Prerequisites 472-606 Studies in Deaf Education; 472-607 Early Language Development or approved equivalents
Special note Students must contact the Practicum Co-ordinator by the end of the first week of Semester l' to discuss the practicum experience program
Description
Practicum in approved settings to allow students to work towards assuming, for extended periods, the full- time role of a teacher of students with impaired hearing. A tutorial program which includes planning and preparation for practicum placements; feedback on placement; topics related to curriculum and educational management of hearing impaired students.
Assessment
Satisfactory completion of a minimum of 30 days of supervised practicum experience (60 per cent) and practicum tasks of 1,600 words (40 per cent)
Generic skills
On completion of this subject, students should be able to:
• Demonstrate an awareness and understanding of the needs of students with a hearing loss
• Demonstrate an ability to interact appropriately with students with a hearing loss
• Develop an understanding of the general and specialized curricula and classroom practices used in the education of students with a hearing loss
• Demonstrate an ability to plan individualised programs catering for students of varying ages, degrees of hearing loss and stages of development
• Demonstrate an understanding of specialized technological equipment such as hearing aids, radio frequency aids, cochlear implants
• Demonstrate an understanding of the techniques used to observe and assess students with a hearing loss
• Demonstrate an ability to communicate with students with a hearing loss using Auslan and/or other methods of manual communication
• Demonstrate an ability to communicate with students with a hearing loss using various oral communication strategies
• Develop an understanding of the skills and strategies used to communicate effectively and sensitively with parents of students with a hearing loss
• Demonstrate an understanding of the roles of different professionals working with students with a hearing loss.
472-611 INTRODUCTION TO ASSESSMENT Available in these courses PGradCertAsessEval
Offered Parkville Campus or external (online) mode, Semester 2 Credit points 25
Staff Nguyen Thi Kim Cuc
Contact 36 hours for internal mode students. External mode students can expect a total workload of approximately 240 hours.
Description
This subject will examine the procedures associated with assessment and reporting in educational settings.
Students will explore the modes of data collection, recording mechanisms and interpretation frameworks. An in-depth study of the use of pupil assessment data with specific emphasis on linking assessment results to the teaching and learning cycle and an examination of how this leads to tensions for accountability will be examined. Practical examples of collecting and recording assessment data and its synthesis with external data sources will be presented. Collation of data to use for a range of purposes will be explored such that reports, their format and presentation is matched to the audience and information needs. A field work exercise will be incorporated such that students examine both formal and informal data sets and devise methods of synthesis for a range of audiences and purposes.
Assessment
A 8,000 word assignment to design an assessment system (100 per cent).
472-612 ASSESSMENT INSTRUMENT DEVELOPMENT Available in these courses PGradCertAsessEval
Offered Parkville Campus or external(Online) mode, Semester 2 Credit points 25
Staff Nguyen Thi Kim Cuc
Contact 36 hours for internal mode students. External mode students can expect a total workload of approximately 240 hours.
Description
Students undertaking this subject will develop and trial two types of assessment instruments. In the first part
assessment impose and develop procedures for analyzing and interpreting data collected from both forms of assessment. Issues such as the reliability and validity, and their impact on developmental scales and
constructs underpinning the assessments will be explored. Implementation issues such as production and distribution, data collection and preparation will be undertaken as part of the field work aspects of the subject.
Assessment
Two exercises demonstrating the ability to develop objectively and subjectively scored instruments 4,000 words each (100 per cent).
472-613 CONTEMPORARY STUDIES IN DEAF EDUCATION Available in these courses MEdHearinglmp (Stream 150B) Offered Parkville Campus, Semester 2
Credit points 25 Staff TBA
Contact 36 hours and 204 non contact hours of private study Description
This subject is usually run intensively, including a visiting scholar with specialist knowledge of education of the deaf. Topics may include advanced theories of communication and language; theories and strategies for assessing and teaching deaf students; education program planning and implementation; advanced techniques in the analysis of language and communication; teaching and learning processes in students with impaired hearing across all communication modes.
Generic Skills
On completion of this subject, students should be able to:
• demonstrate an advanced level of knowledge relating to contemporary education for deaf students;
• critically evaluate and synthesise relevant literature;
• think creatively and flexibly about contemporary issues in deaf education;
• present an argued case based upon careful analysis;
• to incorporate new knowledge and skills into the workplace.
