Weat Ridbcrenwickcentrearedelightedto Presentthe2015ridbcrenwickcentrecontinuing

Welcome

DearColleagues,

Weat RIDBCRenwickCentrearedelightedto presentthe2015RIDBCRenwickCentreContinuing ProfessionalEducationprogram.Itliststhewiderangeof courses,seminarsandworkshopsbeingoffered thisyear.

The program offers opportunities to engage with international academics and local presenters in the fields ofhearingandvisionlossandhasbeendesignedto meettheprofessionallearningneedsof educators, audiologists, therapists and related health professionals. Specific events have also been created to support parentsandcaregivers.

Thisyear’s programwilloperateinarangeof sitesaroundAustraliaandNewZealandto giveyouaccess tolocalprofessionaldevelopmentopportunities.Inadditiontothis,weareofferingthirtyonlineseminars including6sessionsaspartoftheCochlearHOPE series.Theseseminarscanbeviewedliveand/orviarecordingsandweencourageyouto takeadvantageofthisnewstyleof learning.Themajorityofthe eventsbeingheldinSydneycanalsobeaccessedremotelyviawebbasedconference.Pleasecontactus totalkaboutyouronlinelearningneeds.

Wearecommittedto ensuringthat allCPEeventsareaccessibleandproviderealtimecaptioningand signlanguageinterpretingwhenrequired.Wealsoprovideallworkshophandoutsandmaterialsinfully accessibledigitalformatsusingiTunesUandGoogleDocsforthoseparticipantswithprintdisabilities andthosewhochooseto lessentheirenvironmentalfootprint.Pleaseletusknowyourpreferencewhen registering.

The2015programhasbeenendorsedbytheBoardof StudiesTeachingandEducationalStandardsNSW (BOSTES)andseveraleventsofferContinuingEducationCreditsfromtheAGBellAcademyofListening andSpokenLanguageandAudiologyAustralia.

ThecalendarisalsolistedontheRIDBCRenwickCentrewebsite,alongwithfullregistrationdetailsand linkstoaccommodationformsfortheKingHousefacility

Welookforwardtoseeingyouat oneof oureventsthisyear!

WarmRegards

TrudySmith

ManagerContinuingProfessionalEducation

RoyalInstituteforDeafandBlindChildren(RIDBC)

RIDBCisAustralia’s largestnon-governmentproviderof education,therapy, diagnosticsandcochlear implantservicesfor childrenandadultswithvisionorhearingloss,theirfamilies,andtheprofessionals whosupportthem.RIDBCoffersarangeofprogramsandservicesforchildren,adults,familiesand professionals,including:

•Assessmentanddiagnostics

•Earlyinterventionandearlylearningprograms

•Specialistpreschools,schoolsandschoolsupportservices

•TeleschoolandTelepracticeprograms

•Therapyandre/habilitationservices

•Audiologyandcochlearimplantservices

•Research,postgraduateandprofessionaleducationprograms.

As a charity, RIDBC relies significantly on fundraising and community support to continue to make a differenceinthelivesof peoplewithvisionorhearingloss.For furtherinformationaboutRIDBCvisit

Facebook.com/ridbc;Twitter.com/ridbc;Youtube.com/RIDBCofficial

Paediatric Audiology Counselling

12thFebruary

Repeated12thMarch(online)

Effectivecommunicationandcounsellingareparticularlyimportantinpaediatricaudiologyasemotional responsesto thediagnosisof hearinglosscanbeoverwhelming.Counsellinginaudiologyisdifferent toacounsellingrelationshipaclientmighthavewithacounsellororpsychologist.It isnotalwayswelldefined within the literature, however it is necessary.There are key messages that need to be conveyed in paediatricaudiologicalappointments,howeverparentcannotprocessinformationnorlearnnewinformation iftheyarehighlyemotional.In orderfor parentsto takeonnewinformationweneedtoeffectivelymanage theiremotionalresponsesto thediagnosis.

Emotionalresponsesto adiagnosismaybeexpresseddirectly,wheretheemotionisexplicitlystated,or indirectly,hiddeninseeminglytechnicalquestions.Thisworkshopwillfocusonwaysto identifyemotional reactions,bothdirectandindirect,andhowtorespondtothem.Thisdiscussionwillbeillustratedwithdata fromalinguisticstudyintoparentexperiencesof thenewborndiagnosticprocess.Participantswillbegiven anopportunityto workshopwaystoeffectivelydealwiththeemotionalresponsesofparents.Inparticular sadness,angeranddenialwillbecovered.Participantswillalsobeencouragedto sharesituationsthathavearisenintheirclinicalpracticeandexplorepossiblewaysof managingthesesituations.

ImprovingtheOutcomesofStudentswithHearingLossinMainstreamSchools

18thFebruary,9thMarchor29thJuly

Mainstream teachers will benefit from this one-day workshop by gaining a deeper understanding of the characteristics,expectations,andneedsof studentswithhearingloss.Theywillalsoattainaheightened awarenessof thepotentiallyimportantrolethattheycanplayinimprovingtheeducationaloutcomesofstudentswithhearingsclassroommeasureswillbeaugmentedbyexplorationofwiderperspectivesthat includetheissuesof communication,literacydevelopment,theuseoftechnology andtheopportunitiesfor thestudents’socialinclusionbothinandoutof class.

As well as gaining knowledge from practitioners and researchers in the field of educating students who are deaforhavehearingloss,participantswillbeabletoengageinquestioning,discussionandtheexploration oftypicalscenarios.

Presenters:Staff from RIDBCSchoolSupportService(HL)andRIDBCRenwickCentre

Coursecode:RC522(February)RC523(March) RC524(July)

Fee:$75forschoolssupportedby RIDBCSchoolSupportService $200forschoolsnotsupported

Duration: 9am- 4pm

ACornucopiaofTherapyIdeasforDiversePopulations

19th- 20thFebruary

DayOne

ACornucopiaofTherapyIdeas:UsingAFew“Toys”forTONSofTherapyIdeas

(Doyoumeanastack ofcolouredringscanbeusedwithababyANDaschool-agedyoungster--You Betcha!)

