Would you like to analyse and improve the possibilities of deafblind people? Then this is the programme you are looking for!
The part-time programme is identical to the full-time programme, but is divided over two years. You will find the exact division of courses on this page once the programme for 2025/2026 is set.
| Semesters | ||||
|---|---|---|---|---|
| VakkenVakkencatalogus > | 1a | 1b | 2a | 2b |
| Introduction to Deafblindness (5 EC) | ||||
| Research methods (5 EC) | ||||
| Internship (20 EC) | ||||
| Master thesis (20 EC) | ||||
| Theories and Models (5 EC) | ||||
| Participation and Policy (5 EC) | ||||
| Specifieke eisen | Extra informatie | |
|---|---|---|
| vooropleiding |
A bachelor's degree programme in special needs, education or another relevant bachelor's degree programme and sufficient knowledge of methodology. A non relevant bachelor's degree and a completed SPO premaster. |
|
| minimum kennis |
If you have any deficiencies in connection with Statistics and Research Methodology then we offer the possibility to take pre-master courses. The Admissions Office will inform you if you would qualify for this. For more information have a look at the SPO site about this premaster: https://spo-groningen.nl/opleidingen/schakelprogrammas-premasters/ The transcripts show evidence of sufficient courses on: Research methods for the social sciences (preferably quantitative AND qualitative). Academic disciplinary knowledge on education, developmental psychology, educational psychology, sociology of education, and adjacent fields. Previous experience with academic writing (e.g., Bachelor thesis), is desirable, but not an entry requirement. |
|
| overige toelatingseisen |
|
| Vooropleiding | Organisatie | Instroom |
|---|---|---|
| Alle WO instellingen | Via een pre-master van maximaal |
|
| Academische opleiding leraar basisonderwijs | Alle WO instellingen | Drempelloze toelating |
| Vooropleiding | Organisatie | Instroom |
|---|---|---|
| Pedagogische Wetenschappen | Rijksuniversiteit Groningen | Drempelloze toelating |
| Type student | Deadline | Start opleiding |
|---|---|---|
| Nederlandse studenten | 01 juni 2025 | 01 september 2025 |
| EU/EEA studenten | 01 juni 2025 | 01 september 2025 |
| non-EU/EEA studenten | 01 mei 2025 | 01 september 2025 |
| Specifieke eisen | Extra informatie |
|---|---|
| vooropleiding |
Bachelor Pedagogical Sciences, Educational Sciences, Social Sciences or a similar relevant Bachelor's degree (e.g. Youth Studies, Special Needs Education etc.) and sufficient knowledge of methodology. |
| minimum kennis |
The transcripts show evidence of sufficient courses on: Research methods for the social sciences (preferably quantitative AND qualitative). Academic disciplinary knowledge on education, developmental psychology, educational psychology, sociology of education, and adjacent fields. Previous experience with academic writing (e.g., Bachelor thesis), is desirable, but not an entry requirement. |
| taaltoets cijfer |
The official language of the programme is English. Non-native English speakers must provide evidence of satisfactory results for one of the standard tests mentioned below. Official test results must be supplied. Please note, we do not accept Institutional TOEFL results as evidence of English proficiency. IELTS: overall 6.5; writing 6.5; speaking 6.5 | TOEFL internet-based: overall 90; speaking 22; writing 24 | CAE / CPE: C, B or A | Dutch pre-University diploma (VWO) including English: 5.5 for English | |
| Type student | Deadline | Start opleiding |
|---|---|---|
| Nederlandse studenten | 01 juni 2025 | 01 september 2025 |
| EU/EEA studenten | 01 juni 2025 | 01 september 2025 |
| non-EU/EEA studenten | 01 mei 2025 | 01 september 2025 |
| Nationaliteit | Jaar | Kosten | Vorm |
|---|---|---|---|
| EU/EER | 2024-2025 | € 1863 | deeltijd |
| EU/EER | 2025-2026 | € 1914 | deeltijd |
Praktische informatie voor:
After graduation, you have the knowledge and skills needed to work in the field of education related to deafblindness. This programme gives you a good basis for consultancy work in education and for further research.
