Monday through Friday. Reg. CASLPO, Audiologist Monday through Thursday.

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1 The University of Western Ontario School of Communication Sciences & Disorders CSD 9531 Aural (Re)Habilitation: Theory to Practice Community Engaged Learning Course Course Syllabus: Fall 2015 Course Coordinator/Instructor: Mary Beth Jennings, PhD Reg. CASLPO, Aud(C), FAAA, Audiologist Associate Professor , extension s typically responded to between 9 am and 4 pm Monday through Friday. Instructors: Brenda Buckrell, MClSc Reg. CASLPO, Audiologist [email protected] s typically responded to between 9 am and 3 pm Monday through Thursday. Christine Meston, PhD (candidate) Reg. CASLPO, Audiologist [email protected] s typically responded to between 9 am and 4 pm Monday through Friday. Office Hours: Please contact the instructors to arrange an appointment. Course Format: 3 hour lecture/discussion, practical experiences, and opportunity for observation at the Thames Valley District School Board. 1.5 FCE (Fall 2015 Winter 2016) Class Meetings: Wednesdays, 9:00 am 12:00 noon These dates and times are subject to change. Practical Experiences: Please see schedule. These dates and times are subject to change. 1 P a g e

2 Course Description This course focuses on the theory, practice and issues related to the provision of aural rehabilitative (AR) services to deaf, deafened, and hard of hearing individuals of all ages. The role of the audiologist in the provision of these services, and in partnership with other professions, and consumer-based organizations will be explored. Students will transition from theory to practice through observation and participation in a variety of practical experiences with different age groups. Practical experiences may include inhouse and external placements in settings that include: adult group aural rehabilitation, elementary and high school hearing resource programs with school board audiologists and teachers of the deaf and hard of hearing, as well as other community-based programs. Course Competencies Following the completion of this course, students will be able to do the following: Describe the role of the audiologist in the provision of AR services to deaf, deafened, and hard of hearing individuals and their family members Describe professional competencies and scope of practice of the audiologist in the provision of AR services Describe the consequences of hearing loss for persons with hearing loss of varying degrees, ages of onset, and their family members Identify the AR needs of persons with hearing loss of varying degrees, ages of onset, their family members and appropriate resources Identify various assessment and management techniques used in the provision of AR services. Describe the role of the audiologist in working with other professionals and consumer-based organizations in the provision of services Identify and describe the physical and psychosocial changes that occur across the lifespan and the implications for service provision Identify, describe and implement skills and techniques used in the facilitation of groups Identify and describe the purposes, advantages, stages and processes of groups Identify, describe and implement a variety of management techniques used in the provision of AR services Observe and facilitate group-based AR programs, community-based inservices, and participate in other community-based experiences Student Responsibilities Read the course syllabus Class attendance, punctuality, and participation Assigned readings completed prior to attending class Completion of all course assignments by assignment deadlines All written assignments will be submitted on OWL (powered by Sakai) on or before the dates outlined in the syllabus Students must inform the instructor of any absences a minimum of 1 hour prior to scheduled class/lab 2 P a g e

3 Sending and receiving of cell phone calls or text messages is not permitted in the classroom Computers may be used solely for course purposes: students must not web browse, send or receive during class Students must adhere to all relevant privacy and confidentiality, and informed consent policies and procedures as established by Western and the School of Communication Sciences and Disorders The only acceptable reason for not participating in a scheduled practical experience or observation is due to illness. A physician s note is required for students who are unable to participate in their practical experience or observation and the student is required to notify the instructor of the situation a minimum of 2 hours prior to the scheduled starttime for the practical or observation experience. As practical experiences cannot be rescheduled, an alternate form of experience will be assigned and used for evaluation. The Student Request for Academic Relief Form must be completed and the appropriate documentation provided and submitted to the School of CSD s administrative office. Reducing Noise in the Classroom to Facilitate Hearing Extraneous noise from students talking during lectures/discussions, typing on their keyboards, eating or otherwise creating disturbances interferes with other students and the instructor s ability to hear in the classroom. Students are requested to keep extraneous noise to a minimum during lectures/discussions to respect the right of others to hear in the classroom. Scholastic Offences Scholastic offences are taken seriously and students are directed to read the appropriate policy, specifically, the definition of what constitutes a Scholastic Offence, at the following Web site: All required papers may be subject to submission for textual similarity review to the commercial plagiarism detection software under license to the University for the detection of plagiarism. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between The University of Western Ontario and Turnitin.com ( Health and Wellness As part of a successful graduate student experience at Western, we encourage students to make their health and wellness a priority. Western provides several on campus health-related services to help you achieve optimum health and engage in healthy living while pursuing your graduate degree. For example, to support physical 3 P a g e

