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  • 1. 7185CLS Applied Programming for Hearing Impaired Students COURSE OUTLINE Griffith University Arts and Education Group 7185CLS Applied Programming for Students with Hearing Impairment 1.0 Identifying Information Course catalogue no: 7185CLS Course title: Applied Programming for Students with Hearing Impairment Field of Education Code: Program/s: MSpecEd School: Cognition, Language and Special Education Faculty: Education Status of Course within program/s Core or academic plan/s: Credit point value: 10CP Prerequisites: 7181CLS, 7182CLS, 7183CLS, 7184CLS Year and semester: 2005: Semester 1 Course convenor: Stephen Winn M15_1.21 Ph 387 55863 S.Winn@griffith.edu.au Teaching team members: n/a Date course outline was last 2004 modified: Page 1 of 13
  • 2. 7185CLS Applied Programming for Hearing Impaired Students 2.0 Objectives Children with a hearing impairment or who are profoundly deaf typically present with a number of challenges for teachers. These children may be placed in a variety of settings within an educational environment. This course examines the teaching methodologies, communication methods and teaching practices in a variety of settings through applied programming to develop effective teaching practices. The central purpose of this course is: To develop and demonstrate the practical application of theory into practice and demonstrate competent communication practices when working with students who have a hearing impairment or who are profoundly deaf. 3.0 Interrelationship of the Course with other Courses and the Program This course is integral to the Master of Special Education (Hearing Impairment) strand. It links to the prerequisite courses undertaken and is the final course in the hearing impairment strand. This course allows for students to put into practice their prior learning from the other hearing impairment courses. Students are required to demonstrate their competency in the set criteria in a practicum setting. The teaching environment will be one that deals primarily although not exclusively with children who have impaired hearing. 4.0 Brief Description This course addresses the practical aspects of applying the theoretical constructs of educating deaf and hearing-impaired children. It enables teachers specialising in the area of deafness and hearing impairment to develop teaching strategies and skills and communication competence in school settings that are different to their daily mode of operation. This course enables students to apply programming strategies that can be self- evaluated. It allows for the identification of specific outcomes to be detailed in a program for a variety of educational environments. To enable these outcomes to occur this course requires students to undertake 200 hours (up to 100 hours exemption granted for current teachers working with hearing impaired children) placement in the semester. The placement must be in at least two settings and not the student’s work environment and be approved by the course convenor. Page 2 of 13
  • 3. 7185CLS Applied Programming for Hearing Impaired Students 5.0 Content The objectives for post-graduate students completing this course are: (1) to examine various approaches, methods, techniques with the teaching and support of hearing impaired and deaf children; (2) to apply, via implementation and evaluation, an intervention or educational plan/program that has been designed for a specific student/s with a hearing impairment who are enrolled and attending an early childhood, primary, secondary or special education unit setting; (3) to display competence in communication skills in either Signed English or Auslan (depending on the school setting); (4) to display competence at the maintenance and monitoring of assistive listening devices. These objectives will be met through the following 4 modules Module 1: Teaching methods • consultation and collaboration • itinerant support • inclusive practices Module 2: IEP in an educational environment • planning the process • collaborating • implementing and supporting the program Module 3: Signed English / Auslan • background to Signed English/Auslan • grammatical aspects of Auslan • using Signed English / Auslan in the classroom Module 4: Hearing aids and assistive devices • critical issues with fitting and wearing hearing aids • critical issues with fitting and wearing cochlear implants • the teaching and learning environment as a listening environment 6.0 Generic Skills Development This course aims to develop professional competence for teachers in the specialised area of deafness and hearing impairment. It provides the opportunity for students to undertake practicum placement in specific environments and demonstrate their skills in a variety of core teaching areas, which include communication via signing. Page 3 of 13
  • 4. 7185CLS Applied Programming for Hearing Impaired Students 7.0 Flexible Learning This course is delivered by on-line teaching with the use of Blackboard via learning@gu. 8.0 Rationale for Content As future or continuing teachers of the deaf it is necessary that students are able to demonstrate that they can work in a variety of educational settings and support children using effective communication and teaching practices that are inclusive. This course provides students with the opportunity to demonstrate their understanding of prior learning as it relates to children with impaired hearing as well as demonstrate their teaching skills in an environment that caters to children with impaired hearing. The specific areas as assessed in the practicum are essential for any teacher working with children with impaired hearing and as communication and language are a vital link in effective practice. It is a requirement that students demonstrate this ability at least 75% of the time in all criteria whilst in the practicum setting to be eligible to pass this course. 9.0 Organisation and Teaching Methods In Semester 2, 2004 this course will be offered via on-line learning@gu. There are no study guides provided as this course has a range of activities related to the following courses 7181CLS, 7182CLS, 7183CLS, and 7184CLS. Methods for teaching this subject include printed, audio and video materials, telephone interactions, teleconferences and electronic transmission of information. Page 4 of 13
