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2016

CONTINUING PROFESSIONAL EDUCATION

Course updates and online registration can be found on our website: ridbc.org.au/renwick

About RIDBC Renwick CentreRIDBC Renwick Centre is Australia’s leading provider of professional development and research in areas related to the education and other services for children with vision or hearing loss. In affiliation with the University of Newcastle, the centre offers postgraduate programs at masters and doctoral degree levels, and an extensive program of continuing professional education for teachers, therapists, and a range of other associated professionals.

Through RIDBC Renwick Centre, RIDBC helps to ensure that services for children and adults with sensory disabilities and their families - across Australia and around the world - are based on current evidence and are delivered by skilled and knowledgeable professionals.

World-class facilities provide an excellent environment for study as well as the research and development of new techniques in assessment and a wide range of interventions for children with vision and hearing loss. Facilities include the most extensive collection of books and resources in special education for children with sensory disabilities in Australia.

General Enquiries W: ridbc.org.au/renwick E: [email protected] P: (02) 9872 0303Postgraduate StudyE: [email protected] P: (02) 9872 0811

Continuing Professional EducationE: [email protected] P: (02) 9872 0302 or (02) 9872 0207

Access world class facilities to bring your graduate studies to the next level

The Graduate Certificate in Educational Studies or Master of Special Education programs can be tailored to focus on Deaf/Hard of Hearing; Blind/Vision Impaired; Listening and Spoken Language; Orientation and Mobility; Sign Bilingual Education or Sensory Disability. Programs are available as part-time or full-time study and are delivered online and via campus conferences.

To request your copy of the RIDBC Renwick Centre Student Handbook and for further information on the application process please contact:

Claire Farrington RIDBC Renwick Centre Telephone: (02) 9872 0811 Email: [email protected]

RIDBC Renwick Centre is a Board of Studies, Teaching and Educational Standards NSW (BOSTES) endorsed provider of Institute Registered professional development for the maintenance of accreditation at Professional Competence.

Accreditation Scope of Endorsement: Proficient Levels of Standard 1 and 3 and following Standards: 2.1.2, 2.6.2, 4.1.2, 4.4.2, 4.5.2, 5.1.2, 5.2.2, 5.3.2, 5.4.2, 5.5.2, 6.1.2, 6.2.2, 6.3.2, 6.4.2, 7.4.2. for the provision of professional development related to the education of children with vision and hearing impairments.

“Through RIDBC I was able to craft a very personalised approach to my learning. The lecturers bent over backwards to ensure the content and materials were at a level I could take off with – they really met my needs as a learner. I have nothing but good things to say about RIDBC.” – Emily

WelcomeDear Colleagues,

RIDBC Renwick Centre is delighted to present the 2016 RIDBC Renwick Centre Continuing Professional Education program. It lists the wide range of courses, seminars and workshops being offered this year.

This year’s program will operate in a range of sites around Australia and New Zealand to give you access to local professional development opportunities. We welcome presentation tours from Dr Christine Yoshinaga Itano, Dr Shirin Antia, Dr Kim Zebehazy, Associate Professor Paul Pagliano and Dr Sue Archbold. The online program includes the Cochlear HOPE lecture series, a separate group of presentations for parents, a focus on literacy for children with vision loss with Dr Frances Mary D’Andrea and an audiology specific series featuring Dr Sharon Sandridge from the Cleveland Clinic. We hope you can join us for some of these events!

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 accessible digital formats. To further our environmental goals, we will not be providing hard copies of materials for any of the events in 2016. All handouts, resources and reference lists will be made available via iTunes U, Google Docs and Dropbox prior to each event and we will provide access to free Wi-Fi here at RIDBC.

The 2016 program has been endorsed by the Board of Studies Teaching and Educational Standards NSW (BOSTES) and several events offer Continuing Education Credits from the AG Bell Academy of Listening and Spoken Language and Audiology Australia.

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

Warm regards,

The RIDBC Renwick Centre CPE Team

Ways to Enrol

ridbc.org.au/calendar

Fax your registration form (02) 9873 1614 (registration forms available on the website)

To register for an event, or to make your own suggestions for professional education, please contact us:

[email protected]

(02) 9872 0302 or (02) 9872 0207

RIDBC Renwick Centre, 361-365 North Rocks Road

Event Calendar

Event CalendarThe Action is in the Interaction Mari Caulfield and Kathy Walmsley

Date: Stage 3: 4 – 5 February

Stage 1: 8 – 9 February

Stage 2: 10 – 11 February

Fee: Stage 3: $650

Stage 1: $550

Stage 2: $650

Duration: 9am-5pm

Information:The Developmental Individual difference, & Relationship Based® model (DIR®) is a framework developed by Stanley Greenspan and Serena Wieder to assist clinicians, parents and educators conduct a comprehensive assessment and develop an intervention program tailored to the unique challenges and strengths of the child. This developmental naturalistic approach carefully considers the impact of the unique individual neurobiological profile of the child and of caregiver patterns on development across functional domains. Through tailoring interactions, DIR promotes healthy foundations for overall social, emotional, language and intellectual functioning. Therapeutically guided interaction with children in play and learning situations is the means of moving children up the developmental ladder.

Stage 1This stage one training offers a unique opportunity to experience an integrated approach to the child’s sensory processing capacities, emotional development and developmental language acquisition. Participants will gain an understanding of relationship-based intervention and will learn therapeutic “tools” to guide their practice in the clinic, home and school based settings. They will leave with an introductory knowledge of this model and its relevance to their daily practice with children.

Stage 2This training offers a unique opportunity to further enhance and deepen knowledge and understanding of this integrated approach to the child’s sensory processing capacities, emotional development and developmental language acquisition. Participants will be guided through process based learning. This training has been designed in response to requests for extension of previous trainings. A prerequisite will be that participants have attended a 2 or 3 day Introductory Sensory Connections training. Participants will be expected to be familiar with guidelines and framework used by Mari and Kathy previously. In this stage two, seminar model case presentations will be used as well as assessment and intervention case clips. These two days provide extended opportunities for professionals in case analysis, goal setting, and how to integrate DIR® within your discipline, clinical practice.

Stage 3This is an extension of The Action is in the Interaction Trainings and aims to focus on individualised clinical casework support. This forum provides case based mentoring support in a small group environment where professionals can discuss and deepen knowledge about this framework and intervention through sharing their own case work. Participants are facilitated to problem solve together and find solutions to support of their clinical work. Case based learning is used to develop clinical reasoning.

This course is for professionals who have completed Stage One and Two The Action is In the Interaction Trainings, who wish to further integrate developmental interventions into their work. Participants will need to provide information to verify that they have suitable background training prior to acceptance at this workshop.

Presenters bio:Mari Caulfield, Speech and Language Pathologist and Kathy Walmsley, Occupational Therapist.

