EDUC6857
Sign Language in Education: Theoretical Perspectives
10 Units
Available in 2014
| WebLearn GradSchool | Semester 2 |
|---|
Previously offered in 2013, 2012
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 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.ridbc.org.au/renwick/courses/current.php .
| Objectives | Upon 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. |
||||||
|---|---|---|---|---|---|---|---|
| Content | Topics 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 | ||||||
| Transition | Nil | ||||||
| Industrial Experience | 0 | ||||||
| Assumed Knowledge | - Auslan Intermediate or equivalent. - All core courses in MSpecEd (D/HH) or demonstrated equivalent. |
||||||
| Modes of Delivery | Distance Learning : IT Based | ||||||
| Teaching Methods | Lecture
Experience Based Learning Self Directed Learning |
||||||
| Assessment Items |
|
||||||
| Contact Hours | Lecture: for 12 hour(s) per Term for Full Term Self Directed Learning: for 9 hour(s) per Week for 13 weeks |
||||||
| Compulsory Components |
|
||||||
| Timetables | 2014 Course Timetables for EDUC6857 |