Students

SPED933 – Language and Literacy Learning in Deaf/Hard of Hearing Children

2019 – S1 Online

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Convenor and lecturer
Dr Robyn Cantle Moore
Contact via Contact by email
RIDBC Renwick Centre, North Rocks, Sydney
By appointment
Lecturer
Professor Greg Leigh
Contact via Contact by email
RIDBC Renwick Centre, North Rocks, Sydney
By appointment
Susan Silveira
Lena Karam
Credit points Credit points
4
Prerequisites Prerequisites
Admission to MDisabilityStud
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit introduces students to the concepts and principles of language and literacy development and the relationship between the two. Emphasis is given to the structure and function of language; theoretical perspectives on the relationship between language and thought, and the developmental stages and processes of (spoken) language and literacy acquisition in both hearing and Deaf/Hard of Hearing children.

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: Describe typical development of communication and language in hearing children and ways in which deafness/hearing loss impacts on that development;
  • Demonstrate an understanding of how speaking, listening, reading, writing and thinking are interrelated as developmental processes;
  • Describe the major theoretical perspectives on typical development of literacy and ways in which deafness/hearing loss impacts on this development;
  • Demonstrate an understanding of the relevance and importance of research and a strong evidence-base to the teaching of language and literacy;
  • Explain how current research evidence on key variables influencing development of deaf children's literacy can be used to provide broader theoretical understanding of language and literacy and a basis for practical intervention;
  • Explain the importance of assessment as an ongoing component in the instructional process.

General Assessment Information

Assessment Presentation and Submission Guidelines

Please follow these guidelines when you submit each assignment:

  • Allow a left and right-hand margin of at least 2cm in all assignments.
  • Please type all assignments using 12-point font and 1.5 spacing.
  • All assessments must be submitted through Turnitin in .doc format
  • It is the responsibility of the student to ensure that all assessments are successfully submitted through Turnitin.

Draft Submissions & Turnitin Originality Reports

  • Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.
  • Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report.
  • The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date.
  • Generally, one Originality Report is generated every 24 hours up to the due date.

Please note:

  • Students should regularly save a copy of all assignments before submission
  • Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.

 

Assignment extensions and late penalties

  • Applications for extensions must be made via AskMQ according to the Special Consideration policy. Extensions can only be granted if they meet the Special Considerations policy and are submitted via https://ask.mq.edu.au/. This will ensure consistency in the consideration of such requests is maintained.
  • Late submissions without extension will receive a penalty of 5% reduction of the total possible mark for each day late (including weekends and public holidays). You are reminded that submitting even just 1 day late could be the difference between passing and failing a unit. Late penalties are applied by unit convenors or their delegates after tasks are assessed.
  • No assessable work will be accepted after the return/release of marked work on the same topic. If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set.
  • Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.

 

Requesting a re-assessment of an assignment

If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark. To request a re-mark you need to contact the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment of your script against the task criteria. Evidence from your assignment must be provided to support your judgements.

Note: Failed assessments cannot be re-marked as they are all double-marked as a part of the moderation process.

Please note: The outcome of a re-mark may be a higher/lower or unchanged grade. Grades are standards referenced and effort is NOT a criterion.

Units with Quiz Assessments

Online quizzes are an individual assessment task and MUST BE COMPLETED by each student individually. Similarities in responses between students will be checked and investigated for possible collusion. Please see the Academic Honesty Handbook for more information.

 

University policy on grading

Criteria for awarding grades for assessment tasks

Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. The following descriptive criteria are included for your information.

Descriptive Criteria for awarding grades in the unit

In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment tasks. Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45.

Students will be awarded grades ranging from HD to F according to guidelines set out in the policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016

The following generic grade descriptors provide university-wide standards for awarding final grades.

Grade

Descriptor

HD

(High Distinction)

Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.

D

(Distinction)

Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.

Cr

(Credit)

Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.

P

(Pass).

Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes

F

(Fail)

Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.

Note: If you fail a unit with a professional experience component the fail grade will be on your transcript irrespective of the timing of the placement.

Assessment Tasks

Name Weighting Hurdle Due
Series of Topic Quizzes 50% No Weekly / Topics 1-13
Case Study / PBL Exercise 50% No 3 May, 2019 (week 8)

Series of Topic Quizzes

Due: Weekly / Topics 1-13
Weighting: 50%

Students will demonstrate knowledge and understanding of the communicative process, theories underpinning language development and literacy; properties and features of early spoken language acquisition and growth in accordance with research and discussion in scholarly literature.


