Students

SPED8922 – Educational Adjustments for Learners with Vision Impairment

2021 – Session 1, Fully online/virtual

Notice

As part of Phase 3 of our return to campus plan, most units will now run tutorials, seminars and other small group activities on campus, and most will keep an online version available to those students unable to return or those who choose to continue their studies online.

To check the availability of face-to-face and online activities for your unit, please go to timetable viewer. To check detailed information on unit assessments visit your unit's iLearn space or consult your unit convenor.

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Course Director, Master of Disability Studies
Susan Silveira
Contact via 02 9872 0248
RIDBC Renwick Centre
8am - 5pm, Monday to Friday
Administration
Lena Karam
Contact via 02 9872 0303
RIDBC Renwick Centre
Monday to Friday, 8.30am to 5pm
Lena Karam
Credit points Credit points
10
Prerequisites Prerequisites
Admission to MDisabilityStud
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description

This Unit provides students with a broad overview of reasonable adjustments and accommodations to curriculum, pedagogy and learning environments for children and young people with vision impairment. Unit content includes legislative and policy frameworks that promote inclusive and equitable education on the same basis as sighted students, implications of vision impairment for social development and learning, and the roles and responsibilities of specialist vision teachers and other professionals.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://students.mq.edu.au/important-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • ULO1: Demonstrate knowledge of current research into the physical, social and cognitive implications of congenital and adventitious low vision and blindness
  • ULO2: Explain the roles and responsibilities of specialist teachers (vision impairment) and allied professionals in education of learners with vision impairment.
  • ULO3: 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
  • ULO4: 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

General Assessment Information

Assessment Presentation and Submission Guidelines

Please follow these guidelines when you submit each assignment:

  • All assignments must comply with the RIDBC Renwick Centre Accessible Style Guide
  • Re SPED8922 Assessment Task 1 PowerPoint presentation:
    • Allow 2.5cm margins on all four sides (left, right, top, bottom) of each slide.
    • Use Arial, 32 point font (or a larger font) and 1.5 line spacing
    • To avoid crowding, there should be a maximum of six lines of text on each slide.
    • The title slide should include the student name, student number, unit code and title of assessment.
  • Re SPED8922 Assessment Task 2:
    • The assignment title page should include the student name, student number, unit code, title of the assessment and submitted word count.
    • Allow a left and right-hand margin of at least 2cm in all assignments.
    • Please type all assignments using Arial, 12-point font and 1.5 spacing.
  • All assignments must be submitted through Turnitin as accessible files – do not submit as a pdf.
  • It is the responsibility of the student to ensure that all assignments are successfully submitted through Turnitin (https://students.mq.edu.au/support/study/tools-and-resource s/ilearn/ilearn-quick-guides-for-students/assignments-and-grades).
  • For written assignments, the Turnitin Similarity Report must also be submitted using the correct Turnitin submission point at the time of assignment submission.
  • Faculty assignment cover sheets are NOT required.

Draft Submissions & Turnitin Originality Reports

  • Students must use the Turnitin Similarity Report as a learning tool to improve their academic writing and, in consideration of the report outcome, attend to any potential academic integrity issues, prior to submission of the final version of the assignment.
  • Students are strongly encouraged to upload a draft copy of each assignment to Turnitin at least one week prior to the due date to obtain a Similarity Report.
  • The Similarity 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 Similarity Report is generated every 24 hours up to the due date.
  • For all written assignments, the Similarity Report must also be submitted using the correct Turnitin submission point.

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: Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply – two (2) marks out of 100 will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted more than seven (7) days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessments – e.g., quizzes, online tests. Late penalties are applied by unit convenors or their delegates after tasks are assessed.
  • 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:

  • Please do not request a re-mark for a Failed assessment as they are all double-marked as a part of the moderation process.
  • The outcome of a re-mark may be a higher/lower or unchanged grade.
  • Grades are standards referenced and effort is NOT a criterion.

 

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.

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 Claire Farrington on 0298720811 or claire.farrington@ridbc.org.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.

Assessment Tasks

Name Weighting Hurdle Due
Presentation 50% No 19/04/2021
Discussion paper 50% No 24/05/2021

Presentation

Assessment Type 1: Media presentation
Indicative Time on Task 2: 15 hours
Due: 19/04/2021
Weighting: 50%

Asynchronous online media presentation


On successful completion you will be able to:
  • Demonstrate knowledge of current research into the physical, social and cognitive implications of congenital and adventitious low vision and blindness
  • Explain the roles and responsibilities of specialist teachers (vision impairment) and allied professionals in education of learners with vision impairment.
  • 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

Assessment Type 1: Essay
Indicative Time on Task 2: 15 hours
Due: 24/05/2021
Weighting: 50%

Paper addressing expanded core curriculum. (2500 words)


On successful completion you will be able to:
  • Demonstrate knowledge of current research into the physical, social and cognitive implications of congenital and adventitious low vision and blindness
  • Explain the roles and responsibilities of specialist teachers (vision impairment) and allied professionals in education of learners with vision impairment.
  • 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

1 If you need help with your assignment, please contact:

  • the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
  • the Learning Skills Unit for academic skills support.

2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Delivery and Resources

Delivery and Resources

SPED8922 has a full web presence through iLearn. All requirements for this unit begin Session 1 Week 1, 2021. Students are expected to access the iLearn site, regularly engage with unit materials, and participate in the weekly zoom sessions with the lecturer and fellow students.

Students will need regular access to a computer and the internet to complete this unit.

Support resources

Macquarie University has a range of services for students. If you are struggling with any aspect of academic life or career trajectory and skills, we have great supports within the university. Please refer to the comprehensive list of support services here.

Access and technical assistance

Information for students about access to the online component of this unit is available at ilearn.mq.edu.au/login/MQ/. You will need to enter your student username and password.

Please do NOT contact the Unit Convenor regarding iLearn technical help.

No extensions will be given for any technical issues. Allow enough time for your submissions. Assistance is available from IT Helpdesk ph: 1800 67 4357, or log a request at help.mq.edu.au. OneHelp is the online IT support service for both students and staff.

This unit requires students to use several ICT and software skills:

  • Internet access: the iLearn site contains all learning materials for this unit; it is also required for the online submission of all assessment tasks, and for the use of Turnitin submission for ALL tasks. 
  • Word processing, visual representations, and document formatting: you are required to use an appropriate form of software to present your assignments.
  • Uploading of assessment tasks to iLearn.

Unit Schedule

This Unit includes weekly online readings and presentations, together with weekly, one-hour online sessions with the lecturer. Below is the schedule of weekly topics:

Week beginning

Topics

22nd February (wk1)

1

Government and international legislation and policy frameworks supporting education of learners with vision impairment

1st March (wk2)

2

Psychological, social and cultural implications of vision impairment; critical social skills

8th March (wk3)

3

Educational implications of vision impairment

15th March (wk4)

4

Roles and responsibilities of specialist teachers (vision impairment) and other professionals

22nd – 29th March (wks 5 & 6)

5

Curriculum frameworks, pedagogy, and IEPs: General principles and approaches

5th – 16th April

 

Mid-semester recess

19th – 26th April

 (wks 7 & 8)

6

Curriculum, assessment and reporting

3rd May (wk 9)

7

Optical, assistive and mainstream technologies supporting education inclusion and visual functioning

10th May (wk10) 

8

Early childhood, family and social contexts

17th May (wk11)

9

Primary and secondary school years

24th – 31st May

(wks 12 & 13)

10

Students with vision impairment and additional disabilities

Policies and Procedures

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.

Student Code of Conduct

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

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 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. 

Student Enquiry Service

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

Equity 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.

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.