This two-year distance education programme is open to teachers with Qualified Teacher Status (QTS) or equivalent, seeking the Mandatory Qualification (MQ) for specialist teachers of children and young people with vision impairments. The MQ programme has been approved by the National College for Teaching and Leadership (NCTL). An alternative programme (Education of Children and Young People with Vision Impairments) is also open to teachers (as well as other professionals with appropriate qualifications) working with children and young people with vision impairments who are not seeking the MQ.
This distance learning course is aimed at teachers with Qualified Teacher Status who work with children and young people with vision impairments.
The aims of the programme are:
Students will be required to attend University based study-weekends and regional tutorials as specified throughout the programme. The programme includes an assessed Braille component, a teaching placement and a negotiated programme of visits to specialist provision. Most of the module content will be delivered online and as such students will require suitable internet access prior to commencing their studies.
On successful completion of the PG Diploma students may transfer to the MEd programme (Education of Children and Young People with Vision Impairments). This is usually undertaken as an additional year of study and requires completion of a research methods module (4000 words) and a dissertation (15,000 words). An additional fee is payable for this period of study.
Some of our current students talk about their learning experience on the Teachers of Children and Young People with Vision Impairments course.
You may also be interested in four of our other programmes:
The School of Education at the University of Birmingham has an international reputation for Special Education and offers Distance Learning programmes in vision impairments, multi-sensory impairments, language and literacy impairments, deafness and hearing impairments, learning difficulties, emotional and behavioural difficulties and autism as well as full and part time modular programmes in many areas of Special Educational Needs. The vision impairment programmes are well established and have been offered for over 25 years as both full time and part time options.
Tutors on the programme are aligned to the Visual Impairment Centre for Teaching and Research (VICTAR). The aims of VICTAR are to:
- undertake social and educational research in the area of vision impairments;
- offer training in the area of visual impairment and education through high quality and relevant professional development programmes;
- disseminate our work to ensure it has positive impact.
Underlying this work is the belief that:
'Through education, through research, and through access to appropriate resources, the barriers to learning and participation that may be experienced by people with visual impairment can be better understood and reduced'.
The Centre is part of a broader Sensory Team and works directly with colleagues in the fields of Deafness and Hearing Impairment, and Deafblindness / Multi-sensory Impairment.
Fees 2017 - 2018
- Code 157B PGDip £3,750
- Code 156B MEd £3,750
(you must have qualified teacher status (QTS) to apply for the mandatory course)
- Code 157B PGDip £5,220
- Code 156B MEd £5,220
Fees for distance learning programmes are based on students studying 60 credits per year.
The fees shown above are the annual fees for students starting their courses September in 2017. Please note that where courses last more than one year, the annual fees for subsequent years on the course may increase due to inflation.
Learn more about fees and funding
Please also read the information on the Additional Costs in the Learning and Teaching section.
For further information contact the School directly or the Student Funding Office via online enquiries.
Scholarships, Studentships and Loans
Postgraduate Loans for Masters students
The postgraduate loans system for Masters degrees in the UK was introduced for students commencing their studies in the 2016-17 academic year. The government-backed student loans will provide up to £10,000 for taught and research Masters courses in all subject areas including part-time and distance learning. For more detailed information view our Postgraduate funding page.
Scholarships and studentships
Scholarships may be available, please view the Scholarships webpage in the School of Education. International students can often gain funding through overseas research scholarships, Commonwealth scholarships or their home government. More details may be found on the international scholarships page.
For further information contact the School directly or Fees and Financial Support university webpages.
Applicants are normally required to have a first degree or diplomas or five years of relevant professional experience, training or other relevant qualifications. Please refer to the School of Education entry requirements webpage for general entry requirements. In addition, it is a requirement that applicants are teachers with DfE Qualified Teacher Status (or equivalent) and will normally have a minimum of three years teaching experience. They must also demonstrate that they will have access to children and young people with vision impairments throughout the duration of the programme. Please note that for enrolment onto this course, Early Years Teaching Status does NOT count as qualified teacher status.
Applicants who are not currently working with children and young people with vision impairments may be required to undertake a programme of visits as directed by the programme tutors, and/ or to align themselves to an appropriate school or service prior to commencing their studies.
All applicants will normally be interviewed by phone to confirm that they meet the programme requirements. As well as those requirements listed above you will be expected to have:
• Close affiliation with a school or service for children and young people with vision impairments (particularly relevant for self funding students)
• Access to a braille machine for the duration of the programme (or willingness to purchase one)
• Online access from home and or work
• Appropriate resources and commitment to allow full engagement in all the required components of the programme (eg attendance at residential study weekend, tutorials, braille component etc)
We accept a range of qualifications, our country pages show you what qualifications we accept from your country.
