2014 STUDIES IN ORIENTATION AND MOBILITY AT THE RIDBC RENWICK CENTRE Welcome to the RIDBC Renwick Centre. The RIDBC Renwick Centre is a centre for research, professional training, and continuing professional education for teachers and allied health professionals working with people with sensory disabilities. The following course of postgraduate study has been designed cooperatively with Guide Dogs NSW/ACT to provide specialised training for Orientation and Mobility Instructors. Enrolment in the series of courses detailed in this document is restricted to students selected for sponsorship by Guide Dogs organisations of Australia. Enrolment. Entry into the Graduate Certificate in Educational Studies or the Master of Special Education program is via The University of Newcastle (Gradschool) application procedure. (Important note: this procedure is a separate process to the application for sponsorship submitted to Guide Dogs NSW/ACT.) Enrolment information, timetable and assistance with the application process is available from the RIDBC Renwick Centre by contacting Jill Watson on (02) 9872 0303 or jill.watson@ridbc.org.au. The closing date for applications for entry into programs is Friday 14 February 2014; however, it is recommended that students enrol as early as possible. Semester One commences 3 rd March 2014. Master of Special Education Sensory Disability specialisation (2 years part-time) Studies in Orientation and Mobility at the RIDBC Renwick Centre employ the current structure of the University of Newcastle s Master of Special Education (Sensory Disabilities specialisation). Staff from Guide Dogs NSW/ACT make a significant contribution to teaching courses and supervision of practicum. The Master of Special Education degree requires completion of an approved sequence of 80 units at the 6000 level and is designed for a wide range of candidates, including those already working in the field who wish to upgrade their skills and qualifications in sensory disability. 1
COURSE STRUCTURE The course is offered in two parts. The first four-10 unit courses of the Master of Special Education are undertaken in Semester One, 2014. Semester One 2014 EDUC6668 Foundations of Vision Impairment EDUC6158 Orientation & Mobility for Instructors-In-Training EDUC6113 Advanced Theory and Practice in Orientation and Mobility EDUC6667 Child Development: Family and Community Practice UNIT DESCRIPTIONS EDUC6668 Foundations of Vision Impairment This course provides foundation knowledge in the cause and implication of disease and vision impairment across the age spectrum. The learner will develop a broad view of the low vision needs of individuals and their role in meeting these needs. EDUC6158 Orientation and Mobility for Instructors-In-Training Campus conference (eight days in March 2014 consult timetable). Providing an introduction to orientation and mobility (O&M) theory and the application of theory to problems relevant to practitioners of O&M who provide services to people with vision impairment. Topics covered will include: specification of O&M objectives, evaluation of ethical and legal frameworks, models of service delivery, theory and practice of O&M strategy and technique, and a comprehensive investigation and analysis of best practice in organisations providing low vision and blindness services. EDUC6113 Advanced Theory and Practice in Orientation and Mobility Campus conference (eight days in March 2014 consult timetable). Providing an in-depth examination of major orientation and mobility (O&M) theories and approaches necessary for delivering complex O&M services to people with multiple disabilities including vision impairment. Topics covered will include: identification and specification of complex O&M service delivery models and approaches; evaluation of 2
ethical and legal frameworks in complex client service delivery; family and client-centred service delivery. EDUC6667 Child Development: Family and Community Contexts This course examines the nature of family and community influences on the development of children and those with sensory disability in particular. The rationale for early intervention through family-centred practice is discussed and characteristics of effective parent-professional partnerships/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. COMPLETION OF THE MASTER OF SPECIAL EDUCATION (MSpecEd) DEGREE Upon successful completion of the above four courses, candidates will become eligible to apply for full-time employment with Guide Dogs NSW/ACT and complete the remainder of the MSpecEd program part-time. It is also possible, upon successful completion of the above four courses to qualify for the University s Graduate Certificate in Educational Studies. However, candidates are encouraged to work towards the MSpecEd degree rather than apply for this award. The remaining four courses in the MSpecEd program includes a supervised practicum experience (EDUC6258) which is mentored through Guide Dogs NSW/ACT. The anticipated part-time study sequence for the remaining four courses in the MSpecEd program is as follows: Semester Two, 2014 EDUC6258 Practicum in Orientation and Mobility AND EDUC6669 Advanced Studies in Low Vision Semester One, 2015 EDUC6048 Research Methodology Semester Two, 2015 EDUC6666 Inclusive and Collaborative Practice The above courses are offered in flexible delivery mode, permitting off-campus study. 3
