Provides an understanding of the principles and approaches to curriculum and pedagogic adjustments/accommodations to support equity of access and learning for students with vision impairments, including those with additional/multiple disabilities.
Not currently offered.
This Course was last offered in Semester 1 - 2018.
On successful completion of the course students will be able to:
1. Describe international and national legislation, policies, and procedures and the roles and responsibilities of key stakeholders to promote, protect and support the full and equitable participation of students with vision impairments in education.
2. Differentiate the curriculum, programming, assessment and teaching methods to address the learning needs of students with vision impairments across a range of education settings, age groups, abilities, and backgrounds.
3. Outline the implications of congenital and adventitious low vision and blindness on learning and social/psychological development.
4. Explain the roles and responsibilities of vision specialists and other professionals in education of learners with vision impairments.
5. Endorse efficient use of vision through implementation of visual skills training programs.
6. Implement training programs for teachers and students in the use of optical and non-optical devices, ICT and assistive/adaptive technology, and adjustments to classroom and outdoor learning environments.
7. Integrate the outcomes of clinical and functional vision assessments into individual education plans and specialised curriculum programs for learners with vision impairments, including learners with additional disabilities and deafblindness.
Topics will include:
- Government and international legislation and policy frameworks and procedures that support, promote and protect the rights to learners with vision impairments to full and equal access to education.
- Roles and responsibilities of vision specialists and government, non-government and other key stakeholders in education of learners with vision impairments, including learners with additional disabilities.
- Academic, psychological and social implications of congenital and adventitious low vision and blindness.
- Curriculum differentiation and teaching strategies to support the diverse linguistic, cultural, religious, and socio-economic backgrounds of learners with vision impairments across a range of ages and education settings (preschool to secondary).
- Assessment, reporting, programming and monitoring of adjustments to the curriculum, examinations and learning environments to support full and equitable engagement and inclusion of students with vision impairments.
- Development of individual education plans (IEPs) and teaching/learning programs for learners with vision impairments that integrate the results of visual and academic assessments and reflect student needs within current curriculum frameworks.
- The role of the vision specialist in the selection, training, and use of assistive and alternative technologies, optical and non-optical devices, and information and communication technology (ICT) to expand curriculum access and engagement opportunities for students with vision impairments in a range of education settings.
- Visual skills acquisition and training.
- Adjustments to classroom and outdoor learning environments to improve access and participation of learners with vision impairments, including those with additional disabilities.
Written Assignment: Essays/Written Assignments/Critical Reviews
Project: Projects/Discussion paper and modified curriculum