EDUC6075
Family Support Early Intervention Sensory Disab
10 Units
Not available in 2014
Previously offered in 2011, 2010, 2009, 2008, 2007, 2005, 2004
Provides the knowledge and skills required for the effective implementation of early intervention programs and the empowerment of service consumers.
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 student's upon completion of the course will: 1. Have an understanding of the history of center-based and home-visiting early intervention programs for both high-risk populations and infants with disabilities. 2. Be able to identify the legal and philosophical bases for providing interdisciplinary early intervention services to infants with multiple disabilities. 3. Be able to describe and define team approaches to delivering early intervention services, including current trends and issues. 4. Effectively describe and discuss the factors that influence the implementation of a particulary home visiting program, including infants and family characteristics, needs and preferences, purpose and philosophy of a particular early intervention, the use of a variety of activities and strategies, the personnel involved, and changes over time. 5. Be able to design appropriate home-visiting activities, schedules, and interactions by using a multi-factor approach, in partnership with the families who have a child with sensory and multiple disabilities. 6. Identify selected procedures that facilitate integration of interdisciplinary interventions within the daily routine of the child with miltiple disabilities and their familiy. 7. Demonstrate skills that would support or enhance the empowerment of service consumers - specifically the parents of children with sensory and multiple disabilities. |
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| Content | This course considers the needs of families of children with sensory disabilities and the role of professionals in helping these families. Students will be introduced to the concept of family and adaptation in relation to the initial diagnosis of a sensory disability. The aims and rationale for ear/y intervention services are considered as is the range and efficacy of a range of techniques, programs, and procedures designed to facilitate family coping. There is a particular focus a team approach to family involvement and support. Specifically, candidates will examine the evolution of the family centred approach to ear/y intervention service delivery. Candidates will consider the development of effective parent/professional partnerships and the characteristics of effective helping. The assessment of needs, resources and the development of family support plans will be addressed. Students will examine appropriate approaches to facilitating adult learning as a basis for enabling families to promote the optimal development of their children with sensory disabilities. Students will also examine both traditional and innovative methods of evaluating family-centred programs and interventions. 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 in ear/y assessment of hearing and early amplification/implantation, the development of signing skills by parents, parental involvement in early speech and language programming, and the diversity of models for intervention in the development of speech and language acquisition. Vision impairment: Developing alternative learning pathways, ear/y sensory stimulation, O&M in early intervention, ear/y bonding behaviour, early concept development. Multi-sensory/multiple disability: as above plus environmental awareness training, specialist O&M and early concept development. |
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| Replacing Course(s) | N/A | ||
| Transition | N/A | ||
| Industrial Experience | 0 | ||
| Assumed Knowledge | Nil | ||
| Modes of Delivery | Internal Mode | ||
| Teaching Methods | Lecture
Tutorial |
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| Assessment Items |
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| Contact Hours | Lecture: for 2 hour(s) per Week for Full Term |