Sign Language in Education: Theoretical Perspectives

Course code EDUC6857Units 10Level 6000Faculty of Education and ArtsSchool of Education

This course will introduce signed language approaches to the education of students who are deaf or hard of hearing (D/HH), with a particular focus on the theory and practice of bilingual education.

RIDBC Renwick Centre administers this course. Before enrolling in this course, review the RIDBC Renwick Centre Student Handbook at . 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 .

Available in 2015

WebLearn GradSchoolSemester 2
Previously offered in 2014
ObjectivesUpon completion of this course, students will be expected to:
1. Define the main forms of signed communication used in the education of D/HH students;
2. Describe the theory and practice of bilingualism and its applications to the education of D/HH students;
3. Describe the options for the delivery of sign bilingual education in a range of school settings;
4. Outline the programming implications for language and literacy development for deaf children who use signed language; and
5. Describe theoretical perspectives on the influence of signed language on the cognitive development of the deaf children.
ContentTopics will include:

- Overview of the use of signed communication in educational approaches for D/HH students;
- Issues in first and second language acquisition of sign language;
- Defining bilingualism and models of bilingual education;
- Application of bilingualism theory and practice to sign-bilingual education;
- Implementation of sign bilingual education models in a range of educational program settings;
- Issues in cognitive development for deaf learners who use signed language;
- Literacy skill development for students whose first language is a sign language;
- Role of spoken language in the development of literacy by students who use signed language;
- Curriculum development and delivery in bilingual programs; and
- Roles of teachers and adjunct personnel (particularly interpreters) in various school settings.
Replacing Course(s)Nil
Industrial Experience0
Assumed Knowledge- Auslan Intermediate or equivalent.
- All core courses in MSpecEd (D/HH) or demonstrated equivalent.
Modes of DeliveryDistance Learning : IT Based
Teaching MethodsLecture
Experience Based Learning
Self Directed Learning
Assessment Items
Essays / Written AssignmentsReview of literature (posted on Blackboard with facilitation of
related Blackboard discussion group)
Case Scenario/PBL exercisesCase study of school program using a sign bilingual education
Quiz - On-line
Contact HoursLecture: for 12 hour(s) per Term for Full Term
Self Directed Learning: for 9 hour(s) per Week for 13 weeks
Compulsory Components
Compulsory Course ComponentAuslan Intermediate competency.
Requisite by EnrolmentEnrolment limited to Graduate Certificate in Educational Studies and Master of Special Education.
Compulsory Course ComponentAttendance at the scheduled campus conference is compulsory.
Timetables2015 Course Timetables for EDUC6857