Students
SPED934 – Language and Literacy Interventions for Deaf/Hard of Hearing Learners
2017 – S2 Online
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor
Gregory Leigh
Contact via (02) 9872 0372
Level 1, Ross Field Building, RIDBC, North Rocks
By appointment
Lecturer
Melissa McCarthy
Contact via (02) 9872 0240
Level 2 Ross Field Building, RIDBC Renwick Centre, North Rocks
By appointment
Executive Office, Graduate Studies, RIDBC Renwick Centre
Claire Farrington
Contact via (02) 9872 0811
Level 1 Ross Field Building, RIDBC Renwick Centre, North Rocks
By appointment
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|---|---|
| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
SPED933
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit aims to provide students with the knowledge to be competent in assessment as part of an integrated approach to supporting the development and/or remediation of language and literacy abilities in deaf and hard of hearing children. The course provides a foundation for students to relate assessment of children's abilities to intervention and remediation approaches in each of those three areas.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Upon completion of this course, students will be expected to: Demonstrate knowledge of the principles of assessment in special education;
- Demonstrate knowledge and skill with formal and informal approaches to assessing the language and literacy abilities of children and adolescents with hearing loss;
- Demonstrate competence in reporting assessment results and establishing short and long term learning goals;
- Demonstrate knowledge of a range of strategies and programs designed to facilitate/remediate language and literacy development;
- Demonstrate knowledge of, and the capacity to access, current professional literature in assessment, development and remediation of language and communication abilities in children and adolescents with hearing loss.
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Online Test | 30% | No | Week 6 |
| Language Teaching Analysis | 40% | No | Week 10 |
| Student Literacy Assessment | 30% | No | Week 13 |
Online Test
Due: Week 6
Weighting: 30%
This task comprises a written response (multiple choice and short answer) quiz covering the content of Weeks 1-4. The quiz can be taken on-line and must be completed by the end of Week 6.
On successful completion you will be able to:
- Upon completion of this course, students will be expected to: Demonstrate knowledge of the principles of assessment in special education;
- Demonstrate knowledge and skill with formal and informal approaches to assessing the language and literacy abilities of children and adolescents with hearing loss;
Language Teaching Analysis
Due: Week 10
Weighting: 40%
This task comprises a case scenario/problem-based learning exercise that requires the completion of a detailed analysis and evaluation of a video-recorded sample of a language lesson with a primary school student who is deaf.
On successful completion you will be able to:
- Upon completion of this course, students will be expected to: Demonstrate knowledge of the principles of assessment in special education;
- Demonstrate knowledge and skill with formal and informal approaches to assessing the language and literacy abilities of children and adolescents with hearing loss;
- Demonstrate competence in reporting assessment results and establishing short and long term learning goals;
- Demonstrate knowledge of a range of strategies and programs designed to facilitate/remediate language and literacy development;
Student Literacy Assessment
Due: Week 13
Weighting: 30%
This task comprises a second case scenario/problem-based learning exercise that entails the production of a report on a literacy assessment of a student who is deaf, outlining potential directions for intervention/programming in literacy.
On successful completion you will be able to:
- Upon completion of this course, students will be expected to: Demonstrate knowledge of the principles of assessment in special education;
- Demonstrate knowledge and skill with formal and informal approaches to assessing the language and literacy abilities of children and adolescents with hearing loss;
- Demonstrate competence in reporting assessment results and establishing short and long term learning goals;
- Demonstrate knowledge of a range of strategies and programs designed to facilitate/remediate language and literacy development;
- Demonstrate knowledge of, and the capacity to access, current professional literature in assessment, development and remediation of language and communication abilities in children and adolescents with hearing loss.
Delivery and Resources
All elements of this unit are presented online. Lectures and tutorial activities are delivered in captioned audio PowerPoint and video streaming formats.
