CONTINUING PROFESSIONAL EDUCATION · 2018-07-01 · 3 CPE TEAM’S LETTER Dear Colleagues, We at...

CONTINUING PROFESSIONAL

EDUCATION

2018 SUITE OF OFFERINGS

2ND

EDITION

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Courses listed within this program are arranged in date order and were correct at the time of distribution. For more information and up-to-date details, please visit shortcourses.ridbc.org.au.

NEW SOUTH WALES EDUCATION STANDARDS AUTHORITY (NESA)

RIDBC Renwick Centre is endorsed to provide NESA Registered Professional Development for teachers accredited at proficient teacher level.

AG BELL

RIDBC Renwick Centre has endorsement for some of its courses through the AG Bell Academy. The above logo will appear on the website for courses that have been approved.

AUDIOLOGY AUSTRALIA

RIDBC Renwick Centre has endorsement for some of its courses through the Audiology Australia. The above logo will appear on the website for courses that have been approved.

In order to receive the above accreditations and to receive the RIDBC Renwick certificate of participation all components of the professional learning course irrespective of format needs to be completed.

This includes but is not limited to the following:

Attendance for the entire duration of the events

Active engagement in all activities related to the course

Completion of evaluation forms

Completion and submission of course content, quizzes and blogs where appropriate

Completion and viewing of prescribed readings and webinars as required

ACCREDITATIONAll courses are accredited through NESA; additionally, many also have continuing professional education points through AG Bell and Audiology Australia.

https://shortcourses.ridbc.org.au/

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TABLE OF CONTENTS

ACCREDITATION iWHAT’S ON OFFER 1CPE TEAM’S LETTER 3FOR YOUR INFORMATION 42018 CPE CALENDAR 6WEBINARS 27RESOURCES 41

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WHAT’S ON OFFER

FACE TO

FACE

WEBINARS

DIGITAL ACCESS

IN YOUR

WORKPLACE

VIRTUAL CONFERENCE

TWITTERCHATS

RESOURCES & BOOKS

EDUCATION IS NOT THE FILLING OF A PAIL, BUT THE LIGHTING OF A FIRE.“ ”

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FACE TO FACE

These courses are open to everyone to attend - parents, teachers, school executives, principals, allied health and medical professionals as well as students. These courses are held at RIDBC Renwick Centre and around Australia. Many of these sessions are available through digital access, which enables you to participate in these courses from your own destination. These are delivered by a combination of RIDBC staff, and national and international experts in the field. These sessions offer research and the practical skills as well as networking opportunities.

WEBINARS

These are convenient, accessible and are available anytime. These webinars are presented by RIDBC staff, and national and international experts in the field; some of these webinars can be used for accreditation purposes. These sessions are pre-recorded, and any further readings and resources are found on your course dashboard.

DIGITAL ACCESS

Some of the courses will be offered via digital access. These courses will not be streamed live; they will be recorded and made available to participants seven (7) days upon completion of the face to face event. Participants will have seven (7) days to review the recordings.

IN YOUR WORKPLACE

RIDBC Renwick Centre can customise courses to focus on the specific needs and context of your school and/or workplace. These will be held at your venue or at the Renwick Centre, and will help to build your staff’s capacity to improve and enhance outcomes for children and adults who are deaf or hard of hearing or who are blind or have low vision. These courses will be accredited where appropriate to professional bodies.

For more information please contact Jacqui Cashmore: [email protected]

VIRTUAL CONFERENCE

These conferences will be held online, participants will get access to a series of pre-recorded presentations and will have seven (7) days to view them whilst the conference is hosted.

TWITTER CHATS

These chats will be facilitated by local and international experts in the fields – there will be a series of stimulus questions and an opportunity to share information and ask questions.

RESOURCES AND BOOKS

Books are currently available for purchase to support your professional learning, as well as have access to a number of free resources, via the Resource tab on the homepage.

mailto:[email protected]

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CPE TEAM’S LETTERDear Colleagues,

We at RIDBC Renwick Centre are delighted to present the 2018 RIDBC Renwick Centre Continuing Professional Education Suite of Offerings.

It lists the wide range of courses, seminars and workshops being offered this year. We have changed the way we deliver the remote access to participants to offer a better experience. Remote access will now be called digital access. These courses will be recorded on the day of the face to face course and then made available to you seven days after the course. You will then have seven days to view the content. This will allow participants to watch the course at a time that suits you as well as save issues with firewalls and low internet speed. The important thing to remember is that you must register for these courses at the same time as they are offered for face to face.

All webinars will be recorded so that you can view these at a time that is convenient to you and in a location that suits you.

We are committed to ensuring that all CPE events are accessible and provide real time captioning and sign language interpreting when required. We also provide all workshop handouts and materials in fully accessible digital formats. All course materials will be provided electronically and can be found on your dashboard part of the CPE website where you register.

All courses have been endorsed by NESA and several events offer Continuing Education Credits from the AG Bell Academy of Listening and Spoken Language and Audiology Australia.

New webinars and courses will be added to our website throughout the year – please visit the website to see all courses: www.shortcourses.ridbc.org.au

We look forward to seeing you in 2018!

Jacqui Cashmore and Carla Silveira

https://shortcourses.ridbc.org.au/

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FOR YOUR INFORMATIONGETTING HERE

RIDBC Renwick Centre

361-365 North Rocks Road, North Rocks, New South Wales, 2151, Australia

North Rocks, Sydney, Australia Sydney is located on Australia’s south-east coast. With an approximate population of 4.5 million in the Sydney metropolitan area the city is the largest municipality in Australia. Sydney is easily accessible by air, rail and road networks from other Australian cities. Located approximately 26 km north-west of the city centre, Renwick Centre is accessible via private and public transport to metropolitan areas such as Epping, Parramatta, Hornsby and the city. North Rocks is a suburban area of Sydney and is the home of the Royal Institute for Deaf and Blind Children since 1961.

Our North Rocks campus is accessible via trains, buses, and taxis. Please visit shortcourses.ridbc.org.au/venues/renwick-centre/ for more information.

PARKING

There is ample parking available at the North Rocks campus - please view the parking map overleaf for more information. Please only park in the parking spaces indicated on the map. Please do not park in any visitor or other marked spaces in the front of campus.

ACCOMMODATION

King House is two storey, motel-style accommodation located within the grounds of the Royal Institute for Deaf and Blind Children.

Quality short and long-term accommodation is available for:

Full-time students

Visiting research/teaching fellows

Conference participants; and

Other official visitors

To book accommodation please complete a King House Booking Form (PDF) including payment details for the length of stay required. Completed forms should be e-mailed to [email protected] or faxed to +61 02 9873 1614 and marked to the attention of the Accommodation Officer.

Once your booking has been received, you will be contacted to confirm your reservation.

Please note: accommodation can not be reserved without a completed booking form.

Visit www.ridbc.org.au/renwick/accommodation for more information.

shortcourses.ridbc.org.au/venues/renwick-centre/

shortcourses.ridbc.org.au/venues/renwick-centre/


http://www.ridbc.org.au/renwick/accommodation

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2018 CPE CALENDAR

Cortical Visual Impairment: An Introduction to Assessment and Intervention for children with CVI (CPE18CVI)Presenter: Dr. Sandra Newcomb, University of Maryland, College Park

Date: 8 - 9 February

Time: 9:00am - 4:00pm

Access mode: Face to Face, Digital Access

Ticket Price: $425

Through power point and video, Dr. Newcomb will discuss the definition of CVI, who are the children diagnosed with CVI, and the visual characteristics of children with CVI. Participants will practice identifying visual characteristics of children with CVI by viewing videos of children. The CVI Range is the reliable and valid functional vision assessment for children with CVI. Dr. Newcomb will provide a brief introduction to the CVI Range (Roman-Lantzy, 2007) as well as strategies for assessment of children with CVI. Based on scores on The CVI Range, Dr. Newcomb will describe severity of CVI as divided into three phases. Intervention for children in Phase I, II, and III will be discussed. Special considerations for assessment and intervention for children in Phase III will be discussed with emphasis on literacy, including use of pictures and how a child learns to understand pictures, use of pictures for communication, and early reading skills. With case studies, participants will integrate and apply knowledge of characteristics of CVI, severity of CVI, and intervention strategies to design interventions that become an integral part of a child’s educational or home routines. Participants will create an action plan for implementing knowledge and skills gained in this workshop. Dr. Newcomb will also reserve time to answer questions.