EDUC6258 Practicum in Orientation and Mobility Prerequisite: completion of EDUC6158 and EDUC6113. The practicum will provide students with opportunities to gain exposure to O&M programs and teaching situations under the guidance and assistance of an experienced instructor. Students will receive a gradual induction into the profession of O&M. Students will have opportunities to work with clients with VI and multiple disabilities from a broad range of cultural and socioeconomic backgrounds. Students will be required to plan, implement, and evaluate a broad range of mobility programs, with significant consideration given to professional ethics and reflective practice. EDUC6669 Advanced Studies in Low Vision Prerequisite: completion of EDUC6668 The course extends and develops concepts and learning introduced in EDUC6668 Foundations of Vision Impairment, with a particular focus on individuals and groups with complex support needs. Further development of the candidate s knowledge and understanding of the substantial challenges for individual, family and community arising from blindness and vision impairment will occur. EDUC6048 Research Methodology This distance course provides an introduction to research methodologies in education, both qualitative and quantitative. It introduces students to contemporary perspectives in educational research, and in particular focuses on developing a range of skills involved in formulating a research proposal, including framing research questions, reviewing the literature and choosing appropriate methodologies for different types of study. The ways in which researchers from different research traditions use the different methods of collecting research data (for example, interview, questionnaire and observation) will be included.) As the course is intended to prepare students either for a research thesis or an industry-based project some preliminary work on the development and administration of a research instrument (e.g., a questionnaire or an interview) is included. 4
EDUC6666 Inclusive and Collaborative Practice This course explores features of inclusive and collaborative practice in early intervention and school-age programming for children who are deaf or hard of hearing (D/HH), and/or blind or have low vision (B/VI). The combination of knowledges and perspectives required to implement helpful, individualized child-parent support that nurtures and promotes a child's independent learning is discussed. Current and future challenges to the development and functionality of inclusive and collaborative programming are examined and priorities for practice considered. ALTERNATIVE COMPLETION OF THE MASTER OF SPECIAL EDUCATION (MSpecEd) DEGREE - RESEARCH Successful completion of the MSpecEd degree may lead to candidacy for the PhD degree if a specific sequence in research methods and a minor thesis are included in the program and if the thesis is of sufficiently high standard. EDUC6049 Educational Research Methodology II: Qualitative This distance course provides a generic introduction to the knowledge, skills and tools that a student will require when undertaking a qualitative research study in education. In particular, it focuses on the areas of data collection and analysis. Emphasis is given to understanding, evaluating and gaining experience in the multiple processes of gathering, managing, exploring, interrogating and interpreting textual data. This will include practical sessions in using and evaluating Qualitative Data Analysis Software. Students will be encouraged to apply their skills to data that are relevant to their particular specialist needs. EDUC6050 Educational Research Methodology II: Quantitative This distance course offers students skill development in quantitative methods of the collection, analysis and reporting of research data, including introduction to the statistical software package SPSS. Analyses of data and hypothesis testing are undertaken using basic descriptive and inferential statistical procedures. 5
EDUC6026(A)/6027(B): Minor Thesis A/B Assumed Knowledge: Completion of four 10-unit courses in the Master of Special Education and approval of the Course Director. The Minor Thesis relates to the education of students with a sensory disability, and will generally be supported by the course-work subjects in the Master of Special Education program. The Thesis may take the form of a critical review of the literature; an analysis of a practical educational situation or issue; a synthesis of ideas and theories around a specific theme; or an empirical study. Candidates should seek advice from lecturers known to be interested in the particular area of study, and from the Head of Academic Programs. A supervisor will be appointed on the candidate's enrolment in the subject. Candidates should establish contact with the supervisor before commencing the Minor Thesis, and maintain contact throughout the candidature. Candidates enrolling in the minor thesis are required to complete a proposal for submission to the Master of Special Education Course Committee by no later than the end of the second week of the first semester of enrolment. Forms for this purpose and relevant supporting documentation are available from the RIDBC Renwick Administrative Officer. It is the candidate's responsibility to ensure that appropriate approvals are sought in advance for all planned research projects. This includes approval by the Faculty of Education Human Research Ethics Committee. Candidates are expected to complete the Minor Thesis in no more than two semesters. The expected length of the thesis varies according to the topic and the methodology. Most topics are covered in 15,000 words (approximately 60 A4 pages, double-spaced). The Minor Thesis is a prerequisite for admission to candidature for the degree of Master of Education. Candidates who receive a grade of credit or better for their Minor Thesis may be considered for admission to candidature for the degree of Doctor of Philosophy. Candidates who proceed from the Master of Special Education to a research higher degree may be required to undertake additional studies in research methodology. 6