All courses are run at RIDBC Renwick Centre, Sydney, unless otherwise stated

Improving the Outcomes of Students with Hearing Loss in Mainstream Schools

Date: 17 Feb and repeated, 30 March and 27 July

Fee: $75 for schools supported by RIDBC School Support Service

$200 for schools not supported by RIDBC School Support Service

Duration: 9-3:30pm

Presenters:Staff from RIDBC Garfield Barwick School and RIDBC Renwick Centre

Information: Mainstream teachers will benefit from this one-day workshop by gaining a deeper understanding of the characteristics and learning needs of students with hearing loss. They will also attain a heightened awareness of the potentially important role they can play in improving the educational outcomes of students with hearing loss. 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 class.

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.

Intended Audience:This one day workshop will be of value to all mainstream teachers and support staff working with students who are Deaf or hard of hearing in a mainstream classroom setting.

Auslan 1 and Auslan 2 Deaf Education Network

Date: Auslan 1: 17-19 February

Auslan 2: 11-13 April

Fee: Auslan 1 and 2 individually $250

Auslan 1 and 2 together - $400

Duration: 9-3pm each day

Information:Sign Language 1 (Auslan)Sign Language 1 offers you the unique and fun experience of communicating visually using Auslan, the natural language of the Australian Sign Language Community. Taught by both Deaf and Hearing teachers. No pre- requisites.

Sign Language 2 (Auslan)Sign Language 2 continues the unique and fun experience of communicating visually using Australian Sign Language (Auslan), the natural visual- gestural language used by the Australian Deaf Community. Taught by Deaf Teachers only. Pre- requisite- Sign Language 1

Intended Audience: This workshop will be invaluable to anyone wanting to learn how to use Auslan.


Improving the Outcomes of Students with Vision Loss in Mainstream Schools

Date: 24 February and repeated 3 August

Fee: $75 for schools supported by RIDBC School Support Service

$200 for schools not supported by RIDBC School Support Service

Duration: 9am-4pm

Presenters: Teachers from RIDBC Vision Education and Guide Dogs NSW/ACT

Information: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 attain a heightened awareness of the important role that they 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 the exploration of typical scenarios.

Intended Audience: Educators and school support staff who are supporting students who are blind or have vision loss in mainstream classroom settings.


2016 HOPE Tour Dr Christie Yoshinaga Itano

Date: Brisbane, 3-4 March Auckland, 7-8 March Melbourne, 10-11 March Perth, 14-15 March Sydney, 17-18 March Adelaide, 22-23 March

Fee: Full Registration: $300 1 day: $200

Remote access Full Registration: $200 1 day $150

Duration: 9am-3pm

Information :Day 1: The Missing Link in Language Learning of children who are deaf or hard of hearing: PragmaticsBecause of the lack of language assessment tools for the analysis of pragmatic language skills, very little is known about very young children who are deaf or hard of hearing and their pragmatic language development. Additionally, there is a paucity of information about the impact of pragmatic language characteristics of adult interactors in child-directed communication to infants/toddlers and young children who are deaf or hard of hearing. Even when children have developed age-appropriate vocabulary, English grammar and syntax skills, and speech articulation skills, they may still struggle with the socially appropriate use and understanding of language. This session will provide longitudinal information about 126 children with hearing loss from 3 to7 years of age and cross-sectional data from 100 children with normal hearing between the ages of 2 to 7 years. The pragmatic language development from over 480 developmental checklists will be presented. The information will be presented in the following pragmatic categories: States needs, Gives Commands, Personal/Expresses Feelings, Interactional, Wants Explanation, Shares Knowledge and Imagination. The parent and/or teacher responds to the parent questionnaire rating each of the 53 items as 1) Not Present, Uses no words (Preverbal), Uses 1-3 words, and More complex Language. Data will be presented on the pragmatic language development of children by age and degree of hearing loss.

The workshop will also present information about pragmatic language skills required for school-age children and children transitioning from high school to adult life. Intervention strategies for some of the items on the pragmatics checklist for birth through 3 year olds and 3 to 5 year old children will be provided. Participants will participate in designing intervention activities for children at a variety of age levels (birth through 3 years, 3 to 5 years, school-age children).

Day 2:This workshop will focus on the identification and habilitation of additional disabilities/disorders in children who are deaf or hard of hearing with particular emphasis on children with autism, children with cognitive/neurological disorders, and children with motor and vestibular disorders. It is only now that there is considerably more developmental data about how the typical child who is early-identified through universal newborn hearing screening acquires developmental milestones that we are beginning to identify variant developmental pathways in the first three years of life. Identifying these disorders, developing and implementing appropriate early intervention strategies, will likely result in significantly improved outcomes for these children. Case studies as well as group data will be presented.

It is possible to identify autism in children who are deaf or hard of hearing in the first three years of life and to develop appropriate interventions in early childhood for these populations. The reported prevalence, screening, diagnostic assessment procedures and modified/adapted early intervention strategies. Children with cognitive disorders and deafness can develop language commensurate with their cognitive potential. Identification of significant cognitive delay can be identified within early childhood and appropriate intervention strategies can be designed and implemented within the early –intervention period. Children who are deaf or hard of hearing have significant risk for vestibular and motor disorders. The ramifications, and proposed interventions will be discussed. Other topics that can be discussed: Children with auditory processing disorders who are deaf or hard of hearing and children , children with social-emotional disorders, other populations.


21st Century Learning Spaces for All

Date: 4 April 2016 Fee: $50 Duration: 1 hour

Information:What the Disability Standards for education look like in blended and online learning spaces? In other words, how do we create these spaces so that any learner, without exception, can easily participate on the same basis right from the start? The answers to these questions lie in the intentional selection, creation, and / or curation of devices, apps, and content as well as learning systems that enable any learner to:

• Perceive, understand, and control the content and activities to accomplish their goals.• Focus on the content and tasks rather than decoding how to navigate or control the resource or

system.

Goodbye PDFs, Hello EPUB!

Date: 23 June Fee: $50 Duration: 1 hour

Information:An introduction to publishing accessible resources for our multi-screen world. Wouldn’t it be great to be able to create an accessible document once and then have it capable of being viewed online or downloaded and read offline on a device like a smartphone, tablet, computer, or e-reader? EPUBs are a free and open document standard that are easy to create and use. They offer the strengths of both PDFs and websites but without the downsides of either. In this workshop participants will gain an understanding of:

• The need to move away from PDFs,• What makes up an EPUB• The rich array of apps available to create an EPUB.• A simple workflow for creating an EPUB• The devices and apps available for reading EPUBs

Presenters Bio:Greg Alchin is an Inclusive Learning Experience Designer with over 30 years experience as an educator in K - Tertiary contexts. Greg is also an Apple-certified Accessibility Consultant and Apple Distinguished Educator. Greg empowers individuals and institutions alike to be “more powerful than they or others think!” through innovative inclusive strategies that allow everyone to participate on the same basis straight from the start. In recognition of sharing his expertise around the world, Greg has received a string of international awards over the past 20 years including the New South Wales Premier’s Teachers Scholarship in Special Education in 2011. In 2015, Greg was invited to join the Apple Distinguished Educator Advisory Board for the Asia Pacific Region and was invited to address the United Nations Economic and Social Commission for Asia and the Pacific (ESCAP) on producing accessible digital books.

