Kurzus nemzetközi vendég- és részidős hallgatóknak

Kar

Bárczi Gusztáv Gyógypedagógiai Kar

Szervezet

BGGYK Gyógypedagógiai Módszertani és Rehabilitációs Intézet

Kód

F_EN23-2016

Cím

Education and support of persons with hearing impairment

Tervezett félév

Mindkét

ECTS

4

Nyelv

en

Oktatás célja

Aims: The goal of the course is to present the recent diagnostic, methodological and educational issues of the pedagogy and rehabilitation of persons with hearing impairment. During of the course, we will process the following topics in an interactive way: early diagnostic methods of hearing impairment, cochlear implantation as a modern way of improving hearing, natural auditory–verbal method in early intervention, special and integrated education of pupils with hearing impairment, dysphasia associated with hearing impairment – diagnostic and therapeutic possibilities. The requirements of UN Convention on the Right of Person with Disabilities. Learning outcomes and competences: Knowledge: Basic knowledge of modern diagnostics of hearing impairment, and of the constantly evolving practice of assistive technology. Knowledge of certain elements and methodological principles of developmental, educational, and therapeutic procedures tailored to the diverse needs of hearing-impaired children and students in special and mainstream institutions are known. Skills: Use their knowledge to carry out educational, teaching, developmental, therapeutic, preventive, habilitation and rehabilitation tasks in the field of special education, taking into account the needs, abilities and requirements of persons with hearing impairment. Attitude: They are aware of the educational and pedagogical goals of the pedagogy of people with disabilities and are committed to promoting them. They see social processes and approaches to people with disabilities in their context and reflect on the problems of the present through them. Autonomy and responsibility: Are committed to learning and carrying out learning tasks independently. Take responsibility for their own learning, progress and achievements.

Tantárgy tartalma

The content of the course: Main content and topics: early diagnostic methods of hearing impairment, cochlear implantation as a modern way of improving hearing, natural auditory–verbal method in early intervention, special and integrated education of pupils with hearing impairment, dysphasia associated with hearing impairment – diagnostic and therapeutic possibilities. The requirements of UN Convention on the Right of Person with Disabilities.

Számonkérés és értékelés

System of evaluation: Written examination based on the material covered in class and the literature provided.

Irodalomjegyzék

Relevant literature: Musiek, F., & Baran, J. (2018). The Auditory System: Anatomy, Physiology, and Clinical Correlates (2nd Ed.). Plural Publishing. Katz, J. (2014). Handbook of Clinical Audiology (7th Ed.). Wolters Kluwer Heal. Marschark, M., & Knorrs, H. (2012). Education Deaf Children: Language, Cognition and Learning. Deafness & Education International, 14(3), 136–160. http://dx.doi.org/10.1179/1557069X12Y.0000000010 Emerson, L. (2010). Reading fluency in children who are deaf or hard of hearing. Washington University School of Medicine. Antia, S. D., Reed, S., & Kreimeyer, K. H. (2005). Written Language of Deaf and Hard-of-Hearing Students in Public Schools. The Journal of Deaf Studies and Deaf Education, 10(3), 244–255. https://doi.org/10.1093/deafed/eni026 Karasu, P. (2017). The written expression performance of students with hearing loss: results from an implementation of the auditory-oral approach. The Turkish Online Journal of Educational Technology, 16(4), 145–160. Downloaded: 2021.01.31. https://files.eric.ed.gov/fulltext/EJ1160607.pdf Estabrooks, W., Morrison, H. M., & MacIver-Lux, K. (2020). Auditory-Verbal Therapy: Science, Research, and Practice. Plural Publishing. De Raeve, L. (2015). Classroom Adaptation for Effective Learning by Deaf Students. In Knoors, H., & Marschark, M. (ed.), Educating Deaf Learners: Creating a Global Evidence Base (pp. 547–571). Oxford. Foster, S., & Cue, K. (2009). Roles and Responsibilities of Itinerant Specialist Teachers of Deaf and Hard of Hearing Students. American Annals of the Deaf, 153(5), 435–449. Convention on the Rights of Persons with Disabilities (CRPD).  Further required reading is part of every course syllabus.

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