WelcomeDear Colleagues,

We at RIDBC Renwick Centre are delighted to present the 2015 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 operate in a range of sites around Australia and New Zealand to give you access to local professional development opportunities. In addition to this, we are offering thirty online seminars including 6 sessions as part of the Cochlear HOPE series. These seminars can be viewed live and/or via recordings and we encourage you to take advantage of this new style of learning. The majority of the events being held in Sydney can also be accessed remotely via web based conference. Please contact us to talk about your online learning needs.

We are committed to ensuring that all CPE events are accessible and provide real time captioning and sign language interpreting when required. We also provide all workshop handouts and materials in fully accessible digital formats using iTunes U and Google Docs for those participants with print disabilities and those who choose to lessen their environmental footprint. Please let us know your preference when registering.

The 2015 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.

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 http://www.ridbc.org.au/renwick/ calendar-events.

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

Warm Regards

Trudy SmithManager Continuing Professional Education

Royal Institute for Deaf and Blind Children (RIDBC)RIDBC is Australia’s largest non-government provider of education, therapy, diagnostics and cochlear implant services for children and adults with vision or hearing loss, their families, and the professionals who support them. RIDBC offers a range of programs and services for children, adults, families and professionals, including:• Assessment and diagnostics• Early intervention and early learning programs• Specialist preschools, schools and school support services• Teleschool and Telepractice programs• Therapy and re/habilitation services• Audiology and cochlear implant services• Research, postgraduate and professional education programs.

As a charity, RIDBC relies significantly on fundraising and community support to continue to make a difference in the lives of people with vision or hearing loss. For further information about RIDBC visit www.ridbc.org.au; subscribe to our newsletter at www.ridbc.org.au/newsletter; or follow us on

Facebook.com/ridbc; Twitter.com/ridbc; Youtube.com/RIDBCofficial

Paediatric Audiology Counselling12th FebruaryRepeated 12th March (online)

Effective communication and counselling are particularly important in paediatric audiology as emotional responses to the diagnosis of hearing loss can be overwhelming. Counselling in audiology is different to a counselling relationship a client might have with a counsellor or psychologist. It is not always well defined within the literature, however it is necessary. There are key messages that need to be conveyed in paediatric audiological appointments, however parent cannot process information nor learn new information if they are highly emotional. In order for parents to take on new information we need to effectively manage their emotional responses to the diagnosis.

Emotional responses to a diagnosis may be expressed directly, where the emotion is explicitly stated, or indirectly, hidden in seemingly technical questions. This workshop will focus on ways to identify emotional reactions, both direct and indirect, and how to respond to them. This discussion will be illustrated with data from a linguistic study into parent experiences of the newborn diagnostic process. Participants will be given an opportunity to workshop ways to effectively deal with the emotional responses of parents. In particular sadness, anger and denial will be covered. Participants will also be encouraged to share situations that have arisen in their clinical practice and explore possible ways of managing these situations.

Improving the Outcomes of Students with Hearing Loss in Mainstream Schools18th February, 9th March or 29th July

Mainstream teachers will benefit from this one-day workshop by gaining a deeper understanding of the characteristics, expectations, and needs of students with hearing loss. They will also attain a heightened awareness of the potentially important role that they can play in improving the educational outcomes of students with hearing s 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 have hearing loss, participants will be able to engage in questioning, discussion and the exploration of typical scenarios.

Presenters: Staff from RIDBC School Support Service (HL) and RIDBC Renwick Centre

Course code: RC 522 (February) RC523 (March) RC524 (July)Fee: $75 for schools supported by RIDBC School Support Service $200 for schools not supportedDuration: 9am - 4pm

A Cornucopia of Therapy Ideas for Diverse Populations19th - 20th February

Day OneA Cornucopia of Therapy Ideas: Using A Few “Toys” for TONS of Therapy Ideas(Do you mean a stack of coloured rings can be used with a baby AND a school-aged youngster -- You Betcha!)

This interactive session will address the topic of – it’s NOT the “toy” -- but instead, the listening and spoken language targets the parents and clinicians have in mind, as we work with a range of children of varied ages and skills/abilities. The key is expanding our expectations and “thinking out of the box” about therapy games, and activities. After collecting therapy/lesson materials for 30 years (and I still keep buying more books and toys!), I have come to the conclusion that the skill is in how we approach the therapy material – to make just about “anything” a learning opportunity for the range of patients – from a baby to the infant to a pre-schooler and up to a school-aged student. Following some background and foundational information, the program will morph to be “hands-on” and wrap-up with all participants engaging in one of Helen H. Beebe’s classic quotes, “A good clinician should be able to make a lesson with a roll of Lifesavers.”