4 activity, all students, as part of their registration, receive membership in Western s Campus Recreation Centre. Numerous cultural events are offered throughout the year. Please check out the Faculty of Music web page and our own McIntosh Gallery Information regarding healthand wellness-related services available to students may be found at Students seeking help regarding mental health concerns are advised to speak to someone they feel comfortable confiding in, such as their faculty supervisor, their program director (graduate chair), or other relevant administrators in their unit. Campus mental health resources may be found at To help you learn more about mental health, Western has developed an interactive mental health learning module, found here: This module is 30 minutes in length and provides participants with a basic understanding of mental health issues and of available campus and community resources. Topics include stress, anxiety, depression, suicide and eating disorders. After successful completion of the module, participants receive a certificate confirming their participation. 4 P a g e

5 Assignments and Methods of Evaluation 1. Practical Experiences: You are required to actively participate (including preparation of presentations, activities, and homework assignments, and meeting with the assigned instructor) and complete guided reflections for all practical experiences over the fall and winter terms. You may also choose to complete other observations and guided reflections. Some of these experiences will be scheduled during the Wednesday class time-slot and others will be scheduled at other times during the week. Students must sign up for the practical experiences on the OWL SAKAI site by September 18, After that date, course instructors will assign any students who have not yet signed up to a specific activity. Students are required to arrive 30 minutes prior to the start of, and to stay to de-brief at the end of each scheduled practical experience. CASLPA clinical hours requirements for certification and CASLPO clinical hours requirements for registration both include hours in the areas of Aural (Re)Habilitation and Education Audiology. Cumulated hours may be used towards these requirements only if students are under the direct supervision of a qualified audiologist. Each student is responsible for keeping an accurate record of their observation and practicum hours for this course. The course instructors will sign for AR hours completed by students under their supervision. It is your responsibility to ensure that you have obtained a Police record check/vulnerable sector screening and that you meet the Immunization requirements as outlined in the School of Communication Sciences and Disorders Handbook. A number of our community partners require this documentation for you to participate in their facilities. 5 P a g e

6 Practical Experiences Group 1: 4 Students Grey Matters Supervisor: Buckrell Description A memory strategy and education program for older adults. This program is presented in partnership with the Ministry of Health Promotion Ontario, City of London, Third-Age Outreach, Specialized Geriatric Services, Parkwood Hospital of St. Joseph s Health Care London, Alzheimer Society of London and Middlesex, Horton Street Seniors Centre. This is a 1-hour presentation that will be presented once. A standard presentation has been developed for this presentation. Location: Kiwanis Seniors Community Centre, 78 Riverside Drive, London, On N6H 1B4 Dates Wednesday October 14, 2015, 10:30 to 11:30 am Horton Street Seniors Lunch and Learn and Health Fair Supervisor: Meston The Horton Street Seniors Centre is a recreation facility for adults 55 years and older located inside the Boys and Girls Club of London. Members can participate in activities such as aquatic and fitness programs, recreational activities, special events, luncheons and daytrips. A Lunch and Learn event will be facilitated, including a 1 hour presentation and a 1 hour mingle with participants. You will also design and participate in a Health Fair Booth (4 hours) and Presentation (45 minutes). Location: Horton Street Seniors Centre, Boys and Girls Club of London, 184 Horton Street, London, ON N6B 1K8 Friday February 5, 2016, 11 am to 1 pm Friday March 4, 2016, 9 am to 1 pm 6 P a g e