Assessment
A paper of 8,000 words (100 per cent) or two papers of 4,000 words (50 per cent each) 472-614 CURRICULUM FOR A KNOWLEDGE SOCIETY
Available in these courses: MSchLead
Offered Parkville Campus or external(distance) mode, Semester 2 Credit points 12.5
Staff Patrick Griffin
Contact 18 hours contact: 120 hours self directed learning in the workplace and the wider school sector
Description
Matters related to curriculum are central to the work of school leaders. The last decade has seen the creation of curriculum and standards frameworks in different countries. Curriculum is constantly changing and there are several new approaches that represent different ways of thinking. School leaders need to be able to operate in this context but, more specifically, to work in their own settings to deliver a curriculum that meets the particular mix of student needs. Some participants may have a special interest in curriculum development set in schools with challenging circumstances. At the same time, it is important to maintain a global
perspective on developments in curriculum. Particular attention will be given to innovation, and to the way in which schools are able to change priorities so that the curriculum is manageable. It is inevitable that practice will be characterised by discussion and debate, and philosophical issues related to curriculum will be addressed.
Assessment
Written assignments or project work equivalent to 4,000 words.
Subject Objectives
On completion of this subject, students will be able to
• distinguish between intended, implemented and assessed curriculum and the implications of the difference;
• discuss the impact of local conditions on likely education outcomes and consequences of over adjustment;
• evaluate the effectiveness and efficacy of variation of curriculum implementation.
Generic Skills
On completion of this subject, students will be able to:
• use data to drive change and intervention focused at improvement of teaching and learning;
• develop an understanding of the influences shaping curriculum at international, national, system and local levels.
472-616 DEVELOPING AUDITORY FUNCTION IN HEARING IMPAIRED CHILDREN Available in these courses MEd, MEdHearinglmp
Offered Parkville Campus, Semester 2 Credit points 25
Staff Margaret Brown, Field Rickards Contact 36 hours
Prerequisites
477-802 Assessment and Teaching of Speech to Hearing Impaired Students and 477-803 Assessment and Teaching of Language to Hearing Impaired Students, or equivalent
Description
Topics include: concepts critical to understanding listening function; auditory experience in the habilitation of a child with hearing loss; emerging auditory development; assessment of listening skills.
Assessment
One practical assignment equivalent to 4,000 words (50 per cent); and one theoretical and practical assignment equivalent to 4,000 words (50 per cent).
472-617 ADVANCED PRACTICUM FOR IIEARING IMPAIRED CHILDREN Available in these courses MEd, MEdHearinglmp(Stream 100B)
Offered Parkville Campus, Semester 1 Credit points 25
Staff Louise Paatsch
Contact 45 days supervised practicum plus 18 hours of seminars Description
Supervised placement in auditory/oral settings to allow students to develop teaching strategies for the development of auditory function and spoken language communication in hearing impaired children.
Assessment
Satisfactory completion of 45 days of supervised teaching with a formal assessment by the supervisor (70 per cent) and a comprehensive log book (30 per cent).
472-618 TIIE PSYCHOLOGY OF EXCEPTIONAL LEARNING
Available in these courses MEd, PGDipEdStud(SpecLearnDiff), PGCertEdStud(SpecLearnDiff),
Staff John Munro Contact 18 hours Description
This subject examines concepts, theories and issues in educational and developmental psychology necessary to understand and diagnose academic learning disabilities that will lead to effective curriculum development.
It will examine the individual differences in cognitive structures such as the representation of knowledge by learners, short-term and long-term memory, cognitive and metacognitive processes, and the affective processes associated with understanding learning, such as self-efficacy and motivation to learn.
Assessment
An essay of approx 4,000 words that provides a critical examination of a major concept or issue in the psychology of exceptional learning and its implications for improving instruction/education/pedagogy. (100 per cent)
Prescribed Texts
McInerney D.M. & V. McInerney. (1998) Educational Psychology Constructing Learning. Sydney: Prentice Hall
Kaufman, A.S. & Kaufman, N.L. (2000). Specific learning disabilities and difficulties in children and adolescents. Cambridge University Press.
