EDUC6074
Integration & Inclusion Students Sensory Disabi
10 Units
Not available in 2014
Previously offered in 2011, 2010, 2009, 2008, 2007, 2006, 2005, 2004
Provides a thorough overview of the theoretical models that influence special education practice in Australia and overseas for students with sensory disabilities and to investigate the significant factors involved in planning and implementing integrative and inclusive practices in a range of educational settings.
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 | On completion of the unit, students should: (a) be aware of the issues underpinning current integration and inclusive education practices; (b) understand and be able to apply several criteria for assessing the developmental/educational needs of students with sensory disabilities in inclusive and integrative school environments; (c) be able to discuss the application of teaching and curriculum standards to the education of students with sensory disabilities in inclusive settings; (d) understand and be able to select appropriately from a range of teaching, consultancy and student support models relating to education in an inclusive setting; (e) be able to evaluate their own communication and teaching methods as these apply to students in inclusive educational environments. |
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| Content | Students will initially consider the range of theoretical models that may influence special educational practice. The philosophical and public policy issues surrounding the location of delivery of educational services (i.e., mainstream or segregated) are critically reviewed. Candidates will consider the needs of students in integrated environments and the role of itinerant teachers / consultants and other professional and para-professional support staff including. Various models of teacher consultancy and student support are considered along with the literature on the efficacy of different approaches. Candidates are encouraged to consider personal communication skills and approaches in the context of the models and practices reviewed. Parallel to the core content as described above will be a weekly session of one hour devoted to issues germane to the students? identified areas of specialisation as follows. Issues covered include: Hearing impairment and deafness: Issues relating to the effective deployment and use of notetakers and interpreters and the effective use of alternative communication modes and/or technology in integrated situations. Vision impairment: Orientation and mobility in integrated settings and the application of technology in inclusive environments. |
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| Replacing Course(s) | N/A | ||||||
| Transition | N/A | ||||||
| Industrial Experience | 0 | ||||||
| Assumed Knowledge | Nil | ||||||
| Modes of Delivery | External Mode Internal Mode |
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| Teaching Methods | Lecture | ||||||
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| Contact Hours | Lecture: for 2 hour(s) per Week for Full Term |