Inclusive and Collaborative Practice in Sensory Disability
This course explores features of inclusive and collaborative practice in early intervention and school-age programming for children who are deaf or hard of hearing (D/HH), and/or blind or have low vision (B/VI). The combination of knowledges and perspectives required to implement helpful, individualized child-parent support that nurtures and promotes a child's independent learning is discussed. Current and future challenges to the development and functionality of inclusive and collaborative programming are examined and priorities for practice considered. RIDBC Renwick Centre administers this course. Before enrolling in this course, review the RIDBC Renwick Centre Student Handbook and Practicum Handbook at http://www.ridbc.org.au/renwick/courses/current.php .
|Faculty||Faculty of Education and Arts|
|School||School of Education|
Upon completion of this course, students will be expected to:
1 describe the social justice concepts and principles underlying the inclusive and collaborative practice. 2 outline criteria for appraisal of adjustments and accommodations to curriculum, assessment, teaching strategies, and learning environments that meet the needs of learners with sensory impairments. 3 demonstrate an understanding of collaborative teamwork to maximise learning of children with unique capacities and needs.
Topics will include:
|Assumed Knowledge||Four core courses in MSpecEd (D/HH) or demonstrated equivalent.|
|Modes of Delivery||Distance Learning : IT Based
Experience Based Learning
Self Directed Learning
|Timetable||2014 Course Timetables for EDUC6666|