Reading is a fundamental skill for all students to master in school—including, of course, our students who have low vision or are blind. But do you ever hear your students say “I’m just not good at reading!” or “Can’t I just listen to this?” or “Reading is no fun”? Do you ever feel as though you have to drag your students through their reading and writing assignments? This series of six one-hour webinars will help you put the SPARK back into reading!
Calendar of Events
To register, please click on the Register link at the bottom of the event description. Alternatively print off the Continuing Professional Education Course Registration Form (PDF 319KB) below. Fill it out and email it to RIDBC Renwick Centre.
The RIDBC Renwick Centre is a NSW Institute of Teachers’ endorsed provider of Institute Registered professional development for the maintenance of accreditation at Professional Competence.Scope of endorsement: Elements 2,3,6 of the Professional Standards and Standards 1.2.2, 1.2.4, 5.2.2, 5.2.7 and 7.2.4 for the provision of professional development related to the education of children with vision and hearing impairments.
This online series will provide current research and innovative practices in the field of audiology. Each one hour lecture is presented live and all registrations receive a link to the recording 7-10 after the event. These events have been endorsed by Audiology Australia for 1.5 CPD points per lecture. Proudly Sponsored by Cochlear.
This series of 7 online lectures will share findings and ongoing work of the Longitudinal Outcomes of Children with Hearing Impairment study.This study is conducted by the National Acoustic Laboratories (NAL) to examine the long-term speech, language, psychosocial and educational outcomes of children with hearing impairment.
The relatively recent advent of universal neonatal hearing screening (UNHS) has led to great improvements in the age of diagnosis and of intervention in children with moderate or greater levels of permanent, bilateral hearing loss. The impact of UNHS on neonates with unilateral hearing loss has been less clear. This event has been endorsed by Audiology Australia for 3 CPD points.
In this seminar we will discuss the speech, language, and functional auditory outcomes achieved by children in the LOCHI study who were diagnosed with a disability in addition to their hearing loss. Both direct assessment and caregiver report measures will be considered for 119 children at 3 years of age and 146 children at 5 years of age.
Ever wonder if you should be doing more than just an Auditory Brainstem Response (ABR) testing for hearing sensitivity determination or an occasional Vestibular Myogenic Evoked Potential (VEMP) for assessing superior canal dehiscence or maybe a low-sensitive/specific electrocochleography (EcochG) test for Meniere’s disease? This event has been endorsed by Audiology Australia for 1.5 CPD points and 1 CE point by the AG Bell Academy of Listening and Spoken Language.
The Infant Monitor of vocal Production (IMP) 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. 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.
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.
This workshop will review auditory and verbal strategies and play routines to guide a child’s communication development. The workshop will highlight Cochlear resources and materials that can support learning, listening and talking at home. Proudly Sponsored by Cochlear.
Cochlear implantation in children began over twenty years ago: comparatively recently compared with the long history of deaf education. In this short time, the process has gone from being highly controversial to being accepted provision for deaf children. Why? These workshops will review the evidence of outcomes from implantation in a range of areas and what is currently known of the influences on progress. While deaf children are a highly heterogeneous group, and up to 40% of deaf