Objectives:At the end of this workshop, participants will be able to:

Describe characteristics of children with cortical visual impairment

Observe the visual characteristics of children with CVI

Describe the functional vision of children with CVI in terms of the characteristics of CVI

Describe severity of CVI in terms of Phases

Plan intervention strategies for children in Phase I, II, and III

Demonstrate the ability to integrate intervention strategies appropriate for children with CVI into the child’s school and home routines

Understand modification of materials and the environment to address the needs of children with CVI

Accreditation: Completing Cortical Visual Impairment: An Introduction to Assessment and Intervention for children with CVI will contribute 14 hours of NESA Registered PD addressing 1.1.2, 1.2.2, 1.5.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Click here to register: bit.ly/2ACRpLJ

http://bit.ly/2ACRpLJ

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Auslan 1 - An Introduction (CPE18ASL1)Presenter: Deaf Society Staff

Date: 12 - 14 February

Time: 9:00am - 4:00pm

Access mode: Face to Face

Ticket Price: $350

In this three day workshop participants will engage in interactive and fun activities to learn how to communicate using Auslan. Students will learn fingerspelling, counting, how to greet and introduce yourself, ask simple questions and be able to explain effective ways of communicating with deaf people.

Accreditation: Completing Auslan 1 - An Introduction will contribute 18 hours of NESA Registered PD addressing 3.5.2, and 4.1.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Click here to register: bit.ly/2hCPDBB

Haptic Apprehension and Tactile Skills: Notions, Perspectives and Implementation (CPE18HAT)Presenter: Vassillios Argyropoulous, University of Thessaly

Date: 28 February

Time: 9:00am - 4:00pm


Ticket Price: $300

This is a one day course designed for teachers and other professionals supporting students who are visually impaired or blind. It is indented to provide the participants with the theoretical knowledge regarding the critical role of haptic perception in the education of students with blindness as well as the significance of the development of tactile skills. Examples of implementations will be provided in geometry, geography, daily living activities, mobility and braille. This course would address the needs of professionals who are involved in the education of children who are blind or visually impaired. The course will be delivered as a one-day workshop including presentations and practical activities. The course will be delivered as a one-day workshop “in person” at RIDBC Renwick Centre engaging in presentations and practical activities.

Accreditation: Completing Haptic Apprehension and Tactile Skills: Notions, Perspectives and Implementation will contribute 6.5 hours of NESA Registered PD addressing 1.1.2 and 1.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Click here to register: bit.ly/2iEOs5d

http://bit.ly/2hCPDBB

http://bit.ly/2iEOs5d

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Improving the Outcomes of Students who are blind or have low vision in your class (CPE18VIO)Presenter: RIDBC Staff

Date: 7 March

Time: 9:00am - 4:00pm


Ticket Price: $300

This one day course is designed for teachers who have students that are blind or have low vision in their classroom. The topics covered will include classroom adjustments, adaptive technology, understanding eye reports, low vision and supports for students who are blind.

Accreditation: Completing Improving the Outcomes of Students who are blind or have low vision in your class will contribute 7 hours of NESA Registered PD addressing 1.1.2, 1.2.2, and 1.5.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Click here to register: bit.ly/2AXuZHJ

http://bit.ly/2AXuZHJ

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Differentiation: the case of individuals who are blind or vision impaired (CPE18DIFB)Presenter: Vassillios Argyropoulous, University of Thessaly

Date: 13 March

Time: 9:00am - 4:00pm


Ticket Price: $300

This is a one day course designed for educators and other professionals working in formal and non-formal learning environments, who would like to enrich their theoretical knowledge and skills regarding the education of individuals who are visually impaired or blind. Its intent is primarily to familiarize the participants with the principles of differentiated learning. In turn, these principles will be implemented in the education of individuals who are visually impaired or blind in formal (e.g. schools) and non-formal educational settings (e.g. cultural centres such as museums). It is expected that this course would meet the needs of professionals who are involved or would like to get involved in the education of individuals who are blind or visually impaired, but it could also be very helpful for all educators who would like to gain a robust understanding of differentiated instruction.

Accreditation: Completing Differentiation: the case of individuals who are blind or vision impaired will contribute 6.5 hours of NESA Registered PD addressing 1.1.2, 1.2.2, 1.5.2, and 1.6.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Click here to register: bit.ly/2BTfkqg

http://bit.ly/2BTfkqg

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The role of self-advocacy in the classroom for deaf or hard of hearing students (CPE18RSA)Presenter: Magda Nikolaralzi, University of Thessaly

Date: 22 March

Time: 9:00am - 4:00pm


Ticket Price: $300

This is a one day course designed for teachers and other professionals supporting students who are deaf or hard of hearing. Its intent is to provide the participants with the theoretical knowledge regarding the role of self-advocacy in the academic access and inclusion of students who are deaf or hard of hearing.

Upon successful completion of the program participants will be able to demonstrate an understanding of the meaning of self-advocacy;

demonstrate an understanding of the role of self-advocacy in the academic access and inclusion of students who are deaf or hard of hearing in pre-school, primary and secondary education;

demonstrate an understanding of the different ways of promoting self-advocacy skills among students in pre-school, primary and secondary education;

This course would address the needs of professionals who are involved or would like to get involved in the education of children who are deaf or hard of hearing. Also, the course could be very helpful for all educators who would like to enhance their understanding regarding the meaning and the promotion of self-advocacy among children.

Accreditation: Completing The role of self-advocacy in the classroom for deaf or hard of hearing students will contribute 6 hours of NESA Registered PD addressing 1.1.2 and 4.1.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Click here to register: bit.ly/2kwik7L

http://bit.ly/2kwik7L

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Positive Behaviour Support in the classroom: Practical Strategies for supporting individuals with autism (CPE18PBS)Presenter: Andrew Frakes, Giant Steps

Date: 27 March

Time: 9:00am - 4:00pm


Ticket Price: $300

Individuals with ASD can face many challenges in classroom environments. If unsupported these difficulties can result in behavioural issues that can be exceptionally disruptive to the individuals and their peer’s engagement in learning.

A student engagement framework will be used to discuss evidence based strategies for supporting behaviour in the classroom. A practical structure for developing a school specific tool for teachers and school leadership will be presented. The framework and tool are designed to provide teachers with practical applications of evidence based strategies for supporting the behaviour and engagement of individuals with ASD. Most strategies discussed will be proactive in nature, however the use of appropriate reactive strategies will also be covered. Data collection methods and how this can assist with monitoring and decision making will also be key learning areas.

