• Demonstrate an advanced understanding of the theories underlying intervention in language and communication
• Design a language and communication intervention plan
• Use a range of instructional strategies in implementing teaching goals
472-623 EDUCATIONAL MANAGEMENT OF DEAF STUDENTS
Available in these courses MEd, MEdHearinglmp, PGDipEdStud(HI), PGDipEdStud, PGCertEdStud Offered Parkville Campus or external mode (Perth/Brisbane), Semester 2
Credit points 12.5 Staff Margaret Brown
Contact 18 hours of lectures, 12 hours of workshops and 90 non-contact hours of private study
Assessment
A 2,000 word theoretical essay (50 per cent) and a 2,000 word practical task (50 per cent) Subject Objectives/Generic Skills
On completion of this subject students should be able to
• Demonstrate an advanced understanding of the selection and evaluation of listening devices for students with hearing loss
• Present a critical argument for screening and early diagnosis of infants with hearing loss
• Demonstrate an advanced understanding of the use of contemporary technology relating to listening devices in a range of learning and communication contexts
• Problem solve interrelated issues of speech perception, device use and hearing function
472-625 DEAFNESS AND LANGUAGE: LITERACY
Available in these courses DEd, MEd, MEdHearinglmp Offered Parkville Campus, Semester 2
Credit points 12.5 Staff Louise Paatsch
Contact 18 hours, 102 non-contact hours of private study
Prerequisite 472-608 Deafness and Language: Assessment and 472-622 Deafness and Language: Teaching and Learning or approved equivalents
Description
Topics include: the development of read and written language in children with a hearing loss, assessing reading and writing skills in children with a hearing loss, the development of literate behaviours and developing teaching techniques that encourage the expansion of reading and writing skills in deaf and hearing impaired children; theories of linguistic interdependence, techniques for assessing literacy skills of deaf and hearing impaired students, designing and implementing programmes for literacy development, critically evaluating program and student outcomes.
Assessment
One paper of 4,000 words (100 per cent) or two papers of 2,000 words (50 per cent each) Subject objectives
On completion of this subject students should be able to:
• Demonstrate an understanding of the particular issues for literacy development in students with hearing loss
• Conduct appropriate assessments of reading and writing skills
• Demonstrate the ability to enthuse students with hearing loss to improve their literacy skills
• Design appropriate literacy programs based upon careful analysis of students' needs 472-626 BILINGUAL-BICULTURAL DEAF EDUCATION
Available in these courses DEd, MEd, MEdHearinglmp Offered Parkville Campus, Semester 1
Credit points 12.5 Staff TBA
Contact 18 hours, 102 non-contact hours of private study
Prerequisite 472-606 Studies in Deaf Education and 472-623 Educational Management of Deaf Students or approved equivalents
Description
Topics include: research into the linguistics of sign languages; an examination of the acquisition of sign language by the deaf child in the deaf family, a focus on research into the linguistics of Auslan and its use in
evaluation; the relevance of spoken language bilingual educational contexts to deaf education will be discussed and the research outcomes of bilingual education in deaf students will be examined.
Assessment
One paper of 4,000 words (100 per cent) or two papers of 2,000 words (50 per cent) Subject objectives
On completion of this subject, students should be able to:
• Demonstrate an advanced understanding of the theory underpinning bilingual-bicultural education for deaf students
• Demonstrate an appreciation of the range of models and practices in bilingual-bicultural education
• Demonstrate the ability to plan, implement and evaluate bilingual-bicultural programs 472-627 INDIVIDUAL RESEARCII PROJECT IN DEAFNESS STUDIES Available in these courses DEd, MEd, MEdHearinglmp,
Offered Parkville Campus, Semester 2 Credit points 12.5
Staff Margaret Brown
Requirement It is the student's responsibility to obtain a supervisor before admission to this subject Contact 18 hours supervision including 6 hours of seminars, and 102 non-contact hours of private study
Description
This subject will guide the student through the structure and design of a research study including: critical evaluation of the literature; an introduction to statistical and descriptive methods of evaluation; constructing a research paper. Students will be expected to obtain a supervisor and to present a research proposal and a final presentation of their study as part of the seminar series.
