continuing professional education program 2020 · the ridbc renwick centre are delighted to present...

Continuing Professional Education Program

2020

Continuing Professional Education Program 2020

Welcome to 2020!Dear Colleagues,

The RIDBC Renwick Centre are delighted to present the 2020 RIDBC Renwick Centre Continuing Professional Education program. It lists the wide range of courses, seminars and workshops being offered this year.

The program offers opportunities to engage with international academics and local presenters in the fields of hearing and vision loss and has been designed to meet the professional learning needs of educators, audiologists, therapists and related health professionals. Specific events have also been created to support parents and caregivers.

This year’s program will provide access in-person, through real-time remote access and in some instances, access to the recording after the live event. In addition to this, we are offering four different Online Masterclass Series to deep dive into the following areas:

Expanded Core Curriculum for students who are Blind or have Vision Impairment,

Supporting the listening and spoken language development of children and students who are Deaf or Hard of Hearing

Assistive Technology in Orientation and Mobility

Audiology

These seminars can be viewed live and/or via recordings and we encourage you to take advantage of this style of learning.

We are committed to ensuring that all CPE events are fully accessible and provide real time captioning and Auslan interpreting when required. We also provide all workshop handouts and materials in fully accessible digital formats for those participants with print disabilities and those who choose to lessen their environmental footprint. All our digital recordings are captioned.

The 2020 program has been endorsed by NESA and several events offer Continuing Education Credits from the AG Bell Academy of Listening and Spoken Language and Audiology Australia.

The calendar is also listed on the RIDBC Renwick Centre website, along with full registration details and links to accommodation forms for the King House facility.

We look forward to seeing you at one of our events this year!

Warm Regards

Trudy Smith Manager Continuing Professional Education


Table of Contents2020 CALENDAR 4ONLINE MASTERCLASSES 20ACCREDITATION 25FOR YOUR INFORMATION 26


4

2020 CalendarIMPROVING THE OUTCOMES OF STUDENTS WITH VISION LOSS IN MAINSTREAM SCHOOLS

Date: Wednesday, 11 March, 2020

Time: 9:00am - 3:00pm

Presenters: RIDBC School Services (VI)

Mainstream teachers will benefit from this one-day workshop by gaining a deeper understanding of the characteristics and learning needs of students with vision loss. They will also gain a heightened awareness of the important role teachers can play in improving the educational outcomes of students with vision loss. Suggested practical classroom measures will be augmented by exploration of wider perspectives that include the issues of literacy development, the use of technology and the opportunities for the students’ social inclusion both in and out of class.

As well as gaining knowledge from practitioners and researchers in the field of educating students who are Blind or have vision loss, participants will be able to engage in questioning, discussion and hands on interaction with a range of resources.

Access to this course:

Face to Face - $200.00

Remote Access (livestream) - $150.00

Digital Access (post event recording) - $100.00

Completing Improving the Outcomes of Students with Vision Loss in Mainstream Schools will contribute 6 hours of NSW Education Standards Authority (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.

Register here: https://bit.ly/2qtQZ9v


5

SOCIAL SKILL DEVELOPMENT: PHYSICAL AND MENTAL WELL-BEING FOR LIFE WHAT’S NOT TO LIKE ABOUT BEING ENGAGED WITH OTHERS?

Date: Thursday, 19 March, 2020 - Friday, 20 March, 2020

Time: 9:00am - 3:00pm

Presenters: Dr Karen Wolffe

In this session, Dr. Wolffe will describe the importance and need for structured social skills learning for children and youth who are blind or partially sighted. Socialization is a key element in an individual’s physical and mental health. The impact that good, strong communication skills can have when applied to make individuals more resilient to stress factors will be discussed in detail. Strategies for working with parents and other caregivers of infants and toddlers to enhance bonding and early relationships will be described first and then Dr. Wolffe will share ideas for preparing youngsters socially and emotionally for school and community settings. Techniques for teaching school-aged children and youth positive communication skills to use with family, friends, and members of the community will be emphasised.

Access to social support is critical to life success. How to facilitate networking and positive relationships will be described in this session. Finally, Dr. Wolffe will describe recent research that supports the notion that social motivation and contact with others can actually help to improve memory formation and recall, which protect the brain from neurodegenerative disease in later life. Having close friends and an active social support network can enhance both physical and mental health! Attendees will be encouraged to interact and share resources that they have found useful. Dr. Wolffe will, likewise, share resources with the group.