Thisinteractivesessionwilladdressthetopicof –it’s NOTthe“toy” -- butinstead,thelisteningandspoken languagetargetstheparentsandclinicianshaveinmind,asweworkwitharangeofchildrenof variedages andskills/abilities.Thekeyisexpandingourexpectationsand“thinkingoutof thebox”abouttherapygames, andactivities.After collectingtherapy/lessonmaterialsfor30years(andIstillkeepbuyingmorebooksand toys!),Ihavecometotheconclusionthattheskillisinhowweapproachthetherapymaterial–tomakejust about“anything”alearningopportunityfor therangeof patients–fromababytotheinfantto apre-schooler andupto aschool-agedstudent.Followingsomebackgroundandfoundationalinformation,theprogramwill morphto be“hands-on”andwrap-upwithallparticipantsengaginginoneof HelenH.Beebe’s classicquotes, “Agoodclinicianshouldbeableto makealessonwitharollof Lifesavers.”

DayTwo

ChildrenwithAdditionalDisabilities:MOREthanDeafandHardofHearing

Manyof ourchildrentodaypresentwithoneormoreother“issues”ordisabilitiesinadditionto havinghearing loss.Our clinicalskillsarefurthertestedandstretchedasweworkwithchildrenwhohavebeendiagnosedor arebeingevaluatedfor otherchallengesincludingthemedicallyfragilechild,childrenwithAutismSpectrum Disorder(ASD), learningdifferences,cerebralpalsy, amongothers.Particularattentionwillincludea discussionof childrenwithAuditoryNeuropathySpectrumDisorder(ANSD).Thevalueof aninterdisciplinary teamwillbehighlighted.Considerations andmodificationsthatoftenmustbeimplementedwiththesechildren andtheirfamilieswillalsobeaddressed.

ListeningandSpokenLanguageOutcomes:ALongitudinalStudyofPaediatricCochlearImplantRecipientsattheClevelandClinic(USA)

Approximately25childrenwithunilateralandbilateralcochlearimplantswhohavebeenseenforAuditory- Verbaltherapyat theClevelandClinic’s HearingImplantProgram(HIP) willbereviewed.Theresearch questioninvestigatedthelisteningandspokenlanguageoutcomesof childrenwithoneortwocochlear implants.Subjectsincludedasmallnumberof unilateralandbimodalpatients,aswellasbilateralcochlear implantrecipients(includingALLof theyoungestsubject–7withbilateralsimultaneousCIs and15bilateral sequentialCI patients,withthetimedifferencebetweenCI 1andCI2rangingfrom 4monthsto over6years).

Longitudinaltestinghasbeencompletedusinganauditorymeasure(TheTestofAuditoryComprehension orTAC), twovocabularymeasures(ThePeabodyPictureVocabularyTestandtheExpressiveVocabulary Test),andmeasuresofmorphologyandsyntax(theStructuredPhotographicExpressiveLanguageTest--SPELT-Preschool2orSPELT-3).Subjectsdemonstratedmost impressiveauditoryfunctioningabilities; the majority of the subjects were at or significantly above their age-matched hearing peers for receptive and expressivevocabulary;andovertime, mostsubjectswerealsoatorabovetheirage-matchedhearingpeers formorphology/syntax.

Presentedby:DrDonGoldberg

Auslan1andAuslan2

Auslan1,25th-27thFebruary Auslan2,13thApril-15thApril

SignLanguage1(Auslan)

SignLanguage1offers youtheuniqueandfunexperienceof communicatingvisuallyusingAuslan,the naturallanguageof theAustralianSignLanguageCommunity.TaughtbybothDeafandHearingteachers. Nopre-requisites.

SignLanguage2(Auslan)

SignLanguage2continuestheuniqueandfunexperienceof communicatingvisuallyusingAustralianSign Language(Auslan),thenaturalvisual-gesturallanguageusedbytheAustralianDeafCommunity.Taughtby DeafTeachersonly.

Pre-requisite-SignLanguage1

Presentedby:DeafEducationNetwork

Coursecode: RC527

ImprovingtheSocialandAcademicOutcomes forStudentswithVisionLoss

2nd-3rdMarch

DayOne

ADayintheLifeofaYoungsterwithVisionImpairmentandHowtoMaketheDayMoreSociallyEngaging

ThissessionwillfocusontheresultsofarecentresearchprojectintheUnitedStateslookingatthelifestyles ofyoungsterswithvisionimpairmentwhohavesuccessfullycompetedintheBrailleChallengeandhavestrong academicskills.Dr. Wolffe willdiscusstheresultsinthefourdomainsinvestigated:academic,social,activitiesofdailyliving,andvocational.Therearetwocohortsofyoungsterswhoparticipatedinthestudy:youngerstudents(9to 13yearolds)andolderstudents(15to 19yearolds)alongwiththeirparentsand teachersof studentswithvisualimpairment.Emphasiswillbeonhowto usetheresultstopromotesocial successwithstudents.

DayTwo

ExpandingtheCoreCurriculuminaMeaningfulWayasanItinerantTeacher

Inthissession,Dr. Wolffewilldiscussareasofstudythatareessentialtostudentswithvisionimpairment knownastheExpandedCoreCurriculum(ECC):academicaccess,careereducation,independentlivingskills, orientationandmobility, recreationandleisure,technologyskills,self-determination,sensory

efficiency, and social skills. How itinerant teachers can work effectively with others such as general classroom teachers,teacheraides,andparentsto embedtheECCintochildren’sliveswillbediscussed.Resourcesfortrainingothersandsupportingtheireffortswillbediscussed.Detailedbibliographicresourceswillbeshared withparticipants.