  • 5. 7185CLS Applied Programming for Hearing Impaired Students All students will be required to undertake the 200 hours placement (up to 100 hours exemption granted for current teachers working with hearing impaired children) in at least 2 blocks across the year. There will be regular weekly on-line discussions as tutorials Tutorials – On-line Wednesday 7.00pm – 8.00 pm learning@gu STUDY QUESTIONS TO BE CONSIDERED BY STUDENTS Using the Learning@GU site use the following modules for the Semester activities on-line Week 1 –4 Module 1 Week 5- 7 Module 2 Week 8 –10 Module 3 Week 11-13 Module 4 Module 1 Teaching methods • consultation and collaboration • itinerant support • inclusive practices Questions to consider for on-line discussion Week1: What do we mean by consultation and collaboration? Week 1: What is the role of the itinerant teacher? Week 2: How can we develop inclusive practises? Week 3: How do we deal with aggressive teachers, parents? Week 4: How can we become more assertive without being perceived as being aggressive? Page 5 of 13
  • 6. 7185CLS Applied Programming for Hearing Impaired Students Module 2 IEP in an educational environment • planning the process • collaborating • implementing and supporting the program Questions to consider for on-line discussion Week 5: What is involved in the planning process of an IEP? Who decides what is to be included in the IEP? Week 6: Who de we collaborate with in the IEP process? How effective is the collaboration? Can we make the collaboration more effective? Week 7: How do we implement and support the IEP? As an itinerant teacher what are the limitations for support? Module 3 Signed English / Auslan • background to Signed English/Auslan • grammatical aspects of Auslan • using Signed English / Auslan in the classroom Questions to consider for on-line discussion Week 8: Why Signed English? Why use Auslan? Week 9: Is there a role for both in schools? How do we communicate using Signed English in the classroom? Week 10: What are some of the key grammatical aspects of Auslan? How effective d teachers need to be with Auslan and how might we be able to make teachers more effective? Page 6 of 13
  • 7. 7185CLS Applied Programming for Hearing Impaired Students Module 4 Hearing aids and assistive devices • critical issues with fitting and wearing hearing aids • critical issues with fitting and wearing cochlear implants • the teaching and learning environment as a listening environment Questions to consider for on-line discussion Week 11: What are the critical issues regarding fitting a hearing aid? What are the critical issues regarding fitting a cochlear implant? Week 12: How do we enhance the teaching and learning environment for children with impaired hearing? Week 13: How might we enhance the listening environment for all children? What are the critical elements in the listening environment? Page 7 of 13
  • 8. 7185CLS Applied Programming for Hearing Impaired Students 11.0 Assessment This course conforms to the university’s policy for the award of grades as follows: GRADE UNIVERSITY CRITERIA COURSE INTERPRETATION Complete and comprehensive understanding of the Complete and comprehensive analysis and High course content; development of relevant skills to a interpretation via the integration of relevant current Distinction comprehensive level; demonstration of an extremely theory and research findings in the professional (HD) high level of interpretive and analytical ability and journal. Complete and comprehensive levels of intellectual initiative; and achievement of all major coherence in both content and structure of the and minor objectives of the course. tutorial responses. Extremely high levels of interpretative and analytical ability of signing (Auslan or Signed English) in production and reception well as in conversation. Highly Effective rating in the criteria set down in the practicum handbook Very high level of understanding of the course Evidence of very high level of analysis and Distinction content; development of relevant skills to a very high interpretation via the integration of relevant current (D) level; demonstration of a very high level of theory and research in the professional journal. interpretive and analytical ability and intellectual Very high levels of coherence in both content and initiative; and achievement of all major and minor structure of the text. Very high levels of objectives of the course presentation skills. Very high levels of interpretative and analytical ability of signing (Auslan or Signed English) in production and reception well as in conversation. Highly Effective rating in the criteria set down in the practicum handbook High level of understanding of course content; Evidence of high levels of analysis and Credit development of relevant skills to a high level; interpretation via the integration of relevant current (C ) demonstration of a high level of interpretive and theory and research findings in the professional analytical ability and