Accreditation: Completing Positive Behaviour Support in the classroom: Practical Strategies for supporting individuals with autism will contribute 7 hours of NESA Registered PD addressing 1.1.2, 1.2.2, 1.5.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Click here to register: bit.ly/2BThSoB

http://bit.ly/2BThSoB

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Auslan 2 (CPE18ASL2)Presenter: Deaf Society Staff

Date: 16 - 18 April

Time: 9:00am - 4:00pm


Ticket Price: $350

This interactive course provides participants with an opportunity to build on the foundations that they learnt in Auslan 1. At the completion of this course participants will be able to:

Talk in more detail about holidays, the weather and the seasons

Talk about everyday life including work and family

Talk about hobbies, interests and other activities Use non-manual features to express yourself

Use more advanced visual-gestural communication strategies

Accreditation: Completing Auslan 2 will contribute 16 hours of NESA Registered PD addressing 3.5.2 and 4.1.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Click here to register: bit.ly/2zQYKsE

Improving the Outcomes of Students who are deaf or hard of hearing in your class (CPE18HIO)Presenter: RIDBC Student Support Services Staff

Date: 4 April

Time: 9:00am - 4:00pm


Ticket Price: $300

This one day course is designed for teachers who have students that are deaf or hard of hearing in their classroom. The course will be presented using a flipped classroom model where participants will need to view webinars to gain fundamental knowledge prior to attending a face to face session. The topics covered will include how to read an audiogram, classroom acoustics, theory of mind, social skills, classroom adjustments, hearing aid technology and differentiation.

Accreditation: Completing Improving the Outcomes of Students who are deaf or hard of hearing in your class will contribute 9 hours of NESA Registered PD addressing 1.1.2, 1.2.2, 1.5.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Click here to register: bit.ly/2zqYXzC

http://bit.ly/2zQYKsE

http://bit.ly/2zqYXzC

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Auslan Assessment (CPE18ASLA)Presenter: Deaf Society Staff

Date: 18 April

Time: 12pm


Ticket Price: $70

This assessment is offered to participants that have completed the Auslan 1 and 2 course. The assessment is practical and takes about one hour to complete with an external assessor. You will have an opportunity to test your knowledge and understanding of what you have learnt in Aulsan 1 and 2.

Once all participants have registered you will be allocated a time for your assessment, it will follow the Auslan 2 course.

Click here to register: bit.ly/2zQfAYF

The Hungry Fingers way to tactile graphics: Simple tools for explaining complex problems (CPE18HFW)Presenter: Dr Bob Marek, John Paul II Catholic University, Lublin

Date: 4 May

Time: 9:00am - 4:00pm


Ticket Price: $300

This workshop will explore notoriously difficult problem of introducing tactile graphics to young congenitally blind learners. The course will help teachers unpack the difficulties that young learners experience with tactile graphics, strategies that can be used to develop meaningful and enjoyable tactile graphics for young children and how meaningful contact with tactile graphics may increase a child’s understanding of difficult concepts, independence and confidence with spatial relations, orientation and mobility.

Accreditation: Completing The Hungry Fingers way to tactile graphics: Simple tools for explaining complex problems will contribute 6 hours of NESA Registered PD addressing 1.1.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Click here to register: bit.ly/2B0Zv3q

http://bit.ly/2zQfAYF

http://bit.ly/2B0Zv3q

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Teacher Aides Supporting students who are blind or have low vision in your school (CPE18TAVI)Presenter: Tricia d’Apice and Sue Silveira

Date: 15 May and 29 June

Time: 9:00am - 3.30pm


Ticket Price: $425

This two day course is delivered through a mixed mode of delivery. It includes two days face to face, in between session course work and viewing some webinars. The course is intended to provide participants with the skills and competencies required to assist them in supporting students who are blind or have low vision in their school.

Upon completion of this course the participants will gain knowledge in the following areas:

Introduction to Orientation and mobility

Basic eye conditions

Early braille literacy

Curriculum adjustments

The role of a teachers’ aide

Understanding vision reports

Building independence

Legislation that guides access to the whole of school life on the same basis as their sighted peers.

Accreditation: Completing Teacher Aides Supporting students who are blind or have low vision in your school will contribute 15 hours of NESA Registered PD addressing 1.1.2, 1.5.2 and 1.6.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Click here to register: bit.ly/2jpN0o4

http://bit.ly/2jpN0o4

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Teacher Aides Supporting students who are deaf or hard of hearing in your school (CPE18TAHI)Presenter: RIDBC Staff

Date: 17 May and 21 June

Time: 9:00am - 3.30pm


Ticket Price: $425

This course is intended to provide participants with the competencies required to assist in supporting students who are deaf or hard of hearing in their learning environment.

Upon successful completion of the program participants will able to:

demonstrate an understanding of hearing loss and its effect on learning;

use the knowledge of the role and duties of a teacher aide with a hearing loss;

apply skills and strategies to assist in the support of a learner who is deaf or hard of hearing across a range of learning environments.

This course is run as a two day course with course modules to be completed in between the two sessions. The course would suit people already employed or who are seeking employment as a teacher aide, child care worker or care assistant.

Accreditation: Completing Teacher Aides Supporting students who are deaf or hard of hearing in your school will contribute 15 hours of NESA Registered PD addressing 1.1.2, 1.5.2 and 1.6.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Click here to register: bit.ly/2k7FzkK

bit.ly/2k7FzkK

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Imaginative play – a Platform for Learning in Young Children with Hearing Loss (CPE18PLY)Presenter: Kate Dixon, Ear Foundation

Date: 17-18 July

Time: 9:00am - 4:00pm


Ticket Price: $425

Do you work with young children with hearing loss and their families? Do you support young children with hearing loss in a childcare, preschool or kindergarten? Are you interested to know what you can do to include more purposeful play as a basis for learning?

Children problem solve and see other people’s perspectives through playing ‘schools’ or ‘mums and dads’. In such activities, even very young children use their imaginations to contemplate different possibilities.

When we reflect and problem solve, we use our imaginations to think things through. This uniquely human ability enables us to imagine different outcomes. We act in the way we think is best, or learn from past experience to change our behaviour next time. The development of these complex skills begins in infanthood.

Often, children with hearing loss are delayed in the development of symbolic and imaginative play in addition to language. Attend this workshop to learn about the normal development sequence and useful assessments. We’ll focus on lots of practical ideas so you can support children to develop these skills for better long term outcomes.

Part 1 – In the home

Without language to stimulate learning, the play skills of children with hearing loss can be delayed. Play becomes a loop of repetitive actions and behaviours, and parents find it difficult to engage and model rich language. For some, not over hearing means less understanding of everyday life experiences that children then act out in play. Understand the complex relationship between hearing loss, language, cognition and play along with some practical ideas to support families to have more successful interactions within their daily life with their young child with hearing loss to develop their communication, language and literacy skills in the home and other natural environments.

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Part 2 – In the early childhood settingChildren problem solve and see other people’s perspectives through playing ‘schools’ or ‘mums and dads’. In such activities, even very young children use their imaginations to contemplate different possibilities. Complex imaginative role play involves planning, taking on roles, using props, creating dialogue as well as creating a sequences of events. It can take place over many days and often, children spend more time planning than playing. Researchers observe less of this play for all children. We’ll discuss - Is this a problem and how can we assess its development for children with hearing loss? Explore ways to build imaginative pretend play into early childhood programmes that promote the global development of the young child with hearing loss.

Accreditation: Completing Imaginative play – a Platform for Learning in Young Children with Hearing Loss will contribute 13 hours of NESA Registered PD addressing 1.1.2, 1.3.2 and 1.5.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Click here to register: bit.ly/2ybHejC

Accreditation: This course has been approved by AG Bell Academy for Listening and Spoken Language to offer 12 hour LSLS™ CEUs.

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Teaching and Learning Strategies for Students Who Are Blind/Visually Impaired in the Sensorimotor Stage of Development (CPE18SMD)Presenter: Nathalie de Wit, Perkins School for the Blind

Date: 26 - 27 July

Time: 9:00am - 4:00pm


Ticket Price: $425

This workshop will offer practical teaching strategies for students for with visual impairments and multiple disabilities in the sensorimotor stage of development. Through lectures, videos, discussions, readings and case studies, participants will develop integrate knowledge, which canbe applied to their own students.

