📚 What Mandatory Qualifications Must Teachers of Deaf and Visually Impaired Students Hold? | 教听力或视力障碍学生的老师必须具备哪些强制资格
In England, and to varying degrees across the rest of the UK, a standard teaching qualification is not enough to teach a class of deaf pupils or pupils with vision impairment. Statutory regulations and Department for Education funding rules require a further specialist award: the Mandatory Qualification for sensory impairment. This guide explains what those mandatory qualifications are, who must hold them, which additional certificates employers expect in practice, and how the rules differ internationally.
在英格兰以及英国其他地区，仅持有普通教师资格并不能胜任聋生或视障学生的教学工作。法定规章与教育部拨款规则要求教师额外取得一项专家资格——感官障碍强制资格（MQ）。本文将说明这些强制资格的具体内容、适用对象、学校实际要求的附加证书，并比较不同国家的制度差异。
1. Who Counts as a Teacher of Sensory Impairment? | 1. 谁属于感官障碍教师
The mandatory qualification requirement does not apply to every teacher who happens to have a deaf or visually impaired pupil in an mainstream class. It bites when a teacher is given responsibility for a class or teaching group of pupils who are deaf, visually impaired, or multi-sensory impaired — most often a specialist working in a resourced provision, a special school, or a peripatetic sensory support service.
强制资格要求并不适用于每一位班上恰好有聋生或视障学生的普通教师。当教师被安排负责一个由聋生、视障学生或多重感官障碍学生组成的班级或教学小组时，该要求才生效——最常见于资源教室、特殊学校或巡回式感官支持服务中的专科教师。
Three specialist roles are recognised in England:
英格兰认可三类专科角色：
- Teacher of the Deaf (ToD) — leads teaching for deaf and hard of hearing pupils.
- 听力障碍教师（ToD）——负责聋生及听障学生的教学。
- Qualified Teacher of Children and Young People with Vision Impairment (QTVI) — leads teaching for blind and partially sighted pupils.
- 视力障碍儿童与青少年合格教师（QTVI）——负责盲生及低视力学生的教学。
- Teacher of Multi-Sensory Impairment (MSI, often called deafblind) — leads teaching for pupils with combined hearing and vision loss.
- 多重感官障碍教师（MSI，常称聋盲）——负责听力与视力双重损伤学生的教学。
QTS + MQ (Sensory Impairment) = Specialist ToD / QTVI / MSI Teacher
2. The First Mandatory Requirement: Qualified Teacher Status | 2. 第一项强制要求：合格教师资格（QTS）
Before any sensory impairment qualification can be awarded, a candidate must already be a qualified teacher. In England that means holding Qualified Teacher Status (QTS), normally gained through an undergraduate degree with QTS, a PGCE, or a school-based route such as School Direct, plus a statutory induction year.
在取得任何感官障碍资格之前，申请人必须已是合格教师。在英格兰，这意味着持有合格教师资格（QTS），通常通过含 QTS 的本科课程、PGCE 或 School Direct 等校本路径获得，并完成法定入职培训年。
Mandatory qualification providers check QTS, an honours degree or equivalent, and normally at least two years of successful teaching experience before enrolment. An enhanced criminal record check is also compulsory.
强制资格培训机构在录取时会核查 QTS、荣誉学位或同等学历，通常还要求至少两年成功的教学经验。同时必须通过加强版犯罪记录审查。
QTS + Induction + 2 years’ teaching → MQ entry threshold
3. The Mandatory Qualification Itself | 3. 强制资格本身
The Mandatory Qualification (MQ) for sensory impairment is a specialist postgraduate award approved by the Secretary of State under the school teachers’ qualification regulations. It is delivered at master’s level (Level 7 on the Regulated Qualifications Framework) and combines university study with supervised practice in a sensory support service or special school.
感官障碍强制资格（MQ）是依据学校教师资格条例、由教育大臣批准的专家型研究生学历。它在硕士层级（监管资格框架第 7 级）开设，将大学课程学习与在感官支持服务或特殊学校中的督导实践相结合。
There are three MQ specialisms: Teacher of the Deaf, Teacher of the Visually Impaired, and Teacher of Multi-Sensory Impairment. A teacher who holds one is not automatically qualified for another; each requires its own approved programme.
强制资格分为三个专业方向：听力障碍教师、视力障碍教师和多重感官障碍教师。持有其中一个方向的资格并不意味着自动具备另一个方向的资格，每个方向都需要单独完成获批课程。
Typical MQ content includes audiology or functional vision assessment, language and communication development, Braille and tactile literacy, curriculum access and modification, assistive technology, working with families, and multi-agency collaboration.
