Session 2 Learning and Teaching Update
The decision has been made to conduct study online for the remainder of Session 2 for all units WITHOUT mandatory on-campus learning activities. Exams for Session 2 will also be online where possible to do so.
This is due to the extension of the lockdown orders and to provide certainty around arrangements for the remainder of Session 2. We hope to return to campus beyond Session 2 as soon as it is safe and appropriate to do so.
Some classes/teaching activities cannot be moved online and must be taught on campus. You should already know if you are in one of these classes/teaching activities and your unit convenor will provide you with more information via iLearn. If you want to confirm, see the list of units with mandatory on-campus classes/teaching activities.
Visit the MQ COVID-19 information page for more detail.
Unit convenor and teaching staff |
Unit convenor and teaching staff
Course Director, Master of Disability Studies
Susan Silveira
Contact via 02 98720248
NextSense Institute
Monday to Friday 9am - 5pm
Administration
Lena Karam
Contact via 02 9872 0303
NestSense Institute
Monday to Friday, 8.30am to 5pm
Lena Karam
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Credit points |
Credit points
10
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Prerequisites |
Prerequisites
Admission to MDisabilityStud and (SPED8926 or SPED926) and permission by special approval
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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 implications of vision impairment for language, literacy and numeracy development. Unit content includes current principles and concepts underlying emergent literacy and numeracy development, multisensory approaches to literacy and numeracy development, braille literacy instruction, learning media assessment, and guidelines for the production of alternative formats and examinations. |
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Assessment Presentation and Submission Guidelines
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Similarity Reports
Please note:
Assignment extensions and late penalties
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:
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://policies.mq.edu.au/document/view.php?id=17&version=2
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.
Withdrawing from this unit
If you are considering withdrawing from this unit, please seek academic advice via https://ask.mq.edu.au before doing so, as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact on your progression through the degree. Please also contact Sue Silveira on 0298720248 or susan.silveira@mq.edu.au, prior to withdrawing and for advice related to your progression.
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.
Name | Weighting | Hurdle | Due |
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Unified English Braille Grade Two | 0% | Yes | 26/07/21 |
Braille book kit production | 25% | No | 23/8/21 |
Personalised learning plan | 40% | No | 27/9/21 |
Braille Literacy Teaching Program | 35% | No | 18/10/21 |
Assessment Type 1: Field work task
Indicative Time on Task 2: 20 hours
Due: 26/07/21
Weighting: 0%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Provide evidence of attainment of UEB Grade Two (certificate level) competency
Assessment Type 1: Creative work
Indicative Time on Task 2: 10 hours
Due: 23/8/21
Weighting: 25%
Creation of a braille book and supporting braille materials
Assessment Type 1: Essay
Indicative Time on Task 2: 15 hours
Due: 27/9/21
Weighting: 40%
Develop a Personalised Learning Plan for literacy and numeracy development. (2000 words)
Assessment Type 1: Essay
Indicative Time on Task 2: 13 hours
Due: 18/10/21
Weighting: 35%
Development of a two-term individualised braille literacy teaching program. (2000 words)
1 If you need help with your assignment, please contact:
2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation
Prescribed texts:
Swenson, A.M. (2016). Beginning with braille: Firsthand experiences with a balanced approach to literacy (2nd. Ed.) Published by AFB Press ISBN: 978-0-89128-732-2
Wormsley, D.P. (2016). I-M-ABLE: Individualized meaning-centered approach to braille literacy education. NY, New York: AFP Press ISBN for paperback version: 978-0-89128-722-3
E-Book versions of the prescribed texts may be downloaded from the Macquarie University MultiSearch at the following links:
Swenson: https://multisearch.mq.edu.au/permalink/f/1b3gi1p/MQ_ALMA51178579880002171
Wormsley: https://multisearch.mq.edu.au/permalink/f/1b3gi1p/MQ_ALMA51178589920002171
Alternatively, the texts may be purchased at APH
Week Beg |
Topic and Assessment Task due dates |
Online sessions 7pm on dates indicated |
26 July |
Topic 1: Communication, language and literacy development for students with VI; history of braille and other tactile codes |
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2 August |
5 August |
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9 August |
Topic 2: Implications of blindness and low vision for communication, language and literacy development |
11 August |
16 August |
Topic 3: Literacy and numeracy development for students with VI |
No online session |
23 August |
Topic 4: Assessment and goal setting Assessment 1 due 23.8.21 (before midnight) |
26 August |
30 August |
Topic 5: Instructional approaches to reading development for students with vision impairment |
2 September |
6 September |
Wednesday 8 |
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13 & 20 September |
Mid semester recess |
No online sessions |
27 September |
Topic 6: Instructional approaches to writing development for students with vision impairment Assessment 2 due 27.9.21 (before midnight) |
30 September |
4 October |
7 October |
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11 October |
Topic 7: Literacy and numeracy development for students with VI and additional disabilities or deafblindness |
13 October |
18 October |
Topic 8: Enhancing literacy and numeracy development in inclusive settings Assessment 3 due 18.10.21 (before midnight) |
21 October |
25 October |
28 October |
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1 November |
Topic 9: Information communication technologies |
No online session planned |
Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct
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
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to help you improve your marks and take control of your study.
The Library provides online and face to face support to help you find and use relevant information resources.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
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
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.
The 5Rs Framework, developed by the School of Education at Macquarie University, is embedded throughout your teacher education course ( you may want to just refer to course). Your use of the 5Rs Framework will help you develop the capabilities that will make your teaching career ( you may want to just refer to career) sustainable and fulfilling. In this unit, you will learn using the 5Rs framework in the following important ways:
Resilient |
Reflexive |
Responsive |
Ready to learn |
Research engaged |
Students develop an understanding of the field of sensory impairment and the need for personal resilience when engaging professionally with colleagues, parents and caregivers, and the disability community. |
Students are encouraged to critically reflect on their learning in literacy and numeracy for students with blindness and low vision and reflect on the knowledge and skills required to promote equitable inclusion in education and society. |
Students are responsive to current research and practice in literacy and numeracy development for students with blindness and low vision. Students participate in online discussions and demonstrate sensitivity and responsiveness to each other’s perspectives and concerns. |
Students take responsibility for learning independently and foster a spirit of collaborative learning with other students.
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Students engage with relevant research literature and base their practice on evidence. Students demonstrate critical thinking and academic integrity by seeking to corroborate arguments and information through reference to relevant published literature. |
Unit information based on version 2021.03 of the Handbook