achievement of all major journal. High levels of coherence in both content objectives of the course; some minor objectives not and structure of the text. High levels of fully achieved. presentation skills. High levels of interpretive and analytical ability of signing (Auslan or Signed English) in production and reception well as in conversation. Effective rating in the criteria set down in the practicum handbook Adequate understanding of most of the basic course Adequate levels of analysis and interpretation via Pass content; development of relevant skills to a the integration of relevant current theory and (P) satisfactory level; adequate interpretive and analytical research in the professional journal. Adequate ability and achievement of all major objectives of the levels of coherence in both content and structure. course; some minor objectives not achieved. Satisfactory levels of presentation skills. Adequate levels of interpretive and analytical ability of signing (Auslan or Signed English) in production and reception well as in conversation. Effective rating in the criteria set down in the practicum handbook Successful completion of a course assessed on a Not applicable to this course Non-graded pass/fail basis, indicating satisfactory understanding of Pass course content; satisfactory development of relevant (NGP) skills; satisfactory interpretive and analytical ability and achievement in all major objectives of the course. Limited levels of analysis and interpretation via the Pass Limited performance indicating partial understanding integration of relevant current theory and research Conceded of basic course mater; partial development of relevant findings in the professional journal. Satisfactory (PC) skills; some evidence of interpretive and analytical levels of coherence in both content and structure. ability; achievement of most major objectives of the Adequate levels of presentation skills. Satisfactory course; failure to achieve some minor objectives. levels of interpretive and analytical ability of signing (Auslan or Signed English) in production and reception well as in conversation. Effective Page 8 of 13
  • 9. 7185CLS Applied Programming for Hearing Impaired Students rating in the criteria set down in the practicum handbook. Inadequate understanding of the basic course content; Failure to demonstrate interpretive and analytical failure to develop relevant skills; insufficient evidence ability as well as intellectual initiative in relation to Fail of interpretive and analytical ability; and failure to the professional journal. Unsatisfactory levels of (F) achieve some or all major and minor objectives of the interpretive and analytical ability of signing course. (Auslan or Signed English) in production and reception well as in conversation. Marginally Effective rating in the criteria set down in the practicum handbook. Fail, No Did not present any work for assessment, to be Submission counted as failure. (FNS) Withdrawal Cancelled enrolment in the course after the final date with failure for withdrawal without failure (WF) 12.0 Rationale for Assessment Assessment for the subject will be on the basis of 4 pieces of work. A written professional practice journal will be required, a video of signing, on-line tutorial participation and satisfactory completion of 200 hours (up to 100 hours may be granted for teachers working with children who have impaired hearing) practicum placement. One school day is equivalent to 5 hours (As per Qld Education Department and NSW DET guidelines) Assignment 1 Video of signing competence: This will be in 3 parts a) a continuous 10 minute signed passage (Signed English or Auslan) by the student, b) a 10-minute conversation between the student and another individual using signing (Signed English or Auslan) c) a 20-minute video of the student using signing in a school setting NB it is important that in any educational setting that permission is obtained PRIOR to the videoing of any other participants such as adults or children. Permission is to be obtained in writing from the following sources and any others as specified by the school principal or teacher in charge. Parents/carers, School principal and/or, teacher- in-charge in a school, Educational authority where required under a particular policy, other adults who may be inadvertently filmed. Criteria for assessing the signing The video must clearly show the student signing. Page 9 of 13
  • 10. 7185CLS Applied Programming for Hearing Impaired Students The assessment item will be graded on the following criteria: (a) accuracy of signs (Signed English or Auslan or other designated Signing system such as BSL or ASL) (b) fluency of signing ( rate of signing ) (c) ability to read signs accurately (d) ability to interpret signing with semantic accuracy Weighting 40% Due date: Friday 27 May. Assignment 2 A professional journal that will include a minimum of 10 lessons, maximum 20 lessons of tasks and or lessons observed or taught. Lessons specifically taught or jointly undertaken, with specific objectives and outcomes for each lesson documented. In working with a hearing impaired child/children the student will be required to demonstrate, where possible, the development of a specific objective from an established IEP. This will need to incorporate the use of hearing aids, or other assistive device, the development of speech and listening skills and the teaching methodology employed to achieve this objective. Evaluation of the effectiveness of the program and what modifications or changes might be made need to be clearly stated as well as the identification of specific outcomes achieved for the child/children for each lesson. Lessons can be with individuals or groups. Evidence of consultation and collaboration will need to be provided as well evidence of adapting and modifying the curriculum for the hearing impaired student/s. Weighting 50% Length: 3500 words Due date: Friday27 May. Criteria for assessing the professional journal Ability to link the practice to the theory demonstrating analytical ability Demonstration of the key tasks undertaken and how these link to the curriculum Strengths and limitations of the particular setting Strengths and limitations of student’s ability in the practicum setting 60% Academic argument and coherent structure Use of the literature to support argument or comments made 30% Grammatically correct, correct use of APA referencing 10% Page 10 of 13