Register here: https://bit.ly/2JXE5Yi

Karen Wolffe manages a private practice as a career counselor and consultant in Austin, Texas. Dr. Wolffe worked with the American Foundation for the Blind as Director of Professional Development and CareerConnect from 2000 to 2010. Prior to that, she was a faculty member in the Department of Special Education at the University of Texas (UT) where she also directed the Job Readiness Clinic, an applied learning lab for people with disabilities looking for work and university students studying to become rehabilitation counselors or special education teachers. During her career, Dr. Wolffe also taught correspondence courses for the Hadley School for the Blind related to transition and employment issues and taught a distance education course for the University of Arkansas at Little Rock that focused on job placement for people with visual impairments. Dr. Wolffe received a B.A. from the University of North Carolina in English, a M.Ed. from the University of Texas in special education with an emphasis on students with multiple disabilities, and a Ph.D. in rehabilitation counseling from the University of Texas, Austin, TX.

This workshop will contribute 12 hours towards COMS recertification with ACRVEP as it addresses the Core Domains of the OMAA O&M Framework.


6

IMPROVING THE OUTCOMES OF STUDENTS WHO ARE DEAF OR HARD OF HEARING IN MAINSTREAM SCHOOLS

Date: Wednesday, 25 March, 2020

Time: 9:00am - 3:00pm

Presenters: RIDBC School Services (HI)

Mainstream teachers will benefit from this one-day workshop by gaining a deeper understanding of the characteristics and learning needs of students who are Deaf or Hard of Hearing. They will also gain a heightened awareness of the important role teachers play in improving the educational outcomes of students who are Deaf or Hard of Hearing. Suggested practical classroom measures will be augmented by exploration of wider perspectives that include the issues of communication, literacy development, the use of technology and the opportunities for the students’ social inclusion both in and out of classroom.

As well as gaining knowledge from practitioners and researchers in the field of educating students who are Deaf or Hard of Hearing, participants will be able to engage in questioning, discussion and the exploration of typical scenarios.





Completing Improving the Outcomes of Students who are Deaf or Hard of Hearing in Mainstream Schools will contribute 6 hours of NSW Education Standards Authority (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.

Register here: https://bit.ly/2pRYIho

https://bit.ly/2pRYIho


7

TEACHER AIDES: SUPPORTING STUDENTS WHO ARE BLIND OR HAVE LOW VISION IN YOUR SCHOOL

Date: Friday 27 March and Friday 15 May, 2020

Time: 9:00am - 3:00pm

Presenters: Dr Sue Silveira and Tricia d’Apice, RIDBC Renwick Centre and RIDBC Teleschool

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 dates for this course are as follows:

Day 1: Wednesday 25 March and Day 2: Wednesday 13 May 2019

This course is intended to provide participants with the skills and knowledge required to assist in supporting learners who are Blind or have Low Vision loss in the classroom environment. Upon successful completion of the program participants will be able to:

demonstrate an understanding of vision loss and its effect on learning

apply skills and strategies to assist in the support of students who are Blind or have Low Vision across a range of learning environments.

This course involves attendance for two days of learning and engagement in an online course in between.





Register here: https://bit.ly/2pOp4B4

Completing Teacher Aides: Supporting Students who are Blind or have Low Vision in your School will contribute 12 hours of NSW Education Standards Authority (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.


8

TEACHER AIDES: SUPPORTING DEAF AND HARD OF HEARING STUDENTS IN YOUR SCHOOL

Date: Wednesday, 1 April, 2020 and Wednesday, 3 June, 2020

Time: 9:00am - 3:00pm

Presenters: Trudy Smith, RIDBC Renwick Centre

This course is split across two separate dates: Day 1 – Wednesday 1 April, and Day 2 – Wednesday 10 June. This course is intended to provide participants with the skills and knowledge required to assist in supporting Deaf and Hard of Hearing students in the learning environment.

Upon successful completion of the program participants will be able to:

demonstrate an understanding of hearing loss and its effect on learning

demonstrate an understanding of audiological supports such as hearing aids and cochlear implants

apply skills and strategies to assist in the support of Deaf and Hard of Hearing students across a range of learning environments.