Greg’s most recent free book “Inclusive Design for iBooks Author” is available on the iBooks store. Greg’s own vision impairment enables him to be an authentic accessibility ambassador who speaks from personal experience.

Greg Alchin series

1 Online Masterclass $50 2 Online Masterclasses $100

2-day Program $300 Full Program $350


EPUB Masterclass

Date: 22-23 August Fee: $300 Duration: 2 days

Information :EPUB 3 is fast becoming the dominant open content format for creating rich usable and accessible documents that work across multiple devices. Whilst PDFs have been a major format for many years both the Department of Finance and the Australian Human Rights Commission (AHRC) consider the lack of accessibility support for PDF in the mobile environment to be a significant issue. EPUBs are a way forward. Whilst there has been some mystique and confusion around EPUBs this two day masterclass will present a simple and consistent workflow for creating accessible EPUBs.

Day 1: Planning your EPUBThis day is about the information design and technical process. It is application agnostic.

• Clarifying the purpose of your book,• Scoping how any reader will understand those goals,• Writing content plainly and simply• Creating / curating images, audio, video and interactive elements to provide appropriate support

and scaffolding• Format choice: pros and cons of Fixed or Flexible layouts

Day 2: Compiling, testing and publishing your EPUBThe ePub formatting tool will be dependent on demand (Adobe, InDesign, iBooks Author, Pubcoder, OpenOffice)

• Format configuration (Fixed or Flexible layouts) and template creation.• Emotional design and information design of laying out the content (text and rich media)• Developing internal structure and navigation through semantics,• Improving discoverability through metadata, glossaries, tags and Table of Content.• Interlinking alternate formats and textual descriptions.• Testing across devices / platforms• Flight checks and publishing.


More Than Words and Signs Vocabulary Development and Children with Hearing Loss Dr Kathryn Crowe

Date: 5 April Fee: $50 Duration: 5:30-7:30pm

Information: Being able to link a word or sign to an object or action is only the very start of what is required for a full, robust, and functional vocabulary, or lexicon. The important question is not just whether a child knows a word/sign, but how extensive and connected the child’s knowledge of a word/sign is. It is this knowledge that is important in strengthening children’s ongoing vocabulary development as well as their language, literacy, and learning. Considering semantics takes the focus away from the number of words in children’s vocabularies, to children’s knowledge of internal relations between words, and how well developed are children’s semantic networks.

This master class will define and describe semantic relationships and processing, review literature on influences on semantic development and skills in children with and without hearing loss, and provide practical strategies for developing vocabulary and semantic skills in clinical, classroom, and real-world environments.

Teacher Aides Supporting Children with Hearing Loss

Date: 28 April and 24 June Fee: $200 Duration: 9-3pm each day

Presenters: Staff from RIDBC Renwick Centre and Education Services

Information:This course is intended to provide participants with the competencies required to assist in supporting learners with hearing loss 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,• use the knowledge of the role and duties of a teacher aide working with a student with hearing

loss, and• apply skills and strategies to assist in the support of a learner with hearing loss across a range of

learning environments.

Intended Audience: The course would suit people already employed or who are seeking employment as teacher aides, child care workers, or care assistants.

Intended Program: The program is offered in mixed mode, requiring two days of attendance, one at the beginning of the program (28 April ) and one at the end (24 June) together with a series of self-paced learning activities to be completed on-line.


Multilingualism Speech Acquisition Strategies for Working with Multilingual Children with Hearing Loss Prof. Sharynne McLeod and Dr Kathryn Crowe

Date: 5 May Fee: $100 Duration: 1-5pm

Information: The cultural and linguistic diversity of Australian children, including children with hearing loss is increasing. Educators and clinicians require knowledge of typical and atypical speech acquisition across a range of languages to meet the needs of the children and families they provide services too. In this workshop Professor McLeod and Dr Crowe will:

• summarise the multilingual diversity of Australia’s children, including Australian children with hearing loss

• outline factors families consider when selecting languages for children with hearing loss• provide an overview on the International Phonetic Alphabet for transcription of typical and atypical

speech across a range of languages common in Australia • compare and contrast the phonetic inventories of English and a range of languages common in

Australia• describe phonological processes in a range of languages• provide tools and strategies for assessing speech skills in languages other than English

Skills for Success for Students with Hearing Loss Dr Shirin Antia

Date: Sydney, 16-17 May Perth, 19-20 May Melbourne, 26-27 May Auckland, 2-3 June

Fee: Full Registration $300 1 day $200

Remote Full Registration $200 1 day $150

Duration: 9am-3pm each day

Information :Day 1. Vocabulary For SuccessIn this workshop attendees will learn about the importance of vocabulary learning, the connection between vocabulary and literacy, the components of good vocabulary teaching and an effective vocabulary intervention that The Center on Literacy and Deafness has conducted with Deaf and Hard of Hearing (DHH) children in Kindergarten through second grade. DHH children are often delayed in learning vocabulary and consequently in reading comprehension. In this workshop we’ll discuss what it means to know a word, what words should be taught, and how to teach them. Shirin will share the steps of a vocabulary intervention we have adapted from successful interventions conducted with young hearing children and show evidence of success with DHH children.

Day 2. Developing Social Competence in Deaf and Hard of Hearing childrenDeaf and Hard of Hearing (DHH) children with communication difficulties or delays are also at risk for social difficulties. The ability to function well in a variety of social situations is critical for success at school and, later in life, at work. In this workshop attendees will learn about the various aspects of social competence including social skills and social relationships. Shirin will briefly outline what we know about DHH children’s social competence. Shirin will share a framework for developing social competence and how families, communities and teachers can create environments that promote social competence and self-determination.


Vision Surveillance and Screening for the Nursing Profession Sue Silveira

Date: 6 June Fee: $50 Duration: 9am-3pm

Information: This day 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.

Presenters Bio: Sue has over 20 years experience as a paediatric orthoptist and in an academic role. She has taught widely in the areas of paediatric eye disease and vision surveillance and vision screening. She is currently the chief investigator on the project which is developing and implementing the Australian Childhood Vision Impairment Register.

Intended Audience: This forum will be of interest to nurses working in early childhood, both novices and experienced professionals.

Let’s Talk Sense Associate Professor Paul Pagliano

Date: Brisbane, 9-10 June Auckland, 13-14 June Melbourne, 16-17 June Sydney, 20-21 June



Duration: 9am-3pm

Information:Day 1: The Senses and the Emotional Brain Do you support a child or adult with sensory perceptual issues or cognitive impairment? For people with challenging sensory and cognitive conditions, everyday life can become so unpredictable and chaotic that, over time, lack of engagement can lead to a state of learned helplessness. In this workshop Paul will show how learned helplessness can be transformed into learned optimism through multisensory stimulation and explains how a program of support can be designed and modulated to match a person’s needs, interests and abilities.