Day TwoChildren with Additional Disabilities: MORE than Deaf and Hard of Hearing

Many of our children today present with one or more other “issues” or disabilities in addition to having hearing loss. Our clinical skills are further tested and stretched as we work with children who have been diagnosed or are being evaluated for other challenges including the medically fragile child, children with Autism Spectrum Disorder (ASD), learning differences, cerebral palsy, among others. Particular attention will include a discussion of children with Auditory Neuropathy Spectrum Disorder (ANSD). The value of an interdisciplinary team will be highlighted. Considerations and modifications that often must be implemented with these children and their families will also be addressed.

Listening and Spoken Language Outcomes: A Longitudinal Study of Paediatric Cochlear Implant Recipients at the Cleveland Clinic (USA)

Approximately 25 children with unilateral and bilateral cochlear implants who have been seen for Auditory- Verbal therapy at the Cleveland Clinic’s Hearing Implant Program (HIP) will be reviewed. The research question investigated the listening and spoken language outcomes of children with one or two cochlear implants. Subjects included a small number of unilateral and bimodal patients, as well as bilateral cochlear implant recipients (including ALL of the youngest subject – 7 with bilateral simultaneous CIs and 15 bilateral sequential CI patients, with the time difference between CI 1 and CI 2 ranging from 4 months to over 6 years).Longitudinal testing has been completed using an auditory measure (The Test of Auditory Comprehension or TAC), two vocabulary measures (The Peabody Picture Vocabulary Test and the Expressive Vocabulary Test), and measures of morphology and syntax (the Structured Photographic Expressive Language Test-- SPELT-Preschool 2 or SPELT-3). Subjects demonstrated most impressive auditory functioning abilities; the majority of the subjects were at or significantly above their age-matched hearing peers for receptive and expressive vocabulary; and over time, most subjects were also at or above their age-matched hearing peers for morphology/syntax.

Presented by: Dr Don Goldberg

Auslan 1 and Auslan 2

Auslan 1, 25th - 27th February Auslan 2, 13th April - 15th April

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

Presented by: Deaf Education Network

Improving the Social and Academic Outcomes for Students with Vision Loss2nd - 3rd March

Day OneA Day in the Life of a Youngster with Vision Impairment and How to Make the Day More Socially Engaging

This session will focus on the results of a recent research project in the United States looking at the lifestyles of youngsters with vision impairment who have successfully competed in the Braille Challenge and have strong academic skills. Dr. Wolffe will discuss the results in the four domains investigated: academic, social, activities of daily living, and vocational. There are two cohorts of youngsters who participated in the study: younger students (9 to 13 year olds) and older students (15 to 19 year olds) along with their parents and teachers of students with visual impairment. Emphasis will be on how to use the results to promote social success with students.

Day Two

Expanding the Core Curriculum in a Meaningful Way as an Itinerant Teacher

In this session, Dr. Wolffe will discuss areas of study that are essential to students with vision impairment known as the Expanded Core Curriculum (ECC): academic access, career education, independent living skills, orientation and mobility, recreation and leisure, technology skills, self-determination, sensoryefficiency, and social skills. How itinerant teachers can work effectively with others such as general classroom teachers, teacher aides, and parents to embed the ECC into children’s lives will be discussed. Resources for training others and supporting their efforts will be discussed. Detailed bibliographic resources will be shared with participants.Presented by: Dr Karen Wolffe

Improving the Outcomes of Students with Vision Loss in Mainstream Settings22nd July

Mainstream teachers will benefit from this one-day workshop by gaining a deeper understanding of the characteristics, expectations, and needs of students with vision impairments. They will also attain a heightened awareness of the important role that they can play in improving the educational outcomes of vision impaired students. 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 vision impaired, participants will be able to engage in questioning, discussion and the exploration of typical scenarios. This one day workshop will be of value to all mainstream teachers and support staff working with students who are blind or vision impaired in a mainstream classroom setting.

