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.
Faculty of Education and Arts
School of Education
Semester 2 - 2016
On successful completion of this course, students will be able 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.
- This course is only available to students enrolled in the Graduate Certificate in Educational Studies programs (11008 or 12365) or Master of Special Education programs (10936, 12356, or 40014).
||- Auslan Intermediate or equivalent.
- All core courses in MSpecEd (D/HH) or demonstrated equivalent.
- Literature Review: Literature review and discussion facilitation
- Case Study / Problem Based Learning: Case Study
- Quiz: Quiz
- Lecture: for 12 hour(s) per Term
- Self-Directed Learning: for 9 hour(s) per Week for Weeks
- General Course Requirements: 1. Lecture: Attendance Requirement - Students must attend a minimum number of these sessions. (Attendance at the scheduled campus conference is compulsory.)
2. Lecture: Auslan Competency - Students must demonstrate the required competency. (Auslan Intermediate competency.)
2016 Course Timetables for EDUC6857