Academic honesty

• At all times, students should be aware of and apply the Macquarie University policy on academic honesty (https://policies.mq.edu.au/document/view.php?id=3)

 

Assessment preparation guidelines

• Allow a left and right-hand margin of at least 2cm in all assignments.
• All assignments should be types using a minimum of Arial, 12-point font and 1.5 spacing.
• Faculty assignment cover sheets are NOT required.
• 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 Turnitin Similarity Report. The Turnitin 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.

 

Assessment submission guidelines

• The assignment title page should include the student’s name, student number, unit code, title of the assessment and correct submitted word count.
• All assignments must be submitted electronically through Turnitin as a word document – do not submit as a pdf.
• It is the responsibility of the student to ensure that all assignments are successfully submitted through Turnitin - students should carefully check that they submit the correct file for an assessment as no re-submissions will be accepted after the due date and time, including instances where students upload an incorrect file in error.  
• For written assignments, the Turnitin Similarity Report must also be submitted using the correct Turnitin submission point at the time of assignment submission.
• 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.

 

In submitting responses to an online quiz, students agree that they:

• are not participating in any unacceptable academic activities such as cheating, collusion, deception, fabrication, impersonation, obstruction, plagiarism and/or sabotage.
• have not included content that has previously been submitted for academic credit in this or any other unit
• are submitting answers which are their own work
• acknowledge they are aware of, and are acting in accordance with the Macquarie University Academic Integrity Policy at: https://policies.mq.edu.au/document/view.php?id=3

 

Application for Special Consideration – extensions

• Applications for Special Consideration - extensions must be made via AskMQ (https://ask.mq.edu.au/).

 

Late submission of assessments

• Unless a Special Consideration (see: https://students.mq.edu.au/study/assessment-exams/special-consideration) request has been submitted and approved, a 5% penalty (of the total possible mark) will be applied each day a written assessment is not submitted, up until the 7th day (including weekends).
• After the 7^th day, a mark of zero (0) will be awarded even if the assessment is submitted. Submission time for all written assessments is set at 11.55pm. A 1 hour grace period is provided to students who experience a technical issue.
• This late penalty will apply to non-timed sensitive assessment (including essays, reports, posters, portfolios, journals, recordings etc). Late submission of time sensitive tasks (such as tests/exams, performance assessments/presentations, scheduled practical assessments/labs etc) will only be addressed by the unit convenor in a Special Consideration application. Special Consideration outcome may result in a new question or topic.

 

Assessment marking

• Word limits are strictly applied. Work 10% above the word limit will not be marked.

• All assessments are marked using a rubric.

• Marking of all assessments is moderated by the Unit Convenor.
• Turnitin plagiarism detection software is used to check all written assessments.

 

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. For Professional Experience units the PE Report is marked as satisfactory or unsatisfactory and the Teaching Performance Assessment (in final PE units) is marked as not meets, meets or exceeds. 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.

 

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 contact the Course Director Sue Silveira on 0477202129 or susan.silveira@mq.edu.au, prior to withdrawing, for advice related to your progression. You can also seek academic advice via https://ask.m q.edu.au before withdrawing 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.

 

Results

Results shown in iLearn, or released directly by the Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to the student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

 

 

 

 

 

 

SPED8931 has a full web presence through iLearn. All requirements for this unit begin Session 1 Week 1, 2023. 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:

• Internet access: The iLearn site contains 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.

Week Starts Content 1 February 20th Module 1: Fundamentals of hearing and hearing loss The basic objective of this portion of the course is to introduce the student to audiometric principles that will assist and fortify the student in the practice of educating students who are deaf and hard of hearing. Topic 1. Auditory form and function: Anatomy and physiology of the hearing mechanism and the development of audition. 2 27th Feb Module 1: Fundamentals of hearing and hearing loss Topic 2. The nature of sound. 3 March 6th Module 1: Fundamentals of hearing and hearing loss Topic 3. Defining and classifying hearing and hearing loss. 4 March 13th Module 1: Fundamentals of hearing and hearing loss Topic 4. Incidence and prevalence of hearing loss in children.  5 March 20th Module 2: Clinical and diagnostic aspects of hearing and hearing loss The objective of this portion of the course is to gain sufficient familiarity with clinical audiological disorders and procedures to allow teachers to work skillfully and collaboratively with parents, audiologists and other professionals. Topic 5. Common pathologies of the auditory system. 6 March 27th Module 2: Clinical and diagnostic aspects of hearing and hearing loss Topic 6. The principles of audiological assessment for infants and children. 7 April 3rd Module 2: Clinical and diagnostic aspects of hearing & hearing loss Topic 7. A & B Approaches to assessment   April 10th Mid session recess   April 17th Mid session recess 8 April 24th Module 2: Clinical and diagnostic aspects of hearing and hearing loss Topic 8. Universal newborn hearing screening 9 May 1st   Module 3: (Re)habilitative and educational aspects of hearing loss This module focuses on maximizing hearing and auditory learning in the classroom for deaf and hard of hearing children using technology, and the practical application of audiometrics and related issues in the home & classroom setting. Topic 9. Personal hearing instruments and Remote Microphone Systems (RMS) 10 May 9th (Re)habilitative and educational aspects of hearing loss Topic 10. The role of Hearing Australia 11 May 16th (Re)habilitative and educational aspects of hearing loss Topic 11. Classroom management and the acoustic environment. 12 May 23rd (Re)habilitative and educational aspects of hearing loss Topic 12. Facilitating and monitoring auditory access for children with special hearing needs. 13 May 30th Topic 13. Review and discussion.

The 5Rs Framework, developed by the School of Education at Macquarie University, is embedded throughout this unit. 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:

Resilient	Reflexive	Responsive	Ready to learn	Research engaged
Students gain exposure to the disability sector and develop an understanding of the critical role they will play, the need for personal resilience and resilient approaches when supporting people with disability.	Students are encouraged to critically reflect in the context of themselves as a practitioner, their previous and future professional experiences and the engagement they will have with people, organisations and society in general.	The individualised learning content encourages students to be responsive to clients, organisations and critical issues faced in the disability sector. Students are expected to be responsive to the ideas of peers and provide meaningful and supportive feedback.	Students are encouraged to reflect and then identify their own learning needs for their context, to pursue learning that achieves great outcomes for all people they work with now and into the future. Students take responsibility for learning independently as well as fostering collaborative learning in other students.	Students engage with literature and base their practice on evidence. Students practice academic integrity as they learn to explore contemporary and relevant literature.