Social and Cultural Contexts of Deaf Education
Education of deaf and hard of hearing (D/HH) students occurs in diverse and continually changing contexts - social, cultural, political and scientific. In order to be responsive and flexible practitioners, teachers need to be aware of how these contexts have developed and continue to influence their professional practice.
This course provides students with a broad context for professional practice in deaf education. It will introduce students to the historical background, and current settings and approaches used in deaf education. Socio-cultural contexts of deaf people's lives will be explored, including the role of spoken and signed languages and identity and social-emotional development. Family contexts and approaches to working with families of D/HH children will be introduced.
- Semester 1 - 2016
- Semester 1 - 2017
On successful completion of the course students will be able to:
1. Describe the social, cultural and family contexts of deaf people's lives;
2. Explain the historical context of deaf education and development of communication approaches used;
3. Identify the legislative and curricular requirements for deaf education in Australia;
4. Describe the role of spoken and signed languages in deaf people's lives and linguistic perspectives on their usage; and
5. Summarise the influences on deaf people's identity and social-emotional development.
Topics will include:
- Social and cultural contexts of deaf people's lives;
- History of deaf education;
- Communication philosophies/approaches and their historical development;
- Overview of deaf education settings and services at local, national and international levels;
- Political, legislative and professional contexts of deaf education;
- National curriculum framework and reasonable adjustments for D/HH;
- The role of signed and spoken languages in the lives of deaf and hard of hearing people
- Technology in the lives of deaf and hard of hearing people;
- Family contexts of D/HH children;
- Identity and social-emotional development in D/HH children; and
- Impact of social, cultural and family contexts on the learning environments of D/HH children.
This course is only available to students enrolled in the Graduate Certificate in Educational Studies programs (11008 or 12365) or Master of Special Education programs (10936, 12356, or 40014).
Mandatory course requirement: Auslan Basic or equivalent.
Quiz: Quiz: On-line
Case Study / Problem Based Learning: Case Study (Practical Assessment)
Essay: Essays/Written Assignments - Analyse and report on an interview with a D/HH adult
In order to pass this course, each student must complete ALL of the following compulsory requirements:
General Course Requirements:
- Lecture: Attendance Requirement - Students must attend a minimum number of these sessions. - Attendance at the scheduled campus conference is compulsory.
- Lecture: Auslan Competency - Students must demonstrate the required competency. - Auslan Basic competency.
Face to Face On Campus 12 hour(s) per Term
Online 1 hour(s) per Week for Full Term
Self-Directed 8 hour(s) per Week for 13 Weeks