Assessment
One research paper of 4,000 words (100 per cent) Subject Objectives
On completion of this subjects, students should be able to:
• Conduct a thorough review of the literature on a specified topic in education of the deaf
• Design an action based research project
• Demonstrate the ability to analyse data and interpret the findings of the research
• Write a scholarly research papaer for publication in a journal
472-628 WORKING WITII FAMILIES AND PROFESSIONALS
Available in these courses MEd, PGDipEdStud, PGCertEdStud, PGDipEdStud(Early Childhood Intervention)
Offered Parkville Campus, Semester 2 Credit points 12.5
Staff Margaret Brown Contact 24 hours Description
This subject addresses the impact of disability on contemporary family life; principles and practices involved in working in partnership with parents; development of Individual Family Service and Support Plans and Program Plans; consultancy skills; issues in privacy, confidentiality and information.
Assessment
Assignments equivalent to 4,000 words (100 per cent) Subject objectives
• Demonstrate an advanced understanding of family centred practice in early childhood intervention and the school years
• Demonstrate an advanced understanding of the impact of childhood disability on parents and the family
• Communicate in a clear and sensitive manner with parents
• Develop and Individual Family Service and Support Plan
• Demonstrate consultancy skills
• Demonstrate communication skills during Program Support Group meetings and other forums
472-629 FAMILY CENTRED INTERVENTION
Available in these courses MEd, PGDipEdStud(ECl)PGDipEdStud, PGCertEdStud Offered Parkville Campus, Semester 2
Credit points 12.5 Staff Margaret Brown Contact 24 hours Description
This subject addresses current theories and principles underpinning family centred intervention, the range of models in early intervention for infants and children with differing special needs; resource and guidance needs of parents, carers and teachers providing education for young children with special learning needs in both specialist and regular settings; local and international policies and regulations for early intervention services provision for infants and young children with special learning needs; the role of the early intervention educator in inclusive educational practice.
Assessment
Assignments equivalent to 4,000 words (100 per cent) Subject objectives:
• Critically evaluate theories of, and practices in early childhood intervention
• Demonstrate an advanced understanding of the application of a range of models of early childhood intervention
• Demonstrate an advanced understanding of inclusive and trans-disciplinary practices in early childhood intervention
• Articulate local and international policies and regulations for early childhood intervention 472-630 PROFESSIONAL PRACTICE (SPECIAL EDUCATION) 1
Available in these courses MEd, PGDipEdStud(SpecEd), PGDipEdStud, PGCertEdStud Offered Parkville Campus, Year long
Credit points 12.5 Staff Anna Bortoli
Contact 23 days of practicum placement Description
This subject involves 23 days of practicum placement that is divided into two components. The first component is a 15-day placement in an approved special education setting, or an inclusive program. The student is required to observe and interact with students/children, observe teaching strategies and gain an understanding of the educational philosophy guiding the curriculum. The second component is a series of professional enhancement workshops to be conducted by the University staff. There are 8 days in total and attendance at these workshops will count as part of the practicum placement for this subject. The workshops are designed to introduce and implement specific teaching approaches, discuss and apply teaching
techniques which students are likely to observe while on placement.
Assessment
Satisfactory completion of a minimum of 15 days supervised teaching and 8 days professional enhancement
Subject objectives
On completion of this subject, students should be able to:
• Demonstrate an awareness and understanding of atypical development and the effects of a range of disabilities and other 'at risk' factors on the development and learning of preschoolers and students;
• Demonstrate an awareness of the need to observe and document the development of preschoolers and students who have a disability;
• Demonstrate an ability to apply information gathered using informal methods of assessment for planning of chidlren and student's programs;
• Demonstrate an increasing ability to interact appropriately with preschoolers and students who have a range of needs;
• Demonstrate an increasing ability to interact with other professionals in the program.