Participants will demonstrate an understanding of the uniqueneeds of the students with visual impairments and multiple disabilities at the sensorimotor level of development and how these students can be taught meaningful routines which become a foundation for learning new concepts.

Click here to register: bit.ly/2IPesKw

Accreditation: Completing Imaginative play – a Platform for Learning in Young ChildrenTeaching and Learning Strategies for Students Who Are Blind/Visually Impaired in the Sensorimotor Stage of Development will contribute 14 hours of NESA Registered PD addressing 1.1.2, 1.2.2, 1.3.2, 3.5.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

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Positive Strategies to develop the mental health of children and adolescents who are deaf or hard of hearing (CPE18CBMH)Presenter: Robert Nock

Date: 3 August

Time: 10:00am - 4:00pm


Ticket Price: $425

This is a two day course delivered using a blended learning model, you will attend a one day face to face course and then have access to some webinars that you can view in your own time to unpack more content in depth.

This course is targeted to teachers and professionals that are working with students that are deaf or hard of hearing in both primary and secondary schooling. If you are looking to develop strategies for working with their students who are at risk of developing mental health issues this course will provide you with a variety of positive psychology tips and practical ideas to implement in your classroom/setting. The session will also look at some ideas and strategies for teachers to use to develop their skills to avoid burn out and work overload.

The face to face content will include:

Identification of the issues faced by Deaf & HOH Students.

Practical Strategies for assisting Deaf & HOH Students in development of Resilience.

Discussion on how to support Students and Parents.

Self-Care of Teachers.

The additional Webinars that flow on from this workshop that will go into more detail on topics such as:

Grief and Loss

Positive Psychology

Resilience

Empathy

Emotional Intelligence

Emotion Coaching

Click here to register: bit.ly/2HLVNKj

Accreditation: Completing Positive Strategies to develop the mental health of children and adolescents who are deaf or hard of hearing will contribute 10 hours of NESA Registered PD addressing 1.1.2, 1.2.2, 4.3.22 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

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Accessible STEM - Special Interests and Messy Robots (CPE18BTU)Presenter: Craig Smith, Apple Distinguished Educator

Date: 17 August

Time: 9:00am - 4:00pm


Ticket Price: $300

Playing music with bananas, tracking the water content of soil with coding experiences, building robots that blow bubbles, creating art with self-driving balls, using Lego to tell stories in completely new ways – welcome to an exciting world of creativity and technology and, most importantly, accessibility. Craig Smith is an educator who has worked across Australia, New Zealand, Singapore, China and South Africa on forward thinking learning experiences that reach all learners, and he can’t wait to work with you in developing the best educational opportunities for your students.

In this fun filled, hands on one-day workshop, participants will learn how to utilise the special interests of your students as a launchpad to dive into highly personalised and engaging experiences guided by the latest technologies. Craig will provide the latest educational research, learning templates and a fun world of resources, including accessible musical instruments, iPad workflows, LittleBits circuits, Lego robotics, makerspace resources, video games and more, to help you create your own innovative and accessible learning experiences that all learners can benefit from.

Accreditation: Completing Accessible STEM - Special Interests and Messy Robots will contribute 7 hours of NESA Registered PD addressing 1.1.2 and 1.5.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Click here to register: bit.ly/2All92O

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Untangling the Code - Braille Mathematics Primary K-6 (CPE18BPM)Presenter: Josie Howse, Manager of Braille and Large Print Service, NSW Department of Education

Date: 20 August

Time: 9:00am - 4:00pm


Ticket Price: $300

This workshop will identify all relevant principles essential in having a true understanding of Braille transcription of mathematical material K – 6. It will address the various Braille code signs and modes and give a comprehensive understanding of why things are brailled as they are when an almost identical item is brailled differently. It will also address the various algorithms and long division layout common for students in this level. The critical ingredient in producing accurate mathematical braille production is to have a clear understanding of “WHY”. The workshop will give ample opportunity to ask questions and challenge your understanding with exciting “hands-on” the Perkins by producing numerous and typical examples. This workshop is the fore-runner to the Braille Mathematics 7 – 12 workshop where the principles learnt in the primary context will further expand and develop.

Accreditation: Completing Braille Mathematics Primary K-6 will contribute 7 hours of NESA Registered PD addressing 1.1.2, 1.2.2, 1.6.2 and 3.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Click here to register: bit.ly/2jseDMZ

http://bit.ly/2jseDMZ

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Unpacking the Code: Braille Mathematics in the Secondary Years 7-12 (CPE18BSM)Presenter: Josie Howse, Manager of Braille and Large Print Service, NSW Department of Education

Date: 21 August

Time: 9:00am - 4:00pm


Ticket Price: $300

This workshop will identify all relevant principles essential in having a true understanding of braille transcription of mathematical material 7 - 12. It will address the various braille code signs and modes at this level and give a comprehensive understanding of why things are brailled as they are when an almost identical item is brailled differently. The critical ingredient in producing accurate mathematical braille production is to have a clear understanding of “WHY” irrespective of how complex and “difficult” the Mathematics becomes. Once the important concepts are explained and clarified, the meaning and content will become “easy”! The workshop will give ample opportunity to ask questions and challenge your understanding with exciting “hands-on” the Perkins by producing numerous and typical examples.

Accreditation: Completing Braille Mathematics in the Secondary Years 7-12 will contribute 7 hours of NESA Registered PD addressing 1.1.2, 1.2.2, 1.6.2, and 3.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Click here to register: bit.ly/2j1f1VS

Vision Surveillance and Screening for the Nursing Profession (CPE18VSN)Presenter: Sue Silveira, RIDBC Renwick Centre

Date: 24 August

Time: 9:00am - 4:00pm


Ticket Price: $120

This one day seminar will present a focus on early identification of eye and vision problems in children aged 0 - 5 years, through the practice of vision surveillance and vision screening. Current surveillance and screening protocols will be discussed in the broad context of identification of eye and vision conditions.

Click here to register: bit.ly/2ADQU42

http://bit.ly/2j1f1VS

http://bit.ly/2ADQU42

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Simple steps to improved adult audiological rehabilitiation (CPE18AAR)Presenter: Dr John Newall, National Acoustic Laboratories Australia

Date: 29 - 30 August

Time: 9:00am - 4:00pm


Ticket Price: $425

Please note that this workshop will take place at the Australian Hearing Hub, at Macquarie University.In this workshop we will discuss the common barriers to both uptake, and success of audiological rehabilitation. Theoretical discussion will be scaffolded by implementing tools and strategies with simulated patients, aimed at reducing barriers and achieving successful outcomes.

‘Simple Steps to Improve Adult Audiological Rehabilitation’ has been endorsed for 12 CPD points in total as follows for Face to Face participants only:

Day 1 - Category 1: 4 points & Category 2: 2 points

Day 2 - Category 1: 4 points & Category 2: 2 points

The endorsement number is CPD1819 002

AAC - Communication in Action (CPE18AAC)Presenter: Amanda Hartmann, Consultant at AAC

Date: 6 - 7 September

Time: 9:00am - 4:00pm


Ticket Price: $425

Augmentative and alternative communication (AAC) are the communication tools, systems and strategies that can replace or supplement natural speech. There are many reasons that a person may not be able to communicate using speech. AAC is the tool that can give a person with little or no speech a way to communicate their needs, their thoughts and ideas, tell stories, and interact with the world around them.

