Unit convenor and teaching staff |
Unit convenor and teaching staff
Robyn Moore
Kathleen Tait
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Credit points |
Credit points
4
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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 examines the influence sensory disability (hearing and/or vision impairment) can have on child development and family perceptions of child progress and competency. The rationale for early intervention through family-centred practice is discussed and characteristics of effective parent-professional partnership and collaboration explored. Students will consider family systems, cultural diversity, and the role of parent education and guidance as a basis for promoting optimal outcomes for children with a sensory disability.
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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:
Name | Weighting | Hurdle | Due |
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Series of Topic Quizzes | 20% | No | Weekly / Topics 1-12 |
Parent Interview / PBL study | 40% | No | 4 May, 2018 (week 8) |
Higher Order Thinking (HOT) | 40% | No | 1 June, 2018 (week 12) |
Due: Weekly / Topics 1-12
Weighting: 20%
Students will demonstrate their understanding of the impact sensory disability can have on early learning and development across the physical, psycho-social, and educational domains of childhood; the changing strengths, challenges and support mechanisms of families who have a child-member with sensory disability.
Due: 4 May, 2018 (week 8)
Weighting: 40%
Students will carry out, report and reflect on, a unique interview with the parent/familiar caregiver of a young child (0-7yrs) with a sensory disability. The interview conversation will be guided by eight (8) probe-questions formulated by the student in response to multiple set readings from the research/scholarly literature exploring the (a) developmental impacts of sensory disability, (b) parent-professional partnerships in childhood sensory disability, and (c) family resilience and childhood disability.
Due: 1 June, 2018 (week 12)
Weighting: 40%
Students will demonstrate critical analysis of four (4) set research studies; identify implications for children with sensory disability and their parents/families.
All elements of this unit are presented online. Lectures and tutorial activities are delivered in captioned audio-Powerpoint and video streaming formats.
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).
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
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Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
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