Comm Strategies for Sens & Multiple Disabilities
Not available in 2013
Previously offered in 2011, 2010, 2008, 2006, 2004
This course is designed to provide teachers and health professionals with the knowledge and skills to enable them to understand the theoretical and practical approaches to developing communication in students with sensory and multiple disabilities. Students in the target group for this course are those with sensory impairments, for example: vision and deafness or a combination of both, and in addition, multiple disabilities including intellectual, and physical disabilities. Candidates will consider the wide range of communication options available to such students and the design and development of individual communication programs. Assessment and teaching techniques for students functioning at preintentional or early linguistic levels of communication development are considered. A rationale for the use of augmentative communication systems is presented and critically analysed. A range of augmentative and alternative systems and programs are examined, as is the application of relevant communication support technology. The teacher's role in providing opportunities for communication and language growth is considered from the perspective of a transdisciplinary approach. Specific topics covered include communication partner strategies and factors for consideration in the design and selection of communication systems. Mode of delivery will be on campus either through the semester or as an intensive block course.
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 email@example.com".Attendance on-campus is expected for some components of this course".
|Objectives||- To develop an in depth understanding of the development of language and communication skills and the impact of multiple disabilities (sensory, intellectual and physical) on this development
- Understand a range of strategies for assessing and developing communication competence and be able to select particular strategies for individual learners with multiple impairments and disabilities;
- Through observation, be able to judge the appropriateness of these communication development strategies for learners and decide upon beneficial programmatic changes;
- Successfully use a variety of observational, assessment, planning and recording techniques to devise and implement intensive language and communication development programs;
- Be aware of issues relating to the choice of initial vocabulary and the functional use of language as well as the gradual development of language structure
- Become able to recognise the array of alternative and augmentative communication modes that are available to learners with sensory and multiple disabilities as well as the advantages and disadvantages of these various modes.
|Content||- Models of language and communication development
- Impact on learning of combinations of sensory and multiple disability
- Use of augmentative and alternative communication systems
- Language and communication development programs for children with sensory and multiple disabilities
- Development of language structure
- Designing programs to facilitate communication with children with multiple disabilities
- Teacher?s role on transdisciplinary team
|Replacing Course(s)||This is a new subject that does not replace any other subject offering. This subject will be covered by existing and adjunct Renwick College staff and have no impact upon teaching loads for other staff in the Faculty of Education.|
|Modes of Delivery||Internal Mode|
|Contact Hours||Self Directed Learning: for 2 hour(s) per Week for Full Term|