Accreditation: Completing AAC – Communication in Actionwill contribute 14 hours of NESA Registered PD addressing 1.1.2, 1.2.2, 1.5.2, 1.6.2, 2.5.2, 3.5.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Click here to register: bit.ly/2HygzOo

Click here to register: bit.ly/2HKjMti

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Do you want to be my friend? That depends... Thinking socially: tools for making and keeping friends (CPE18TST)Presenter: Di Harbor, The Ear Foundation

Date: 11-12 September

Time: 9:00am - 4:00pm


Ticket Price: $425

This course will provide current research and perspectives into the strengths and gaps that children with hearing loss have when it comes to thriving socially. It will provoke new ideas for thinking about developing social skills in ways that have more lasting impact. It will explore the underpinnings of social thinking, including topics such as executive functioning and theory of mind. Finally the course will introduce the excellent Social Thinking Programme by Winner and Crooke.

Accreditation: Completing Do you want to be my friend? That depends... Thinking socially: tools for making and keeping friends will contribute 7 hours of NESA Registered PD addressing 1.1.2 and 1.5.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Click here to register: bit.ly/2ACXmYR


http://bit.ly/2ACXmYR

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Teachers of the Deaf Conference (CPE18ITOD)Presenter: Subject Matter Experts

Date: 21 September

Time: 9:00am - 4:00pm


Ticket Price: $300

A one day conference for visiting teachers and other professional supporting students who are Deaf or Hard of Hearing in mainstream settings. Sessions will address a range of topics in the areas of: Deaf Education, Audiology and General Education/ Teaching Practice. This one day workshop will be of value to all itinerant Teachers of the Deaf supporting students in mainstream classroom settings.

Accreditation: Completing Teachers of the Deaf Conference will contribute 6.5 hours of NESA Registered PD addressing 1.1.2, 2.1.2, and 4.1.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Click here to register: bit.ly/2BfANwA

Equal access to information and digital services (CPE18EAI)Presenter: Greg Alchin, Inclusive Design Consultant

Date: 25 - 26 September

Time: 9:00am - 4:00pm


Ticket Price: $425

This course will provide participants with the necessary skills to achieve the highest standards in digital communications. This hands on course will enable participants to gain the skills and knowledge to create documents that are accessible to all people. The course will include elements of the compliance and standards that all must be followed and implemented and how to design the one document that is accessible from the beginning.

The course will focus on creating accessible Word and PDF documents, accessible templates, electronic publishing formats as well as do it yourself captioning it will also so include strategies for graphs, charts and tables as well as how to make documents visually appealing and accessible.

Accreditation: Completing Equal access to information and digital services will contribute 13 hours of NESA Registered PD addressing 1.1.2, 1.2.2, 2.6.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Click here to register: bit.ly/2rP8iif

http://bit.ly/2BfANwA

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Investigating and Developing Reading Strategies for deaf or hard of hearing children – Virtual Conference (CPE18DRS)Presenter: National and International Presenters

Date: 29 October

Access mode: Digital Access

Ticket Price: $300

An important skill and development in any child is learning to read and comprehend written text. One of the contributing factors to successful school achievement in general is learning to read and this continues into adult life. This virtual conference will investigate the strategies needed as well as the struggles that deaf or hard of hearing students have to acquire reading and comprehension skills.

This virtual conference will provide you with the opportunity to view a variety of recordings from both international and national presenters. The conference will go live on Monday and you will have until the following Monday at 6pm to view all recordings.

Accreditation: Completing Investigating and Developing Reading Strategies for deaf or hard of hearing children – Virtual Conference will contribute 13 hours of NESA Registered PD addressing 1.1.2, 1.2.2 and 1.5.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Click here to register: bit.ly/2BThSoB

http://bit.ly/2BThSoB

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Growing Small Talk into Big Ideas: Advancing Listening and Spoken Language Outcomes through Family-Centred Practice (CPE18GST)Presenter: Dr Jenna Voss, Fontbonne University

Time: 9:00am - 4:00pm

Date: 8 - 9 November


Ticket Price: $425

Join this engaging session to explore how auditory verbal practitioners, speech-language pathologists, special educators, and early intervention practitioners can apply research on the importance of parent talk to meet the needs of the families of children who are deaf/hard of hearing (DHH) they serve. Evidence-based practices and developmentally appropriate activities aimed at building listening and spoken language (LSL) skills for young children who are DHH will be identified. The session will begin with a brief review of the importance of audition and use of assistive listening devices to promote the development of spoken language; then, participants will explore those family-centred practices that foster speech, language, listening and cognitive development.

Presenter will lead participants in an examination of the effects of language socialization on children and adults and describe tools that will help practitioners adapt their practice to be responsive, authentic, and relevant for a diverse range of family structures and cultures (Bloch & Kim, 2015). Participants will be guided through self-reflection to examine their own beliefs about culture and language in the context of culturally relevant/responsive/sustaining practice (Ladson-Billings, 1995; 2014) before analysing case studies featuring children from a variety of cultural, religious, ethnic, and family groups.

Finally, participants will practice using techniques to encourage talking (including language for daily routines, vocabulary development, and play) and create personal and professional development plans to enhance the use of LSL strategies in their own interactions with children and caregivers.

Learning Objectives: Explain the importance of listening and use of assistive listening devices in the development

of communication development in children who are deaf/hh.

Describe the expertise and major impact of families on children’s growth and development and identify those coaching practices which promote family involvement in all aspects of intervention

List evidence based strategies and developmentally appropriate activities which promote listening and spoken language through daily routines, play, and authentic interactions.

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Accreditation: Completing Growing Small Talk into Big Ideas: Advancing Listening and Spoken Language Outcomes through Family-Centred Practice will contribute 13 hours of NESA Registered PD addressing 1.1.2, 1.2.2, 1.5.2, and 2.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Click here to register: bit.ly/2t7IrCC


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WEBINARSIMPlementing the IMP: The What, Why, Who, When and How of the Infant Monitor of Vocal Production (CPE18IMP-W)Presenter: Dr Robyn Cantle Moore, RIDBC Renwick Centre

Ticket Price: Individual - $300 (for group pricing, click on the registration link below)

The Infant Monitor of vocal Production (IMP) (Cantle Moore, 2004) was primarily conceived as a parent education tool, to scaffold parent understanding as to the nature and pace of their infant’s vocal progress toward speech. Clinically the IMP is a normed instrument which documents and assesses when (or whether) an infant’s innate vocal behaviours transition to audition-led imitations of speech and salient words. The resulting shared parent and professional knowledge aids timely decision-making with regard to intervention—appropriate device fitting and/or language habilitation approach.

The training course IMPlementing the IMP details professional/clinical use of the Infant Monitor of vocal Production as an assessment instrument and parent support strategy.

Click here to register: bit.ly/2gEjKrJ

Working with Families (CPE18WWF-W)Presenter: Dr Sue Archbold, The Ear Foundation


Today, in most developed countries, newborn hearing screening means that the diagnosis of deafness takes place in the first few weeks of a child’s life. Over 95% of deaf children are born to hearing parents, and this comes as completely unexpected. Suddenly parents are plunged into a world previously unknown to them, with many professionals taking a role in their lives at a time when they may be confused and vulnerable. We know that these early days are crucial to the development of early communication skills, the pre-cursors of language, and the parents’ role is crucial. Parents need to be relaxed communicators with their infants to ensure this development, but for hearing parents of deaf children this can be challenging. This presentation will consider these issues, and what we can learn from parents about how professionals can best support families at this time.

Click here to register: bit.ly/2ySOmjB

Accreditation: Completing Working with Families webinar will contribute 1 hour of NESA Registered PD addressing 1.3.2, 3.7.2, 3.5.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teachers Accreditation in NSW


Accreditation: This course has been approved by AG Bell Academy for Listening and Spoken Language to offer 5.5 hour LSLS™ CEUs.