7 Lean on Me Supervisor: Buckrell or Meston A training program for volunteers working with seniors. This program is presented in partnership with Third-Age Outreach, Special Geriatric Services, Parkwood Hospital of St. Joseph s Health Care London. This is a 3-hour workshop that will be presented once. A standard curriculum (workbook and presentation) has been developed for this presentation. Wednesday March 30, 2016, 9 am to 12 noon Location: Kiwanis Seniors Community Centre, 78 Riverside Drive, London, On N6H 1B4 Practical Experiences Group 2: 4 Students Lean on Me Supervisor: Buckrell Description A training program for volunteers working with seniors. This program is presented in partnership with Third-Age Outreach, Special Geriatric Services, Parkwood Hospital of St. Joseph s Health Care London. This is a 3-hour workshop that will be presented once. A standard curriculum (workbook and presentation) has been developed for this presentation. Location: Kiwanis Seniors Community Centre, 78 Riverside Drive, London, On N6H 1B4 Dates Wednesday November 25, 2015, 9 am to 12 noon Chelsey Park Retirement Community Information- Based Audiologic Rehabilitation Group Chelsea Park Retirement Community provides retirement living, long-term care residence, and a wide 7 P a g e

8 Supervisor: Meston variety of programs and services for seniors. An information-based audiologic rehabilitation group will be facilitated at Chelsea Park. This group consists of 5, 1-hour weekly sessions. Or 1.5 hours (intake + 4 weeks) A 1-hour hearing health care inservice for staff will be held once. Mondays, January 11 to February 8, 2016, 9:30 to 10:30 am Monday March 28, 2016, 9:30 to 10:30 am Location: Chelsea Park Retirement Community, 310 Oxford Street West, London, ON, N6H 4N6 8 P a g e

9 Practical Experiences Group 3: 4 Students Description Dates Courses for Adults with Hearing Loss Course Two: Speechreading and Listening Training Supervisor: Jennings Groups are facilitated through the H.A. Leeper Speech and Hearing Clinic and the HearCare Audiologic Rehabilitation Laboratory, National Centre for Audiology. These groups consist of 1, 3- hour intake session and 4, 1.5-hour weekly sessions. Mondays, October 5, October 19 to November 9, 2015, 5:00 to 6:30 pm Location: EC2220/2224 Practical Experiences Group 4: 3 Students Courses for Adults with Hearing Loss Course One: Hearing Loss and Strategies for Improving Communication Supervisor: Jennings Description Groups are facilitated through the H.A. Leeper Speech and Hearing Clinic/HearCare Audiologic Rehabilitation Laboratory, National Centre for Audiology. These groups consist of 1, 3- hour intake session and 4, 1.5-hour weekly sessions. Location: EC2220/2224 Dates Thursdays, October 15, October 29 to November 19, 2015, 10:00 to 11:30 am 9 P a g e

10 Practical Experiences Group 5: 4 Students Courses for Adults with Hearing Loss Course Two: Speechreading and Listening Training Supervisor: Jennings Description Groups are facilitated through the H.A. Leeper Speech and Hearing Clinic and the HearCare Audiologic Rehabilitation Laboratory, National Centre for Audiology. These groups consist of 1, 3- hour intake session and 4, 1.5-hour weekly sessions. Location: EC2220/2224 Dates Tuesdays, February 9, February 23 to March 15, 2016, 1:30 to 3 pm Practical Experiences Group 6: 3 Students Courses for Adults with Hearing Loss Course One: Hearing Loss and Strategies for Improving Communication Supervisor: Meston Description Groups are facilitated through the H.A. Leeper Speech and Hearing Clinic and the HearCare Audiologic Rehabilitation Laboratory, National Centre for Audiology. These groups consist of 1, 3- hour intake session and 4, 1.5-hour weekly sessions. Location: EC2220/2224 Dates Mondays, February 22 March 21, :00 am to 11:30 am 10 P a g e