Day 2: The Senses, Social Wellbeing and Quality of LifeIn day two there will be an emphasis on the practical. We will examine an abundance of exciting multisensory stimulation ideas that can be applied to enhance communication, play, daily living, leisure and recreation, therapy and education. Easy to use assessment tools and intervention strategies will be introduced to help the child or adult with sensory perceptual issues or cognitive impairment to:

• foster a feeling of ease with the environment• experience pleasure and happiness in their surroundings• kick start the desire to explore• improve learning, social wellbeing and quality of life.

POSTPONED TO 2017


Paediatric Vision Forum All Australian Presentation team

Date: 22 July Fee: $200 Duration: 9-4pm

Information:The Sixth Annual Paediatric Vision Forum represents a day where paediatric eye and vision care professionals will come together to exchange information on specialised areas within childhood eye and vision care.

Orthoptists, orthoptic students, nurses and educators supporting children will find this an invaluable professional development opportunity.

Intended Audience: This forum will be of interest to Orthoptists, orthoptic students, nurses and educators supporting children.

Teacher Aides Supporting Children with Vision Loss

Date: 5 Aug and 23 Sep Fee: $200 Duration: 9am-3pm each day

Presenters:Staff from RIDBC Renwick Centre and Children’s Services

Information: This course is intended to provide participants with the competencies required to assist in supporting learners with vision loss in the learning environment. Upon successful completion of the program participants will be able to:

• demonstrate an understanding of vision loss and its effect on learning,• use the knowledge of the role and duties of a teacher aide working with a student with vision loss, and• apply skills and strategies to assist in the support of a learner with vision loss across a range of

learning environments.

Intended Audience: The course would suit people already employed or who are seeking employment as teacher aides, child care workers, or care assistants.

Intended Program: The program is offered in mixed mode, requiring two days of attendance, one at the beginning of the program (7 August) and one at the end (9 October 2014), together with a series of self-paced learning activities to be completed on-line.


Working with Young Children with Hearing Loss and Additional Disabilities: Where do we Start? Maree Rennie

Date: 9-10 August Fee: $300 Duration: 9-4pm

Information:The aim of this workshop is to provide professionals with the belief and understanding that children with hearing loss and additional needs are able to develop auditory skills provided there are no contraindications, develop social interaction and play skills to enhance communication, language, and to maximise educational outcomes. The aim will be met through the delivery of presentations that address a unique model of early intervention that is holistic and yet targets the importance of auditory development for these children. The presentations will address the critical need to develop individual programs and structured small group programs for each child through a transdisciplinary approach to habilitation empowering parents and caregivers.

The objectives will address the unique needs of children with hearing loss and additional needs and how professionals can meet those needs by providing information and an understanding of:

• how to enhance the role of the parents and caregivers Sensory Integration and the Floor Time/DIR Model • attachment and relationships• shaping meaningful listening behaviours • the need to adapt each child’s communication requirements• when, how and what augmentative systems of communication can be used• the role of story telling, experience books - practical ideas to make these powerful tools• the role of play and cognition• meeting each child’s fine and gross motor needs• meeting the needs of each child’s behaviour• gaining an understanding of where and how to begin.

Intended Audience: This workshop will be invaluable to educators, therapists and support staff working with students with a range of diverse learning needs.

Accidental Counsellor Rocky Biasi

Date: 15 August Fee: $300 Duration: 9am-4pm

Information:The Accidental Counsellor Training is a practical mental health training that teaches basic counselling skills and concepts to people who are not trained counsellors but often find themselves in a “counselling role by accident”. This one day program is based on a ‘train the trainer’ model and after attending, participants will have developed the skills to work with staff in their own site to build skills in this area. Participants are provided with access to the full day of training and 1 license to access the online training. Full site access (multiple staff members) to the online training program is available upon enquiry.

Accidental Counsellor Training• How to maintain boundaries and prevent burnout and enhance self-care.• How to direct your questioning so the client identifies possible solutions.• How to listen to verbal and non - verbal communication to build rapport and trust quickly. • How to assist clients to set goals and consider new possibilities.• How to influence clients to develop and implement positive action plans.

Content:1. Positive Psychology2. Psychology of Influence3. Boundaries, burn out and self care

4. Reflective listening5. Solution Focused Brief Therapy


Supercharging Education for Students who are Blind and Vision Impaired Dr Kim Zebehazy

Date: 25-26 August



Duration: 9am-3pm

Information:Day 1: Self-Determined Super Thinkers: Promoting Problem Solving and Critical Thinking within the Educational Environment for Students who are Blind and Vision ImpairedA major component of quality education is preparing students to be good thinkers. Regardless of the content, successful students will be able to apply problem-solving skills to situations they encounter in and out of school. This is a skill area that should not be left to chance, especially for students who are blind or vision impaired who may have fewer incidental opportunities to practice good thinking skills. This full-day session will focus on two topic areas: problem solving/critical thinking and self-determination. Both topics are interrelated and support a student’s ability to self-assess, set-goals, and manage and address challenges. During the session, we will consider how to foster thinking skills by examining learning theories and strategies that promote problem solving and then specifically relate those to the educational needs of students who are blind and vision impaired, both in the academic curriculum and within disability specific areas. A portion of the day will also focus on how teaching style, questioning practices, and reflection factor into how we structure the learning environment for students who are blind and vision impaired to become problem-solvers, including for students who have additional disabilities. We will also examine components of self-determination and discuss ways that building in a specific focus on self-determination within the educational environment can further support the development of thinking skills. The session will include videos, activities and discussion. Handouts for practical application of the strategies and ideas will also be included.

Day 2: Graphical Sense or Nonsense? Supporting Meaningful Access to Graphics for Learners who are Blind or Vision Impaired.Drawing on some of the major take home ideas from Day 1, this workshop will examine the importance of graphics in the classroom and the considerations for making graphics accessible for the inclusion of students who are blind or vision impaired. The first part of the workshop will focus on the strategies that both tactile and print users who are blind or vision impaired use to gather meaningful information from math graphics and maps, with a heavier focus placed on strategies for tactile graphics reading. A comparison of strategies of more and less successful graphics readers will be shared with discussion around its implications for how to improve the graphic reading skills of all students who are blind and vision impaired. The second half of the workshop will expand on the use of graphics to the use of other modes for accessing information and concepts including descriptions and movement. Based on a current research study in which the presenter is involved, inclusive multi-modal intervention possibilities, particularly the use of movement and vocalizations to understand graphical concepts in mathematics, will be shared. The workshop will wrap up by considering the assessment aspect of graphics with discussion about what to look for in terms of accessibility in classroom and other assessments as well as ways to monitor a student’s progress in using graphics to develop concepts and thinking skills. Videos, discussion, and handouts will be part of the presentation.


Itinerant Teachers of the Deaf Conference (ITOD)

Date: 16 September Fee: $200 Duration: 9am-5pm

Information: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.

Intended Audience: This one day workshop will be of value to all itinerant Teachers of the Deaf supporting students in mainstream classroom settings.