Slavin, R.E. (1997). Educational Psychology: Theory and practice. Needham heights, MA: Allyn & Bacon Subject Objectives
• Understand the developmental processes that underpin a student's abilities to successfully engage in literacy and numeracy learning
• Describe the role of long- and short- term memory, meta-cognitive processes and affective processes in learning
• Investigate how curriculum can be developed to assist students to develop and cope with their particular learning difficulty.
472-619/472-620 PROFESSIONAL PRACTICE (SLD)
Available in these courses MEd, PGDipEdStud(SpecLearnDiff), PGDipEdStud, PGCertEdStud Offered Parkville Campus, Year long
Credit points 12.5 Staff Daryl Greaves
Contact 45 days of professional practice in block rounds in at least two different types of settings Description
In these two subjects, students undertake the equivalent of 45 days of supervised professional practice in at least two different types of settings in block rounds of ten or fifteen days. These settings, both segregated and inclusive settings, provide course participants with the opportunity to design, implement and evaluate programs for students with special needs.
Assessment
Satisfactory completion of professional practice in each setting with either 10 or 15 days in each one.
Students are required to submit a written report on each placement. It includes: a 500 word statement of the setting's policies and programs and its modus operandi to achieve them; an outline of 10 program lesson plans and a rationale for the choice of the methods and strategies used in each session and a 500 word evaluative statement concerning the effectiveness of the teaching and learning strategies used in the lesson plans.
Prescribed Text
A.Ashman & J. Elkins (Eds.), Educating Children with Diverse Abilities. Pearson Education Australia, 2002 Subject Objectives
• Experience first hand working with students with specific learning difficulties and those with disabilities
• Demonstrate sound skills in behavioural management
• View educational assessment and specific assessments
• Show knowledge of relevant support services and communication systems for students with disabilities and impairments
• Demonstrate an ability to communicate with students with disabilities or impairments 472-621 AUDIOLOGY IN EDUCATION
Available in these courses MEd, MEdHearinglmp, PGDipEdStud(HI), PGDipEdStud, PGCertEdStud Offered Parkville Campus or external mode (Perth/Brisbane), Semester 1
Credit points 12.5 Staff TBA
Contact 18 hours of lectures, 12 hours of workshops and 90 non-contact hours of private study Prerequisite 472-602 Studies in Deaf Education or approved equivalent
Description
This subject addresses : acoustic foundations, the elements of hearing aid design and performance; fining, evaluation and basic everyday management of a range of assistive devices for hearing impaired children, the acoustics of speech and its application to auditory development, auditory programs, speech perception and the development and teaching of language; the assessment of classroom acoustics and other factors related to speech reception and the implications for teacher's practice; the basis and measurement of hearing loss.
Assessment
One two hour examination (50 per cent) and one essay of 2,000 words (50 per cent).
Subject Objectives/Generic Skills
On completion of this subject, students should be able to:
• Comprehend the functions and components of hearing aids and cochlear implants
• Interpret the acoustical properties and representations of speech
• Analyse and evaluate the use of assistive devices
• Demonstrate the ability to evaluate aided hearing and room acoustics in the classroom and to apply this to teaching strategies and device management.
472-622 DEAFNESS AND LANGUAGE: TEACHING AND LEARNING
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 Louise Paatsch
Contact 18 hours of lectures, 12 hours of workshops and 90 non-contact hours of private study Prerequisite 472-602 Studies in Deaf Education, 472-607 Early Language Development, 472-621 Audiology in Education, 472-608 Deafness and Teaching: Assessment or approved equivalent Description
Topics include the anatomy, physiology and neuroscience of speech and language, theories, principles and issues relating to the teaching of speech and language to students with a hearing loss; exploring teaching techniques which integrate goals and programming for communication development in students using signed and spoken language.
Assessment
One two hour examination (50 per cent) and one essay of 2,000 words (50 per cent) Subject Objectives/Generic Skills
On completion of this subject, students should be able to:
• Demonstrate an ability to plan individualized speech, language and communication programs
• Develop an understanding of the teaching strategies and techniques used to facilitate communication development in students with hearing loss
• 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