Issues and Strategies for Teaching and Learning (Visual impairment)
University of Edinburgh · Scotland · EDUA11247
Issues and Strategies for Teaching and Learning (Visual impairment) is a subject at University of Edinburgh, Scotland. It covers topics like disability-studies, educational-technology, inclusive-teaching, special-education. It is part of 3 degrees. The information below is compiled from public course material — approximate, not official.
University of Edinburgh
EDUA11247
3.00
Topics covered
Degrees that include Issues and Strategies for Teaching and Learning (Visual impairment)
- Inclusive Education (MSc) - 1 Year (Full-time)
- Inclusive Education (MSc) (ICL) - 6 Years (Part-time)
- Inclusive Education (PgCert) (ICL) - 2 Years (Part-time)
Frequently asked questions
What is Issues and Strategies for Teaching and Learning (Visual impairment) about?
Issues and Strategies for Teaching and Learning (Visual impairment) covers topics like disability-studies, educational-technology, inclusive-teaching, special-education.
Which degrees include Issues and Strategies for Teaching and Learning (Visual impairment)?
Issues and Strategies for Teaching and Learning (Visual impairment) is part of 3 degrees, including Inclusive Education (MSc) - 1 Year (Full-time), Inclusive Education (MSc) (ICL) - 6 Years (Part-time), Inclusive Education (PgCert) (ICL) - 2 Years (Part-time).
How many credit points is Issues and Strategies for Teaching and Learning (Visual impairment)?
Issues and Strategies for Teaching and Learning (Visual impairment) at University of Edinburgh is typically around 3.00 credit points. Approximate — confirm with the university.
Where is Issues and Strategies for Teaching and Learning (Visual impairment) taught?
Issues and Strategies for Teaching and Learning (Visual impairment) is taught at University of Edinburgh, Scotland.
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Sources: University of Edinburgh public course catalogue. Information is compiled and summarised — not copied verbatim — and is approximate; always confirm with the original source.
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