11 Thames Valley District School Board Observation Opportunities: Students may also have the opportunity to observe in the hearing resource itinerant program, self-contained classrooms, and secondary hearing resource program with school board audiologists and teachers of the deaf and hard of hearing at the Thames Valley District School Board. These opportunities are coordinated by Brenda Buckrell. A limited number of spaces are available for observation. If you are interested in participating, you are required to: 1. Sign-up for this opportunity on the OWL SAKAI site for this course and contact Brenda Buckrell by to arrange an observation time. 2. Arrive at the time and location identified by Brenda Buckrell. 3. The only acceptable reason for not participating in a scheduled observation is due to illness. A physician s note is required for students who are unable to participate, Brenda Buckrell must be notified a minimum of 2 hours prior to the scheduled start-time for the observation and the Student Request for Academic Relief Form must be completed and appropriate documentation provided and submitted to the School of CSD s administrative office. 4. Complete and submit a written reflection for all observation sessions within 48 hours of each session. A penalty of 50% per day will be applied to late reflections. Written feedback will be provided by the instructor within 3 business days of receipt of reflections. 11 P a g e

12 2. Program Development Assignment: Students are required to individually develop and submit a packaged informationbased support program that will be graded by the course instructors. Students are strongly encouraged to choose a different population/program type from the population/program completed in the practical experiences for the course. Students are required to meet with the assigned instructor on 3 occasions during the tenure of the course. Students are encouraged to contact the assigned instructor to arrange other meeting times as needed. Students will develop a packaged information-based support program for one of the following populations, or may choose an alternate population with the approval of the course instructors. A maximum of 2 students may choose the same population: a. Children and/or families of children with hearing loss i. Preschool ii. Junior Kindergarten to 6 years iii. Grades 2 to 3 or 4 to 6 iv. Grades 7 and 8 b. Teachers with children with hearing loss in the classroom c. Adolescents transitioning from secondary school to College and University d. Young adults transitioning from post-secondary education to the workplace e. Working-aged adults with hearing loss f. Retired adults with hearing loss g. Adults with hearing loss in residential care i. Inservices for residential care staff ii. Programs for residents Students must identify the population chosen for the program development assignment on the OWL SAKAI site by September 23, The program will be developed in 3 stages over the fall and winter terms as follows: Stage One: Outline of program content assignment (Weighting 10%) You will develop and submit an outline of the content of your program. This outline will include the following information: a. Identify the target group for the program. b. Provide a description of the overall goal/objective of the program. c. Provide a timeline of what will happen and when, including: i. Topics and goals/objectives for each session ii. Potential activities/homework iii. Location 12 P a g e

13 iv. Equipment/supplies/materials needed v. Costs to implement the program and potential sources of funding vi. Program format/method of delivery You are required to meet with assigned course instructor on Wednesday October 7, 2015 or other date as identified by the instructor. You will bring a written draft of the components of the program (outlined above) to this meeting and be prepared to discuss your ideas with the assigned course instructor. The final outline of program content must be uploaded into the designated area in the Assignments section of the OWL SAKAI site for the course. This assignment is due on Friday October 23, Stage Two: Theoretical framework and intake and post-assessment plan assignment (Weighting 10%) You will develop and submit your plan for intake and post-assessment. This will include the following: a. Identify the specific framework that underlies your program (please review information presented in your Counseling Course: 9532a). What is the goal of your program based on the framework? What components of your program are focused on the specific goals? b. Provide a timeline of what will happen and when for both the intake and postassessment. c. Provide a description of what information you will need and why you will need it. d. Provide a description of your plan for gathering the information. You must choose the particular instruments you will use, provide a copy of each instrument as well as any other materials you will use and describe how you will administer them. You may choose to include a program evaluation that will be completed by participants. You must provide a rationale for choosing the instruments and a rationale and description of any modifications you may have chosen to make to an instrument. You are required to meet with assigned instructor on Wednesday November 18, 2015 or other date as assigned by the instructor. You will bring a written draft of the theoretical framework and intake and post-assessment plan (outlined above) to this meeting and be prepared to discuss your ideas with the assigned course instructor. The final theoretical framework and intake and post-assessment plan must be uploaded into the designated area in the Assignments section of the OWL SAKAI site for the course. This assignment is due on Friday December 4, P a g e