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Deaf Teenagers – the challenges of today (CPE18DTC-W)Presenter: Dr Sue Archbold, The Ear Foundation


For all teenagers, adolescence is a time of transition and a challenging time. It is a time when they learn to be independent, when the peer group becomes more important and where they are exploring new ways of thinking. For deaf young people, most of whom are in mainstream education, the lack of a peer group can be important, and the challenges they face become greater. At school, there may be greater demands upon them, with expanding language and curriculum demands, and providing support while promoting independence challenging. The support provided by families and teachers in early life can develop dependency; it’s important in adolescence that young people are able to experience and learn from their failures. This presentation will discuss the challenges for deaf young people today: many of them say they are being deaf differently, and that it is today possible to be both deaf and hearing. Why?

Click here to register: bit.ly/2gDHQmu

Assessing progress in young deaf children – why and how? (CPE18ADY-W)Presenter: Dr Sue Archbold, The Ear Foundation


Many factors influence the progress of deaf children: age at diagnosis, age at fitting of hearing aids or implants, the presence of other difficulties for example. It is important that we monitor their progress in a range of areas, in order to influence the decisions to be made about their management. This presentation will discuss the challenges of assessing young deaf children, the areas we need to assess, why we should do so and how we should be monitoring development. The range of tools available to do so will be demonstrated, and examples of outcomes from today’s children.

Click here to register: bit.ly/2zQJLg2

Accreditation: Completing Deaf Teenagers - the challenges of today will contribute to 1 hour of NESA Registered PD addressing 1.5.2, 3.7.2, 4.1.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teachers Accreditation in NSW

Accreditation: Completing Assessing progress in young deaf children - why and how? will contribute to 1 hour of NESA Registered PD addressing 1.2.2, 1.5.2, 3.6.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teachers Accreditation in NSW



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Children with mild/moderate hearing loss – any problems? (CPE18CMH-W)Presenter: Dr Sue Archbold, The Ear Foundation


The challenges of children with mild/moderate hearing loss and their families and teachers are subtle, and may not be easily apparent. However, there is increasing evidence that the impact of such a loss can be significant both at home and at school. These children mishear, misunderstand and their language and social/emotional development may be delayed. Yet these are the children whose needs may not be immediately apparent, and where services may be cut at times of financial scrutiny. This presentation will explore current research into the impact of a mild/moderate hearing loss on family life, social life and educational attainments, and what the implications are for practice.

Click here to register: bit.ly/2yMMEON

Accreditation: Completing Children with mild/moderate hearing loss – any problems? will contribute 1 hour of NESA Registered PD addressing 1.1.2, 3.5.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Children with complex needs: cochlear implantation? (CPE18CCI-W)Presenter: Dr Sue Archbold, The Ear Foundation


Up to 40% of deaf children are likely to have an additional difficulty and we also know that the presence of an additional difficulty is shown to impact negatively on outcomes from cochlear implantation. Early in the development of cochlear implant programmes, there was often some reluctance to implant children with complex needs, but experience has taught us that these children can benefit significantly but it may not be in the traditional measures of speech and language outcomes. This presentation will explore the research into parent led outcome measures illustrating the potential benefits, alongside the challenges. The complex assessment of these children by implant programmes and the long-term support required will also be explored.

Click here to register: bit.ly/2h9KD7I

Accreditation: Completing Children with complex needs: Cochlear Implantation? will contribute 1 hour of NESA Registered PD addressing 1.1.2, 3.5.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Accreditation: This course has been approved by AG Bell Academy for Listening and Spoken Language to offer 0.8 hours LSLS™ CEUs.


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The World of Deafblindness and Sensory Plus (CPE18DB - W)Presenter: Sharon Barney Grassick

Ticket Price: Individual - $150 for series (for group pricing, click on the registration link below)

The World of Deafblindness and Sensory Plus is unique and complex world of dual and multisensory conditions. These webcasts will provide some essential information but will in no means provide all required for each unique individual.

The webcasts are being produced to help those directly involved with students with deafblindness or Sensory Plus to better understand the complexities and impact of dual or multisensory conditions upon education and life in general.

Click here to register: bit.ly/2yOUY0x

Accreditation: Completing The World of Deafblindness and Sensory Plus will contribute 4.5 hours of NESA Registered PD addressing 1.1.2, 3.1.2, 3.5.2, 5.5.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Interpreting Bjerrum and Goldmann Visual Fields (CPE18BJG)Presenter: Sue Silveira, RIDBC Renwick Centre


This webinar explores the concepts, testing and reporting of visual fields when the Bjerrum Tangent Screen and Goldmann Perimeter have been used in assessment. Examples of typical visual field loss are provided, with a comparison between the two test types, to further the viewer’s understanding of visual fields.

Click here to register: bit.ly/2y5S8ah

Accreditation: Completing Interpreting Bjerrum and Goldmann Visual Fields will contribute 45 minutes of NESA Registered PD addressing 1.3.2, 1.5.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

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Understanding Vision Reports (CPE18UVR-W)Presenter: Sue Silveira, RIDBC Renwick Centre


This webinar compares and contrasts reporting from clinical vision assessment and functional vision assessment. Two case studies highlight the role both forms of assessment have in building a comprehensive picture of a person’s true visual function.

Click here to register: bit.ly/2h9DOCR

Accreditation: Completing Understanding Vision Reports webinar contributes to 30 minutes of NESA Registered PD addressing 1.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Assessment of Visual Fields (CPE18AVF-W)Presenter: Sue Silveira, RIDBC Renwick Centre


This webinar explores the concept of visual fields at an introductory level. The common types of clinical assessment of visual fields are explained. The eye and vision conditions that cause visual field loss are also reviewed, with examples of typical visual field loss provided.

Click here to register: bit.ly/2h9Lq8G

Accreditation: Completing Assessment of Visual Fields contributes to 45 minutes of NESA Registered PD addressing 1.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Assessment of Visual Function: Visual Acuity (CPE18VFVA-W)Presenter: Sue Silveira, RIDBC Renwick Centre


This presentation explores visual acuity and how it is assessed clinically. The different types of visual acuity tests used to assess vision according to the individual’s age, and ability to participate will be featured within this webinar. This webinar also provides a brief tour through the anatomy of the visual system and the parts of the brain involved in vision.

Click here to register: bit.ly/2gDMil2

Accreditation: Completing Assessment of Visual Function: Visual Acuity webinar contributes to 35 minutes of NESA Registered PD addressing 1.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

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Education Access and Engagement for student’s with vision impairment (CPE18AVI-W)Presenter: Dr Fran Gentle, RIDBC Renwick Centre


This webinar will focus on the components of an equitable quality education system. The presentation by Dr Frances Gentle will go into depth discussing the class as an ecosystem and look at the following components: student factors, teacher factors, physical setting and curriculum and resource factors.

Participants will also develop a thorough understanding of adjustments that students who are blind of have low vision may need to access the curriculum.

Click here to register: bit.ly/2iA8wsw

Understanding Functional Vision (CPE18UFV-W)Presenter: Sue Silveira, RIDBC Renwick Centre


This webinar presents a model to explain the complexities of visual function and highlights the similarities and differences between the clinical assessment and the functional assessment of vision. An overview of an approach to functional vision assessment is presented, with suggestions made for maximising the use of vision during assessment and in a person’s everyday life.