Presenters: Teachers from RIDBC Educational Services

Course code: RC525 (July)Duration: 9am - 4pm :Fee $75 for schools supported by RIDBC School Support Service $200 for schools not supported

Educational Assistants Supporting Children with Hearing Loss16th - 17th March

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.

The program is offered in mixed mode requiring two days of attendance together with a series of self-

paced learning activities to be completed on-line

Presenters: Staff from RIDBC Renwick Centre and Sensory: Hearing WACourse Code: RC534 Fee: $200 Duration: 9am - 3pm

The Action is in the Interaction DIR/Floortime23rd - 24th March STAGE ONE 25th - 26th March STAGE TWO

Stage OneThe Developmental Individual difference, and Relationship Based® model (DIR ® ) is a framework 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. DIR® 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.This 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.Video case examples will be used extensively in this training to illustrate working with children in a variety of environments and to illustrate progress made over time. The relationship between affect, sensory processing and communication will be explored from an occupational therapy and speech and language perspective. Insights from families using this therapeutic approach will be presented.The first two days provide foundational training and are necessary pre requisites prior to registration in StageTwo of this workshop series.

Stage TwoThis 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 of assessment and therapeutic tools to guide their clinical practice in a smaller group workshop.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.

Presented by: Mari Caulfied, Speech and Language Pathologist & Kathy Walmsley, Occupational TherapistCourse code: RC536 (Stage One) RC537 (Stage Two)Fee: $550 ( Stage One) $650 ( Stage Two) Duration: 9am - 5pm each day

Teacher Aides Supporting Children with Hearing Loss2nd April & 5th June

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.The program is offered in mixed mode, requiring two days of attendance, one at the beginningof the program (2 April ) and one at the end (5 June) together with a series of self-paced learning activities to be completed on-line.

Presenters: Staff from RIDBC Renwick Centre and Educational ServicesCourse Code: RC538 Fee: $200 Duration: 9am - 3pm each

Getting Physical: Promoting Inclusion in Sport for Students with Vision Loss8th May

Do students with impaired vision have adequate access to physical education and sport programs? Is there more we can do?

This hands-on workshop aims provide you with the theoretical knowledge and practical skills required to approach the complex issue of sport inclusion with confidence. The important role physical activity takes in promoting motor development and social skills will be examined and used as a springboard to get you up and running.

Elite athletes with vision impairment will be on hand to relay some real life experiences on the life-changing power of sport and guide you through the ins and outs of inclusion.

Increased motivation, self-confidence and improvements in health are some of the proven outcomes of physical education. Armed with enthusiasm and knowledge, you can look forward to affecting real change with your students.

Presented by: Ryan Jones, Guide Dogs NSW/ACTCourse code: RC539 Fee: $200 $50 Parent Duration: 9am - 4pm

Working with Young Children with Hearing Loss and with Additional Disabilities: Where do we Start?3rd - 4th June

The aim of this workshop is to provide professionals with the understanding that provided there are no contraindications, hearing impaired children with additional needs are able to develop auditory skills, develop social interaction and play skills to enhance communication, language as a basis for maximising their 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 hearing impaired children with 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.

This workshop will be invaluable to educators, speech pathologists and support staff working with students with a range of diverse learning needs.

Presented by: Maree Renee, RIDBC Matilda Rose Early Intervention CentreCourse code: RC541 Fee: $300 $100 Parent Duration: 9am - 4pm over two days

Paediatric Vision Forum 24th July

The Fifth Annual Paediatric Vision Forum represents a day when 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.

Presenters: All Australian Presentation teamCourse code: RC518 Fee: $200 Duration: 9am - 4pm

Music for Children with Hearing Loss27th JulyThere is a seemingly apparent paradox of teaching music to deaf children. The idea that those with a limited hearing capacity should wish to explore an art or activity based around sound is definitely intriguing. It is not unusual then for people to ask “How can deaf people play music?” and “Why do deaf people want to play music?”

Much research has gone into identifying the benefits of learning music, both for individuals as well as the benefits of music for the community. Most research assumes the benefits from a hearing person’s perspective, but music is also surprisingly relevant to children who are Deaf or hard of hearing. No two hearing people respond to music in exactly the same way as music is so much more than an art or activity about sound. Music is something that people do.