This course involves attendance for two days of learning and engagement in an online course in between.





Register here: https://bit.ly/2rn57BR

Completing Teacher Aides: Supporting Deaf and Hard of Hearing Students in your School will contribute 12 hours of NSW Education Standards Authority (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.


9

IT’S MORE THAN LANGUAGE: (RE)POSITIONING THE ROLE OF PRAGMATICS IN LEARNING FOR DEAF AND HARD OF HEARING CHILDREN AND YOUNG PEOPLE

Date: Friday 3 April 2020

Time: 9:00am - 3:00pm

Presenters: Assoc Professors Louise Paatsch and Dianne Toe

This one-day workshop will explore the links between pragmatics and social communication. Participants will build knowledge informed by the latest research in the field of pragmatics in deaf and hard of hearing (DHH) children and young people, and its application to a range of education settings. This workshop will also explore the link between pragmatic skills and other aspects of learning and development including theory of mind, cognition, literacy, executive function, social skills and pretend play. The concept of metapragmatic skills, involving DHH young people’s explicit reflection upon pragmatic rules will be presented, with opportunities for participants to apply this lens to their own practice. A range of approaches used to assess pragmatic skills in deaf and hard of hearing children and young people will be explored, including considerations for practical applications. The workshop will present strategies for supporting pragmatic skills in DHH children and young people, including considerations for linking to curriculum and developing appropriate intervention.





Register here: https://bit.ly/2U85lJh

This course has been approved by AG Bell Academy for Listening and Spoken Language to offer 6 LSLS™ CEU’s.

Completing It’s More than Language: (Re)positioning the role of pragmatics in leanring for Deaf and Hard of Hearing Children and Young People will contribute 6 hours of NSW Education Standards Authority (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.

https://bit.ly/2U85lJh


10

AUSLAN 2 2020

Date: Monday, 4 May, 2020 - Wednesday, 6 May, 2020

Time: 9:00am - 3:00pm

Presenters: NSW Deaf Society

This interactive course provides participants with an opportunity to build on the foundations that they learned 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

Please note that tea/coffee and morning-tea will be provided each day, participants will need to bring their own lunch. Monday and Tuesday’s class goes to 3pm, and Wednesday’s class wraps up at 12pm for Auslan Assessment.

For more information about the Auslan Assessment, please visit the following link: https://bit.ly/33nR64N

This course is being provided by the NSW Deaf Society.



Register here: https://bit.ly/2rnle2p

Completing Auslan 2 will contribute 12 hours of NSW Education Standards Authority (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.

https://bit.ly/33nR64N


11

AUSLAN ASSESSMENT 2020

Date: Wednesday, 6 May, 2020

Time: 12:00pm - 5:00pm

Presenters: NSW Deaf Society

This assessment is offered to those participants that have completed the Auslan 2 course. The assessment is a practical and takes up to 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 Auslan 2.

Once all participants have registered you will be allocated a time for your assessment after the Auslan 2 course finishes (12pm). This assessment can be completed in person or online using web-based conferencing. Please select the modality you will be using (in-person or online) when you register. The online assessments will be conducted on the same day as the in-person assessments.

These assessments will be conducted by the NSW Deaf Society.


In - person assessment - $75.00

Online assessment - $75.00

Register here: https://bit.ly/2Chpdjb


12

SECONDARY MATHEMATICS WORKSHOP: SUPPORTING ACCESS & INCLUSION FOR STUDENTS WITH VISION IMPAIRMENTS

Date: Wednesday 17 June 2020

Time: 9:00am - 3:00pm

Presenter: Charlie Roberts

The following outline for the workshop may well evolve to cater for its participants.

Together we will workshop strategies that cater to the challenges facing secondary Maths students with Vision Impairment and their teachers. We will investigate options for inclusion of students who use large print, screen readers and braille.

Resources for optimising accessibility shall be explored, including screen reader accessible Math editing software EquatIO & MathType for student and teacher use, Maths tips for Teachers of VI, from ‘Paths to Literacy’ website; and the Blennz Maths supplement to inform the stages at which braille concepts and symbols will need introduction.

