Education: Vision Impairment

Admission Requirements:

Admission to Master of Disability Studies

Study Mode:

Full-time, Part-time

Attendance Mode:

External

Commencement:

External — Session 1 (25 February 2019)

External — Session 2 (29 July 2019)

This specialisation must be completed as part of an award. The general requirements for the award must be satisfied in order to graduate.

Requirements for the Specialisation:

Completion of a minimum of 24 credit points including the following prescribed units:

Credit points

800 level

Required

4

Orientation and Mobility Fundamentals (4)

SPED921

Required

4

Educational Adjustments for Learners with Vision Impairment (4)

SPED922

Required

4

Literacy for Learners with Vision Impairment (4)

SPED923

Required

4

Technology for Learners with Vision Impairment (4)

SPED925

Required

4

Introduction to Vision Impairment (4)

SPED926

Required

4cp from

Independent Project in Disability Studies (Deaf/Hard of Hearing or Vision Impairment) (4)

SPED912

Complex Vision Impairment (4)

SPED927

4

Sensory Disability: Child Development and Family Perceptions (4)

SPED936

TOTAL CREDIT POINTS REQUIRED TO SATISFY THIS SPECIALISATION

24

Overview and Aims of the Program	The Master of Disability Studies (Education: Vision Impairment specialisation) is designed for qualified teachers who wish to teach students who have a vision impairment and teachers already working in the vision impairment field who wish to upgrade their skills and qualifications.
Graduate Capabilities	The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows: Cognitive capabilities (K) discipline specific knowledge and skills (T) critical, analytical and integrative thinking (P) problem solving and research capability (I) creative and innovative Interpersonal or social capabilities (C) effective communication (E) engaged and ethical local and global citizens (A) socially and environmentally active and responsible Personal capabilities (J) capable of professional and personal judgement and initiative (L) commitment to continuous learning
Program Learning Outcomes	By the end of this program it is anticipated you should be able to: 1. Describe and apply the philosophies that underpin educational/therapeutic practice in the sensory disability field including legislation, ethics, policies and procedures that support diversity, participation and inclusion. (K,A) 2. Demonstrate knowledge of typical patterns of learning and development and the subsequent impact of sensory disability on the social, psychological and educational domains.(K) 3. Demonstrate knowledge of the principles of clinical and functional assessment and the application of these outcomes to educational/therapeutic practice in the sensory disability field, especially for those with vision impairment.(K,J) 4. Implement a range of differentiated instructional programs and strategies that foster habilitation, rehabilitation and learning for people with visual impairment.(K,J,P) 5. Understand the need for the range of communication modalities used by people with sensory disability, especially those with visual impairment. (K,C) 6.Communicate effectively with all stakeholders (the person, their family, the professional team and the community at large). (C) 7. Understand and value the role of each team member (the person, their family and professionals) by working collaboratively to promote the inclusion of a person with sensory disability, especially those with a vision impairment. (C,A) 8. Apply research-based principles, research skills, systematic inquiry and critical thinking to professional practice in the field of sensory disability.(P,J,T) 9. Critically reflect upon and apply skills needed to foster change in professional practice to improve outcomes for people with sensory disability, especially visual impairment. (A,T) 10. Appreciate the role specialists and other professionals contribute to the education of learners who are blind or who have a vision impairment especially in the selection, training and use of assistive and alternative technologies to expand access in a range of settings. (K,J) 11. Demonstrate basic competency in UEB Grade Two braille. (K)
Learning and Teaching Methods	The program is defined by an enquiry based teaching and learning approach. Teaching methodologies and subsequent student learning are fostered through critical reflection that is informed by the current research and in consideration of the requirements of professional bodies. Students have the opportunity to put theory into practice during a supervised professional experience placement and through planning and implementing interventions, developing targeted resource packs or individual education plans. The program is taught externally, with all units being on iLearn. Units are either online (with all content, assessment and interaction online) or external where the unit content is primarily online but supplemented by compulsory on campus sessions. On campus sessions are used where there is a practical skill-based component that benefits from a face to face session. Across the program, the following teaching methods are used: • Online lectures and tutorial tasks based on problem based learning. • Reading reflections • Critical appraisal of journal articles • Analysis of data • Discussion board/perspective taking • Research and case study based enquiry • Opportunities for practical skills-based development through on campus sessions and professional experience Overall, there is an emphasis on independent and self-directed learning with the student provided with the learning materials but able to access them and utilise them in ways that best support their own learning.The program is defined by an enquiry based teaching and learning approach.
Assessment	Students will be assessed through a diverse set of tools that take into account a range of learning styles. Assessment includes methods to assess professional skills and competency in professional practice. Assessment methods include: • Critical review of journal articles and recent research • Problem based learning exercises • Written assignments (essays) • Professional experience/practicum • Practical Skills assessment • On line quiz • case studies • Resource package development • Individual programming and teaching strategies (IEP) • Student literacy assessments and reports • Discussion board contributions • Research proposal and report
Recognition of Prior Learning	Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. Information can be found at: https://mq.edu.au/rpl
Support for Learning	Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus. Further information can be found at www.students.mq.edu.au/support/ Campus Wellbeing contact details: Phone: +61 2 9850 7497 Email: campuswellbeing@mq.edu.au www.students.mq.edu.au/support/wellbeing
Program Standards and Quality	The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders.
Graduate Destinations and Employability	Completion of the Master of Disability Studies (Education: Vision Impairment specialisation) (in addition to annual professional learning) will see graduates eligible for registration under the South Pacific Educators of Vision Impaired (SPEVI) category “Qualified Specialist Teacher (VI) plus Professional Learning”. Registrants in this category may apply for roles as teachers of students with vision impairment throughout Australia and internationally; to join the Better Start Early Intervention Service Provider Panel as sole providers; and apply as service providers under the National Disability Insurance Scheme (NDIS).
Assessment Regulations	This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy.

Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.

Inherent requirements for Macquarie University programs fall under the following categories:

Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.

Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.

Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.

Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.

For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements

Macquarie University

2019 Handbook

Specialisation: Education: Vision Impairment

VIM19MSV1

This specialisation must be completed as part of an award. The general requirements for the award must be satisfied in order to graduate.

Requirements for the Specialisation:

Credit points

800 level

TOTAL CREDIT POINTS REQUIRED TO SATISFY THIS SPECIALISATION

2019 Unit Information

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