Two music educators of the deaf have come together to discuss and share the benefits of consciously exposing the Deaf or hard of hearing to music and musical activities. Danny Lane (UK) is a profoundly deaf professional musician and music educator, and the Creative Director of the unique organisation ‘Music and the Deaf’ (UK). Karen Kyriakou is a Melbourne-based music teacher working in both schools and arts organisations. Over the last 5 years, she has implemented a music program at Furlong Park School for Deaf Children, funded through Musica Viva’s ‘Equal Music’ Program.

Together, Danny and Karen outline the importance of children who are Deaf or hard of hearing accessing music while presenting evidence of successful approaches in engaging children in music. They will explore how collectively, a difference can be made by including music in the lives of children who are deaf and/or hard of hearing.

‘Music and the Deaf’ have developed music related signs for over 25 years of music education projects with deaf children. Sign language around the world still contains very few music signs. Delegates will be shown examples of the signs that have been used successfully with deaf children.

Participants will come away with accessible hands-on activities for non-musicians, that can be implemented in the home, clinic, classroom and community:

• Music games and songs for engagement, enjoyment and connecting• Rhythm activities for memory and cognitive development• Creative musical activities; self expression, aesthetics, skill development• Coordination development through movement and the use of instrument specific techniques.• Improvisation and composition activities that explore experimenting with sounds, developing

and sharing ideas, taking pride in one’s work, problem solving, team work and communication.• Early Years activities that present opportunities for the earliest possible start in music exposure;

an introduction to pitch, rhythm, inventing sounds, and using music through story telling (literacy).

Presented by: Karen Kyriaka and Danny Lane

Course code: RC510 Fee: $200 Remote $100 Duration: 9am - 4pm

Teachers Aides Supporting Children with Vision Loss6th August and 9th OctoberThis course is intended to provide participants with the competencies required to assist in supporting learners with vision impairment in the learning environment. Upon successful completion of the program participants will be able to:

• Demonstrate an understanding of vision impairment and its effect on learning,• Apply skills and strategies to assist in the support of a learner with vision impairment across a range

of learning environments.

The program is offered in mixed mode, requiring two days of attendance, one at the beginning of the program (6 August) and one at the end (7 November), together with a series of self-paced learning activities to be completed on-line.Presenters: Staff from RIDBC Renwick Centre and Childrens’ ServicesCourse code: RC542 Fee: $200 Duration: 9am - 3pm each day

Encouraging Independence in Children and Teenagers who are Blind or have Low Vision11th August and 12th August

“ I am only one, but still I am one. I cannot do everything, but still I can do something; and because I cannot do everything, I will not refuse to do something that I can do.”

(Helen Keller)

“I want to be more domesticated than Dad”(16 year old who is blind)

Independence in everyday routines is an expectation for adulthood, and much of our childhood is spent learning and mastering all those skills that enable independence. For children and teenagers who are blind or have low vision that journey towards independence may follow a route that’s different to their sighted peers, and is therefore unfamiliar and potentially challenging for families. Some skills are difficult to learn in the absence of vision, and their development might be delayed or excluded altogether unless they are specifically taught and practised.

These two sessions will use presentations, case studies, videos, discussions and practical applications to address the following: Development of independence in students who are blind or have low vision, including: What is independence? What does it mean at different ages? How does vision impairment affect development of independence/daily living skills? Why does it

sometimes seem so hard? Home, school and community-based independence activities

Presented by: Natalie Kaine, Vision AustraliaCourse code: RC543Fee: $100 for both sessions or $50 for one session or $50 parent for both sessionsDuration: 4pm 6.30pm each day

Vision Surveillance and Screening for the Nursing Profession21st AugustThis 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.

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

Presenters: Sue Silveira, Renwick Centre Lecturer and orthoptistCourse code: RC545 Fee: $50 Duration: 9am - 4pm

Mental Health and Deaf Children- Rethinking Education from a Therapeutic Perspective2nd - 3rd September

This workshop will provide a systematic review of the worldwide literature and prevalence rates of different types of disorder and then examine current research in Australia. Dr Cornes will provide a definition and commentary on the etiology and presentation of such problems, examine assessment tools that may be used and discuss the range of problems identified in populations of children with hearing loss. He will then provide clinical case examples of approaches that help or hinder the development of social and emotional competencies in education.

The workshops will be practical and offer opportunities for participants to contribute, reflect and to rethink current ways of dealing with these issues. Participants will leave the training with a greater understanding of mental health, therapeutic approaches and possess a range of strategies to use when approached with behavior in schools that is challenging, confusing and hard to understand and manage.