Presentedby:DrKarenWolffe

ImprovingtheOutcomesofStudentswithVisionLossinMainstream

Settings

22ndJuly

Mainstream teachers will benefit from this one-day workshop by gaining a deeper understanding of the characteristics,expectations,andneedsof studentswithvisionimpairments.Theywillalsoattaina heightenedawarenessoftheimportantrolethattheycanplayinimprovingtheeducationaloutcomesofvisionimpairedstudents.Suggestedpracticalclassroommeasureswillbeaugmentedbyexplorationof wider perspectivesthatincludetheissuesof literacydevelopment,theuseoftechnologyandtheopportunitiesforthestudents’socialinclusionbothinandoutof class.

As well as gaining knowledge from practitioners and researchers in the field of educating students who are blindorvisionimpaired,participantswillbeabletoengageinquestioning,discussionandtheexplorationoftypicalscenarios.Thisonedayworkshopwillbeof valueto allmainstreamteachersandsupportstaff working withstudentswhoareblindorvisionimpairedinamainstreamclassroomsetting.

Presenters:Teachersfrom RIDBCEducationalServices

Coursecode: RC525(July)

Duration: 9am- 4pm:

Fee $75forschoolssupportedby RIDBCSchoolSupportService$200forschoolsnotsupported

EducationalAssistantsSupportingChildrenwithHearingLoss

16th- 17thMarch

Thiscourseisintendedtoprovideparticipantswiththecompetenciesrequiredto assistinsupportinglearners withhearinglossinthelearningenvironment.Uponsuccessfulcompletionof theprogramparticipantswillbe ableto:

•Demonstrateanunderstandingofhearinglossandits effectonlearning,

•Usetheknowledgeof theroleanddutiesofateacheraideworkingwithastudentwith hearingloss,and

•Applyskillsandstrategiesto assistinthesupportof alearnerwithhearinglossacrossarangeof learning environments.

Theprogramisofferedinmixedmoderequiringtwodaysof attendancetogetherwithaseriesof self-paced learningactivitiestobecompletedon-line

Presenters:Staff fromRIDBCRenwickCentreandSensory:HearingWA

CourseCode:RC534Fee:$200Duration:9am- 3pm

TheActionisintheInteractionDIR/Floortime

23rd-24thMarchSTAGEONE25th-26thMarchSTAGETWO

StageOne

TheDevelopmentalIndividualdifference,and RelationshipBased®model(DIR® ) isaframeworktoassist clinicians,parentsandeducatorsconductacomprehensiveassessmentanddevelopaninterventionprogram tailoredtotheuniquechallengesandstrengthsofthechild.DIR®carefullyconsiderstheimpactoftheunique individual neurobiological profile of the child and of caregiver patterns on development across functional domains.Throughtailoringinteractions,DIRpromoteshealthyfoundationsforoverallsocial,emotional, languageandintellectualfunctioning.Therapeuticallyguidedinteractionwithchildreninplayandlearning situationsisthemeansofmovingchildrenupthedevelopmentalladder.

ThisStageOnetrainingoffers auniqueopportunityto experienceanintegratedapproachtothechild’ssensory processingcapacities,emotionaldevelopmentanddevelopmentallanguageacquisition.Participantswillgain anunderstandingof relationship-basedinterventionandwilllearntherapeutic“tools”to guidetheirpracticein theclinic,homeandschoolbasedsettings.Theywillleavewithanintroductoryknowledgeof thismodelandits relevanceto theirdailypracticewithchildren.

Videocaseexampleswillbeusedextensivelyinthistrainingto illustrateworkingwithchildreninavarietyofenvironmentsandtoillustrateprogressmadeovertime.Therelationshipbetweenaffect,sensory processingandcommunicationwillbeexploredfrom anoccupationaltherapyandspeechandlanguage perspective.Insightsfrom familiesusingthistherapeuticapproachwillbepresented.

The first two days provide foundational training and are necessary pre requisites prior to registration in Stage

Twoofthisworkshopseries.

StageTwo

Thistrainingoffers auniqueopportunityto furtherenhanceanddeepenknowledgeandunderstandingofthis integratedapproachto thechild’s sensoryprocessingcapacities,emotionaldevelopmentanddevelopmental languageacquisition.Participantswillbeguidedthroughprocessbasedlearningof assessmentand therapeutictoolsto guidetheirclinicalpracticeinasmallergroupworkshop.

InthisStageTwo,seminarmodelcasepresentationswillbeusedaswellasassessmentandinterventioncase clips.Thesetwodaysprovideextendedopportunitiesfor professionalsincaseanalysis,goalsetting,andhow tointegrateDIR®withinyourdiscipline,clinicalpractice.

Presentedby: Mari Caulfied, Speechand Language Pathologist &Kathy Walmsley, OccupationalTherapist

Coursecode: RC536(StageOne) RC537(StageTwo)

Fee:$550( StageOne) $650( StageTwo) Duration: 9am- 5pmeachday

TeacherAidesSupportingChildrenwithHearingLoss

2ndApril5thJune

Thiscourseisintendedtoprovideparticipantswiththecompetenciesrequiredto assistinsupportinglearners withhearinglossinthelearningenvironment.Uponsuccessfulcompletionof theprogramparticipantswillbe ableto:

•Demonstrateanunderstandingofhearinglossandits effectonlearning,

•Usetheknowledgeof theroleanddutiesofateacheraideworkingwithastudentwith hearingloss,and

•Applyskillsandstrategiesto assistinthesupportof alearnerwithhearinglossacrossarangeof learning environments.

Theprogramisofferedinmixedmode,requiringtwodaysofattendance,oneatthebeginning

oftheprogram(2April) andoneattheend(5June)togetherwithaseriesofself-pacedlearningactivitiestobecompletedon-line.

Presenters:Stafffrom RIDBCRenwickCentreandEducationalServices

CourseCode:RC538 Fee:$200 Duration:9am- 3pmeach

GettingPhysical:PromotingInclusioninSportfor StudentswithVisionLoss

8th May

Dostudentswithimpairedvisionhaveadequateaccesstophysicaleducationandsportprograms?Is there morewecando?

Thishands-onworkshopaimsprovideyouwiththetheoreticalknowledgeandpracticalskillsrequiredtoapproach the complex issue of sport inclusion with confidence.The important role physical activity takes in promotingmotordevelopmentandsocialskillswillbeexaminedandusedasaspringboardto getyouup andrunning.

