Social and Cultural Contexts of Deaf Education

10 Units

Education of deaf and hard of hearing (D/HH) students occurs in diverse and continually changing contexts - social, cultural, political and scientific. In order to be responsive and flexible practitioners, teachers need to be aware of how these contexts have developed and continue to influence their professional practice. This course provides students with a broad context for professional practice in deaf education. It will introduce students to the historical background, current settings and approaches used in deaf education. Socio-cultural contexts of deaf people's lives will be explored, including the role of spoken and signed languages and identity and social-emotional development. Family contexts and approaches to working with families of D/HH children will be introduced. 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 .

Faculty Faculty of Education and Arts
School School of Education
Availability Semester 1 - 2014 (WebLearn GradSchool)

Previously offered in 2013, 2012


Upon completion of this course, students will be expected to:

  1. Describe the social, cultural and family contexts of deaf people’s lives;
  2. Explain the historical context of deaf education and development of communication approaches used;
  3. Identify the legislative and curricular requirements for deaf education in Australia;
  4. Describe the role of spoken and signed languages in deaf people’s lives and linguistic and policy perspectives on their usage; and
  5. Summarise the influences on deaf people’s identity and social-emotional development.

Topics will include:

  • Social and cultural contexts of deaf people’s lives;
  • History of deaf education;
  • Communication philosophies/approaches and their historical development;
  • Overview of deaf education settings and services at local, national and international levels;
  • Political, legislative and professional contexts of deaf education;
  • National curriculum framework and reasonable adjustments for D/HH;
  • Overview of signed language usage and official recognition;
  • Technology in the lives of deaf and hard of hearing people;
  • Family contexts of D/HH children;
  • Identity and social-emotional development in D/HH children; and
  • Impact of social, cultural and family contexts on the learning environments of D/HH children.
Replacing Course(s) Nil
Transition Nil
Industrial Experience 0
Assumed Knowledge Mandatory course requirement: Auslan Basic or equivalent.
Modes of Delivery Distance Learning : IT Based
Teaching Methods Case Study
Email Discussion Group
Self Directed Learning
Assessment Items
  • Essays / Written Assignments - Analyse and report on an interview with a D/HH adult.
  • Case Scenario/PBL exercises - Case Study
  • Quiz - On-line -
Contact Hours
  • Lecture: for 12 hour(s) per Term for Full Term
  • Email Discussion Group: for 1 hour(s) per Week for Full Term
  • Self Directed Learning: for 8 hour(s) per Week for 13 weeks
Compulsory Components
  • Compulsory Course Component: Auslan Basic competency.
  • Requisite by Enrolment: Enrolment limited to Graduate Certificate in Educational Studies and Master of Special Education.
  • Compulsory Course Component: Attendance at the scheduled campus conference is compulsory.
Course Materials None listed
Timetable 2015 Course Timetables for EDUC66651

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