Generic Skills
On completion of this subject, students will be able to:
• evaluate and apply new knowledge;
• apply analytical and critical thinking skills in relation to classroom observation;
• improve their capacity and skills to review teaching practices;
• clearly communicate ideas and observations to professionals.
472-631 PROFESSIONAL PRACTICE (SPECIAL EDUCATION) 2
Available in these courses MEd, PGDipEdStud(SpecEd), PGDipEdStud, PGCertEdStud Offered Parkville Campus, Year long
Credit points 12.5 Staff Anna Bortoli
Contact 22 days of practicum placement Description
This subject consists of 22 days of practicum placement which has been divided into two components. The first component is a 15 day placement in an approved special education setting or an inclusive program. The student will have the opportunity to observe, assess, plan and implement Learning Support Plans for students and children with a disability; to work within a multi-disciplinary team; to observe program support groups, individual family support plans and community based programs; to apply the concepts of multi-element curriculum and differentiated practice. The second component is a series of professional enhancement workshops to be conducted by the university staff. There are 7 days in total and attendance at these workshops will count as part of the practicum placement. The workshops are designed to introduce and implement specific teaching approaches, discuss and apply techniques which students are likely to observe while on placement.
Assessment
Satisfactory completion of a minimum of 15 days supervised teaching and 7 days professional enhancement workshops (60 per cent) and assignments totaling 1,500 words (40 per cent).
Subject objectives
On completion of this subject, students should be able to:
• Demonstrate an ability to apply and implement the theoretical constructs in the course to the assessment, planning, implementation and evaluation of learning and teaching programs for preschoolers and students who have a disability;
• Demonstrate an ability to contribute sequentially ordered teaching to overall family support plans/program support groups and instruction within the team context;
• Demonstrate an increasing ability to evaluate the efficacy of individual programs for preschoolers and students with a range of needs;
• Articulate information about preschoolers and students to team members;
• Demonstrate cultural sensitivity and understanding when interacting with parents. Demonstrate an increasing ability to evaluate the efficacy of individual programs for children with a range of needs
Generic Skills
On completion of this subject, students should be able to:
• evaluate and apply new knowledge;
• apply analytical and critical thinking skills in relation to classroom observation;
• improve their capacity and skills to review teaching practices;
• clearly communicate ideas and observations to professionals;
• apply principles of leadership and collaboration when working with support groups of the family or student.
472-632 UNDERSTANDING AND TEACIIING FOR CREATIVITY
Available in these courses:MEd, PGCertEdStud(GiftedEd), PGDipEdStud, PGCertEdStud Offered: Parkville Campus, Semester 2 or external mode (on-site by negotiation)
Credit points:12.5 Staff: John Munro Contact:18 hours Description
This subject examines the process of creativity and its implications for teaching and curriculum. Topics covered include: Models of creativity (componential and stage models); the psychological characteristics that promote creative productive achievement; the relationship between creativity and traditional
intelligence; the conditions most likely to lead to creativity the types of thinking that lead to creative outcomes; teaching for creativity, creative problem solving, pedagogical implications and classroom application; measuring creativity, innovation.
Subject Objectives
On subject completion you should be able to:
• understand, critically analyse and evaluate contemporary theories of creativity across the life span,
• identify the psychological processes involved in creativity, developmental trends in creativity and its domain-specific base,
• understand the links between creativity and personality,
• identify the conditions necessary for fostering creative thinking and learning, develop and evaluate procedures for assessing both creative potential and the level of creativity of out comes and for monitoring the gradual emergence of creative products and processes,
• identify strategies fostering creative thinking in curriculum implementation and pedagogy practice,
• evaluate the effectiveness of assessment procedures and education programmes intended to foster creativity in students.