Click here to register: bit.ly/2h9Lq8G

Accreditation: Completing Understanding Functional Vision webinar contributes to 20 minutes of NESA Registered PD addressing 1.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Accreditation: Completing Education Access and Engagement for student’s with vision impairment contributes to 1 hour of NESA Registered PD addressing 1.1.2 and 1.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

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Development of Vision (CPE18CVD-W)Presenter: Sue Silveira, RIDBC Renwick Centre


This webinar addresses the development of vision in humans, with a focus on the relationship between visual development and general child development. The normal visual development period from preterm to maturity of the visual system is discussed. Atypical visual development and the impact of vision impairment on general development is also included.

Topics include: Preterm eye and vision development

The eye at birth

Key stages of visual development

Atypical visual development

Impact of vision impairment on general development

Click here to register: bit.ly/2AXHkeR

Accreditation: Completing Development of Vision webinar contributes to 45 minutes of NESA Registered PD addressing 1.1.2, 1.5.2, 6.4.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Dual-Language Learning for Children with Hearing Loss (CPE18DLH-W)Presenter: Michael Douglas, Manager of Auditory Rehabilitation, MEDEL


This webinar is intended for professionals who work with children who have hearing loss and come from families that are bilingual or do not speak the majority language. Topics covered will include assessment considerations and intervention models along with implementing strategies that facilitate successful bilingual learning.

Click here to register: bit.ly/2gJuYPd

Accreditation: Completing Dual Language Learning for Children with Hearing Loss will contribute 45 minutes of NESA Registered PD addressing 1.1.2, 1.2.2, 1.5.2, 3.1.2, 3.5.2, 3.7.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW


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Vision Surveillance (CPE18VSN-W)Presenter: Sue Silveira, RIDBC Renwick Centre


This webinar presents a rationale for vision surveillance of babies and young children. An easy to follow vision surveillance cycle is introduced. The specific vision surveillance protocols used in this cycle to detect signs of normal visual development (or otherwise), and the signs of eye and vision problems, in children from birth to 4 years of age are also explained. This webinar is divided into two parts and runs for two hours.


Literacy for Parents (CPE18LFP-W)Presenter: Moira Hickman, Teacher of the Deaf


Historically, children who were deaf or hard of hearing have had limited access to spoken language or speech sound perception therefore their subsequent reading ability was affected. Now early identification, hearing technology and early intervention opens the door to age-appropriate listening, talking, reading, writing and thinking skills that define literacy achievement. However, children with a hearing impairment are still at risk of falling behind their typically developing peers. Being read to is one of the keys to reading success. Plus it’s relational, familial, fun, interesting, the best way of building vocab.

This webinar will unpack what is literacy and explore ways that we can support children’s literacy learning by teaching and/or coaching their parents:

How to choose and adapt books for ages and stages

How to create an environment for literacy

After this presentation you will have an understanding of the process of emergent literacy that some parents will need explicit instruction on how to read aloud the their children at different ages and stages

how to help parents choose age appropriate books and adapt them for different ages and stages

how to encourage parents to bring story time alive for children

the importance of literacy for children with a hearing impairment



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Connecting Up: Accessibility Features of iOS and teaching hearing impaired students (CPE18 IOS-W)Presenter: Michael Harrison, Inclusive Design Consultant


This is the first of a series of webinars that will be unpacking some accessibility features of iOS devices that deaf or hard of hearing students may be using in the classroom and also in their everyday lives. This webinar focuses on audio connections to mobile phones, ipads, computers & using the built in accessibility features that these devices have. It demonstrates various features and shows you how to connect hearing devices to audio devices in order to maximise the functionality of the devices.


Common Eye Disorders in Childhood (CPE18CED-W)Presenter: Sue Silveira, RIDBC Renwick Centre


This webinar is a multi part series investigating the common eye disorders in children and the impact that these have on their development. The webinars have been broken up into three parts to assist with viewing. Please take your time to watch the webinars, pausing and restarting them as you like. The total viewing time for all three webinars is 2 hours and 30 minutes.

The webinars will cover:

The anatomy of the eye and the visual system

Visual development

Differences between children and adults

Amblyopia

Refractive Errors

Eye conditions that may be setected by observation

Eye conditions that may be detected through visual behaviours

Optic Nerve Hypoplasia

Optic Nerve Atrophy

Retinal Dystrophy

Cortical Vision Impairment


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Accessibility features of iOS and MacOS and teaching hearing impaired students (CPE18IOS2-W)Presenter: Michael Harrison, Inclusive Design Consultant


This is the second webinar in a series of webinars that will unpack some accessibility features of iOS devices that students are using in the classroom and their everyday lives. This webinar will focus on the built in accessibility features for students who are deaf or hard of hearing. It is important that you feel comfortable to investigate and play with the features and your devices are always updated to the latest operating systems to ensure that you get the maximum output of your devices.


Is there a bonus effect? Supporting bilingual children with hearing loss who use CIs and/or HAs (CPE18IBE-W)Presenter: Dr Robyn Cantle Moore


A child’s early speech and language evolves within the context of everyday opportunity and experience. With increasing numbers of young cochlear implant (CI) and hearing-aid (HA) users growing up in family environs where multiple languages are spoken – i.e., a home language(s) and the language of the majority culture – it is vital that habilitation programs adopt strategies to support these young children to develop bilingual language confidence and skills.

This series of webinar presentations will unpack emerging knowledge about the neuroscience of dual-language acquisition in early childhood, and consider the influence that habilitation and therapy support for bi/multi-lingual language skills may have on a young child with CIs/HAs future education and social development.

Professionals undertaking this webinar series will: Consider emerging research on the neuroscience of dual-language acquisition in early

childhood, including: when can – does – bilingualism occur, and what conditions influence bilingual outcomes

Review theories of bilingualism that help explain the benefits and limitations linked to dual-language learning

Explore strategies and tools which enable authentic assessment of early-age bilingual ability and progress

Draw together assessment data to form an on-growing picture of the deaf/HH child’s bilingual spoken language development.



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Differentiation: the case of individuals who are blind or vision impaired (CPE18DIF-W)Presenter: Vasilis Argyropoulos, University of Thessaly


This webinar is designed for educators and other professionals working in formal and non-formal learning environments, who would like to enrich their theoretical knowledge and skills regarding the education of individuals who are visually impaired or blind. It is indented primarily to familiarize the participants with the principles of differentiated learning. In turn, these principles will be implemented in the education of individuals who are visually impaired or blind in formal (e. g. schools) and non-formal educational settings (e.g. cultural centres such as museums). It is expected that this course would meet the needs of professionals who are involved or would like to get involved in the education of individuals who are blind or visually impaired, but it could also be very helpful for all educators who would like to gain a robust understanding of differentiated instruction. This webinar is in a two part series.


Accreditation: Completing Differentiation: the case of individuals who are blind or vision impaired course will contribute 2.8 hours of NESA Registered PD addressing 1.1.2, 1.2.2, 1.5.2, 1.6.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Auditory Function (CPE18AF-W)Presenter: Andrew Kendrick, RIDBC


Auditory function is all about growing the brain. Developing the auditory brain is dependent on appropriate hearing technology whether that be hearing aids, cochlear implant, Bone Anchored Hearing Aid (BAHA) along with enriched auditory exposure that is appropriate for the age and stage of the child should promote auditory brain development.

This webinar will cover in detail the following topics:

Brain growth and auditory function

Maximising access to sound

Erber’s hierarchy of auditory function

Checklists for auditory function development

Resources supporting auditory function and development


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Individual Family Service Plan (IFSP) (CPE18IFSP-W)Presenter: Andrew Kendrick, RIDBC


The IFSP is a written document that, among other things, outlines the early intervention services that your child and family will receive. This webinar will discuss in detail the components of an Individual family service plan and how to develop, run and implement a plan.

This webinar will provide on overview of the following topics:

What is an IFSP?