On successful completion you will be able to:
  • On successful completion of this unit, students will be able to: Describe typical development of communication and language in hearing children and ways in which deafness/hearing loss impacts on that development;
  • Demonstrate an understanding of how speaking, listening, reading, writing and thinking are interrelated as developmental processes;
  • Demonstrate an understanding of the relevance and importance of research and a strong evidence-base to the teaching of language and literacy;
  • Explain how current research evidence on key variables influencing development of deaf children's literacy can be used to provide broader theoretical understanding of language and literacy and a basis for practical intervention;
  • Explain the importance of assessment as an ongoing component in the instructional process.

Case Study / PBL Exercise

Due: 3 May, 2019 (week 8)
Weighting: 50%

Students are required to complete a multi-factorial examination and analysis of features of language development as exhibited in case study samples of child language. Video context and written transcription of utterances will be evaluated for developmental language markers.

Student reflections on their findings will demonstrate the role language analysis plays in professional practice.


On successful completion you will be able to:
  • On successful completion of this unit, students will be able to: Describe typical development of communication and language in hearing children and ways in which deafness/hearing loss impacts on that development;
  • Demonstrate an understanding of how speaking, listening, reading, writing and thinking are interrelated as developmental processes;
  • Describe the major theoretical perspectives on typical development of literacy and ways in which deafness/hearing loss impacts on this development;
  • Demonstrate an understanding of the relevance and importance of research and a strong evidence-base to the teaching of language and literacy;
  • Explain the importance of assessment as an ongoing component in the instructional process.

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 topics that will be progressively released across the semester. Once a topic has been released it will remain available until the end of the semester.

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:

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 published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@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

If you are a Global MBA student contact globalmba.support@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 an understanding of how speaking, listening, reading, writing and thinking are interrelated as developmental processes;
  • Demonstrate an understanding of the relevance and importance of research and a strong evidence-base to the teaching of language and literacy;
  • Explain the importance of assessment as an ongoing component in the instructional process.

Assessment tasks

  • Series of Topic Quizzes
  • Case Study / PBL Exercise

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: Describe typical development of communication and language in hearing children and ways in which deafness/hearing loss impacts on that development;
  • Demonstrate an understanding of how speaking, listening, reading, writing and thinking are interrelated as developmental processes;
  • Describe the major theoretical perspectives on typical development of literacy and ways in which deafness/hearing loss impacts on this development;
  • Explain how current research evidence on key variables influencing development of deaf children's literacy can be used to provide broader theoretical understanding of language and literacy and a basis for practical intervention;
  • Explain the importance of assessment as an ongoing component in the instructional process.

Assessment tasks

  • Series of Topic Quizzes
  • Case Study / PBL Exercise

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: Describe typical development of communication and language in hearing children and ways in which deafness/hearing loss impacts on that development;
  • Demonstrate an understanding of how speaking, listening, reading, writing and thinking are interrelated as developmental processes;
  • Describe the major theoretical perspectives on typical development of literacy and ways in which deafness/hearing loss impacts on this development;
  • Explain how current research evidence on key variables influencing development of deaf children's literacy can be used to provide broader theoretical understanding of language and literacy and a basis for practical intervention;
  • Explain the importance of assessment as an ongoing component in the instructional process.

Assessment tasks

  • Series of Topic Quizzes
  • Case Study / PBL Exercise

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 an understanding of how speaking, listening, reading, writing and thinking are interrelated as developmental processes;
  • Demonstrate an understanding of the relevance and importance of research and a strong evidence-base to the teaching of language and literacy;

Assessment task

  • Case Study / PBL Exercise

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: Describe typical development of communication and language in hearing children and ways in which deafness/hearing loss impacts on that development;
  • Describe the major theoretical perspectives on typical development of literacy and ways in which deafness/hearing loss impacts on this development;
  • Explain how current research evidence on key variables influencing development of deaf children's literacy can be used to provide broader theoretical understanding of language and literacy and a basis for practical intervention;
  • Explain the importance of assessment as an ongoing component in the instructional process.

Assessment tasks

  • Series of Topic Quizzes
  • Case Study / PBL Exercise

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 an understanding of the relevance and importance of research and a strong evidence-base to the teaching of language and literacy;