English language support
Birmingham International Academy (BIA) provides free English language services to international students who are currently studying on undergraduate or postgraduate courses at the University of Birmingham. Services include Open-access English classes, online self-assessment, online materials through CANVAS, email answers to quick questions and individual one to one tutorials.
When clicking on the Apply Now button you will be directed to an application specifically designed for the programme you wish to apply for where you will create an account with the University application system and submit your application and supporting documents online. Further information regarding how to apply online can be found on the How to apply pages
Delivery of the programme is mainly through Distance Learning although students are required to attend residential weekends and regional tutorials as specified throughout the programme. The programme includes an assessed braille component, a teaching placement and a negotiated programme of visits to specialist provision. The programme and individual modules draw upon a range of learning and teaching approaches, a number of which are structured around the principles of enquiry based learning (EBL).
Residential Study Weekends
Over the course of the two year programme, students are required to attend four three day residential study weekends which are held in September and March/April at the School of Education. The dates for 2016-2017 are:
2 - 4th September 2016
7 - 9 April 2017
Meet the regional tutors
Students will normally be allocated to a Regional Tutor who will offer support and guidance throughout the programme. The Regional Tutors will arrange to meet students in their Regional Groups on a regular basis throughout each year (approximately once per module). Online tutorials may also be offered as an alternative to face to face meetings.
Regional tutors discuss their role in supporting students on the programme.
Regional Study Days
In year one of the programme, students are required to attend a Regional Study Day which takes place on a Saturday. The Study Day is a compulsory part of the programme and students will be asked to prepare some work for the day’s discussion, either as an individual, or as part of a group. In year two of the programme, this component will usually take place online.
Time for Study
Your involvement in the programme will require you to be released from some of your current work, and it will be helpful for applicants to consider carefully these issues with their line managers/sponsors prior to the interview:
- The programme tutors strongly recommend that students are allowed a minimum of half a day per week for study and research.
- Module 2 includes a negotiated programme of visits for participants to observe different types of provision for children and young people with vision impairments for example, LVA / orthoptic clinics, other services, schools, colleges, etc. Students will be required to negotiate a minimum of 10 visits with their Regional Tutors and line manager. For planning purposes a ‘visit’ is considered to require a minimum of half a day, although for some visits a full day may be required. Further guidance on this component will be offered at Residential Study Weekend 1.
- Full participation in the Residential Study Weekends requires attendance on the Friday, Saturday and Sunday. Accommodation for these components is offered at the University.
- Teachers may require extended release for the 15 day teaching placement in year 2. An additional day may be required for a visit to the host school/service prior to commencing the practice.
- The time needed by students for study may decrease their ability to help with other types of activities.
Further information about the Teaching Placement
The 15 day assessed teaching placement usually takes place between September and July of Year 2. We recommend that students, where possible, undertake their placement outside their own school/service (for which an additional one day pre-placement visit may be required). As part of the placement students are expected to demonstrate their ability to teach children or young people with vision impairments using both sighted and non-sighted methods.
When making an application for funding for this programme, it will be useful for students who are being sponsored to bring to their employer’s notice these additional costs. These costs are approximate and should be adapted for individual circumstances.
Cover for Module 1 negotiated programme of visits (10 visits – each visit a minimum of half-a-day)
Cover for half-a-day ‘study leave’ (40 weeks)
Travel to Regional Tutorials
Cover for Module 1 negotiated programme of visits (10 visits – each visit a minimum of half-a-day) Cover for half-a-day ‘study leave’ (40 weeks)
- Regional Tutorials
- Educational Visits
- Regional Study Day
- Residential Study Weekends 1 and 2 (University of Birmingham)
Key texts for the programme (Approx £300)
Cover for Year 2 teaching placement (15 days practice + up to 1 pre-placement visit)
Cover for half-a-day ‘study leave’ (40 weeks)
- Regional Tutorials
- Educational Visits
- Regional Study Day
- Residential Study Weekends 3 and 4 (University of Birmingham)
- Teaching Placement
Additional texts for the programme (approx £100)
Sponsors and students will be asked to sign a Programme Agreement once the application has been processed.
This document is also available in an alternative format (ie. large print, electronic copy, Braille) on request.
The programme requires successful completion of a portfolio containing:
- evidence that the participants have met all the relevant National College for Teaching and Leadership (NCTL) standards for the mandatory qualification in vision impairments;
- evidence that participants have achieved competence in Grade 2 British Braille; and
- a critical analysis of the negotiated teaching placement during which they have demonstrated effective classroom management to a visiting assessor appointed by the University
On successful completion of the programme students will be awarded a PG Diploma (Mandatory Qualification for Teachers of Children and Young People with Vision Impairments). This award is recognised by the NCTL as meeting the requirements for the mandatory qualification for specialist teachers of children and young people with vision impairments.
Find out what two former students of the Teachers of Children and Young People with Vision Impairments programme are doing now.