Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor and lecturer
Gregory Leigh
Contact via Email: gregory.leigh@mq.edu.au
NextSense Institute
Robyn Moore
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Credit points |
Credit points
10
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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 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.
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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:
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 Integrity Policy at: https://students.mq.edu.au/study/assessment-exams/academic-integrity.
In submitting your responses to an online quiz you agree that you:
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.
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 the Course Director Sue Silveira on 0477202129 or susan.silveira@mq.edu.au, prior to withdrawing, 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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Topic Test | 20% | No | 21st March 2022 |
Case Study | 50% | No | 9th May 2022 |
Topic Test | 30% | No | 6th June 2022 |
Assessment Type 1: Quiz/Test
Indicative Time on Task 2: 8 hours
Due: 21st March 2022
Weighting: 20%
Students will demonstrate knowledge and understanding through a topic test.
Assessment Type 1: Case study/analysis
Indicative Time on Task 2: 30 hours
Due: 9th May 2022
Weighting: 50%
Examination and analysis of features of language development (3500 words)
Assessment Type 1: Quiz/Test
Indicative Time on Task 2: 12 hours
Due: 6th June 2022
Weighting: 30%
Students will demonstrate knowledge and understanding through a topic test
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
SPED8933 has a full web presence through iLearn. All requirements for this unit begin Session 1 Week 1, 2022. Students are expected to access the iLearn site and engage with unit materials regularly during session 1.
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 https://students.mq.edu.au/support/study/tools-and-resources/ilearn. 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:
Structure
The unit comprises thirteen (13) topics presented in asychronous online streaming lectures, background papers and readings. Weekly Topic forums on iLearn faciliate student Q & A asychronously. Two (2) one-hour Zoom tutorials enable students to discuss issues and questions arising from their studies; these live tutorials are Auslan interpreted and captioned.
WEEK 1 |
February 21 |
Topic 1: The organization of communication, language and mode (Speech/Sign/AAC) |
2 |
February 28 |
Topic 2: What is language? Theories of language acquisition and development. |
3 |
March 7 |
Topic 3: Early Language: Growth of language 0-3 years. |
4 |
March 14 |
Topic 4 (Part A): Early school-age language development (3-7 years). |
5 |
March 21 |
Topic 4 (* Part B): Introduction to language sampling (early school-age), analysis and profiling learning goals. |
6 |
March 28 |
Topic 5: Impact of hearing loss on early language acquisition and development. |
7 |
April 4 |
Topic 6: Development of pragmatic language abilities |
April 11 |
Mid-Semester Recess EASTER |
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April 18 |
Mid-Semester Recess |
8 |
April 25 |
Topic 7: Development of semantic abilities |
9 |
May 2 |
Topic 8 (Part A): School-age language: Refinement and issues |
10 |
May 9 |
Topic 8 (* Part B): Language sampling (upper primary school age), analysis and profiling learning goals. |
11 |
May 16 |
Topic 9: Perspectives on language, literacy, and deafness-1 Topic 10: Perspectives on language, literacy, and deafness-2 |
12 |
May 23 |
Topic 11: The roots of literacy acquisition: What is necessary and sufficient for literacy? Topic 12: Language skills, vocabulary, and potential alternative processing approaches: Are there capacity constraints for deaf learners? |
13 |
May 30 |
Topic 13: Dual language acquisition and English literacy. Issues in literacy and sign bilingualism. |
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
At Macquarie, we believe academic integrity – honesty, respect, trust, responsibility, fairness and courage – is at the core of learning, teaching and research. We recognise that meeting the expectations required to complete your assessments can be challenging. So, we offer you a range of resources and services to help you reach your potential, including free online writing and maths support, academic skills development and wellbeing consultations.
School of Education Procedures
In addition, the following policies and procedures of the School of Education are applicable in this unit.
Unit Expectations
Note: It is not the responsibility of unit staff to contact students who have failed to submit assignments. If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.
Electronic Communication
It is the student’s responsibility to check all electronic communication on a regular weekly basis. Communication may occur via:
External Students
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
The Writing Centre provides resources to develop your English language proficiency, academic writing, and communication skills.
The Library provides online and face to face support to help you find and use relevant information resources.
Macquarie University offers a range of Student Support Services including:
Got a question? Ask us via AskMQ, or contact Service Connect.
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 course. Your use of the 5Rs Framework will help you develop the capabilities that will make your career sustainable and fulfilling. In this unit, you will learn using the 5Rs framework in the following important ways:
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Resilient |
Reflexive |
Responsive |
Ready to learn |
Research engaged |
SPED8933 |
Students examine the nature and process of languge-literacy development and build awareness of the personal resilience they will need to support the critical role of guiding language acquisition in young people with hearing loss/sensory disability. |
Students critically appraise and reflect on their current experience and future practice supporting young language-literacy learners with hearing loss/sensory disability. |
Students seek to develop greater understanding and skills to support the complex and individual language-literacy learning goals/education of young people with hearing loss/sensory disability. Students are encouraged to share/respond to the practice experience and ideas posted by their peers on topic forums, with meaningful and supportive feedback. |
Students take responsibility for learning by pursuing individual interests through wider reading and engaging in collaborative activities with teaching colleagues and fellow students. |
Students engage with literature and practice evidence to further develop the language-literacy teaching skills needed to sustain reflective practice. |