Generic Skills
On completion of this subject you should be able to:
• critically analyse contemporary theories of creativity and approaches to its assessment,
• develop a problem solving approach to the fostering of creativity, o develop skills in communicating aspects of creativity to teachers, parents and students,
• use the topics of creativity developed in lectures to implement effective intervention and instructional procedures and to plan a schedule for implementing creativity programs,
• work in a team with other professionals working in a range of contexts to analyse instructional and management procedures, assessment and education programmes in relation to creativity, and
• display positive attitudes to understanding and fostering creativity in educational and other contexts.
Assessment
A 4,000 word assignment reviewing a particular issue in creativity and identifying implications for practice Prescribed text
Fasko, D. (Ed.). (2003). Critical thinking and reasoning: current research, theory, and practice. Cresskill, N.J.: Hampton Press. Mayesky, M. (2003). How to foster creativity in all children. Clifton Park, NY:
Thomson/Delmar Learning.
Mason, J.H. (2003). The value of creativity : the origins and emergence of a modern belief. Burlington, VT:
Ashgate. Tusa, J. (Ed.) (2003). On creativity: interviews exploring the process. London: Methuen.
Sawyer, RK (2003). Creativity and development. Oxford University Press, NY. Wyse, D. & Jones, R.
(2003). Creativity in the primary curriculum. London: David Fulton.
472-634 LEARNING AND LANGUAGE DEVELOPMENT
Available in these courses:MEd, PGDipEdStud, PGCertEdStud, PGDipEdStud(SpecEd), PGCertEdStud(SpecEd)
Offered: Parkville Campus, Semester 1 Credit points:12.5
Staff:Margaret Brown Contact:24 hours Description
This subject addresses contemporary theories and research into the processes of learning, speech and language development; research into the effects of cognitive, sensory , physical and social-emotional impairments on learning and language; the development of attention and attentional characteristics in
children and students with specific impairments; observation, classification and assessment of pre-verbal and verbal behaviours; parent-child, teacher-child interaction and techniques for assessment; the research and application of augmentative communication
Generic Skills
• Evaluate and apply new knowledge
• Apply analytical and critical thinking skills in relation to cognition and language development
• Improve their capacity and skills to review research
• Assess a student's communicative competence
• Clearly communicate children's progress to families and professionals Assessment
Assignments equivalent to 4,000 words (100 per cent 472-635 DISABILITY AND SOCIAL DEVELOPMENT
Available in these courses: MEd, PGDipEdStud, PGCertEdStud, PGDipEdStud(SpecEd), PGCertEdStud(SpecEd)
Offered: Parkville Campus, Semester 1 Credit points:12.5
Staff: Anna Bortoli Contact: 24 hours Description
This subject addresses contemporary theories and research on play, social competence and social skills of children and students with a cognitive, physical, socio-emotional and sensory impairment; research on impaired executive functioning systems and its effect on social competence and play, the use of observation and informal techniques to assess social competence and play; plan for intervention of play and social competence in inclusive and specialist settings; approaches to specific conditions in the intervention of play and social competence; assessment of the learning and social environment.
Generic Skills
• Evaluate and apply new knowledge
• Apply analytical and critical thinking skills in relation to cognition and language development
• Improve their capacity and skills to review research
• Assess a student's communicative competence
• Clearly communicate children's progress to families and professionals Assessment
Assignments equivalent to 4,000 words (100 per cent).
472-636 PROFESSIONAL PRACTICE (EARLY INTERVENTION)1
Available in these courses: MEd, PGDipEdStud(ECI)PGDipEdStud, PGCertEdStud Offered: Parkville Campus, Year-long
Credit points: 12.5 Staff: Anna Bortoli
Contact 23 days of practicum placement Description
This subject involves 23 days of practicum placement which has been divided into two components. The first component is a 15 day placement in an approved special education setting, or an inclusive program. The student is required to observe and interact with students/children, observe teaching strategies and gain an understanding of the educational philosophy guiding the curriculum. The second component is a series of professional enhancement workshops to be conducted by the University staff. There are 8 days in total and attendance at these workshops will count as part of the practicum placement for this subject. The workshops are designed to introduce and implement specific teaching approaches, discuss and apply teaching
techniques which students are likely to observe while on placement.