Scientific calculator options and practices will be addressed: Talking & Large Print calculators, handheld calculators (featuring the Orion TI 30XS talking calculator), software, app options and Braille note taker calculators. Graphing calculator software will be used for demonstrating print and audio graphs, and producing stencils for tactile graphs on the fly. Note: Graphics calculators are not approved for exam use in NSW.

The processes of overwriting Braille, methods for students correcting their answers, and teacher feedback modes will be up for discussion. Also for discussion, “What concepts do Math teachers need assistance with to convey meaning to students with VI?“, and which of the ICEVI ‘Maths made easy’ instructional videos” attend to these needs?

If possible, please bring a laptop, and/or iPad to the session, to experience the software and apps being demonstrated. Prior to the workshop I will send out a list of programs that I recommend be downloaded before attending the workshop.

My intention is that you will discover an appropriate accommodation for all of your students in this workshop. Please feel free to bring technology to share, e.g. a participant brought their braille calliper ruler to the workshop last year.



Charlie was a secondary Mathematics and Physical Education teacher for eleven years, then Vision Support teacher for the past fourteen years. Charlie was a teacher at the Royal Victorian Institute of the Blind (RVIB) school which became a Vision Australia school, and was a graduate of the Renwick Masters in Special Education (Vision Impairment) degree. Charlie currently teachers Mathematics and Physical Education at the State-wide Vision Resource Centre (SVRC) Support Skills program in Melbourne. Charlie looks forward to workshopping strategies to support primary and secondary school Mathematics inclusion for students with VI in the NSW education system.

Register here: https://bit.ly/2Chpdjb

Completing Secondary Mathematics workshop: Supporting Access & Inclusion for students with vision impairments will contribute 6 hours of NSW Education Standards Authority (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.


13

TYPICAL KIDS, SPECIAL NEEDS

Date: Thursday, 18 June, 2020 - Friday, 19 June, 2020

Time: 9:00am - 3:00pm

Presenters: Dr Paula Pittman

Many times children who are deaf who have additional special needs are the enigma of our profession. Some educators refuse to work with children who have complex needs and many schools are reluctant to accept children who have special needs into their classrooms. It’s true that children who are dealing with multiple disabilities take more energy, time and support and they often cause challenges when universal testing seems to rule the educational dollar. But children who have multiple disabilities are just typical kids who have unique and special needs and often learn in unique and special ways. Connecting with a child who has multi-faceted needs and discovering ways to help her learn is one of the greatest challenges and one of the most rewarding experiences an educator can have, if he is brave enough to take that leap.

In this two-day workshop we will explore the many ways children with multiple disabilities learn and we will discuss some of the avenues we can use as teachers to reach into their world and help them take in new experiences and information. Participants will have an opportunity first-hand to learn how it might feel to learn when you have physical, auditory, visual or cognitive delays. These experiences will be a springboard that will provide opportunities for you to brainstorm ways to help maximize the learning environment and learning potential for children you serve who have multiple disabilities.As children are a part of a family unit, we will also discuss the importance of partnering with families who are raising children who have multiple disabilities. We will delve into the complexities they face with the hope of creating stronger partnerships with parents so we can more effectively help each and every child reach his full potential. The workshop will incorporate a combination of lecture, group activities, brainstorming sessions and hands-on opportunities that will create a forum to freely discuss situations that you face as educators every day. This will allow the group to learn from one another and foster new ideas that you can take back into the educational setting in which you work. In a world that focuses on what a child cannot do, this workshop will focus on what children aged 0-8 years can do and what we can do as educators to foster the curiosity that lies in every child and use that as a tool to stimulate growth and learning. Come and explore the uncommon world of a typical child with multiple special needs.



Register here: https://bit.ly/2oU4a2V

Completing Typical Kids, Special Needs will contribute 12 hours of NSW Education Standards Authority (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.



14

DIR 101: AN INTRODUCTION TO DIR® AND DIRFLOORTIME®

Date: Tuesday, 28 July, 2020 - Wednesday, 29 July, 2020

Time: 9:00am - 4:00pm

Presenters: Jeffrey Guenzel

This training will introduce and examine the Developmental, Individual difference, Relationship-based (DIR) model, which is an established and recognized framework to understand a child’s development that was developed by Dr. Stanley Greenspan. DIR explains a child’s developmental stages, individual differences, and the role emotion and relationships have in a child’s development. The training will present an introduction to the DIRFloortime (AKA Floortime) approach, with the developmentally appropriate interactions, interventions, and practices geared to each child’s developmental profile. The DIR model is applicable for all children and the DIRFloortime approach is particularly used as an intervention for children with Autism and other developmental disabilities.