Eliteathleteswithvisionimpairmentwillbeonhandtorelaysomereallifeexperiencesonthelife-changing powerof sportandguideyouthroughtheinsandoutsof inclusion.

Increased motivation, self-confidence and improvements in health are some of the proven outcomes of physicaleducation.Armedwithenthusiasmandknowledge,youcanlookforwardto affectingrealchange withyourstudents.

Presentedby:RyanJones,GuideDogsNSW/ACT

Coursecode: RC539Fee:$200 $50Parent Duration:9am- 4pm

WorkingwithYoungChildrenwithHearingLossandwithAdditionalDisabilities:WheredoweStart?

3rd-4thJune

Theaimofthisworkshopistoprovideprofessionalswiththeunderstandingthat providedthereareno contraindications,hearingimpairedchildrenwithadditionalneedsareableto developauditoryskills,develop socialinteractionandplayskillsto enhancecommunication,languageasabasisformaximisingtheir educationaloutcomes.Theaimwillbemet throughthedeliveryofpresentationsthataddressauniquemodel ofearlyinterventionthatisholisticandyettargetstheimportanceofauditorydevelopmentforthesechildren.

Thepresentationswilladdressthecriticalneedtodevelopindividualprogramsandstructuredsmallgroup programsfor eachchildthroughatransdisciplinaryapproachtohabilitationempoweringparentsand caregivers.Theobjectiveswilladdresstheuniqueneedsofhearingimpairedchildrenwithadditionalneeds andhowprofessionalscanmeetthoseneedsbyprovidinginformationandanunderstandingof :

• howto enhancetheroleof theparentsandcaregiversSensoryIntegrationandtheFloorTime/ DIRModel
• attachmentandrelationships
• shapingmeaningfullisteningbehaviours
• theneedto adapteachchild’s communicationrequirements
• when,howandwhataugmentativesystemsofcommunicationcanbeused
• theroleofstory telling,experiencebooks-practicalideastomakethesepowerfultools
• theroleofplayandcognition
• meeting each child’s fine and gross motor needs
• meetingtheneedsofeachchild’s behaviour
• gaininganunderstandingof whereandhowto begin.

Thisworkshopwillbeinvaluableto educators,speechpathologistsandsupportstaffworkingwithstudents witharangeofdiverselearningneeds.

Presentedby: MareeRenee,RIDBCMatildaRoseEarlyInterventionCentre

Coursecode: RC541Fee:$300 $100Parent Duration:9am- 4pmovertwodays

PaediatricVision Forum

24thJuly

TheFifthAnnualPaediatricVisionForumrepresentsadaywhenpaediatriceyeandvisioncareprofessionals willcometogetherto exchangeinformationonspecialisedareaswithinchildhoodeyeandvisioncare. Orthoptists, orthoptic students, nurses and educators supporting children will find this an invaluable professionaldevelopmentopportunity.

Presenters:AllAustralianPresentationteam

Coursecode: RC518Fee: $200Duration:9am- 4pm

MusicforChildren withHearingLoss

27thJuly

Thereisaseeminglyapparentparadoxof teachingmusicto deafchildren.Theideathatthosewithalimited hearing capacity should wish to explore an art or activity based around sound is definitely intriguing. It is not unusualthenfor peopleto ask“Howcandeafpeopleplaymusic?”and“Why dodeafpeoplewanttoplay music?”

Much research has gone into identifying the benefits of learning music, both for individuals as well as the benefits of music for the community. Most research assumes the benefits from a hearing person’s perspective,butmusicisalsosurprisinglyrelevantto childrenwhoareDeaforhardofhearing.Notwo hearingpeoplerespondto musicinexactlythesamewayasmusicissomuchmorethananartoractivity aboutsound.Musicissomethingthatpeopledo.

Two music educators of the deaf have come together to discuss and share the benefits of consciously exposingtheDeaforhardofhearingto musicandmusicalactivities.DannyLane(UK)isaprofoundlydeaf professionalmusicianandmusiceducator, andtheCreativeDirectorof theuniqueorganisation‘Musicandthe Deaf’(UK). KarenKyriakouisaMelbourne-basedmusicteacherworkinginbothschoolsandartsorganisations.Overthelast5years,shehasimplementedamusicprogramat FurlongParkSchoolforDeaf Children,fundedthroughMusicaViva’s ‘EqualMusic’Program.

Together,DannyandKarenoutlinetheimportanceof childrenwhoareDeaforhardof hearingaccessing musicwhilepresentingevidenceof successfulapproachesinengagingchildreninmusic.Theywillexplore howcollectively, adifferencecanbemadebyincludingmusicinthelivesof childrenwhoaredeafand/or hardofhearing.

‘MusicandtheDeaf’havedevelopedmusicrelatedsignsfor over25yearsof musiceducationprojectswith deafchildren.Signlanguagearoundtheworldstillcontainsveryfewmusicsigns.Delegateswillbeshown examplesof thesignsthathavebeenusedsuccessfullywithdeafchildren.

Participantswillcomeawaywithaccessiblehands-onactivitiesfor non-musicians,that canbeimplementedin thehome,clinic,classroomandcommunity:

•Musicgamesandsongsfor engagement,enjoymentandconnecting

•Rhythmactivitiesformemoryandcognitivedevelopment

•Creativemusicalactivities;selfexpression,aesthetics,skilldevelopment

•Coordination development through movement and the use of instrument specific techniques.

•Improvisationandcompositionactivitiesthat exploreexperimentingwithsounds,developingand sharingideas,takingprideinone’s work,problemsolving,teamworkandcommunication.

•EarlyYearsactivitiesthatpresentopportunitiesfortheearliestpossiblestartinmusicexposure;an introductiontopitch,rhythm,inventingsounds,andusingmusicthroughstorytelling(literacy).

