Students
SPED936 – Sensory Disability: Child Development and Family Perceptions
2018 – S1 Online
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Robyn Moore
Kathleen Tait
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|---|---|
| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
Admission to MDisabilityStud
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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 examines the influence sensory disability (hearing and/or vision impairment) can have on child development and family perceptions of child progress and competency. The rationale for early intervention through family-centred practice is discussed and characteristics of effective parent-professional partnership and collaboration explored. Students will consider family systems, cultural diversity, and the role of parent education and guidance as a basis for promoting optimal outcomes for children with a sensory disability.
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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:
- On successful completion of this unit students will be able to: demonstrate a working knowledge of the influence sensory disability can have on the social, emotional and cognitive continua of child development.
- Identify and apply a range of strategies to support and guide parents / families in promoting the optimal development of their child with sensory disability (hearing and/or vision loss).
- Reflect on, and develop as necessary, the personal skills required to work collaboratively with parents and interdisciplinary teams supporting a child with sensory disability.
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Series of Topic Quizzes | 20% | No | Weekly / Topics 1-12 |
| Parent Interview / PBL study | 40% | No | 4 May, 2018 (week 8) |
| Higher Order Thinking (HOT) | 40% | No | 1 June, 2018 (week 12) |
Series of Topic Quizzes
Due: Weekly / Topics 1-12
Weighting: 20%
Students will demonstrate their understanding of the impact sensory disability can have on early learning and development across the physical, psycho-social, and educational domains of childhood; the changing strengths, challenges and support mechanisms of families who have a child-member with sensory disability.
On successful completion you will be able to:
- On successful completion of this unit students will be able to: demonstrate a working knowledge of the influence sensory disability can have on the social, emotional and cognitive continua of child development.
- Identify and apply a range of strategies to support and guide parents / families in promoting the optimal development of their child with sensory disability (hearing and/or vision loss).
Parent Interview / PBL study
Due: 4 May, 2018 (week 8)
Weighting: 40%
Students will carry out, report and reflect on, a unique interview with the parent/familiar caregiver of a young child (0-7yrs) with a sensory disability. The interview conversation will be guided by eight (8) probe-questions formulated by the student in response to multiple set readings from the research/scholarly literature exploring the (a) developmental impacts of sensory disability, (b) parent-professional partnerships in childhood sensory disability, and (c) family resilience and childhood disability.
On successful completion you will be able to:
- On successful completion of this unit students will be able to: demonstrate a working knowledge of the influence sensory disability can have on the social, emotional and cognitive continua of child development.
- Identify and apply a range of strategies to support and guide parents / families in promoting the optimal development of their child with sensory disability (hearing and/or vision loss).
- Reflect on, and develop as necessary, the personal skills required to work collaboratively with parents and interdisciplinary teams supporting a child with sensory disability.
Higher Order Thinking (HOT)
Due: 1 June, 2018 (week 12)
Weighting: 40%
Students will demonstrate critical analysis of four (4) set research studies; identify implications for children with sensory disability and their parents/families.
On successful completion you will be able to:
- On successful completion of this unit students will be able to: demonstrate a working knowledge of the influence sensory disability can have on the social, emotional and cognitive continua of child development.
- Identify and apply a range of strategies to support and guide parents / families in promoting the optimal development of their child with sensory disability (hearing and/or vision loss).
- Reflect on, and develop as necessary, the personal skills required to work collaboratively with parents and interdisciplinary teams supporting a child with sensory disability.
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.
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
- Academic Appeals Policy
- Academic Integrity Policy
- Academic Progression Policy
- Assessment Policy
- Fitness to Practice Procedure
- Grade Appeal Policy
- Complaint Management Procedure for Students and Members of the Public
- Special Consideration Policy (Note: The Special Consideration Policy is effective from 4 December 2017 and replaces the Disruption to Studies Policy.)
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/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/study/getting-started/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
- On successful completion of this unit students will be able to: demonstrate a working knowledge of the influence sensory disability can have on the social, emotional and cognitive continua of child development.
- Identify and apply a range of strategies to support and guide parents / families in promoting the optimal development of their child with sensory disability (hearing and/or vision loss).
- Reflect on, and develop as necessary, the personal skills required to work collaboratively with parents and interdisciplinary teams supporting a child with sensory disability.
Assessment tasks
- Series of Topic Quizzes
- Parent Interview / PBL study
- Higher Order Thinking (HOT)
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
- On successful completion of this unit students will be able to: demonstrate a working knowledge of the influence sensory disability can have on the social, emotional and cognitive continua of child development.
- Identify and apply a range of strategies to support and guide parents / families in promoting the optimal development of their child with sensory disability (hearing and/or vision loss).
Assessment tasks
- Series of Topic Quizzes
- Parent Interview / PBL study
- Higher Order Thinking (HOT)
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
- On successful completion of this unit students will be able to: demonstrate a working knowledge of the influence sensory disability can have on the social, emotional and cognitive continua of child development.
- Identify and apply a range of strategies to support and guide parents / families in promoting the optimal development of their child with sensory disability (hearing and/or vision loss).
- Reflect on, and develop as necessary, the personal skills required to work collaboratively with parents and interdisciplinary teams supporting a child with sensory disability.
Assessment tasks
- Series of Topic Quizzes
- Parent Interview / PBL study
- Higher Order Thinking (HOT)
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
- On successful completion of this unit students will be able to: demonstrate a working knowledge of the influence sensory disability can have on the social, emotional and cognitive continua of child development.
- Reflect on, and develop as necessary, the personal skills required to work collaboratively with parents and interdisciplinary teams supporting a child with sensory disability.
Assessment tasks
- Series of Topic Quizzes
- Parent Interview / PBL study
- Higher Order Thinking (HOT)
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 outcomes
- On successful completion of this unit students will be able to: demonstrate a working knowledge of the influence sensory disability can have on the social, emotional and cognitive continua of child development.
- Identify and apply a range of strategies to support and guide parents / families in promoting the optimal development of their child with sensory disability (hearing and/or vision loss).
- Reflect on, and develop as necessary, the personal skills required to work collaboratively with parents and interdisciplinary teams supporting a child with sensory disability.
Assessment tasks
- Series of Topic Quizzes
- Parent Interview / PBL study
- Higher Order Thinking (HOT)
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 outcomes
- On successful completion of this unit students will be able to: demonstrate a working knowledge of the influence sensory disability can have on the social, emotional and cognitive continua of child development.
- Identify and apply a range of strategies to support and guide parents / families in promoting the optimal development of their child with sensory disability (hearing and/or vision loss).
- Reflect on, and develop as necessary, the personal skills required to work collaboratively with parents and interdisciplinary teams supporting a child with sensory disability.
Assessment tasks
- Parent Interview / PBL study
- Higher Order Thinking (HOT)