Learning Objectives:

Students successfully completing this course will be able to:

Identify common features of autism and other challenges of relating and communicating

Identify the key features of relationship-based approaches

Describe the 6 Functional Emotional Developmental Capacities (FEDCs) in the DIR model and potential challenges that children face at each capacity

Understand and describe the “I” in DIR - individual differences and how health, sensory processing, and regulatory challenges can impact a child’s development

Describe key principles and basic strategies of Floortime

Understand and articulate the role of relationship and family in the DIR model

Understand and articulate the essential role of affect as it is related to the D, the I, and the R



Register here: https://bit.ly/36P2BUF

Completing DIR 101: An Introduction to DIR® and DIRFloortime® will contribute 12 hours of NSW Education Standards Authority (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.


15

DEAFBLINDESS: UNLOCKING EACH CHILD’S POTENTIAL TO COMMUNICATE AND LEARN

Date: Monday, 3 August, 2020 - Wednesday, 5 August, 2020

Time: 9:00am - 3:00pm

Presenters: Sampada Shevde

The 3 days training will provide professionals and families with an overview of deafblindness and focus on strategies to enable and enhance learning in children with deafblindness. The training will focus on building trusted relationship using touch which is the foundation for effective learning for children with deafblindness.

Sampada will assist professionals and families to consider strategies to support early communication and literacy in the home and school environment through the use of familiar routines. Information will be shared about planning learning experiences at home and school, communication strategies/systems, and how to use calendars to develop various concepts.


Full Registration (face to face) - $400.00

Parents of children who are Deafblind - $200.00

Register here: https://bit.ly/35MqKtN

Sampada Shevde has worked in Special Education since 1997 and worked in schools and training programs throughout India. She currently works as the Director of Perkins India based in Mumbai. Perkins India is an implementing arm of Perkins International, USA that works towards human resource development, material development and development of educational services in the field of Visual Impairment and Additional Disabilities. Sampada has also worked as the Training Manager, Sense International (India), an organization that works to develop services, programmes and networks for persons with deafblindness, their families and professionals. She was the Principal of the Deafblind Section (School for Deafblind, Teacher Training Center, Vocational Training Unit and the Residential facility for Deafblind students), at the Helen Keller Institute for Deaf and Deafblind, Navi Mumbai from 2008-2011. In 2019 Sampada was awarded the Anne Sullivan Macy Medal, which is presented by Perkins School for the Blind, USA to honour individuals for outstanding contributions to the deafblind community.

Completing Deafblindess: unlocking each child’s potential to communicate and learn will contribute 18 hours of NSW Education Standards Authority (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.


16

EXECUTIVE FUNCTIONS: LETS STOP AND MAKE A PLAN

Date: Thursday, 10 September, 2020

Time: 9:00am - 3:00pm

Presenters: Diana Harbour

“What you get by achieving your goals is not as important as what you become.” Henry David Thoreau

As children sit at their primary school desks waiting for the teacher to ask for homework books to be handed in, think about all the tasks that had to be completed for this scenario to be successfully achieved. From getting out of bed, finding school uniforms, packing school lunches and PE kits and then remembering to find the hopefully completed homework still lying on their bedroom floor. This is all before reaching the school gates. In class they need to be able to sit quietly at their desks, resist telling their friends all about their x-box gaming session till dinner time and listen to the teacher asking for homework. The entire morning required planning, paying attention, working memory, multi tasking and being able to manage your emotions. These all form part of our executive functions and are crucial for both academic and social success and to shape the young adults they one day become. They are also the skills that many children with hearing loss still have difficulties with.

This course will unpick the various cognitive processes that makes up our Executive Functions, what we need to plan a task and implement the plan. We will:

Explore the latest research findings from different fields looking at executive function.

Consider how executive function and theory of mind are linked.

Share case studies to recognise how executive functions impact both academic and social tasks.

Consider what happens neurologically as we grow up that affects executive function.

Focus on practical strategies and resources for boosting and supporting executive functions, from early years to primary.





