Language/Deaf Education Internship 1

This subject is not offered in 2016.

170 hours

Successful completion of Module 1 of Auslan Certificate 2 (or equivalent)

AND the following subjects:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

This subject comprises the first part of the compulsory Capstone experience for this course.

This subject will introduce students to various traditions in educational research to do with students with language delay/disorder or hearing loss. It will be structured around an investigation of several major research methodologies used in such research, including the nature of the educational research, ethical approaches, using literature, and classifying research by purpose and method.

Students will acknowledge and implement these traditions when undertaking a 15 day practicum placement in a setting in which students with language delay/disorder or hearing loss are educated. They will then have the opportunity to engage in directed observation and interaction with students in kindergartens or schools and develop skills in planning, implementing and evaluating educational programs.

Students will complete a literature review and an extensive case study developed after a continuous process of assessment, intervention and evaluation with a child/student with language delay/disorder or hearing loss in the areas of language, literacy, mental health/well-being and (if appropriate) audiology.

Students who do not have competence in Auslan are expected to successfully complete Module 1 of Auslan Certificate 2 (or equivalent) as a prerequisite prior to enrolment in this subejct. Auslan courses are offered at a number of TAFE colleges (or equivalent) nationally.

On completion of this subject, students should be able to:

• Reflect on the relationship between practice and research in the education of students with a language delay/disorder or hearing loss;
• Demonstrate awareness of different approaches to research relevant to the education of students with a language delay/disorder or hearing loss;
• Critically evaluate research literature using different methodologies;
• Demonstrate an ability to implement the theoretical constructs in the course to the assessment, planning and implementation of an educational intervention
• Demonstrate a commitment to increasing knowledge and refining practice to improve educational outcomes for students with a language delay/disorder or hearing loss;
• Demonstrate an ability to gather information on student’s learning using a range of formal and informal tools;
• Demonstrate the ability to synthesise and interpret data that will accurately inform intervention;
• Demonstrate the ability to write intervention plans and supporting documents based on assessment and data;
• Demonstrate an ability to evaluate individualised intervention plans for students of varying ages, degrees of language delay/disorder or hearing loss and stages of development;
• Demonstrate an understanding of specialized technological equipment

There are three assessment tasks:

• Satisfactory completion of a minimum of 15 days of supervised practicum experience throughout the semester, 25%
• A literature review (750 words) investigating one aspect of language, literacy, audiology or mental health/well-being for students with a language delay/disorder or hearing loss. Due mid-semester, 15%
• Case study (3000 words) developed after a continuous process of assessment, intervention and evaluation with a child/student with language delay/disorder or hearing loss in the areas of language, literacy, mental health/well-being and (if appropriate) audiology. Due late-semester, 60%

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops. Professional practice placements require 100% attendance.

This subject is not available as a breadth subject.

On completion of this subject, students should be able to:

• Critically evaluate research literature using different methodologies;
• Use techniques to observe and assess students with a language delay/disorder or hearing loss;
• Assess, plan, implement and evaluate individualized programs for students with a language delay/disorder or hearing loss;
• Apply specialized curricula within the wider curriculum of the school;
• Manage technological equipment, such as, hearing aids, cochlear implants, radio frequency aids.