Presentedby: KarenKyriakaandDannyLane

Coursecode: RC510Fee:$200 Remote $100Duration:9am- 4pm

TeachersAidesSupportingChildrenwithVisionLoss

6thAugustand9thOctober

Thiscourseisintendedtoprovideparticipantswiththecompetenciesrequiredto assistinsupportinglearners withvisionimpairmentinthelearningenvironment.Uponsuccessfulcompletionof theprogramparticipants willbeableto:

•Demonstrateanunderstandingofvisionimpairmentandits effectonlearning,

•Applyskillsandstrategiesto assistinthesupportofalearnerwithvisionimpairmentacrossarangeoflearningenvironments.

Theprogramisofferedinmixedmode,requiringtwodaysof attendance,oneat thebeginningof theprogram (6August)andoneat theend(7November),togetherwithaseriesofself-pacedlearningactivitiesto be completedon-line.

Presenters:Staff fromRIDBCRenwickCentreandChildrens’Services

Coursecode: RC542Fee: $200Duration: 9am - 3pm each day

EncouragingIndependenceinChildrenandTeenagerswhoareBlindorhaveLowVision

11thAugustand12thAugust

“I amonlyone,butstillIamone.I cannotdoeverything,butstillI candosomething;andbecauseIcannot doeverything,I willnotrefuseto dosomethingthat Icando.”

(HelenKeller)

“IwanttobemoredomesticatedthanDad”

(16yearoldwhoisblind)

Independenceineverydayroutinesisanexpectationfor adulthood,andmuchof ourchildhoodisspent learningandmasteringallthoseskillsthat enableindependence.Forchildrenandteenagerswhoareblindor havelowvisionthat journeytowardsindependencemayfollowaroutethat’sdifferentto theirsightedpeers, and is therefore unfamiliar and potentially challenging for families.Some skills are difficult to learn in the absence of vision, and their development might be delayed or excluded altogether unless they are specifically taughtandpractised.

Thesetwosessionswillusepresentations,casestudies,videos,discussionsandpracticalapplicationstoaddressthefollowing:

• Developmentof independenceinstudentswhoareblindorhavelowvision,including:
• Whatisindependence?Whatdoesitmeanatdifferentages?
• Howdoesvisionimpairmentaffectdevelopmentofindependence/dailylivingskills?Whydoesitsometimes seemsohard?
• Home,schoolandcommunity-basedindependenceactivities

Presentedby:NatalieKaine,VisionAustralia

Coursecode: RC543

Fee:$100forbothsessionsor$50foronesession or $50parentfor bothsessions

Duration: 4pm6.30pmeachday

VisionSurveillanceandScreeningfortheNursingProfession

21stAugust

This day will present a focus on early identification of eye and vision problems in children aged 0-5 years, throughthepracticeof visionsurveillanceandvisionscreening.Currentsurveillanceandscreeningprotocols will be discussed in the broad context of identification of eye and vision conditions.

Thisforumwillbeofinterestto nursesworkinginearlychildhood,bothnovicesandexperiencedprofessionals.

Presenters: Sue Silveira, Renwick Centre Lecturer and orthoptist

Course code: RC545Fee: $50Duration: 9am - 4pm

MentalHealthandDeafChildren-RethinkingEducationfromaTherapeuticPerspective

2nd-3rdSeptember

Thisworkshopwillprovideasystematicreviewof theworldwideliteratureandprevalenceratesof different types of disorder and then examine current research inAustralia. Dr Cornes will provide a definition and commentaryontheetiologyandpresentationof suchproblems,examineassessmenttoolsthatmaybe used and discuss the range of problems identified in populations of children with hearing loss. He will then provideclinicalcaseexamplesofapproachesthathelporhinderthedevelopmentofsocialandemotional competenciesineducation.

The workshops will be practical and offer opportunities for participants to contribute, reflect and to rethink currentwaysof dealingwiththeseissues.Participantswillleavethetrainingwithagreaterunderstanding ofmentalhealth,therapeuticapproachesandpossessarangeof strategiestousewhenapproachedwith behaviorinschoolsthat ischallenging,confusingandhardto understandandmanage.

Presenters: Dr Andy Cornes

Course code: RC547

Fee: $300 for both days or $200 for 1-dayRemote Fee: $200 for both days or $100 for 1-day

Parent Fee: $100 for both days or $50 for 1-day Mental Health and ITOD: $475

Duration: 9am-3pm

ItinerantTeachersofthe DeafConference

4th September

AonedayconferenceforvisitingteachersandotherprofessionalsupportingstudentswhoareDeaforhard ofhearinginmainstreamsettings.Sessionswilladdressarangeof topicsintheareasof: deafeducation, audiologyandgeneraleducation/teachingpractice.

Thisonedayworkshopwillbeofvalueto allitinerantTeachersoftheDeafsupportingstudentsinmainstream classroomsettings.

Presenters: Australian and UK program

Course code: RC560

Fee:$200RemoteFee:$100ParentFee:$50MentalHealthandITOD:$475

Duration: 9am- 3pm

BrailleExaminationTechniquesandStudentStrategies

14thSeptember

This workshop in the first instance will explore all the practical elements of an examination in braille from the variousperspectivesofthestudent,theproducerandtheteacher:lookingattheskillsthat needto beapplied bythestudentandthemethodologiesessentialtopresentingaccessibleandequitableexaminationsin braille.

Theworkshopwillthenproceedto explorethecriticalelementsinthecontextoflayoutandcontentof any examinationinbraillesuchas:

•Formattingof examinationsinbraille

•Reasonable adjustments by specifically examining a range of curriculum areas.

Presenters: Josie Howse, Manager NSW State Braille and Large Print Unit, NSW Department of Education and Communities

Course code: RC549Fee: $200Parent Fee: $50

Duration: 9am - 4pm

HowtoCreateAccessibleandInclusiveResources

15th- 16thSeptember

Thiscoursehasbeendesignedformainstreamteachersandteachersof VIstudentstoprovidepracticalskills tocreateaccessibleresources.Throughthecoursewewillbediscussingarangemainstreamtechnology andreviewingtheircurrentaccessibility.Thiswillalsobecombinedwithtips, adviceandbestpractice methodsto createaccessiblecontent.TopicsincludeMicrosoftWorddocuments,PDF documents,Website Accessibility,iPadAccessibility, GoogleAppsandeBooks.