Register here: https://bit.ly/2tWjTk1

Completing Executive Functions: Lets Stop and make a plan will contribute 6 hours of NSW Education Standards Authority (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.



17

ITINERANT TEACHER OF THE DEAF CONFERENCE (ITOD) 2020

Date: Friday, 11 September, 2020

Time: 9:00am - 3:00pm

This one day conference provides an opportunity for Teachers of the Deaf, school support staff, parents and related health professionals to learn more about the current research and practices related to the education of students with hearing loss. Presentations will provide an opportunity to learn from local and international teachers and academics, and trade displays will bring you up to date with current resources!


Early Bird Registration (ends 30th June!) - $150.00

Full Registration - $200.00



Register here: https://bit.ly/36CKoKx

Completing Itinerant Teachers of the Deaf Conference 2020 will contribute 6 hours of NSW Education Standards Authority (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.


18

BILINGUAL SYMPOSIUM

Date: Monday 14 - Tuesday 15 September, 2020

Time: 9:00am - 4:00pm

Presenter: Professor Alys Young

This two day symposium provides an opportunity for the audience to reflect on the experiences of our colleagues who are Deaf or Hard of Hearing and to consider how we might, as a group, progress leadership and partnership opportunities in our work. We are delighted to host Dr Alys Young as our keynote speaker and Alys will also lead one of our workshops. We invite you to consider how you might contribute to the program with either a presentation or workshop in one of the following areas:

DHH Leadership in your setting- strategies, challenges and rewards

DHH Partnerships in your setting- strategies, challenges and rewards

Bilingual Education programs in school settings- recent action research findings encouraged

Bilingual Education in academia

Working with interpreters

Promoting, using or assessing Auslan skills

The call for papers and workshops will be launched March 2nd and close April 30th 2020. Keep checking the site for further information.


Full Registration - $300.00



Register here: https://bit.ly/2RXaNgw


19

VISION WEEK 2020

Dates:

Monday 12 October Braille Workshop with Josie Howse

Tuesday 13 October Accessible Documents Workshop with Sonali Marathe

Wednesday 14 October Dual Media Assessments with Dr Cay Holbrooke

Thursday 15- and Friday 16 October Braille Literacy Workshop with Dr Cay Holbrooke, Dr Frances Gentle, Tricia d’Apice and Josie Howse

More information to come!


20

Online MasterclassesAUDIOLOGY MASTERCLASS SERIES 2020

Time: 12:00pm - 1:00pm

Each Masterclass will be offered live through a Zoom webinar from 12-1pm EST on the posted date. Ten days after each live event, a recording of the webinar will also be made available for you to watch via the Short Courses website. You will be notified via email for both the live event and when the recording is available to watch.

Topic 1: Hearing and vision impairment and mental well-being in older age - Piers Dawes (30 March)

Topic 2: Musical based auditory training programs - John Newall (30 April)

Topic 3: Family Adjustment to Diagnosis of Infant Hearing Loss - Valerie Green (29th October)

We will confirm more topics and abstracts as part of this Masterclass series in the coming weeks. Please check the Short Courses website for current information.

Register here: https://bit.ly/30IBTLk

Completing Audiology Masterclass Series 2020 will contribute 1 hour of NSW Education Standards Authority (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.

This course has been approved by AG Bell Academy for Listening and Spoken Language to offer 1 LSLS™ CEU’s per presentation.


21

BVI MASTERCLASS SERIES 2020

Time: 12:00pm - 1:00pm


Topic 1: Introduction of Apps and Technology (for preschool though adult) for accessibility (23 March)

Topic 2: Navigation and GPS apps (20 April)

Topic 3: Accessibility features of smart phones (8 June)

Topic 4: Managing Orientation and Mobility Caseloads / Workloads (20 July)

Topic 5: Teaching O&M clients how to use apps (17 August)

Topic 6: Deep Dive into GPS (12 October)

Register here: https://bit.ly/34eyC6C

Completing BVI Masterclass Series 2020 will contribute 1 hour (per masterclass seminar) of NSW Education Standards Authority (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.

