hearing impairments, language, and learning
- Communicative aspects of hearing impairments
- Language and communication in connection with hearing impairments and multiple disabilities
- Assessment of language and communication
- Intervention-oriented work with language and concepts, language environments, language development, and language learning
Learning outcome
After completing the course, students should have knowledge and understanding of both Norwegian language and sign language development. They should also have acquired basic knowledge about the learning conditions for children, pupils, and adults with hearing loss who are developing one or more languages.
Knowledge:
- Students will have in-depth knowledge of typical language development as a basis for identifying and understanding atypical language development related to hearing impairments.
- They will possess in-depth knowledge of language, mono- and multilingual development, and communication in relation to hearing impairments.
- Students will also have comprehensive knowledge of environmental and individual factors and prerequisites for language development and communicative interaction.
- They will be familiar with relevant language tests and assessment tools related to sign language, spoken language, and communicative skills.
- Furthermore, students will understand how attitudes towards language influence the development and educational situation for children and pupils with hearing impairments who are developing one or more languages.
- They will also have knowledge of foundational documents related to children and pupils who are to receive education in and/or through sign language.
Skills:
- Based on knowledge of typical language development, students should be able to analyze and assess language development in connection with hearing impairments for children, youth, and adults with one or more languages.
- They should be able to justify the choice of appropriate tools for assessing language and communication for people with hearing impairments, as well as the choice of intervention methods based on evidence assessment.
- Students should be able to describe, assess, and implement measures to facilitate good language and communication environments in kindergartens, schools, and workplaces for people with hearing impairments.
- They should also be able to document their skills in writing.
General competence:
- Students will be able to analytically, critically, and creatively apply their knowledge, skills, and theories to contribute to language and concept development in people with hearing impairments.
- They will also be able to apply these abilities to contribute to inclusive language and communication environments for people with hearing impairments, with a main focus on kindergartens and schools.
Learning methods and activities
- Lectures and seminars during 3 study sessions of 3 x 3/5 days
- Digital lectures are considered
- Student exercise between the 1st and 2nd session
- Practice for 2 weeks, including preparatory and follow-up work between the 2nd and 3rd session
Compulsory assignments
- Student exercise between the first and second session
- Practical training equivalent to two work weeks
Further on evaluation
Mandatory activities: •
Student exercise between the first and second gathering • Practical training equivalent to two working weeks.
Coursework requirements:
Practical training Practical training for 2 weeks, including preparatory and follow-up work between the second and third gathering.
- The practical training must be related to a kindergarten child, a school pupil, or an adult with hearing impairments in context. Students must observe and assess language, communication, and the language environment.
- The student must be present in the context for 15-20 hours, which can be distributed throughout the practical period. The practical training can be completed at the student’s own workplace.
- All guidance related to the practical training is mandatory. The student must collect information about hearing and hearing status. Furthermore, the student must conduct systematic observations in at least three relevant situations and carry out assessments using assessment tools.
- The student then writes a log from the observations and the results from the assessment and submits this for guidance. After completing the guidance, the student must prepare a practical training report. Based on the assessment and observations, the student must discuss the need for measures and intervention.
- The report should be three to five pages long. The report is submitted for guidance and revised based on the feedback. The completed report is then submitted for approval.
The practical training is assessed as passed/not passed.
Exam Description
Exam in the form of an individual subject assignment with a maximum of 5000 words, excluding cover page, table of contents, and reference list
Specific conditions
Admission to a programme of study is required:
Special Education (MPRSPED)
Required previous knowledge
Bachelor’s degree in social sciences with a specialization in pedagogy, or completion of the first three years of the general teacher education/preschool teacher education program, or a bachelor’s degree and a one-year practical-pedagogical education, or another three-year education with a minimum of 30 ECTS credits in pedagogy. All applicants must have completed PED6648 Introduction to Audiopedagogy.
Subject areas
- Education