The Deaf Child in the Family and at School: Signed Language Approaches
Not available in 2013
Previously offered in 2011, 2010, 2009, 2008, 2007, 2006, 2005, 2004
The course considers the needs of families of children who are deaf and hearing impaired 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 hearing loss. The aims and rationale for early intervention services are considered as is the range and efficiency of a range of techniques, programs, and procedures designed to facilitate family coping. There is a particular focus on a team approach to family involvement and support in both the early and school years. The development of signing skills by parents will be explored. This course examines the language learning situation of deaf students and introduces the concept of bilingualism and bimodalism. Candidates are introduced to the concept of bilingualism as it applies to the case of a signed and spoken language and a range of potential models for bilingual educational programs are introduced (viz., transition, partial bilingualism and immersion). These models are considered from the perspective of the special case of signed and spoken languages. The assessment of bilingual language proficiency is considered in the context of strategies for optimising educational environments for language learning. Specifically, the course considers the role of literacy skill development in second language acquisition for students whose first language is a sign language.
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 firstname.lastname@example.org".Attendance on-campus is expected for some components of this course".
|Objectives||- To develop a theoretical model and practical skills for supporting families of deaf and hearing impaired children through a team approach from diagnosis and throughout the school years
- To gain an understanding of the role of early intervention for deaf children and their families
- To understand the theory and practice of a bilingual approach to the education and early support of deaf and hearing impaired students
- To develop skills in the area of the assessment of bilingual language proficiency, programming for the development of sign and spoken language, and literacy skill development in second language acquisition for students whose first language is a sign language
|Content||- Working collaboratively with families of children who are deaf and hearing impaired
- Aims and rationale for early intervention services
- The development of signing skills by parents
- Bilingual approaches as they apply to signed and spoken language and a range of potential models for bilingual educational and early support programs
- The role of literacy skill development in second language acquisition for students whose first language is a sign language
- Implementation of bilingual educational models in different types of educational settings
- The role of teachers and adjunct personnel (particularly interpreters) in early intervention, preschool, integrated, congregated and special school settings.
|Replacing Course(s)||This course will replace course EDSD617 Curriculum Studies: Signed language approaches.|
|Transition||From 2002, this course will replace the existing EDSD617 Curriculum Studies: Signed language approaches. Either course will make up an acceptable sequence of courses for training as a teacher of students who are deaf or hearing impaired impairment over transition period of three years.|
|Assumed Knowledge||EDSD614 Social, language and cultural studies in deafness and demonstrated competence in Auslan at a level equivalent to at least that stipulated by the assessment criteria for the Renwick College course Auslan for Educators 2 or concurrent pursuit of a course of study in Auslan that will result in the development of skills to at least that level within the period of enrolment in the course.|
|Modes of Delivery||External Mode
Flexible Delivery / Student Centred Learning
|Contact Hours||Self Directed Learning: for 2 hour(s) per Week for Full Term|