Subject Objectives
On completion of this subject, students should be able to:
• Demonstrate an awareness and understanding of atypical development and the effects of a range of disabilities and other 'at risk' factors on the development and learning of preschoolers and students
• Demonstrate an awareness of the need to observe and document the development of preschoolers and students who have a disability
• Demonstrate an ability to apply information gathered using informal methods of assessment for planning of preschoolers and student's program
• Demonstrate an increasing ability to interact with other professionals in the program.
Generic Skills
On completion of this subject, students should be able to:
• evaluate and apply new knowledge;
• apply analytical and critical thinking skills in relation to classroom observation;
• improve their capacity and skills to review teaching practices;
• clearly communicate ideas and observations to professionals.
Assessment
Satisfactory completion of a minimum of 15 days supervised teaching and 8 days professional enhancement workshops (60 per cent) and assignments totaling 1,500 words (40 per cent).
472-637 PROFESSIONAL PRACTICE (EARLY INTERVENTION)2
Available in these courses:MEd, PGDipEdStud(ECI)PGDipEdStud, PGCertEdStud Offered: Parkville Campus, Year-long
Credit points: 12.5 Staff: Anna Bortoli
Contact: 22 days of practicum placement Description
This subject consists of 22 days of practicum placement which has been divided into two components. The
and children with a disability; to work within a multi-disciplinary team; to observe program support groups, individual family support plans and community based programs; to apply concepts of multi- element curriculum and differentiated practice. The second component is a series of professional enhancement workshops to be conducted by the university staff. There are 7 days in total and attendance at these workshops will count as part of the practicum placement. The workshops are designed to introduce and implement specific teaching approaches, discuss and apply techniques which students are likely to observe while on placement.
Subject Objectives
On completion of this subject, students should be able to:
• Demonstrate an ability to apply and implement the theoretical contrusts in the course to the assessment, planning , implementation and evaluation of learning and teaching programs for preschoolers and students who have a disability;
• Demonstrate the ability to contribute sequentially ordered teaching to overall family support plans/program support groups and instruction within the team context;
• Demonstrate an increasing ability to evaluate the efficacy of individual programs for children with a range of needs;
• Articulate information about children to professionals;
• Demonstrate an increasing ability to evaluate the efficacy of individual programs for children and students with a range of needs;
• Articulate information about preschoolers and students to team members;
• Demonstrate cultural sensitivity and understanding when interacting with parents.
Generic Skills
On completion of this subject, students should be able to:
• Evaluate and apply new knowledge;
• Apply analytical and critical thinking skills in relation to classroom observation;
• Improve their capacity and skills to review teaching practices;
• Clearly communicate ideas and observations to professionals;
• Apply principles of leadership and collaboration when working with support groups of the family or student.
Assessment
Satisfactory completion of a minimum of 15 days supervised teaching and 7 days professional enhancement workshops (60 per cent) and assignments totaling 1,500 words (40 per cent).
472-639 FAMILY-PROFESSIONAL PARTNERSIIIPS
Available in these courses:MEd, PGDipEdStud, PGDipEdStud(SpecEd), PGCertEdStud, PGCEdStud(SpecEd)
Offered: Parkville Campus, Semester 2 Credit points:12.5
Staff: Margaret Brown Contact:24 hours Description
This subject addresses the impact of disability on contemporary family life; principles and practices involved in working in partnership with parents; development of Individual Family Service and Support Plans and Program Plans; consultancy skills; issues in privacy, confidentiality and information
Generic Skills
On completion of this subject, students should be able to
• Evaluate and apply new knowledge;
• Apply analytical, critical thinking and problem solving skills in relation to families and professionals;
• Apply principles of collaboration and teamwork when working with families;