Apply expertise in assessment and intervention tools within a clinical and educational setting in inclusive and special needs education or related fields, for example in complex communication needs such as autism, mutism, and Profound Intellectual and Motor Disabilities (PIMD).
Establish and manage an independent practice to serve diverse client needs.
Conduct scientific research or pursue a PhD to advance knowledge and practice in the field.
The Master programme Deafblindness is linked to the Research Centre on Profound and Multiple Disabilities.
I understood that to provide best practice, I needed to be informed as a professional about deafblindness in its own right...
You learn how to analyse communication in complex situations and how to stimulate progress.
My name is Caroline Lindstrom. I am from Sweden and I work in special education for a Swedish organization that provides services for people with congenital deafblindness. Some of my Nordic colleagues completed the Master's programme in Communication and Deafblindness in Groningen. This is how I heard about the programme. It is the only programme in the world which focuses on deafblindness, and is a truly international programme with lecturers and students from all over the world.
I stayed in the Netherlands for only a month, and subsequently followed the programme from a distance. After a month-long intensive study programme, the students leave Groningen and write their reports and theses from their home countries. You have regular contact with your supervisor and classmates online. Every year in March you meet with supervisors and fellow students again. I believe this set-up works very well and is beneficial to international students, since they are able to return to their daily activities quickly. Many of the students combine work and studies, and that means that you have to be strict in order to stay focused on the programme. I recommend setting a schedule which gives you time both to write the thesis and to focus on your profession.
I was very happy to find that there is a Master’s track wholly focused on communication and deafblindness. What I value most is the strong link between the practical field on the one hand and the literature and theory on the other. Most of the students have practical experience. This results in an interesting mix of perspectives which enrich the learning environment. The programme improved my understanding of methodological skills and different interventions which aim to improve communication.
The programme is interesting and useful for everyone interested in communication. You learn how to analyse communication in complex situations and how to stimulate progress. The programme is especially interesting for people who are already professionals.
We really support interaction and collaboration between the students so they can learn from one another and learn about different cultural perspectives.
The Master's track in Deafblindness focuses on the specific problems that people with deafblindness encounter. We look at the consequences of deafblindness on the development and functioning of people in order for them to participate in society.
When I studied at the RUG I continued to work as a Speech and Language therapist and the expertise gained in the Master Deafblindness turned out to be very helpful.
I am the Director of Rehabilitation Services at ARCIL, Portugal. At this same organization, I also work as a Speech and Language Therapist, mostly with children with developmental disorders and/or disability at the Early Intervention level. As a Speech and Language Therapist, I mostly work with individuals with complex communication support needs, in many cases due to disability.
Having experience with children and young people with multiple disability, autism spectrum disorder and severe intellectual disability amongst others, I started searching for training that would enhance my skills in this field. I intended to specialize in communication and in providing the appropriate support for individuals with more complex communication support needs.
When I studied at the RUG I continued to work as a Speech and Language therapist and the expertise gained in the Master Deafblindness turned out to be very helpful. As a director, the knowledge, attitudes and skills related to Education and Social Sciences are also useful, enhancing my ability to analyse and reflect my options.
The research component of the Master was very interesting and useful, especially because it motivates us to use Qualitative Methods and study a specific subject in depth. This way, I became more critical and demanding with quality in research and capable of developing good research projects, academically and in my work place. I am also more aware of diverse methodologies for research and how to use them in my daily work.
One practical example of an evidence-based tool introduced during the Master in Deafblindness is a Map Stick. It is designed to provide information before, during, and at the end of a walk. It enables an individual to anticipate and know where they are in their journey, and to share their experience afterwards.
In the programmes of Pedagogical and Educational Sciences, there is a strong focus on study advice. There are several study advisors are available. You can contact them as a prospective student, current student, or former student of programmes within the Faculty of Behavioural and Social Sciences.
