The online version of the Deafblind Studies programme will go live mid May 2015.  After a successful pilot, this newly developed version of the course makes a wider range of learning opportunities available in order to meet the needs of a broader group of professionals who support deafblind people to lead the lives they would wish to lead.

Suitable for those seeking a first professional qualification, continuing professional development or underpinning knowledge for sensory related units as part of an SVQ3 or Health and Social Care Diploma (L3/5), you can undertake:

• The Certificate in Deafblind Studies (one year of part time study)
• The Certificate and The Diploma in Deafblind Studies (two years of part time study)
• Individual or combinations of credit rated modules to meet specific training requirements.

The programme is designed for staff members who work with deafblind people in a range of support roles.  It can also help to develop excellent professional knowledge for those working with people who are d/Deaf, hard of hearing, blind or partially sighted, have learning difficulties and/or communication support needs.

This eight module course (Open University credit rated and recognised across the UK) explores congenital and acquired deafblindness across the age range and builds in-depth knowledge of deafblindness; communication; movement, mobility and orientation; and public policy.

Year One - The Certificate in Deafblind Studies – is designed to build in-depth, foundational knowledge of: deafblindness; communication; movement, mobility & orientation; and public policy.

Year Two - The Diploma in Deafblind Studies - extends this learning, focusing on assessment, service development and service delivery.

For full costs and further details about the content visit: www.deafblindstudies.org.uk

or contact the Course Director, Gerard Swan (Mon-Thurs only) at This email address is being protected from spambots. You need JavaScript enabled to view it.  

or  07941 531931.

Barnardo's is leading on an a UK initiative, funded by the Government's Innovation Programme, that will work with leading experts, local authorities and organisations already active in the field of FGM to help build a specialist, joined up service that will focus on safeguarding girls and preventing further cases.

Specialist social workers will provide support, including through court proceedings and coordinate psychological and medical specialist care. Experts will work with communities affected by FGM to change attitudes and behaviours.

Learn more: http://www.barnardos.org.uk/news/Barnardo8217s_new_Female_Genital_Mutilation_prevention_programme_/

From the Plan website:

FGM is a violation of human rights. Also known as female genital cutting or female circumcision, it involves the removal of the external parts of the genitals for reasons with absolutely no basis in fact or evidence. It causes untold physical and emotional trauma while enforcing the inherent gender inequality found in cultures that practice FGM.

In countries that openly practise FGM, the incidence can be very high – such as in Egypt (91%) and Somalia (97%, even though the country has recently declared FGM illegal).

Female genital mutilation is a global problem that requires a global solution. Even in countries where FGM is banned, girls can be equally at risk, as the practice is often hidden. In addition laws are often not effectively enforced and prosecutions are rarely sought.

• Around the globe, 130 million girls and women have undergone FGM.
• In Africa 101 million girls aged 10 and over have been subjected to FGM.
• Every year a further 3 million girls are at risk of FGM in Africa alone.
• In the UK it's estimated that 65,000 girls are at risk each year.

Read more: http://www.plan-uk.org/because-i-am-a-girl/female-genital-mutilation-fgm/

Photo from Plan website

'Quality' continues to be the defining term for early childhood education and care. There is now a broad consensus among policy makers, practitioners and researchers that 'access to universally available, high-quality inclusive ECEC services is beneficial for all' (to quote a high profile policy document published by the EU Commission).

The importance given to 'quality' in early childhood has been emphasised by the proposal for a European Quality Framework, launched by the EU Commission in 2014. But what constitutes 'quality' in relation to the experiences of young children, their families and communities in and with early childhood institutions and programmes remains a highly contested matter.

Questions of how to develop, support, maintain and (e)value) quality are at the centre of controversial debate. There is no shortage of definitions – but they all depend on the context, the vantage point and the vested interests of those who are in a position to define.

As DECET, the international network that works for diversity, equality and social justice in early childhood, our position is clear: Firstly, questions of 'quality' are first and foremost connected to the rights of all children to grow up and live free of discrimination. Secondly, all means all – regardless of a child's or their family's race, ethnicity, colour, sex, gender, language, belief, religion, nationality, legal status, economic status or ability.

For further details on conference strands, keynote speakers and call for papers -

www.newman.ac.uk/DECETconference