Literacy and Numeracy Development in Learners with Vision Impairment
Provides an understanding of theoretical and instructional approaches to literacy and numeracy development in learners who are blind or who have a vision impairment (B/VI).
- Semester 2 - 2015
1. Describe theoretical and research-based principles and instructional approaches to language, literacy and numeracy development in learners with vision impairments, including learners with additional/multiple disabilities.
2. Discuss the historical development of braille and other tactile literary codes.
3. Implement instructional strategies and approaches supporting equitable access to information and research methods.
4. Implement individualised teaching strategies and programs that promote literacy and numeracy development in learners with vision impairments.
5. Work in partnership with mainstream teachers and other professionals in the design and implementation of individualised literacy and numeracy assessment, reporting, and teaching programs that support access to the mainstream curriculum and assessments/ examinations.
6. Develop individualised programs on the use and care of assistive/adaptive technology supporting literacy and numeracy development and expression.
Topics will include:
- Theoretical and research-based principles and approaches to language, literacy and numeracy development in learners with vision impairments, including learners with additional/multiple disabilities.
- History of the development of braille and other tactile literary codes.
- Implications of vision impairment to the developmental stages of concept development and literacy and numeracy acquisition.
- Literacy and numeracy assessment, record keeping and programming, including assessment of learning media, academic and functional literacy and communication mode (braille, large print, electronic, tactile, aural, augmentative systems).
- Adjustments and accommodations to support equity of access to information and participation in literacy and numeracy learning in a range of education settings.
- National guidelines for the production of learning media and examinations in alternate formats.
- Instructional approaches to student use and care of assistive/adaptive technology supporting literacy and numeracy development and expression.
Demonstrated proficiency in UEB (Unified English braille), for example, completion of a course in braille, certificate in braille proficiency.
Essay: Essay/Research paper
Case Study / Problem Based Learning: PBL Exercise/Braille Literacy Program
Project: Project/Braille Book Kit Production
In order to pass this course, each student must complete ALL of the following compulsory requirements:
General Course Requirements:
- Lecture: Attendance Requirement - Students must attend a minimum number of these sessions. - Attendance at the scheduled campus conference is compulsory.
- UEB Grade 2 Braille Competency - Student must demonstrate the required competency.
Face to Face On Campus 24 hour(s) per Term
Self-Directed 8 hour(s) per Week for Full Term