Melissa Fanshawe is a lecturer in the School of Education at University of Southern Queensland. She has twenty years’ experience within Queensland schools as a teacher, advisory teacher, Deputy and Principal. Melissa is a trained teacher for students with vision impairment, gaining her Masters at RIDBC. She is currently completing her PhD in the field of Vision Impairment and enjoys her volunteer roles as an advisor to the board for Vision Australia, Vice-President for SPEVI and the Queensland convenor for the Australian Braille Authority. Melissa is passionate about teaching students with vision impairment the skills to be able to independently access quality education.

This webinar series will contribute 5 hours towards COMS recertification with ACRVEP as it addresses the Core Domains of the OMAA O&M Framework.


22

DHH MASTERCLASS SERIES 2020

Time: 12:00pm - 1:00pm


Topics within this series:

Topic 1: Speech Acoustics - Marietta Paterson (13 March)

Topic 2: Speech Remediation Strategies - Marietta Patterson (8 May)

Topic 3: General Level of Functioning - Cheryl Dickson (12 June)

Topic 4: Level of Audition Functioning - Cheryl Dickson (24 July)

Topic 5: Level of Cognitive Functioning - Cheryl Dickson (14 August)

Topic 6: Working with families from an ESL background - Andrew Kendrick (22 October)

Topic 7: The team around the family - Andrew Kendrick (5 November)

Register here: https://bit.ly/2YKYaqL

Completing DHH Masterclass Series 2020 will contribute 1 hour of NSW Education Standards Authority (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.

This course has been approved by AG Bell Academy for Listening and Spoken Language to offer 1 LSLS™ CEU’s per presentation.

https://bit.ly/2YKYaqL


23

O&M MASTERCLASS SERIES 2020

Time: 12:00pm - 1:00pm

This series on technology for orientation and mobility is intended to provide the Orientation and Mobility Specialist (OMS) with resources for working with an array of age groups across the life span, as well as providing resources to carry out other professional functions that support direct instruction with learners (e.g. consultation with other providers, paperwork, remote work locations, cloud systems, etc.). The options that exist today are continuing to expand and develop at an advancing rate. More apps, more devices, more equipment, all translate to more for professionals providing service to know about so they can share them with the learners they work with. The series will provide a starting place to begin your own learning experience so you will have the ability to share with learners you work with, as well as learn with them for new application of the skills as they progress in their abilities.

Topics within this series:

Topic 1: Being blind when the world is designed for those who can see; the importance of the Expanded Core Curriculum (6 March)

Topic 2: The role of Social Skills in community participation, inclusion and employment (1 May)

Topic 3: Toolbox of Technology: what is required for students who are blind or have a vision impairment to use problem solving skills and adaptive technology to access the curriculum (5 June)

Topic 4: How to effectively advocate in school, services and the community for your child with a vision impairment (7 August)

Topic 5: Hear my voice; the importance of self-advocacy for students who are blind or vision impaired (4 September)

Register here: https://bit.ly/2PzHb6A

Completing O&M Masterclass Series 2020 will contribute 1 hour per webinar of NSW Education Standards Authority (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.

Chris Tabb is an Orientation and Mobility Specialist working to advance the independence of students and clients, provide training opportunities and knowledge exchange for professionals and families, and bring accessible information to the community. He is presently employed at Maryland School for the Blind as the Orientation and Mobility Supervisor. Chris has worked as an Orientation and Mobility Specialist in California, Connecticut, Massachusetts, Texas, and Maryland, providing services in residential programs, as an itinerant, an outreach specialist providing technical assistance, and as a private contractor. He enjoys working with all age groups, including infants and toddlers, school age students, adults, and senior populations. Chris’ greatest professional interests are all things Orientation and Mobility, as well as Assistive Technology.

https://bit.ly/2PzHb6A

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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


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Accreditation

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.

NSW EDUCATION STANDARDS AUTHORITY (NESA)RIDBC Renwick Centre is endorsed to provide Professional Development for teachers accredited at proficient teacher level.

AG BELL ACADEMYRIDBC Renwick Centre is currently seeking endorsement for some of its courses through the AG Bell Academy. This will be updated as endorsement is acquired.

AUDIOLOGY AUSTRALIARIDBC Renwick Centre is currently seeking endorsement for some of its courses through Audiology Australia. This will be updated as endorsement is acquired.

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

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

http://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.

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

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

mailto:king.house%40ridbc.org.au?subject=King%20House%20Accommodation%20Inquiry

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

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

mailto:[email protected]