EDUC6119
Deaf Child Family & School: Spoken Lang Approaches
10 Units
Not available in 2014
Previously offered in 2011, 2010, 2009, 2008, 2007, 2006, 2005, 2004
This course considers the needs of families of children who are deaf or hearing impaired and the role of professionals in helping families who are using spoken language approaches. Teachers will be introduced to the different spoken language options from the initial diagnosis of a hearing loss and beyond. The history and philosophy of auditory-oral and auditory-verbal approaches for students with impaired hearing will received particular attention. The aims and rationale for early and school-age services are considered as is the range and efficacy of available hearing technology, educational techniques, and programs designed to facilitate spoken language development. There is a particular focus on a team approach to family involvement and support in both the early and school-aged years. Audiological management of the child is considered in terms of hearing aid fitting and monitoring and the issues associated with cochlear implantation. Commercial and teacher-made curricula for the development of listening, language, and speech are explored. A range of procedures for evaluating auditory and speech abilities are considered along with report writing and inter-professional communication. Teachers will also consider the role of auditory-visual and visual-tactile communication for students with impaired hearing who need additional support: The assessment of lipreading/speechreading skills will be introduced.
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 | Upon completion of this course, students will have the capacity to: 1. Apply a theoretical model and practical skills to support families of children who are deaf or hearing impaired through a team approach from the time of diagnosis throughout the school years. 2. Explain the features of auditory-oral and auditory-verbal approaches in the early support and school-aged education of children who are deaf or hearing impaired. 3. Apply an extended knowledge of acoustic phonetics and it relates to speech perception and speech production by children with impaired hearing. 4. Critically consider auditory-oral and auditory-verbal therapy techniques as a basis for defining and developing spoken language skills in children with hearing impairments. 5. Recognize available curricular materials in the areas of listening, language, speech, and visual-tactile communication. 6. Conduct basic assessments or evaluations in the areas of listening, language, speech, and visual-tactile communication using an array of commercial and teacher-made devices. |
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| Content | The lectures, slides/notes, and readings cover: * Parents & Spoken Language Approaches * Teachers &Spoken Language Approaches * Effectively using Hearing Aids & Cochlear Implants * Effectively using other Assistive Listening Devices * Listening Curricula * Listening: Assessment & Evaluation * Language Curricula * Language Assessment: Review & Extension * Speech/Intelligibility Curricula * Speech/Intelligibility Assessment: Review & Extension * Visual & Tactile Spoken Language Curricula * Visual & Tactile Spoken Language: Assessment & Evaluation |
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| Replacing Course(s) | Not Applicable | ||||||
| Transition | Not Applicable | ||||||
| Industrial Experience | 0 | ||||||
| Assumed Knowledge | Nil | ||||||
| Modes of Delivery | Flexible Delivery / Student Centred Learning | ||||||
| Teaching Methods | Lecture
Self Directed Learning Seminar |
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| Assessment Items |
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| Contact Hours | Seminar: for 1 hour(s) per Week for Full Term Lecture: for 2 hour(s) per Week for Full Term Self Directed Learning: for 3 hour(s) per Week for Full Term |