WHO CAN SUBMIT?Researchers, practitioners and educators from all relevant areas are invited to submit abstracts for papers to be presented at the conference. Presentations may include research, descriptions of innovative practices or programs, or scholarly position papers.

PAPERS1) Papers for presentations – 20 minutesPresentations may include original research, innovative programs, professional practices, and theoretical and conceptual advances relating to the theme of the conference. Approximately 75 per cent of time should be spent on the presentation and 25 per cent of time dedicated to a question and answer session with the participants.

2) Poster presentationPosters offer the opportunity to share research or innovative programs for discussion. The poster displays will be located in the Renwick Centre Foyer and be available to participants during each meal break.

PAPER WORD LIMIT Please submit a presentation title, 150 word bio and a 600 word summary of proposed content.

PAPER DEADLINES All abstracts, biographies and photos are due 20 June 2016.

SUBMISSIONS Please direct all enquiries and submissions to Trudy Smith ([email protected])

ITOD 2016 Call for PapersExpressions of interest are invited for presentations on the following topics:

• Collaboration within multi-disciplinary teams

• Trailblazing; new technology, new techniques, new research, new opportunities

• Indigenous and Culturally Diverse Communities

• The Role of the Itinerant Teacher of the Deaf


Deaf History Workshop Dr Breda Carty and Darlene Thornton

Date: 17-21 October Fee: $550 Duration: 8:30-4pm over 5 days

Location To be advised Information: This week long workshop will present new information about Deaf History, and will include a ‘mini-conference’ where participants are encouraged to present their own work and receive constructive feedback. The workshop will also provide practical opportunities for learning how to find, analyse and share historical resources and research.

This event will be presented in Auslan only and interpreters will not be provided.

Presenters Bio:Breda Carty, PhD, is a Lecturer in Special Education at the RIDBC Renwick Centre, affiliated with the University of Newcastle. She is a former Secretary of Deaf History International, and regularly publishes and presents on Deaf History.

Darlene Thornton, has studied and worked in the field of sign language linguistics, and is an experienced genealogist from an extended Deaf family. She uses her interest in genealogy and history to trace Deaf people in Australia’s past.

Intended Audience:Those who teach and research in the Deaf History/Deaf Studies area (e.g., TAFE teachers in the Auslan Certificate courses – which include Deaf History modules), Deaf community, teachers of the deaf, parents and family members and those who work in Disability Studies.

The Early Start Denver Model (ESDM) Elizabeth Fulton

Date: 25 October Fee: $200 Duration: 9am-4pm

Information:The Early Start Denver Model (ESDM), developed by Drs. Sally Rogers and Geraldine Dawson, is a comprehensive behavioural early intervention approach for children with an autism spectrum disorder, ages 12 to 60 months. The program encompasses a developmental curriculum that defines the skills to be taught at any given time and a set of teaching procedures used to deliver this content. It is not tied to a specific delivery setting, but can be delivered by therapy teams and/or parents in group programs or individual therapy sessions in either a clinic setting or the child’s home.

In this introductory one day workshop, learn about the theoretical and empirical framework, curriculum and teaching principles of the ESDM. Topics include how to:

• Become a play partner with a child with ASD and engage them in rich dyadic learning experiences;

• Promote their development across all domains...in particular communication, social interaction and imitation;

• Administer and complete a developmental assessment of children’s skill levels;• Develop individualised, developmentally appropriate teaching objectives;• Implement the ESDM teaching practices and fidelity system to evaluate technique use; and• Maintain data systems and address poor or limited child progress, when needed.

Intended Audience: Anyone wanting to learn more about the ESDM, including parents, may attend this introductory level workshop.


The Education of Deaf Children Over Twenty Years of Cochlear Implantation. So What? Dr Sue Archbold

Date: Sydney, 3-4 November Brisbane, 7-8 Nov Adelaide, 10-11 Nov Melbourne, 14-15 Nov Christchurch, 17-18 Nov



Duration: 9am-3pm each day

Information: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 children are likely to have an additional disability, children with implants are a group which has been intensively studied over the years. What do we know and what don’t we know?

We know that more deaf children are now in mainstream schools, using spoken language as their main means of communication and to access the curriculum, and showing improved literacy and educational attainments. However, there is always a “but”! The two days will also explore the practical issues and what we know of the current and future challenges for deaf education in managing this growing group. There will be opportunity to discuss case studies- and the implications for you and the children and families you work with.


RIDBC Renwick Centre PartnershipsThe ongoing partnership between the WA Foundation for Deaf Children and the RIDBC Renwick Centre provides teacher education and continuing professional education in Western Australia. As a result of this partnership, the Continuing Professional Education Calendar features events that will also be presented in Western Australia. Through this partnership there are opportunities for teachers to enrol in the Master of Special Education with specialisation in Hearing Impairment program and participate in new research opportunities.

The partnership between the Victorian Deaf Education Institute (VDEI) and the RIDBC Renwick Centre continues to provide a range of professional education opportunities for educators in Victoria. For further information about these events, please contact Jamie Owen at [email protected] or 03 9032 6400.

Online Courses


Online CoursesReading Instruction with SPARK! Some Practical Activities for Reading & Kids! Dr Frances Mary D’Andrea

Date: As listed below Fee: $30 each, $150 for all 6 Duration: 1 hour each

Information: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! Each webinar will present information on a specific topic along with practical, kid-friendly (and teacher-friendly!) activities that you can do to help motivate and captivate students to engage in reading and writing. Topics to be covered will include:

• 19/2 Phonemic awareness: The sounds of language • 1/4 Phonics and word recognition: “Hey! I know that word!”• 13/5 Vocabulary: Goodbye to “Mad, Glad, Sad”!• 24/6 Comprehension: Reading for a purpose• 29/7 Fluency: Reading on ice skates• 9/9 Writing: Every Child an Author

The information and activities shared will apply to both print readers and braille readers, with an understanding of how the child’s visual impairment may impact learning in that specific area.

Intended Program: Participants may wish to sign up for only some topics or the entire series—each webinar can be a stand-alone unit. At the end of the series, see if your instruction has a bit more SPARK!

UEB Online

Fee: AUD$50 per certificate Duration: self paced

Information: UEB Online is a training program for sighted people to learn Unified English Braille (UEB). Unified English Braille has been adopted by many countries and replaces standard english braille. This program is the first online UEB training tool. The program is suitable for classroom and specialist teachers, parents, teacher aides and other professionals supporting children and adults with vision impairment.


HOPE Seminar Series

Date: As listed below Fee: Free Duration: 1 hour each

Information:

1) Supporting Students with Otitis Media – 6 April Donna ReesPersonal experiences as a parent and TOD have placed me into situations where I have seen first-hand the real struggles that children of all ages, across all sectors, and in all areas (health, education & wellbeing) are dealing with. I have become very concerned that these issues continue to affect so many of our children, many of who don’t have a diagnosis, are unsupported (medical/education/technologically), and have parents/carers, and teachers who are generally unaware of the implications associated with this disease.