Theobjectiveof thispresentationisto provideyouwithpracticalknowledgesoyoucanmakeaccessible contentwiththetoolsyoualreadyhave.

Presenters: Tom Smith, Blind Foundation(New Zealand)

Course code: RC550

Fee: $300 for both days or $200 for 1-dayRemote Fee: $200 for both days or $100 for 1-day

Parent Fee: $100 for both days or $50 for 1-dayVISCON and Creating Accessible and Inclusive Resources$500

Duration: 9am-3pm

VISCON

17th- 18thSeptember

Thisbiennialtwodayconferenceisdesignedfor educators,schoolsupportstaff,therapistsandstakeholders whosupportstudentswithvisionloss.Presentationtopicsincludecurriculum,pedagogy, accessibilityand orientationandmobility.

Presenters: Tom Smith, Blind Foundation(New Zealand)Course code: RC551

Fee: $300 for both days or $200 for 1-day

Remote Fee: $200 for both days or $100 for 1-day

Parent Fee: $100 for both days or $50 for 1-day

VISCON and Creating Accessible and Inclusive Resources$500

Duration:9am-3pm

PretendPlay,LanguageandLiteracyintheClassroom: TherapistsandTeachers WorkingTogether

8thOctober

Playintheclassroomiscontroversialasthelinkbetweenachild’s playabilityandeducationisnotalways immediatelyclear.Thisworkshopcombinestheexpertiseof KarenStagnitti(play)andLouisePaatsch (languageandliteracy)to bringto therapistsandteachersideasandexplanationsof whyandhowtoembed playintheclassroom.Theworkshopwillcoverwhyplayisrelevantto theclassroom,howtherapistscan workwithteachersintheclassroomto embedplayandhowteacherscanembedplayintheclassroom

toextendchildren’s languageandliteracy.Thisonedayworkshopisapracticalworkshopwithexamples linkingplayabilitiestotheAustraliancurriculum.Thisworkshopwouldbevaluableto professionalswho workinschoolsandareinterestedinplay, languageandliteracy.

Presenters: Dr Louise Paatsch and Dr Karen Stagnitti

Course code: RC511Fee: $200Duration: 9am - 4pm

MaximisingAuditoryPerformancefor ChildrenwithHearingLossandOtherAuditoryFunctioningDisorders

SYDNEY12th-13thOctober MELBOURNE15th-16thOctober

BRISBANE19th-20thOctober AUCKLAND26th-27thOctober

Day1

Thisworkshopwillfocusonevaluation andearlymanagementof childrenwithhearinglossandotherauditorydisorders.Wewilldiscusstheroleoftheaudiologistindevelopmentandmanagementof audition.Discussionwillincludeconsiderationsfordeterminingwhatachildishearingandhowtousethat informationformanagement

•Howdoweknowwhatachildishearing?

•How do we know if technology is providing sufficient information?

•Reconsiderationsforselectingtechnology.

•Considerationsforspecialpopulations

•Usingspeechperceptioninformationto assistinmanagement.

•Considerationsforselectionof technologyincludinghearingaids,cochlearimplants,andFMsystems.

•Interpretationoftestresultstoplanhabilitationmanagement.

Auditorydisordersotherthanhearinglosswillbediscussed,includingauditoryprocessingdisorders,auditory attentionandauditorylearningdisorders.Discussionwillincludedifferentiatingauditorylearningdisorders from languagelearningdisordersandotherlearningdisorders.

Day2

Thisworkshopwillfocusoncase management.Test resultsof individualpatientswillbereviewedandwillincludediscussionto determine iftestsselectedwereappropriateandif interpretationoftestresultswereaccurate.Discussionwill includeusingtestinformationtoselectanappropriateschoolplacement,determiningappropriateschool accommodations,classroomobservationto determineneeds,assistingschoolpersonnelinmaximising

performanceof achildwithanauditoryfunctiondisorder.Theroleofallprofessionalsworkingwithchildren withhearinglossandauditorylearningdisorderswillbereviewed.Suggestionsforselectingacasemanager andworkingtogetherasateamwillbereviewed.Thecriticalimportanceof providingsupportforchildrenwith hearinglossandtheirfamilieswillbediscussed.Suggestionsfor runningsupportgroupswillbereviewed.

Presenters: Dr Jane Madell

Course code:RC522 SYDNEY RC553 MELBOURNE RC554 BRISBANE RC555 AUCKLAND

Fee: $200 1 day, $300 2 days, $100 per day remote access

Duration: 9am - 3pm

BrailleFormatting:TheGood,TheBadandTheUgly

9November

TheGuidelinesfortheFormattingofBraille(1995)wasthemostrecentdocumentonthistopic.Overthelast coupleof yearsasmallworkingpartyof theAustralianBraille

Authorityhasbeenupdatingthisresourcemakingit afar moreexpansiveandcontemporarydocument. Thisdocumentisduefor releasein2015.Session1willexplorethechanges,examine“bestpractice”in brailleformattingandrecognisethat thereisawholerangeof optionsinputtingbrailleonthepage,hence the“good,thebadandtheugly”.Wellpresented(formatted)brailleisof majorimportancetothereaderand simply by thinking about braille when producing (putting your head into the fingers of the braille reader) you canensurethestudenthasanaccessibleandequitableaccess.

InSession2wewillincludegroupworkexaminingchallengingsamplesof typicalclassworkandexploring whatwouldbethe“good,betterorbest”optionto presentbrailleonthepage.

Presenters: Josie Howse, Manager NSW State Braille and Large Print Unit, NSW Department of Education and Communities

Course code: RC557Fee:$200Parent Fee: $50 Duration: 9am - 4pm

MonitoringStudentAchievement

12November

“Measurement is the first step that leads to control and eventually to improvement. If you can’t measure something, you can’t understand it. If you can’t understand it, you can’t control it. If you can’t control it, you can’t improve it.”