Unit Schedule
The unit is divided into a series of 13 topics that will be released progressively on-line during the semester. Once a topic has been released it will remain available until the end of the semester. The topics covered are as follows:
Topic 1: Principles of assessment
- Assessment defined
- Assessment vs testing
- Test scores and interpretation
- Test reliability and validity
Topic 2: Principles of assessment 2
- Assessing through observation
- Evaluating a test
- Tests of learning ability/ intelligence
Topic 3: Principles of assessment 3
- The link between assessment and instruction
- Decision making
- Communicating assessment results
- Assessment report writing
Topic 4: Principles of assessment —Revision and review
Topic 5: Administration of language and literacy assessments—Part 1
- Overview of language assessments
- Interpreting language assessment data
- Monitoring the learning process in reading and writing (teacher as researcher)
- Formal and standardised assessment of reading abilities
Topic 6: Administration and interpretation of language and literacy assessments—Part 2
- Interpreting assessment data
Topic 7: (a) Overview of language development in relation to assessment
(b) Effective instruction cycle
Topic 8: Administering language assessments
Topic 9: Language remediation planning
Topic 10: Language remediation—implementing and evaluating
Topic 11: Case study in literacy assessment for deaf and hard of hearing children—the application of principles of assessment
- Designing and applying an assessment strategy for monitoring literacy development and designing intervention
- Preparation for Assessment Task 3
Topic 12: Principles and strategies of teaching/remediating literacy development
- Instructional issues in literacy development.
- Approaches to fostering early literacy acquisition
Topic 13: Principles and strategies of teaching/remediating literacy development
- Approaches to fostering early literacy acquisition
- Strategies for consideration: Language-experience approach, dialogue journals, and directed thinking activities
- Considering language and literacy skills in students who communicate through sign language
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
PG - Capable of Professional and Personal Judgment and Initiative
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Learning outcomes
- Demonstrate knowledge and skill with formal and informal approaches to assessing the language and literacy abilities of children and adolescents with hearing loss;
- Demonstrate competence in reporting assessment results and establishing short and long term learning goals;
- Demonstrate knowledge of a range of strategies and programs designed to facilitate/remediate language and literacy development;
- Demonstrate knowledge of, and the capacity to access, current professional literature in assessment, development and remediation of language and communication abilities in children and adolescents with hearing loss.
Assessment tasks
- Online Test
- Language Teaching Analysis
- Student Literacy Assessment
PG - Discipline Knowledge and Skills
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Learning outcomes
- Upon completion of this course, students will be expected to: Demonstrate knowledge of the principles of assessment in special education;
- Demonstrate knowledge of a range of strategies and programs designed to facilitate/remediate language and literacy development;
- Demonstrate knowledge of, and the capacity to access, current professional literature in assessment, development and remediation of language and communication abilities in children and adolescents with hearing loss.
Assessment tasks
- Online Test
- Language Teaching Analysis
- Student Literacy Assessment
PG - Critical, Analytical and Integrative Thinking
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Learning outcomes
- Demonstrate knowledge and skill with formal and informal approaches to assessing the language and literacy abilities of children and adolescents with hearing loss;
- Demonstrate competence in reporting assessment results and establishing short and long term learning goals;
- Demonstrate knowledge of a range of strategies and programs designed to facilitate/remediate language and literacy development;
- Demonstrate knowledge of, and the capacity to access, current professional literature in assessment, development and remediation of language and communication abilities in children and adolescents with hearing loss.
Assessment tasks
- Online Test
- Language Teaching Analysis
- Student Literacy Assessment
PG - Research and Problem Solving Capability
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Learning outcomes
- Demonstrate knowledge and skill with formal and informal approaches to assessing the language and literacy abilities of children and adolescents with hearing loss;
- Demonstrate knowledge of a range of strategies and programs designed to facilitate/remediate language and literacy development;
Assessment tasks
- Online Test
- Language Teaching Analysis
- Student Literacy Assessment
PG - Effective Communication
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Learning outcome
- Demonstrate competence in reporting assessment results and establishing short and long term learning goals;
Assessment tasks
- Language Teaching Analysis
- Student Literacy Assessment
PG - Engaged and Responsible, Active and Ethical Citizens
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Learning outcome
- Demonstrate knowledge of, and the capacity to access, current professional literature in assessment, development and remediation of language and communication abilities in children and adolescents with hearing loss.
Assessment task
- Student Literacy Assessment