Over the past few years, I’ve had several opportunities to attend national conferences regarding best practice for health aspects of OM (otitis media), and from the outlook, one might get the impression that Australia and NSW are doing OK in this area! Those conferences though, don’t reflect enough of the real issues!

We as educators and parents get to see the day to day life aspects that OM is causing for these kids! The support for these children is scarce! The gaps and lack of service provision and good follow up have just grown larger and thus the “roll on” effects across the child’s life continue to stand out as a real problem. The implications are quite diverse! These kids are in our schools, or not! They’re also in JJ’s (Juvenile Justice).

From a medical perspective there are well researched pathways to follow for treatment, however without support, many children simply aren’t getting to the GP let alone the ENT, or aren’t on any pathway to having better ear health and hearing! We’ve failed them because, for any number of reasons they’ve slipped through the net!

The Hear our Heart Ear Bus Project’s strategy is to support these children with a strong focus on education engaging the children in prevention and awareness programs. From a health perspective the project provides targeted full diagnostic hearing screening for diagnosis of ear health issues and or hearing loss. From that point then the support pathway is focussed on the individual, their learning environment, their teachers and parents gaining greater understanding of all implications, treatment, ways to differentiate learning, and really focussing on providing what is best practice for educational and health potential. The project has effective partnerships with the local communities that demonstrate sensitivity to culture and a safe environment for the children. The Hope seminar will provide participants with details of the project, real life testimonials where the success of this unique program has made a difference to so many children, teachers, schools and communities.

Website: www.hearourheart.org. Facebook: Hear our Heart Ear Bus Project

2) Open Plan Classroom Listening Environments: Pass or Fail? – 27 April Kiri MealingsThe past 5-10 years have seen a re-emergence of open plan classrooms in Australia and around the world. This seminar will address what different types of open plan classrooms look like, why these classrooms are becoming popular again, and what the benefits and shortcomings of these learning spaces are. In addition, this seminar will describe the acoustics of four case study classrooms found in Sydney, how these acoustics affect 5- to 6-year-old children’s ability to hear their teacher’s speech, and how the teachers perceive these classrooms in relation to noise, ease of speech communication, and vocal health.


3) Complex and Challenging Cases – 4 May Elizabeth RosenzweigChildren with multiple disabilities. Malformed cochleae. Late diagnosis. Impoverished family situation. Low parental involvement. Regression. Slow progress. What’s a therapist to do? In “Complex and Challenging Cases,” we will use case studies as a platform to discuss decision making, assessment, intervention, and outcomes for paediatric patients with hearing loss who do not fit the mold. With understanding and insight, some of these challenging children can become our greatest successes!

4) Oral Bilingualism – 8 June Elizabeth RosenzweigMany of today’s children with hearing loss are growing up in homes and communities where they are exposed to multiple spoken languages. This presentation will address the issues involved in helping these children communicate effectively in diverse linguistic environments: foundations of bilingual language acquisition, common challenges, engaging families from minority languages and cultures, and how monolingual therapists can work effectively with families who speak another language.

5) Remote Mentoring: Reaching Out to Overcome the Barriers of Distance and Build Potential – 17 August Lynda FarwellWorking with families and children with hearing loss is a highly specialised area. Therefore, professionals who are new to the field, as well as those who wish to expand their abilities, require substantial mentoring and coaching to increase their knowledge, skills and proficiency. Distance is often seen as a barrier to providing this mentoring support, but with technology at our fingertips, it does not need to be.

This presentation will discuss the professional mentoring model used at Hear and Say throughout its six centres in Queensland and outline the important considerations and essential ingredients needed to establish and maintain a mentoring partnership. Through the use of Telepractice, Hear and Say has developed a supportive and efficient model to ensure that professionals, wherever they are located, are able to receive support commensurate with that of their city peers. This presentation is relevant to professionals regardless of their profession or educational philosophy. I look forward to sharing our experiences in providing remote mentoring to overcome the barriers of distance.

Intended Audience:This event has been designed for educators, para professionals, families and stakeholders supporting children and students with hearing loss.

HOPE Parent Series

Date: As listed below Fee: Free Duration: 1 hour each

Information:1) So You are Getting an Implant: Candidacy and Considerations for Families – 20 July

2) Introduction to Auditory Verbal Therapy – 7 September

3) Using Cochlear Resources at Home – 27 October

Intended Audience:This event has been designed for families and stakeholders supporting children and students with hearing loss.


Audiology Masterclass Series

Date: As listed below Fee: $30 per session or $150 for all 6 Duration: 1 hour each

Information: 1) Relative Importance of Sound Deprivation and Length of Significant Deafness iIn Predicting Cochlear Implantation Outcomes – 8 April Isabelle BoisvertConsequences of sound deprivation (unaided hearing loss) are frequently discussed in audiology clinics. When a broad definition of deprivation is used, there is a risk in relying on untested assumptions about its effects. For example, in adults considering unilateral cochlear implantation, it is common to recommend implanting the “poorer” ear. Doubts arise, however, about the probability of obtaining satisfactory outcomes, when the “poorer” ear has had a long duration of sound deprivation. This is despite limited evidence in the literature supporting these doubts. This presentation is based on published studies and will provide a guide to informed decision-making in adults with a long duration unilateral sound deprivation considering a cochlear implant. The objectives of this presentation are to review the concept of duration of deafness and its relationship with outcomes of cochlear implantation, and how it applies to adults with residual hearing in their non-implanted ear. This will be done by examining speech recognition results obtained by adults with a hearing asymmetry (different duration of deafness between the ears) who received a cochlear implant in their better or poorer ear.

2) Newborn Hearing Diagnostics – Utilising all of our Tools! – 22 April Sharon SandridgeIt is undisputed how universal newborn screening has changed the landscape of hearing impairment. Infants are identified within hours of their birth allowing early identification of hearing sensitivity. Currently, we have a tool box of diagnostic tools – some old standbys and others emerging. This session will review the gold-standard tests and discuss the new and emerging technology that will elevate our diagnostic ability to a higher standard.

3) Update on Auditory Neuropathy Spectrum Disorder – 6 May Sharon SandridgeAuditory Neuropathy Spectrum Disorder (ANSD) has been an identifiable disorder now for 10 years - since Arnold Starr first coined a term to describe this interesting disorder. This session will provide an updated review of ANSD including known pathophysiology and genetic origins; diagnostic testing involving electrophysiology and radiographic, and finally management options including success with cochlear implants.

4) Electrophysiologic Assessment of the Dizzy Patient – 7 June Sharon SandridgeVestibular disorders are among the most common reason why individuals seek ENT services. Dizziness can be a symptom of so many disorders including Meniere’s disease, migraines, superior canal dehiscence (SCD), multiple sclerosis, to mention a few. Today we have several diagnostic tests that can assist in the determination of the etiology. This session will discuss the use of electrocochleography (yes it is staging a comeback!) and Vestibular Myogenic Evoked Potentials (VEMPs) in their expanded diagnostic role across the lifespan.

