Sign Language in Education: Theoretical Perspectives

10 Units

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 . 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 2 - 2014 (WebLearn GradSchool)

Previously offered in 2013, 2012

Learning Outcomes

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

  1. Define the main forms of signed communication used in the education of D/HH students;
  2. Describe the theory and practice of bilingualism and its applications to the education of D/HH students;
  3. Describe the options for the delivery of sign bilingual education in a range of school settings;
  4. Outline the programming implications for language and literacy development for deaf children who use signed language; and
  5. 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.
Replacing Course(s) Nil
Transition Nil
Assumed Knowledge - Auslan Intermediate or equivalent. - All core courses in MSpecEd (D/HH) or demonstrated equivalent.
Assessment Items
  • 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 model
  • Quiz - On-line -
Contact Hours
  • 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.
Timetable 2015 Course Timetables for EDUC68571

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