- H. JamesHarrington

It is the twenty-first century and the technology associated with hearing loss has never been better. Childrentodayhavetheabilityto acquirespokenlanguagethroughauditionbyutilisingthelatestdigital hearingaidsandimplantabledevices.With NewbornHearingScreeningprogrammesbecomingmoreprevalentworldwide,childrenhavethebestchanceeverof achievingageappropriatespokenlanguageand goingto mainstreamschoolsintheirlocalcommunities.However, evenwithalltheadvancesintechnology andearlydiagnosis,thereremainsapopulationof childrenwithhearinglossthatwearefailing;theydonotachieveageappropriatespokenlanguage.Eventhoughsomechildrenhaveachievedageappropriate language skills at some point, we find they fall behind their hearing peers after commencing school (Ching) whileothershaveneverquitereachedageappropriateskills.In bothcases,wasthedelaydocumented early enough to make significant changes in the children’s programmes to allow for appropriate progress? Professionalsworkingwiththispopulationoftenrelyonannualstandardizedassessmentsto show progress.However, annualoreventwiceyearlystandardisedtestingdoesnotprovidedatainatimely mannerto ensureprogrammingcanbeadaptedasnecessarywhenappropriateprogressfailstooccur.

Itisonlythroughacombinationof standardisedandfunctionalassessmentsthatwecantrulymonitora child’sprogressandmakeappropriateon-goingchangesto ensureageappropriateoutcomes.

Throughacombinationof functionalandformalassessments,teachersandtherapistscandeterminea child’scurrentlevelof functioninganddocumenteachstudent’s progressinaudition,speechandlanguage. On-goingfunctionalassessmentprovidesmonthlydatato informprogramdecisionsforchildrenbattling language delays. Specific tools used to track each student’s progress in expressive language, audition/ receptivelanguageandrelatedareasarediscussedwithhands-onpracticeprovided.

Participantscanbringtheirowncasefilestoapplyknowledgeandsetgoalsbasedontheirstudents’current

leveloffunctioning.

Presented by: Cheryl L Dickson

Course code: RC509Fee: $100Duration: 4.30pm- 7.30pm

RIDBCRenwickCentreOnlineSeminars

TheFutureisNow:TheMakingSenseToolbox(ONLINE)

AssocProfPaulPagliano

Inthisseriesofeight 30-minutepresentationsPaulPaglianotakesyouonastimulatingjourneyintothe excitingworldofthesenses.He’sonaquestfor sensationalwaysto expandthesenserepertoirecapacities of children with sense learning difficulties, to help them use their sense abilities to make meaning.Along

thewayyou’llbecomedetectivesintheworldof sensedevelopmentandlearning.Andbeintroducedto a remarkablesensorytoolboxthateducatorscanemploytoenablethedisengagedchildto transformlearned helplessnessintosomethingelseentirely.Theeightpresentationsare:

Whatisitallabout?

Inthisintroductorylecturewegainaconceptualoverviewof theeightpresentations.Wethenbeginour reconnaissance mission to find out which child experiences sense learning difficulties and whether it’s just the disabilitiesthat holdthembackorif there’smoregoingonunderthesurface.

Themerry-go-round

Likeamerry-go-roundeachsensedevelopsincyclicwaysprogressingthroughthedetection,recognitionand differentiationthresholds.In thesecondlectureweexplorethedifferentsensesandconsidertheprosand cons of the child with sense learning difficulties having a neuroplastic brain.

Anewqualityofbeing

Sensoryprocessingenablesthechildto cognitivelytransformtheirunderstandingofthemselvesworld.In thisthethirdlectureweopenupoursenselearningtoolboxto lookintoearlywaysofexplaininghow a child makes sense.These include the bottom-up, top-down and filling in theories.

Areyou ready?

Forthislecturewegetto scrutinizeafourththeorytoexplainhowwemakesenseof theworld,predictive coding. We then pore over the implications of predictive coding for children with sense learning difficulties. Thekeylessonbehindpredictivecodingistoensurethatthechildisemotionallyreadyto embracethe impendingsenseexperience.

Plantingthe seed

In this presentation we probe into a fifth concept to explain how we make sense of the world, material engagementtheory. Hereweareparticularlyinterestedinhowobjectsshapeoursensoryprocessing capability.Theseobjectsbecomesensorycognitiveprostheticdevices,whichenablethechildto usetheir sensesinnewwaysthat werepreviouslyunobtainable.

Timeandplay

Thissixthlectureconcentratesonthefundamentallyvitalrolechronoceptionplaysinensuringthat our sensesworkinunison.Asenseof timeenablesustoweaveourmultisensoryexperiencestogether,enhancingthelikelihoodthatwewilldetectobjectsrapidly, identifythemaccuratelyandrespondin appropriateways.

Bringinginthesocial

Wearesocialbeings.Beingpartof asocialworldgivesusafeelingof belongingandmakesourlives worthliving.In thistheseventhpresentationwelearnaboutcaretheory, howit informseducation,andhow educatorscanworkto establishacaringrelationshipwiththechild.

Unified theory

This final presentation provides us with an opportunity to conduct a final audit of all the making sense toolswenowhaveinourtoolboxandto carefullyexaminewhy,howandwhenwemightusethemtohelp the child with sense learning difficulties make better sense of the objects, events and people in their world.

Fee: $150 for entire series.Duration: Each recorded session is 30 minutes

SupportingDeaf/HardofHearingStudentsinMainstreamEducationalPrograms(ONLINE) DrShirinAntia

Thisonlinelectureserieswillfocusontheroleof theItinerantSupportTeacher:Hearingastheysupport studentswhoareDeaforhardof hearinginthemainstreamclassroom.Theseonehourlecturesare availableto watchliveandwillberecorded.Allregistrationswillreceivealinktothecaptionedrecording 7-10workingdaysafter eachliveevent.

MainstreamingorInclusion?Isthereadifference?

