EDUC6059
Language and Literacy in Deafness & Hearing Impair
10 Units
Not available in 2014
Previously offered in 2011, 2010, 2009, 2008, 2007, 2006, 2005, 2004
The course considers the range of language-learning situations of children who are deaf and hearing impaired and examines the process of literacy acquisition as it applies to this highly variable group of learners including those learning English as a second language. The course prepares reflective and innovative professionals who will develop, teach, and manage the literacy development of deaf students within a variety of educational contexts.
This course is administered by the RIDBC Renwick Centre. Successful completion of this course may require students to source their own textbooks and attend compulsory lecture days in Sydney. Further details are available from the Distance Education Co-ordinator +61 (02) 9872-0811 or claire.farrington@ridbc.org.au".Attendance on-campus is expected for some components of this course".
| Objectives | The course aims to: * Provide participants with a broad understanding of language and literacy among children who are deaf or hearing impaired. * Consider the developmental and educational issues relating to language and literacy among deaf learners and provide insights into the potential challenges and optimal approaches to education for this group. * Highlight how current research evidence on the key variables influencing development of deaf childrens literacy can be used to provide both a broader theoretical understanding of language and literacy and a basis for practical intervention in those areas. |
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| Content | The course includes: * Consideration of the range of language learning situations of deaf and hearing impaired children and examines the process of literacy acquisition as it applies to these groups of learnersincluding those learning English as a second language. * Description of theories of literacy acquisition, and their specific application to the case of deaf and hearing impaired students. * Explanation and critical examination of a range of models of instruction. * Description and analysis of a range of specific strategies for supporting and promoting literacy development in deaf and hearing-impaired students from pre-school to secondary levels. * An examination of computer applications in regard to facilitating literacy development and classroom interaction for deaf students. * Consideration of the issues pertaining to assessment of language and literacy skills for this population. * Description and analysis of an appropriate formal and informal literacy assessment strategies. Specifically, the role of "teacher as researcher" and alternatives to traditional assessment procedures are considered as a basis for a data-based approach to program planning. * Consideration of the assessment of language through literacy isparticularly as it applies to the case of bilingual programs for deaf students. * Investigation of the rationale for, and efficacy of, various modes and languages of communication used in the education of students with impaired hearingincluding sign language, simultaneous communication, manual codes for English, and Cued Speech. * Consideration and critical evaluation of the rationale for the use of a bilingual/bicultural approach to the education of deaf students. |
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| Replacing Course(s) | N/A | ||
| Transition | N/A | ||
| Industrial Experience | 0 | ||
| Assumed Knowledge | Nil | ||
| Modes of Delivery | Distance Learning : IT Based Internal Mode |
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| Teaching Methods | Lecture
Tutorial |
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| Assessment Items |
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| Contact Hours | Tutorial: for 3 hour(s) per Week for Full Term |