强制资格的典型内容包括听力学或功能性视力评估、语言与沟通发展、盲文与触觉读写、课程调整与无障碍化、辅助技术、家庭合作以及多机构协作。
4. The Route to Teacher of the Deaf | 4. 成为听力障碍教师的路径
The route to Teacher of the Deaf normally runs: a degree with QTS, induction, several years of classroom teaching, then a postgraduate diploma or master’s in Deaf Education that carries the MQ. Provision in the UK is concentrated in a small number of universities and specialist centres.
成为听力障碍教师的路径通常是：取得含 QTS 的学位、完成入职培训、积累数年课堂教学经验，然后攻读带有强制资格的研究生文凭或硕士（聋教育方向）。英国提供此类课程的机构集中在少数大学和专业中心。
Applicants are usually expected to have some experience of deaf children, and employers increasingly look for British Sign Language skills — commonly Signature Level 2 or above — although a high BSL level is not, in itself, the MQ.
申请人通常需要具备与聋童相关的经验，用人单位也越来越看重英国手语（BSL）能力，常见要求为 Signature 二级或以上；但高等级手语证书本身并不等于强制资格。
Assessment on the programme includes teaching observations in real settings, audiological casework, and a dissertation or extended project on deaf education.
课程评估包括在真实教学情境中的课堂观察、听力学个案工作，以及关于聋教育的论文或扩展项目。
5. The Route to a Qualified Teacher of Vision Impairment | 5. 成为视力障碍合格教师的路径
The QTVI route follows the same shape: QTS, induction, teaching experience, then an approved postgraduate diploma or master’s in Visual Impairment that confers the MQ. Candidates must demonstrate competence in teaching Braille, using tactile diagrams, and assessing functional vision.
视力障碍合格教师（QTVI）路径结构相同：QTS、入职培训、教学经验，随后攻读获批的视力障碍方向研究生文凭或硕士，以取得强制资格。申请人须展现教授盲文、使用触觉图形以及评估功能性视力的能力。
Because vision impairment is low-incidence, many trainees study part-time over two years while working in a peripatetic service. Placement experience in a specialist school for blind pupils is normally built into the programme.
由于视力障碍属于低发生率障碍，许多学员以在职方式用两年完成非全日制学习。课程通常包含在盲校进行的实习环节。
PG Dip / MEd (Visual Impairment) + QTS = QTVI status
6. Multi-Sensory Impairment and Deafblind Education | 6. 多重感官障碍与聋盲教育
Multi-sensory impairment is the rarest and most complex specialism. The MQ for MSI prepares teachers to work with pupils who have combined hearing and vision loss, often alongside additional physical, medical or learning needs.
多重感官障碍是最罕见也最复杂的专业方向。该方向的强制资格培养教师面对听力和视力双重损伤、并常伴有身体、医疗或学习方面额外需求的学生。
The curriculum emphasises touch-based communication, objects of reference, resonance boards, intensive interaction, and consistent one-to-one routines. Teachers usually work within a team that includes a QTVI, a Teacher of the Deaf and a habilitation specialist.
课程重点包括触觉沟通、参照物、共振板、密集互动以及稳定的一对一日常流程。教师通常在包含视力障碍教师、听力障碍教师和康复训练专家的团队中工作。
7. Qualifications Employers Expect Beyond the Law | 7. 法律之外用人单位期待的资格
Some qualifications are not legally mandatory but are treated as essential by most sensory support services when shortlisting. The list below reflects common job descriptions and person specifications.
有些资格并非法律强制，但大多数感官支持服务在筛选候选人时视其为必备条件。以下清单反映了常见职位描述与人员规格中的要求。
- Braille proficiency or a recognised Unified English Braille (UEB) qualification for QTVI roles.
- 盲文熟练度或受认可的通用英语盲文（UEB）资格——针对视力障碍教师岗位。
- British Sign Language at Level 2, 3 or 6 (Signature or equivalent) for many ToD posts.
- 英国手语二级、三级或六级（Signature 或同等资格）——许多听力障碍教师岗位要求。
- Habilitation specialist training for teachers delivering mobility and independence curricula.
- 康复训练专家培训——针对教授行动与独立生活课程的教师。
- Assistive technology competence: screen readers, Braille displays, radio aids, soundfield systems and eye-gaze devices.