  • 11. 7185CLS Applied Programming for Hearing Impaired Students Assignment 3 Participation in on-line tutorial sessions including the capacity to respond accurately to questions posted via the on-line sessions. Weighting 10% Due date: Weekly Criteria for assessing the tutorial responses Accuracy of the response Relevance of the response Understanding of the application to the educational environment Coherence Assignment 4 The satisfactory completion of the practicum placements with Effective ratings on the competencies set out in the professional practice handbook. (The Practical Handbook will be sent to students via the post as well as a copy sent to the designated school/unit the student is undertaking the practicum. The practicum requires 200 hours in school, which is equivalent to 40 days (each school day being 5 hours teaching). Where students are working in the field of deafness and hearing impairment and this is supported by their supervisor/line manager/principal they will be granted up to 100 hours status (see Practicum Handbook). Students are not permitted to undertake their practicum in the same school/unit they work. Students are required to undertake the practicums in different settings (as detailed in the Practicum Handbook). At least one of those settings must require the student to use signing (Auslan/Signed English). Students must achieve Effective Ratings for each practicum to be eligible to be assessed. The specific detail is detailed in the Practicum Handbook Weighting: Terms Satisfactory/Unsatisfactory Criteria for assessment As set out in the prac handbook students are expected to achieve Effective ratings in their practicum. Page 11 of 13
  • 12. 7185CLS Applied Programming for Hearing Impaired Students 13.0 Texts and Supporting Materials Recommended Reading The recommended reading for this subject is built around the readings and texts detailed in the following companion courses; 7181CLS, Language and Communication Studies 7182CLS, Speech and Listening Communication 7183CLS, Curriculum for Deaf and Hard of Hearing Students 7184CLS, Speech, Audition and Psychosocial Aspects of Deafness In addition the following text would be useful for students Wilkin, P. & Johnston, T. (1998) Signs of Australia: A new dictionary of Auslan (The Sign Language of the Australian Deaf Community) North Rocks Press, Parramatta, NSW (Cost approx $72) The above text is available from the Mt Gravatt, Logan and Gold Coast Library and can be purchased from the Co-op Book Shop. 14.0 Scope of Course Evaluation Students are requested to complete a course evaluation form before the end of the semester 15.0 Administration The course is part of the MSpecEd. 16.0 Course Communications Contact details for the course convenor is listed above. 17.0 Literacy statement All educators are teachers of literacy1, not just teachers of English. In all discipline areas, educators have a responsibility to acknowledge and explicitly teach the literacies that are fundamental for effective learning and communication in their area. Literacy in traditional print forms of communication as well as in electronic, digital and online technologies, is crucial for citizens of our present and future society - particularly critical literacy. As a student, you should be aware of own knowledge and skills in this respect, and seek to improve them. Becoming aware of your own literacy at work in 7185CLS Applied Page 12 of 13
  • 13. 7185CLS Applied Programming for Hearing Impaired Students Programming for Hearing Impaired Students, and taking a personal and constructive position on improving it, is likely to assist you in becoming a more effectual learner and a more effective communicator. The Learning Assistance Unit, Griffith University (http://www.griffith.edu.au/ins/training/) provides workshops and electronic resources in Research Skills, Reading Effectively, Note Taking and Note Making, Critical Thinking, Academic Writing, Editing, Referencing, Exam Preparation, Group Work, Oral Presentations, Time Management, and General Study Skills. Saturday workshops are also held by the Faculty for ESL students. Several print and electronic resources which provide appropriate guidelines for assessment formatting are available from the University library and the Bookshop. Typically, personal tuition in general literacy proficiency should be arranged outside the University. Students requiring special help with literacies fundamental to an assessment item should seek that help prior to submitting the item. 1. Literate Futures Report (2002-2003) Education Queensland. Accessed 21 April, 2004, from http://education.qld.gov.au/curriculum/learning/literate-futures (¶ 3) 2. Professional Standards for Graduate and Guidelines for Preservice Teacher Education Programs (August 2002) Board of Teacher Registration. Accessed 21 April, 2004, from http://www.btr.qld.edu.au/pdf/standard.pdf (p.6) Page 13 of 13