5) Maximising the Use of Your Evoked Potential Equipment – 15 July Sharon SandridgeEver 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 session will present what is trending in the literature for alternative uses of your evoked potential system.

6) Complex and Challenging Cases – 18 October Rebecca BullThis presentation will feature several case studies of complex and challenging cases and how the implementation of a word recognition test battery (Bodkin, Madell, & Rosenfeld, 1999) was used to quantify their functional speech perception abilities. The purpose of this is to establish a meaningful link between audiological results and classroom practice. It provides educators and other professionals with information about areas requiring further development, and determines a baseline for testing over time to monitor the development of specific auditory skills.


Archived Online Lectures

2015 Audiology Masterclass Series

Fee: AUD$200 Duration: 1 hour each

These six lectures featured fascinating studies of children and adults with complex and challenging audiology cases.

1) Unexplained Changes in Hearing in a Student with Hearing Loss – A Case Study Paul Peryman

2) Implantable hearing technologies for children with single-sided deafness: Candidacy and Manage-ment Emma Rushbrooke and Beth Atkinson

3) Combining parent observations with objective hearing tests in challenging cases - A Case study with Auditory Neuropathy Spectrum disorder. Janet Chapparo

4) Minimal device use: The impact of cultural difference and perceptions on cochlear implant out-comes Colleen Psarros

5) A case study of the audiological management of a baby with a deteriorating sensorineural hearing loss and a fluctuating conductive overlay. Karen Gillies

6) A case study of unilateral ANSD Genelle Cook and Kim Ter-Horst

Itinerant Teacher of the Deaf Online Series


This online lecture series focused on the role of the Itinerant Support Teacher: Hearing as they support students who are Deaf or Hard of Hearing (DHH) in the mainstream classroom. It was presented by Dr Shirin Antia

1) Mainstreaming or Inclusion? Is there a difference?

2) Academic status of DHH students in mainstream programs

3) Social status of DHH students in mainstream programs

4) The role of the itinerant teacher in supporting mainstreamed DHH students

5) Individual, family, and school assets that promote academic and social success

6) Facilitating and enhancing assets: Is there something we can do?

The Future is Now: The Making Sense Toolbox

Fee: AUD$150 Duration: 30 minutes each

In this series of eight 30-minute online lectures, Paul Pagliano takes you on a stimulating journey into the exciting world of the senses. He’s on a quest for sensational ways to expand the sense repertoire capacities of children with sense learning difficulties, to help them use their sense abilities to make meaning. Along the way you’ll become detectives in the world of sense development and learning. And be introduced to a remarkable sensory toolbox that educators can employ to enable the disengaged child to transform learned helplessness into something else entirely.


Considerations when Teaching Students who are Blind or have Vision Impairment


This online lecture series focuses on the role of the Specialist Teachers of Students with Vision Impairment as they support students who are blind or have vision impairment (BVI) in the mainstream classroom.

1) Preparing for School Inclusion

2) Legislative Imperatives

3) The Itinerant Teacher’s role

4) Technology and Equipment

5) Knowing the needs of your student

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

The Royal Institute for Deaf and Blind Children sponsors the Australian Childhood Vision Impairment Register, in partnership with families and children with vision impairment, key Australian service providers, health professionals, and government departments.

Information from the Register is being used to more accurately plan for the present and future service needs of children with vision impairment. It is also be available to researchers who are investigating the many causes and potential treatment for conditions related to vision impairment. All information they wish.

To ensure success from the Register, it is vital to have as many children with vision impairment involved as possible. Informing families about the Register is a challenge and one we hope you can assist with.

Please take the time to mention the Australian Childhood Vision Impairment Register to the families of children with vision impairment you have contact with. Details of the Register and online registration can be found at the website that supports the project called the VI Family Network, located at: vifamilynetwork.org.au.

Families can register online at vifamilynetwork.org.au or request registration forms by calling 02 9872 0303. Once they have registered their child, families will be asked to provide brief details related to their child’s vision impairment, and for consent for Register staff to contact their child’s eye health professional, for similar details on the child’s condition.

Brochures and posters which provide details of the Register are now available. We encourage you to contact us if you feel you could display these in your facility. They will be mailed to you at no cost.

To order these or make an enquiry regarding the Australian Childhood Vision Impairment Register, please contact Lena Karam on (02) 9872 0303, [email protected]


International Speakers’ Biographies

Dr Christine Yoshinaga ItanoDr. Christine Yoshinaga-Itano is a Professor Emerita and Research Professor of Audiology, Department of Speech, Language and Hearing Sciences, faculty of the Institute of Cognitive Science, Centre for Neurosciences at the University of Colorado, Boulder, Department of Otolaryngology and Audiology at the University of Colorado, Denver and the Marion Downs Centre. She developed the Marion Downs Centre in 1996 and received funding from the National Institutes of Health, Centres for Disease Control, Maternal & Child Health, the Office of Special Education, and the Office of Education since the early 1980s. Dr. Yoshinaga-Itano has assisted many state departments of education and public health agencies, schools for the deaf and blind, and early intervention programs throughout the United States and its territories. In addition, she has served as a consultant for many countries who have developed early hearing detection and intervention programs. She was the recipient of the Academy of Audiology(AAA) the Jerger Career Award for Research in Audiology in 2013, AAA Research Achievement Award in 2001, the 2010 Robert Ruben Award for Research from the Society for Ear Nose and Throat Advances for Children, the 2014 Antonio Brancia Maxon Award for EHDI Excellence, and the 2010 Council for Exceptional Children, Division of Communicative Disabilities and Deafness Award.

Dr Shirin AntiaDr. Shirin Antia, Meyerson Distinguished Professor of Disability and Rehabilitation, Department of Disability and Psychoeducational Studies, College of Education has directed the program in education of Deaf and Hard-of-Hearing (DHH) students since 1980. She teaches masters- and doctoral-level courses in the areas of language development of exceptional students, inclusion, and research. She is currently one of the co-principal investigators of the Centre for Literacy and Deafness (CLAD). She has conducted extensive research on inclusive programs and on social and academic integration of deaf and hard-of-hearing children. She is on the editorial board of the Journal of Deaf Studies and Deaf Education, the primary research journal in education of DHH individuals. She has been a board member of the Council on Education of the Deaf (CED), served as the president of the Association of College Educators-Deaf/Hard of Hearing (ACE-DHH) and is actively involved in professional preparation activities. She is the author of numerous articles and chapters on social interaction, social integration, and inclusion of DHH students. She has authored a book on social competence of DHH children. Dr. Antia has been honoured as a University of Arizona College of Education Erasmus Scholar, and received the Sister Mary Delaney award from ACE-DHH for her professional contribution to the field.