- 辅助技术能力：屏幕阅读器、盲文显示器、无线电辅具、声场系统与眼动仪。
- Additional training in SEND assessment, AAC (augmentative and alternative communication) and cochlear implant management.
- 特殊教育需求评估、AAC（扩大性与替代性沟通）以及人工耳蜗管理方面的额外培训。
8. Safeguarding, Statutory Checks and Other Legal Duties | 8. 安全保障、法定审查与其他法律义务
Every teacher working with sensory impaired pupils must clear safeguarding checks. In England this means an enhanced DBS certificate with a check of the children’s barred list; Scotland uses the PVG scheme and Northern Ireland uses Access NI. Schools must also follow safer recruitment guidance.
所有从事感官障碍学生教学工作的教师都必须通过安全保障审查。在英格兰，这意味着加强版 DBS 证书并核查儿童禁入名单；苏格兰采用 PVG 计划，北爱尔兰采用 Access NI。学校还必须遵循更安全的招聘指南。
Other statutory duties include the SEND Code of Practice, the Equality Act 2010 duty to make reasonable adjustments, and the Children and Families Act 2014. Where a teacher also coordinates provision, the National Award for SEN Coordination (NASENCO) is mandatory for SENCOs in maintained schools in England.
其他法定义务包括《特殊教育需求与残障操作守则》、《2010 年平等法》中作出合理调整的义务，以及《2014 年儿童与家庭法》。若教师同时负责协调支持服务，英格兰公立学校的 SENCO 必须取得特殊教育需求协调国家资格（NASENCO）。
Enhanced DBS + Barred List Check + KCSIE compliance = Mandatory for all staff
9. How the Rules Differ Across the UK | 9. 英国各地的规定差异
The four nations of the UK do not use identical wording, even though the practical outcome is broadly similar. Always verify the current guidance from the relevant national department before recruiting or enrolling.
英国四个地区在措辞上并不完全一致，尽管实际结果大体相似。招聘或报名之前，应始终核查相关地区主管部门的最新指南。
| Nation | Statutory position | Typical mandatory award |
| England | Mandatory qualification required for teachers of classes of deaf, visually impaired or MSI pupils in maintained schools | DfE-approved MQ at Level 7 |
| Wales | Mandatory qualification framework with Welsh Government funding for training | Approved sensory impairment MQ |
| Scotland | No separate statutory MQ; requirement is expressed through GTC Scotland registration and employer standards | Postgraduate diploma or master’s in Deaf Education or Visual Impairment |
| Northern Ireland | Department of Education expects specialist qualification for peripatetic sensory teachers | Approved postgraduate specialist qualification |
Independent schools and academies are not always bound by the same regulations, but funding agreements and inspection frameworks usually expect equivalent expertise.
独立学校与学院制学校并不总是受相同条例约束，但拨款协议与督导框架通常要求具备同等专业能力。
10. International Comparisons | 10. 国际比较
Other English-speaking systems use different labels for the same professional function. Certification is almost always handled at state, provincial or territory level rather than nationally.
其他英语国家体系对同一专业职能使用不同名称。认证通常由州、省或地区层面管理，而非全国统一。
| Country | Core mandatory requirement |
| United States | State teaching licence plus specialist certification as Teacher of the Deaf and Hard of Hearing (TODHH) or Teacher of Students with Visual Impairments (TVI); master’s commonly required; ACVREP certification for orientation and mobility specialists |
| Australia | AITSL teacher registration plus a state-recognised specialist qualification in deaf or vision education |
| Canada | Provincial teaching certificate; in Ontario, specialist Additional Qualification courses in Deaf Education and Blind Education |
| Ireland | Teaching Council registration plus specialist postgraduate training supported by the National Council for Special Education |
The common thread is a two-stage structure: a general teaching licence first, then a specialist sensory impairment credential awarded after further study and supervised practice.
共同点在于两阶段结构：先取得普通教师执照，再通过进一步学习与督导实践获得感官障碍专家资格。
11. Continuing Professional Development and Renewal | 11. 持续专业发展与资格更新
Sensory impairment qualifications are not a one-off. Audiological technology, Braille codes, eye-gaze systems and curriculum frameworks all change, and teachers are expected to keep their practice current.
感官障碍资格并非一劳永逸。听力学技术、盲文规则、眼动设备与课程框架都在变化，教师需要持续更新专业实践。
- Annual refresher training in safeguarding, first aid and medical needs such as cochlear implant or seizure protocols.
- 在安全保障、急救以及人工耳蜗或癫痫处置等医疗需求方面的年度复训。
- Revalidation of BSL or
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