4March

Mainstreamingusuallyrefersto educationalplacementof childrenwhoareDeaforhardof hearingina schoolthatprimarilyservestypicallyhearingchildren.ThismeansthatthechildwhoisDeaforhardofHearing,needstobepreparedtoadapttoa“typical”classroomstructuredfor“typical”children.Incontrast,inclusionimpliesthat allchildrenhavearightto beeducatedinanintegratedenvironment,andthatthe classroomenvironmentshouldbeadaptedto accommodatechildrenwithdifferentlearningneeds.Shirinwill explainthesetwodifferentpointsof viewandexplorethepracticalimplicationsfor childrenwhoareDeafor hardofhearing.

AcademicstatusofstudentswhoareDeaforHardofHearinginmainstream programs

1April

CanstudentswhoareDeaforhardof hearingreceiveadequateacademicinstructioninthemainstream classroom? In this lecture Shirin will summarise the results of a five-year longitudinal study of the academic statusofstudentswhoareDeaforhardofHearinginmainstreamschools.Resultsincludeinformationon thestudents’classroomparticipation,standardisedachievementtests,andteacherratings.

SocialstatusofstudentswhoareDeaforHardofHearinginmainstreamprograms

29April

WhenstudentswhoareDeaforhardof hearingaresurroundedbyonlyhearingpeers,professionalsand parentsareoftenconcernedabouttheirabilityto makefriendsandbesociallyaccepted.Thislecturewill summariseinformationonsocialskills,peeracceptanceandfriendshipsof studentswhoareDeaforHardofHearinginmainstreameducationalprograms.

TheroleoftheitinerantteacherinsupportingmainstreamedstudentswhoareDeaf orHardofHearing

19August

StudentswhoareDeafandHardof Hearinginmainstreamenvironmentstypicallygetservicesfrom a teacherofDeaf(TOD)whotravelsfromschooltoschool.Theitinerantteacher’sroleisbroadandnotalways well defined.These teachers may provide direct services to students, consult with classroom teachers, or evenco-teach.Thislecturewillprovideinformationabouttheresponsibilitiesof itinerant TODs, focusingon theeffectivenessof thedirectandindirectservicesthat theyprovide.

Individual,family,andschoolassetsthatpromoteacademicandsocialsuccess

8September

Researchersandprofessionalsfrequentlyfocusontherisksimposeduponchildrenbyahearingloss.Incontrast,thislecturewillfocusonassets.Shirinwilldiscuss(a)individualassetsincludingcommunication andproblemsolvingskills,(b)familialassetsincludingparent-childrelationships,andsupportof schooling and(c) schoolassetsincludingadministrativesupport,communicationamongprofessionals,andprovision ofservices.

Facilitatingandenhancingassets:Istheresomethingwecando?

4November

Shirin will select and describe a few specific strategies to enhance academic and social inclusion including teachingchildrenself-determinationskills;providinggoodcommunicationaccessandfacilitatingclassroom participation;andprovidingaccesstoschoolandcommunityextra-curricularactivities.

Fee: $50 per lecture or $200 for all 6 sessionsDuration: Each session is 1 hour

ConsiderationswhenTeachingStudentswithVisionLoss(ONLINE)

Thisonlinelectureserieswillfocusontheroleof theSpecialistTeachersof StudentswithVisionImpairment astheysupportstudentswhoareBlindorhaveVisionimpairment(BVI)inthemainstreamclassroom.These onehourlectureswillberecordedandsent onthedateindicatedbelow.

PreparingforSocialInclusion

23April

Topicsto becoveredwillincludehowto prepareaprimaryschool,secondarysettingorspecialschool settingfor theinclusionof astudentwithavisionimpairmentorwhoisblind.

Participantswillworkthroughwhatschoolpersonnelneedto know, whatcanmakethemfeelprepared

(ornot).Modelswillbeprovidedof relevantprofessionaldevelopmenttopics/activitiesforschoolpersonnel. Key school-based and external personnel will be identified and the supports that are available within and outsideoftheschool.

Considerationwillbegivento suchoptionsasenvironmentalassessmentandtheadaptationswhichmight helpthestudent.Alsowhatequipmentcouldberequiredandwhatfundingmightbesourced.

LegislativeImperatives

19May

Pleasecheckourwebsiteformoredetails.

TheItinerantTeacher’srole

30July

Theteachingroleof theitinerantorvisionteacherisbasedontheexpandedcorecurriculum.Thiscan includeanyskillorlearningwhichisnotnormallyprovidedbyteachersinaregularschoolsetting.Itinerant teachersarenotremedialteachers!

Wewilldiscusswhatexpertiseanitinerantteachershouldideallybringto theschool,howto supportthe implementationof yourprogramwhenyou’renotintheschool,howto provideongoingPDandsupporttoteachersandorganisingalternativeformatmaterials.

TechnologyEquipment

27August

Studentswithvisionimpairmentsneed‘Toolsinthetoolbox’.Theyalsoneedto knowwhatit’s bestto use andfor whatpurpose.Sometimessimplerisbetter. Wewillexplore‘lowtech’options.

It is important for the itinerant teacher to assist students to use most efficient technology or equipment for the

job,to effectivelyproblemsolveandmakeappropriatechoices.

We will look at what skills students need to use their technology independently and efficiently, and how to

haveaback-upstrategyfor whentechnologyfails.

Knowing the Needs of Your Student

22October

Itisimportantforitinerantteacherstoknowtheeducationalimplicationsof thewiderangeofvision impairments.Thistopicwillincludedealingwiththemedicalinformation,interpretingmedicalreports,and thesortsofadaptationsneededdependingontheimpairment.

Assessmentof functionalvisionandlearningmediawillalsobediscussed.Methodsto maximisevisual functioning will be outlined.The learning media students use needs to fit with their abilities, circumstances andaspirations.Asitinerantteachersweneedtoalways‘thinkofthenextenvironment’–wedon’tjust assesswhatstudentneedsnow,butneedto thinkaboutwhatskillss/hewillneedfor thefuture,oratleastin thenexteducationalsetting.