Inclusive and Collaborative Practice in Sensory Disability
Available in 2013
|WebLearn GradSchool||Semester 2|
Previously offered in 2012
This course explores features of inclusive and collaborative practice in early intervention and school-age programming for children who are deaf or hard of hearing (D/HH), and/or blind or have low vision (B/VI). The combination of knowledges and perspectives required to implement helpful, individualized child-parent support that nurtures and promotes a child's independent learning is discussed. Current and future challenges to the development and functionality of inclusive and collaborative programming are examined and priorities for practice considered.
RIDBC Renwick Centre administers this course. Before enrolling in this course, review the RIDBC Renwick Centre Student Handbook and Practicum Handbook at http://www.ridbc.org.au/renwick/courses/current.php . Completion of this course requires attendance at a compulsory campus conference. Dates and venues of campus conferences are available in the RIDBC Renwick Centre Timetable located at http://www.ridbcorg.au/renwick/courses/current.php
|Objectives||Upon completion of this course, students will be expected to:
1 describe the social justice concepts and principles underlying the inclusive and collaborative practice.
2 outline criteria for appraisal of adjustments and accommodations to curriculum, assessment, teaching strategies, and learning environments that meet the needs of learners with sensory impairments.
3 demonstrate an understanding of collaborative teamwork to maximise learning of children with unique capacities and needs.
|Content||Topics will include:
1. Inclusive and collaborative principles, policies and practice.
2. Inclusive and collaborative leadership.
3. Collaborative networks and teamwork.
4. Inclusive adjustments, accommodations and strategies.
5. Transitions: early intervention and early schooling, secondary school and adulthood.
6. Assessment of inclusive and collaborative practice.
7. Enhancing social interactions and inclusive behaviours.
8. Technologies that enhance inclusive and collaborative practice.
|Assumed Knowledge||All core courses in MSpecEd (D/HH) or demonstrated equivalent.|
|Modes of Delivery||Distance Learning : IT Based|
Experience Based Learning
|Contact Hours||Lecture: for 12 hour(s) per Term for Full Term
Practicum: for 120 hour(s) per Term for Full Term
Self Directed Learning: for 9 hour(s) per Week for 13 weeks
|Timetables||2013 Course Timetables for EDUC6666|