Inclusive and Collaborative Practice in Sensory Disability

10 Units

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.

Faculty Faculty of Education and Arts
School School of Education
Availability Semester 2 - 2015 (WebLearn GradSchool)
Learning Outcomes

On successful completion of this course, students will be able 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:

  1. Inclusive and collaborative principles, policies and practice.
  2. Inclusive and collaborative leadership.
  3. Collaborative networks and teamwork.
  4. Inclusive adjustments, accommodations and strategies.
  5. Transitions: early intervention and early schooling, secondary school and adulthood.
  6. Assessment of inclusive and collaborative practice.
  7. Enhancing social interactions and inclusive behaviours.
  8. Technologies that enhance inclusive and collaborative practice.
  • This course is only available to students enrolled in the Graduate Certificate in Educational Studies or the Master of Special Education programs.
Assumed Knowledge Four core courses in MSpecEd (D/HH) or demonstrated equivalent.
Assessment Items
  • Quiz: Quiz: Online - Short answer quiz
  • Case Study / Problem Based Learning: PBL Exercise/Transition Resource package
  • Proposal / Plan: Research Proposal
Contact Hours
  • Practicum: for 120 hour(s) per Term
  • Self-Directed Learning: for 10 hour(s) per Week for Full Term
Timetable 2015 Course Timetables for EDUC6666

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