Students
SPED922 – Educational Adjustments for Learners with Vision Impairment
2018 – S1 Online
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Frances Gentle
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 theory and practice of reasonable adjustments and accommodations to curriculum, pedagogy and learning environments, to ensure learners with vision impairment are able to participate in education on the same basis as their sighted peers. Unit content includes legislative and policy frameworks, psychological and social considerations, roles and responsibilities of specialist teachers (vision impairment), technology, and considerations for preschool and school-age learners who are blind or who have low vision, deafblindness or additional disabilities.
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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:
- 1. On successful completion of this unit, students should be able to demonstrate knowledge of current research into the physical, social and cognitive implications of congenital and adventitious low vision and blindness.
- 2. On successful completion of this unit, students should be able to explain the roles and responsibilities of specialist teachers (vision impairment) and allied professionals in education of learners with vision impairment.
- 3. In collaboration with class and subject teachers, design and implement reasonable adjustments to the curriculum, assessments and examinations, and educational environments for learners with vision impairment, with sensitivity to age, gender, ability and background.
- 4. On successful completion of this unit, students should be able to demonstrate knowledge of international and national legislation and policies that promote, protect and support the participation in education and training of learners with vision impairment on the same basis as their sighted peers.
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Critical Reviews | 25% | No | 9/4/18 |
| Presentation | 35% | No | 14/5/18 |
| Discussion Paper | 40% | No | 4/6/18 |
Critical Reviews
Due: 9/4/18
Weighting: 25%
Select and critically review three exemplary readings from the University of Newcastle electronic databases that relate to one or more of the topics covered during this semester (1500 words).
On successful completion you will be able to:
- 2. On successful completion of this unit, students should be able to explain the roles and responsibilities of specialist teachers (vision impairment) and allied professionals in education of learners with vision impairment.
Presentation
Due: 14/5/18
Weighting: 35%
This assessment task asks you to create a 30-40 minute PowerPoint presentation for the staff of a preschool, primary or secondary school that is enrolling a student with vision impairment.
On successful completion you will be able to:
- 2. On successful completion of this unit, students should be able to explain the roles and responsibilities of specialist teachers (vision impairment) and allied professionals in education of learners with vision impairment.
- 3. In collaboration with class and subject teachers, design and implement reasonable adjustments to the curriculum, assessments and examinations, and educational environments for learners with vision impairment, with sensitivity to age, gender, ability and background.
Discussion Paper
Due: 4/6/18
Weighting: 40%
Conference paper on the Expanded Core Curriculum (ECC) for preschool or school-age learners with vision impairment (2000 words).
On successful completion you will be able to:
- 1. On successful completion of this unit, students should be able to demonstrate knowledge of current research into the physical, social and cognitive implications of congenital and adventitious low vision and blindness.
- 4. On successful completion of this unit, students should be able to demonstrate knowledge of international and national legislation and policies that promote, protect and support the participation in education and training of learners with vision impairment on the same basis as their sighted peers.
Delivery and Resources
The unit is delivered online and organized in external mode only, in a flexible delivery format. All learning materials will be available for download in the iLearn site. Students are required to frequently access the iLearn site, and to participate in online discussion forums. The unit convenor will moderate the online discussion as required.
Unit Schedule
The following ten topics will be addressed during the semester:
1 Government and international legislation and policy frameworks supporting education of learners with vision impairment
2 Psychological, social and cultural implications of vision impairment; critical social skills
3 Educational implications of vision impairment
4 Roles and responsibilities of specialist teachers (vision impairment) and other professionals
5 Curriculum frameworks, pedagogy, and IEPs: General principles and approaches
6 Curriculum, assessment and reporting
7 Optical, assistive and mainstream technologies supporting education inclusion and visual functioning
8 Early childhood, family and social contexts
9 Primary and secondary school years
10 Students with vision impairment and additional disabilities
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
- 3. In collaboration with class and subject teachers, design and implement reasonable adjustments to the curriculum, assessments and examinations, and educational environments for learners with vision impairment, with sensitivity to age, gender, ability and background.
- 4. On successful completion of this unit, students should be able to demonstrate knowledge of international and national legislation and policies that promote, protect and support the participation in education and training of learners with vision impairment on the same basis as their sighted peers.
Assessment tasks
- Presentation
- Discussion Paper
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
- 1. On successful completion of this unit, students should be able to demonstrate knowledge of current research into the physical, social and cognitive implications of congenital and adventitious low vision and blindness.
- 2. On successful completion of this unit, students should be able to explain the roles and responsibilities of specialist teachers (vision impairment) and allied professionals in education of learners with vision impairment.
- 3. In collaboration with class and subject teachers, design and implement reasonable adjustments to the curriculum, assessments and examinations, and educational environments for learners with vision impairment, with sensitivity to age, gender, ability and background.
- 4. On successful completion of this unit, students should be able to demonstrate knowledge of international and national legislation and policies that promote, protect and support the participation in education and training of learners with vision impairment on the same basis as their sighted peers.
Assessment tasks
- Critical Reviews
- Presentation
- Discussion Paper
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 outcome
- 3. In collaboration with class and subject teachers, design and implement reasonable adjustments to the curriculum, assessments and examinations, and educational environments for learners with vision impairment, with sensitivity to age, gender, ability and background.
Assessment task
- Presentation
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
- 1. On successful completion of this unit, students should be able to demonstrate knowledge of current research into the physical, social and cognitive implications of congenital and adventitious low vision and blindness.
- 3. In collaboration with class and subject teachers, design and implement reasonable adjustments to the curriculum, assessments and examinations, and educational environments for learners with vision impairment, with sensitivity to age, gender, ability and background.
- 4. On successful completion of this unit, students should be able to demonstrate knowledge of international and national legislation and policies that promote, protect and support the participation in education and training of learners with vision impairment on the same basis as their sighted peers.
Assessment tasks
- Presentation
- Discussion Paper
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
- 2. On successful completion of this unit, students should be able to explain the roles and responsibilities of specialist teachers (vision impairment) and allied professionals in education of learners with vision impairment.
- 3. In collaboration with class and subject teachers, design and implement reasonable adjustments to the curriculum, assessments and examinations, and educational environments for learners with vision impairment, with sensitivity to age, gender, ability and background.
Assessment tasks
- Critical Reviews
- Presentation
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
- 3. In collaboration with class and subject teachers, design and implement reasonable adjustments to the curriculum, assessments and examinations, and educational environments for learners with vision impairment, with sensitivity to age, gender, ability and background.
- 4. On successful completion of this unit, students should be able to demonstrate knowledge of international and national legislation and policies that promote, protect and support the participation in education and training of learners with vision impairment on the same basis as their sighted peers.
Assessment tasks
- Presentation
- Discussion Paper