14 Stage Three: Complete packaged program assignment, including information content, activities and homework (Weighting 30%) You will develop and submit a complete packaged program, edited as per feedback provided by the assigned instructor. You must include your edited Stage One and Stage Two submissions within the packaged program. The program should be one that you (or another clinician) could pick up and use in its present completed state. The following are required: a. Table of contents. b. A written introduction that includes information about who you are as the program facilitator and your target audience. c. The theoretical framework for your program. d. The outline of your program content. e. Information Content: Provide all written content that will be included in the program. This includes powerpoint presentations, handouts, etc. in their completed form. f. Activities: Provide a written description of all activities that will be completed in each session/meeting of your program, including any handouts that will be provided to participants. g. Homework: Provide all homework activities that will be completed by participants. h. Intake and post-assessment materials must be included in your package You are required to meet with assigned instructor on Wednesday January 27, 2016 or other date as assigned by the instructor. You will bring a draft of the complete packaged program to this meeting and be prepared to discuss your ideas with the assigned course instructor. The completed package must be uploaded into the designated area of the Assignments section of the OWL SAKAI site and a hard copy provided to the assigned instructor no later than Friday March 11, Students who wish to submit their packages at an earlier date are welcome to do so. 14 P a g e

15 Grading Scheme 1. Practical Experience Content (Weighting 17.5%) and Facilitation (Weighting 17.5%): Weighting 35% Practical Experience Guided Reflections: Weighting 15% Total Weighting 50% Rubrics: Assessment of Audiologic Rehabilitation Skills Presentation Evaluation Guided Reflections Evaluation Feedback and Grading: Final Guided Reflection grades will be provided after completion of all required observations and reflections for the course. Guided reflections will include the written component after each practical experience and observation, as well as participation in discussion of practical experiences in class at the end of the fall and winter terms. Final Practical Experience Content and Facilitation grades will be provided upon final completion of the assignment. 2. Program Development Assignment: Outline of Program Content: Weighting 10% Theoretical Framework and Intake and Post-Assessment Plan: Weighting 10% Complete Package Program: Weighting 30% Total Weighting 50% Rubric: Program Development Evaluation A penalty of 50% per day will be applied to late assignments. Course-Specific Passing Grade Requirement Each student must achieve an average grade of 60% or higher on each of the course assignments to obtain a passing grade for this course. 15 P a g e

16 Fall 2015 Term Class Schedule Week 1 Week 2 September 16 September 23 Topics for Discussion Introduction to the course and to Community Service Learning and Reflection What is Aural (Re)habilitation (AR)? Assessment Tools in AR Intake and assessment Implications of aging Week 3 September 30 Group-based and individual programs Principles of adult learning Week 4 October 7 *Program Development Assignment Meetings Week 5 October 14 Practical Experience (Grey Matters 10:30-11:30 am) Hearing Assistive Technologies Legislation, Barrier-Free and Universal Design Devices with hands-on (11 Students) Week 6 October 21 Canadian Academy of Audiology Conference No Class Meeting Week 7 October 28 Communication Management Training Week 8 November 4 Speechreading and Auditory Training Week 9 Week 10 Week 11 Week 12 Week 13 November 11 November 18 November 25 December 2 December 9 Practical Experience/Observations No Class Meeting *Program Development Assignment Meetings Practical Experience/Observations (Lean on Me 9 am-12 noon) Hearing Assistive Technologies Legislation, Barrier-Free and Universal Design Devices with hands-on (11 Students) Discussion of Practical Experiences First Term Wrap-Up *Program Development Assignment Meetings as needed *Meetings will be scheduled with the assigned course instructor on the OWL SAKAI site. 16 P a g e