Dr Sue ArchboldBack in 1989, at the outset of The Ear Foundation, as a teacher of the deaf, I never dreamt that I would see the changes in opportunities for deaf children brought about by cochlear implantation. It’s a privilege to have observed the dramatic changes in opportunities offered by today’s hearing technologies, particularly cochlear implants, for deaf children and adults. The Ear Foundation led the way in the provision of cochlear implants for children, and now I am delighted to be leading our great team in ensuring that the potential of the technology is reached in everyday life. My experience in education, in managing Nottingham Cochlear Implant Programme for 15 years, in delivering clinical services and in qualitative research gives me the background to run this exciting and diverse Third Sector organisation with its great team of staff, Trustees and volunteers. My national and international contacts in education, audiology, ENT, speech and language and cochlear implantation ensure that we are up to date with the latest research and practice and that we are influential across this diverse field. Most of all, our team share the passion in putting our users- deaf children, young people, adults and their families - at the heart of what we do.


Dr Kim ZebehazyKim Zebehazy is an assistant professor in the Department of Educational and Counselling Psychology, and Special Education at the University of British Columbia (UBC). She is co-coordinator of the blindness and vision impairment concentration that prepares teachers of students with vision impairments (TSVIs) and coordinator of the graduate certificate in orientation and mobility. Kim has been at UBC since 2009. Kim was also an assistant professor in these areas for two years at Northern Illinois University. Prior to working at the university level, Kim was an itinerant TSVI and O&M specialist in Vermont. Her caseload included children with vision impairments birth through high school, with and without multiple disabilities. She holds Academy for the Certification of Vision Rehabilitation and Education Professionals (ACVREP) certification in both orientation and mobility and low vision therapy.

Kim received her bachelor’s degree in special education with an emphasis in vision impairment and her Master of Arts degree in orientation and mobility from Western Michigan University. She completed her doctorate in 2006 from the University of Pittsburgh in special education with a focus on blindness and vision impairment. Kim’s research interests include personnel preparation, promoting problem solving and thinking skills with students with vision impairments, assessment, low vision, and orientation and mobility.

Associate Professor Paul PaglianoPaul Pagliano is Associate Professor in Education at James Cook University, Townsville, Australia. The senses have been his lifelong passion. Having written three highly regarded single author books on this topic, Paul has gained an international reputation as an inspiring speaker and workshop presenter.

Dr Frances Mary D’AndreaFrances Mary D’Andrea, Ph.D., is an instructor at the University of Pittsburgh and other universities, and an educational consultant specializing in literacy issues related to students with vision impairments. She has completed the reading specialist program at University of Pittsburgh and has supervised reading interns for the university.

Dr. D’Andrea began as a teacher of students with vision impairments in 1982. From 1995-2005, she worked at the American Foundation for the Blind (AFB), and helped establish their National Literacy Center. She co-authored Assistive Technology for Students Who Are Blind or Vision Impaired: A Guide to Assessment; Instructional Strategies for Braille Literacy; Looking to Learn: Promoting Literacy for Students with Low Vision; and other books, chapters, and articles. She is currently Immediate Past-Chair of the Braille Authority of North America (BANA), and has served as AFB’s representative to BANA since 1998.

Dr Sharon SandridgeSharon A. Sandridge, Ph.D. is the Director, Audiology Clinical Services, the Co-Director, Tinnitus Management Clinic, and Co-Director, Audiology Research Lab at the Cleveland Clinic in Cleveland Ohio, USA. Dr. Sandridge joined the Clinic in 1995 after a 2-year position as a Research Associate at City University of New York – Graduate Centre where she used the Mismatch Negativity (MMN) to investigate speech perception. Prior to that she was on faculty at Northern Illinois University where she taught the courses on electrophysiology. Her dissertation used the P300 to investigate the effects of aging on speech perception. Over her career she has investigated or used clinically the Auditory Brainstem Response (ABR) for both hearing sensitivity, neurologic assessment and intra-operative monitoring, the electrocochleography (EcochG), the 40-Hz ERP, the Auditory Steady-State Response (ASSR), the MMN, P300, Stacked ABR, CHAMP, and Vestibular Evoked Myogenic Potentials (VEMP).


Royal Institute for Deaf and Blind Children (RIDBC) has created the world’s first eLearning braille course, UEB Online. UEB Online is designed to help people who can see support the people in their life that are using braille as a vital part of their communication.

The program is suitable for:• Classroom and specialist teachers;• Parents;• Teacher aides, and;• Other professionals supporting children and adults with vision loss.

UEB Online is leading the way in using technology to promote braille literacy both in Australia, and internationally. Learning Unified English Braille (UEB) code has never been easier with this accessible online platform - all you need is your computer and an internet connection.

“Braille is fundamental to the development of language and literacy in people who are blind,” said UEB Online project leader and RIDBC Lecturer (Vision Impairment), Dr Frances Gentle. “Since our soft launch to industry, UEB Online has been used by thousands of people around the world.

“Designed for people who can see, UEB Online creates opportunities for families and mainstream educators to access a simple system that will allow them to support children and adults with vision loss who are using braille – no matter where they live.

“This is critical to the development of literacy, with research showing that children who are blind and learning braille have better employment outcomes as adults. Withholding braille from a child with significant vision loss would be like saying to another child that they don’t need to read anything anymore, that they should only learn by listening.”

Visit http:/uebonline.org to sign up and get started.

About RIDBCRoyal Institute for Deaf and Blind Children (RIDBC) RIDBC is a charity and Australia’s largest non-government provider of education, therapy and cochlear implant services for children and adults with vision or hearing loss, their families, and the professionals who support them.

RIDBC supports over 6,000 children and adults with vision or hearing loss each year across Australia. Over 1,200 children with significant vision or hearing loss are benefitting from RIDBC’s broad range of services, in addition to almost 3,000 babies and children receiving vision and hearing screening each year. We also support 3,500 children and adults through SCIC Cochlear Implant Program, an RIDBC service.

RIDBC services are delivered throughout Australia by a broad range of highly qualified professionals located in 17 permanent sites. Using face-to-face services combined with modern technology, RIDBC connects people across Australia to the expert therapy and services they need.

RIDBC services for children, adults, families and professionals

Service enquiries: T 1300 581 391General information: T 02 9871 1233 (TTY/V) E [email protected]

Donate: T 1800 043 411 F 02 9871 2196Private Bag 29 Parramatta NSW 2124E [email protected]

www.ridbc.org.au twitter.com/ridbc facebook com/ridbc instagram.com/ridbc

Assessment and diagnostics

Early intervention and early learning

programs

Specialist preschools, schools and school support

Teleschool and telepractice programs

Therapy and re/habilitation services

Audiology and cochlear implant services

Research, postgraduate and professional education

Continuing Professional Education

ridbc.org.au/calendar

Fax your registration form (02) 9873 1614 (registration forms available on the website)

Ways to EnrolTo register for an event, or to make your own suggestions for professional education, please contact us:

[email protected]

(02) 9872 0302 or (02) 9872 0207

RIDBC Renwick Centre, 361-365 North Rocks Road

2016 - ridbc.org.au€¦ · mainstream teachers will benefit from this one-day workshop by gaining...

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