HIGH SUPPORT NEEDS AND AUGMENTATIVE COMMUNICATION
Credit points: 15
In this subject students examine the educational needs of young people with severe or multiple disabilities, including specific physical, sensory and health impairments. Students also examine the use of appropriate technologies that facilitate assistive learning and augmentative communication.
SchoolSchool of Education
Subject Co-ordinatorSusan Bennett
Available to Study Abroad StudentsYes
Subject year levelYear Level 3 - UG
|Resource Type||Title||Resource Requirement||Author and Year||Publisher|
|Readings||Including Students with Severe Multiple Disabilities in Typical Classrooms: Practical Strategies for Teachers (3rd ed.)||Prescribed||Downing, J.E. (2008)||BALTIMORE: PAUL BROOKES PUBLISHING CO.|
|Readings||Specified Journal Articles||Prescribed||N/A||VARIOUS|
|Readings||Augmentative and Alternative Communications: AAC from A-Z||Recommended||Lloyd, Arvidson & Fuller (2006)||ACADEMIC|
|Readings||Educating children with multiple disabilities: a collaborative approach||Recommended||Orelove, Sobsey & Silberman (2004)||BROOKES|
Graduate capabilities & intended learning outcomes
01. Identify health and learning issues for students with high support needs.
02. Plan and justify strategies that relate to individual learning needs and individual learning priorities for students with high support needs.
03. Demonstrate and implement the function of Augmentative Communication Supports (ACS) and Assistive Technology (AT).
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Bendigo, 2016, Week 24-35, Blended
Maximum enrolment sizeN/A
Subject Instance Co-ordinatorSusan Bennett
Collaborative Based Learning
One 2.0 hours collaborative based learning per week on any day including weekend from week 24 to week 35 and delivered via online.
Two 8.0 hours seminar per study period on weekdays during the day from week 28 to week 28 and delivered via face-to-face.
|Two online Quizzes||30||01, 02|
|Task analysis - teaching strategies (group activity prepared at intensive session)||30||01, 02|
|Case study using Edukey||40||02, 03|