Improving the Outcomes of Students with Hearing Loss in Mainstream Schools Date:
17 Feb and repeated 30 March and 27 July
Fee:
$75 for schools supported by RIDBC School Support Service
$200 for schools not supported by RIDBC School Support Service
Presenters:
Staff from RIDBC Garfield Barwick Centre and RIDBC Renwick Centre
Information:
Mainstream teachers will benefit from this one-day workshop by gaining a deeper understanding of the characteristics, expectations, and needs of students with hearing loss. They will also attain a heightened awareness of the potentially important role that they can play in improving the educational outcomes of students with hearing loss. Suggested practical classroom measures will be augmented by exploration of wider perspectives that include the issues of communication, literacy development, the use of technology and the opportunities for the students’ social inclusion both in and out of class. As well as gaining knowledge from practitioners and researchers in the field of educating students who are deaf or have hearing loss, participants will be able to engage in questioning, discussion and the exploration of typical scenarios.
Intended Audience:
This one day workshop will be of value to all mainstream teachers and support staff working with students who are Deaf or hard of hearing in a mainstream classroom setting.
Auslan 1 and Auslan 2
Auslan 1: 17-19 February
Auslan 2: 11-13 April
Fees:
Auslan 1 and 2 individually $250
Auslan 1 and 2 together- $400
Sign Language 1 (Auslan)
Sign Language 1 offers you the unique and fun experience of communicating visually using Auslan, the natural language of the Australian Sign Language Community. Taught by both Deaf and Hearing teachers. No pre- requisites.
Sign Language 2 (Auslan)
Sign Language 2 continues the unique and fun experience of communicating visually using Australian Sign Language (Auslan), the natural visual- gestural language used by the Australian Deaf Community. Taught by Deaf Teachers only. Pre- requisite- Sign Language 1
Improving the Outcomes of Students with Vision Loss in Mainstream Schools
Date: 24 February and repeated 3 August
Fee: $75 for schools supported by RIDBC School Support Service
$200 for schools not supported by RIDBC School Support Service
Presenters:
Teachers from RIDBC Vision Education and Guide Dogs NSW/ACT
Information:
Mainstream teachers will benefit from this one-day workshop by gaining a deeper understanding of the characteristics, expectations, and needs of students with vision loss. They will also attain a heightened awareness of the potentially important role that they can play in improving the educational outcomes of students with vision loss. Suggested practical classroom measures will be augmented by exploration of wider perspectives that include the issues of literacy development, the use of technology and the opportunities for the students’ social inclusion both in and out of class. As well as gaining knowledge from practitioners and researchers in the field of educating students who are Blind or have vision loss, participants will be able to engage in questioning, discussion and the exploration of typical scenarios.
Intended Audience: Educators and school support staff who are supporting students who are blind or have vision loss in mainstream classroom settings.
2016 Cochlear HOPE Tour Presenter: Dr Christine Yoshinaga Itano
Dates:
Brisbane 3-4 March
Auckland 7-8 March
Melbourne 10-11 March
Perth 14-15 March
Sydney 17-18 March
Adelaide 21-22 March
Fees:
Full Day $300
One Day $200
Remote Access $200
Parents $100
Day 1: The Missing Link in Language Learning of children who are deaf or hard of hearing: Pragmatics
Because of the lack of language assessment tools for the analysis of pragmatic language skills, very little is known about very young children who are deaf or hard of hearing and their pragmatic language development. Additionally, there is a paucity of information about the impact of pragmatic language characteristics of adult interactors in child-directed communication to infants/toddlers and young children who are deaf or hard of hearing. Even when children have developed age-appropriate vocabulary, English grammar and syntax skills, and speech articulation skills, they may still struggle with the socially appropriate use and understanding of language. This session will provide longitudinal information about 126 children with hearing loss from 3 to7 years of age and cross-sectional data from 100 children with normal hearing between the ages of 2 to 7 years. The pragmatic language development from over 480 developmental checklists will be presented. The information will be presented in the following pragmatic categories: State's needs, Gives Commands, Personal/Expresses Feelings, Interactional, Wants Explanation, Shares Knowledge and Imagination. The parent and/or teacher responds to the parent questionnaire rating each of the 53 items as 1) Not Present, Uses no words (Preverbal), Uses 1-3 words, and More complex Language. Data will be presented on the pragmatic language development of children by age and degree of hearing loss.
The workshop will also present information about pragmatic language skills required for school-age children and children transitioning from high school to adult life. Intervention strategies for some of the items on the pragmatics checklist for birth through 3 year olds and 3 to 5 year old children. Participants will participate in designing intervention activities for children at a variety of age levels (birth through 3 years, 3 to 5 years, and school-age children).
Day 2:
This workshop will focus on the identification and habilitation of additional disabilities/disorders in children who are deaf or hard of hearing with particular emphasis on children with autism, children with cognitive/neurological disorders, and children with motor and vestibular disorders. It is only now that there is considerably more developmental data about how the typical child who is early-identified through universal newborn hearing screening acquires developmental milestones that we are beginning to identify variant developmental pathways in the first three years of life. Identifying these disorders, developing and implementing appropriate early intervention strategies, will likely result in significantly improved outcomes for these children. Case studies as well as group data will be presented.
It is possible to identify autism in children who are deaf or hard of hearing in the first three years of life and to develop appropriate interventions in early childhood for these populations. The reported prevalence, screening, diagnostic assessment procedures and modified/adapted early intervention strategies. Children with cognitive disorders and deafness can develop language commensurate with their cognitive potential. Identification of significant cognitive delay can be identified within early childhood and appropriate intervention strategies can be designed and implemented within the early –intervention period. Children who are deaf or hard of hearing have significant risk for vestibular and motor disorders. The ramifications, and proposed interventions will be discussed. Other topics that can be discussed: Children with auditory processing disorders who are deaf or hard of hearing and children, children with social-emotional disorders, other populations.
This event has been endorsed for 12 CEUs by the AG Bell Academy of Listening and Spoken Language.
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