Sign Language in Education: Theoretical Perspectives
This course will introduce signed language approaches to the education of students who are deaf or hard of hearing (D/HH), with a particular focus on the theory and practice of bilingual education.
RIDBC Renwick Centre administers this course. Before enrolling in this course, review the RIDBC Renwick Centre Student Handbook at http://www.ridbc.org.au/renwick/courses/current.php . 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 http://www.ridbc.org.au/renwick/courses/current.php .
Faculty of Education and Arts
School of Education
Semester 2 - 2014
Upon completion of this course, students will be expected to:
- Define the main forms of signed communication used in the education of D/HH students;
- Describe the theory and practice of bilingualism and its applications to the education of D/HH students;
- Describe the options for the delivery of sign bilingual education in a range of school settings;
- Outline the programming implications for language and literacy development for deaf children who use signed language; and
- Describe theoretical perspectives on the influence of signed language on the cognitive development of the deaf children.
Topics will include:
- Overview of the use of signed communication in educational approaches for D/HH students;
- Issues in first and second language acquisition of sign language;
- Defining bilingualism and models of bilingual education;
- Application of bilingualism theory and practice to sign-bilingual education;
- Implementation of sign bilingual education models in a range of educational program settings;
- Issues in cognitive development for deaf learners who use signed language;
- Literacy skill development for students whose first language is a sign language;
- Role of spoken language in the development of literacy by students who use signed language;
- Curriculum development and delivery in bilingual programs; and
- Roles of teachers and adjunct personnel (particularly interpreters) in various school settings.
||- Auslan Intermediate or equivalent.
- All core courses in MSpecEd (D/HH) or demonstrated equivalent.
|Modes of Delivery
||Distance Learning : IT Based
Experience Based Learning
Self Directed Learning
- Essays / Written Assignments - Review of literature (posted on Blackboard with facilitation of
related Blackboard discussion group)
- Case Scenario/PBL exercises - Case study of school program using a sign bilingual education
- Quiz - On-line -
- Lecture: for 12 hour(s) per Term for Full Term
- Self Directed Learning: for 9 hour(s) per Week for 13 weeks
- Compulsory Course Component: Auslan Intermediate 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.
2014 Course Timetables for EDUC6857