IFSP and Guiding Principles

Pre IFSP - assessments

Role of Service Coordinator

Preparing for your IFSP

Who attends the IFSP

Chairing the meeting


Understanding Ling 6 Sound Check (CPE18LNG-W)Presenter: Andrew Kendrick, RIDBC

Ticket Price: Individual - $55 (for group pricing, click on the registration link below)This webinar will investigate why the brain is the true organ of hearing and the ears only transmit sounds to the brain. Babies born with hearing loss are not starting from the same point as a child with typical hearing as they have missed out on 20 weeks of typical development of their auditory pathways in utero.

The topics covered will include:

Why hearing loss is a neurodevelopmental emergency

Daniel Ling

What is the Ling 6 Sound Check

What are the Ling 6 sounds

How to administer the Ling sound check

Setting a baseline

Moving from detection to identification

Ling 6 Sounds

SSD and Ling 6 sounds


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Auditory Strategies (CPE18AST-W)Presenter: Lynne Richards, Teacher of the Deaf


This webinar discuss ideas on how to develop auditory skills in young children with the goal to develop spoken languge through listening. It will emphasis the imporatnce of making communication fun by following the child’s interests, thri lead and the use of appropriate language and speech models.

Presentation Outcomes:

Understand when and how to use facilitating auditory strategies for a young child developing spoken language through listening

Know how to administer the Ling six sound test

Have a range of auditory strategies in your tool box

Understand how to use your voice to best affect understanding of spoken language in a young child

Have two ‘go to references’ for theoretical and practical application


Advanced Auditory Strategies (CPE18AAS-W)Presenter: Lynne Richards, Teacher of the Deaf


This webinar will investigate strategies on how to maximise audition in incidental and structured learning times, acoustic conditions and quiet and noisy environments.

At the end of the webinar participants will be able to:

Understand when and how to use advanced auditory strategies to facilitate spoken language

Know what COOL means

Have more auditory strategies to add to the tool box

Understand how to use auditory strategies in daily life


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Lesson Implementation (CPE18LP-W)Presenter: Lynne Richards, Teacher of the Deaf


A lesson plan is a teacher/therapist’s detailed description of the course of instruction. This webinar will investigate what are the essentialcomponents for a lesson plan, the importance of planning and how to effectively enagage and motivate children to achieve the relevant outcomes. A lesson plan is a teacher/therapist’s detailed description of the course of instruction.


Speech Development (CPE18DSD-W)Presenter: Lynne Richards, Teacher of the Deaf


This webinar will assist participant to understand how speech development occurs in childre from 0 - 6 years of age. It will also provide knowledge on how speech is produced and the relationship of speech acoustics to hearing. The webinar also provides practical examples on how to foster spoken language with young children.

By the end of the webinar participants will be able to:

Understand speech development from 0-6 years of age

Learn how speech is produced

Understand the relationship of speech acoustics to hearing

Be introduced to Ling’s Speech Teaching Model

Learn some general principles of speech teaching

Understand which auditory strategies will facilitate speech development



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RESOURCES

Australian Childhood Vision Impairment Register

Importance of the RegisterSponsored by RIDBC, and founded in partnership with families, health professionals, educators and agencies, the Australian Childhood Vision Impairment Register provides access to important data. The benefits of having this data include:

• aiding providers and researchers in planning for and increasing vital services

• supporting funding requests• investigating the many causes and

potential treatment for conditions related to vision impairment

• providing targeted support to the community

Children with vision impairment require integrated and specialised services including health, education, and low vision support. To help plan for these services, accurate details are needed of the number, causes and needs of children with vision impairment and their families.

Do you know a child with vision impairment?To ensure the benefits from the Register continue, it is vital that as many children with vision impairment as possible are registered.

We are happy to provide you with brochures and posters to display in your facility to promote the Register. Please contact Sue Silveira on (02) 9872 0248 or [email protected] to have these items posted to you at no charge.

How do family’s register their child?If you know of a child with vision impairment, we need your help to advise their family about the Register and the importance of registering their child’s details on it via vifamilynetwork.org.au or by requesting a registration form by calling 02 9872 0248.

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Master of Disability StudiesPostgraduate study opportunity

Royal Institute for Deaf and Blind Children (RIDBC) Renwick Centre in affiliation with Macquarie University, offer this postgraduate degree, designed to provide you with the knowledge and skills to meet the needs of each individual with a sensory disability.

This degree offers the flexibility to study online, yet still provides the opportunity for regular contact with lecturers who are leading experts in the field. It is suitable for a range of individuals including educators and allied health professionals.

With the opportunity to select units from a large suite of options, you can tailor a program of study to meet your professional needs by choosing to specialise in one of the following areas:• Education: Deaf and Hard of Hearing• Education: Vision Impairment• Sensory Disability

Find out more: Contact Claire Farrington, Executive Officer, Graduate Studies, RIDBC T: (02) 9872 0811 E: [email protected]

Apply Now:

courses.mq.edu.au/MDisabilityStud

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RIDBC is registered as an NDIS service provider in the following categories:

Assistive technology

Increased social and community

participation

Improved daily living

skills

We build a team of experts around your individual needs, including speech therapists, audiologists, teachers, occupational therapists, orthoptists, psychologists or other specialist consultants as needed.

If English is not your first language we can provide interpreting and translation services. RIDBC also runs programs specifically designed to accommodate Indigenous Australian children, adults and families.

Please contact us to discuss your individual needs and goals and find out how we can best support you.

What supports does RIDBC provide within the NDIS?

Training in sensory disability

These supports are provided through services we offer such as:

Therapy and re/habilitation services

Assessment and diagnostics

Cochlear implant services

Early childhood early intervention and early learning programs

Support coordination

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OTHER SITES

NSW Floraville

Gladesville

Glenmore Park

Gosford

Lismore

Liverpool

Newcastle

North Ryde RIDBC at the Australian Hearing Hub, Macquarie University

Penrith

Port Macquarie

Rouse Hill RIDBC Hear the Children

Waverley RIDBC Matilda Rose Centre

Wollongong

ACTCanberra

NTDarwin

QLDToowoomba RIDBC Clive Berghofer Centre

VICBrighton East Early Education Program for Hearing Impaired Children

ROYAL INSTITUTE FOR DEAF AND BLIND CHILDREN (RIDBC)

RIDBC North Rocks – Head Office & Main CampusNorth Rocks, NSW 1300 581 391

Services offered: • Early intervention & early learning programs• Specialist preschools, schools & school support

– RIDBC Rockie Woofit Preschool– RIDBC Roberta Reid Preschool– RIDBC VisionEd Preschool– RIDBC Thomas Pattison School– RIDBC Garfield Barwick School– RIDBC Alice Betteridge School – RIDBC School Support Service

• RIDBC Teleschool • Assessment, diagnostics, therapy & rehabilitation

services• Audiology services

– RIDBC Jim Patrick Audiology Centre• Cochlear implant services

– SCIC Cochlear Implant Program, an RIDBC service

• Research, postgraduate & professional education services– RIDBC Renwick Centre

General information: 02 9871 1233 (TTY/V) Service enquiries: 1300 581 391 Donations: 1800 043 411

Private Bag 29 Parramatta NSW 2124 [email protected] www.ridbc.org.au

Join the RIDBC conversation!You can be part of the RIDBC community online by following us on Facebook, Twitter, Instagram and YouTube.

/ridbc@ridbc @ridbc@ridbc

361-365 North Rocks Road, North Rocks, Australia

Private Bag 29, Parramatta NSW 2124 Australia

Continuing Professional Education

E-mail: [email protected] | Phone: (02) 9872 0302 | Fax: (02) 9873 1614


CONTINUING PROFESSIONAL EDUCATION · 2018-07-01 · 3 CPE TEAM’S LETTER Dear Colleagues, We at...

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