Presenters: Dr Andy CornesCourse code: RC547Fee: $300 for both days or $200 for 1-day Remote Fee: $200 for both days or $100 for 1-day Parent Fee: $100 for both days or $50 for 1-day Mental Health and ITOD: $475Duration: 9am- 3pm

Itinerant Teachers of the Deaf Conference4th September

A one day conference for visiting teachers and other professional supporting students who are Deaf or hard of hearing in mainstream settings. Sessions will address a range of topics in the areas of: deaf education, audiology and general education/ teaching practice.

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

Presenters: Australian and UK programCourse code: RC560Fee: $200 Remote Fee: $100 Parent Fee: $50 Mental Health and ITOD: $475Duration: 9am - 3pm

Braille Examination Techniques and Student Strategies14th September

This workshop in the first instance will explore all the practical elements of an examination in braille from the various perspectives of the student, the producer and the teacher: looking at the skills that need to be applied by the student and the methodologies essential to presenting accessible and equitable examinations in braille.The workshop will then proceed to explore the critical elements in the context of layout and content of any examination in braille such as:

• Formatting of examinations in braille• Reasonable adjustments by specifically examining a range of curriculum areas.

Presenters: Josie Howse, Manager NSW State Braille and Large Print Unit, NSW Department of Education and CommunitiesCourse code: RC549 Fee: $200 Parent Fee: $50Duration: 9am - 4pm

How to Create Accessible and Inclusive Resources15th - 16th September

This course has been designed for mainstream teachers and teachers of VI students to provide practical skills to create accessible resources. Through the course we will be discussing a range mainstream technology and reviewing their current accessibility. This will also be combined with tips, advice and best practice methods to create accessible content. Topics include Microsoft Word documents, PDF documents, Website Accessibility, iPad Accessibility, Google Apps and eBooks.

The objective of this presentation is to provide you with practical knowledge so you can make accessible content with the tools you already have.

Presenters: Tom Smith, Blind Foundation(New Zealand)Course code: RC550Fee: $300 for both days or $200 for 1-day Remote Fee: $200 for both days or $100 for 1-dayParent Fee: $100 for both days or $50 for 1-day VISCON and Creating Accessible and Inclusive Resources $500Duration: 9am-3pm

VISCON17th - 18th September

This biennial two day conference is designed for educators, school support staff, therapists and stakeholders who support students with vision loss. Presentation topics include curriculum, pedagogy, accessibility and orientation and mobility.

Presenters: Tom Smith, Blind Foundation(New Zealand) Course code: RC551 Fee: $300 for both days or $200 for 1-dayRemote Fee: $200 for both days or $100 for 1-dayParent Fee: $100 for both days or $50 for 1-dayVISCON and Creating Accessible and Inclusive Resources $500Duration: 9am-3pm

Pretend Play, Language and Literacy in the Classroom: Therapists and Teachers Working Together8th October

Play in the classroom is controversial as the link between a child’s play ability and education is not always immediately clear. This workshop combines the expertise of Karen Stagnitti (play) and Louise Paatsch (language and literacy) to bring to therapists and teachers ideas and explanations of why and how to embed play in the classroom. The workshop will cover why play is relevant to the classroom, how therapists can work with teachers in the classroom to embed play and how teachers can embed play in the classroomto extend children’s language and literacy. This one day workshop is a practical workshop with examples linking play abilities to the Australian curriculum. This workshop would be valuable to professionals who work in schools and are interested in play, language and literacy.

Presenters: Dr Louise Paatsch and Dr Karen StagnittiCourse code: RC511 Fee: $200 Duration: 9am - 4pm

Maximising Auditory Performance for Children with Hearing Loss and Other Auditory Functioning DisordersSYDNEY 12th - 13th October MELBOURNE 15th - 16th October BRISBANE 19th - 20th October AUCKLAND 26th-27th October

Day 1This workshop will focus on evaluation and early management of children with hearing loss and other auditory disorders. We will discuss the role of the audiologist in development and management of audition. Discussion will include considerations for determining what a child is hearing and how to use that information for management•How do we know what a child is hearing?•How do we know if technology is providing sufficient information?•Reconsiderations for selecting technology.•Considerations for special populations•Using speech perception information to assist in management.•Considerations for selection of technology including hearing aids, cochlear implants, and FM systems.•Interpretation of test results to plan habilitation management.Auditory disorders other than hearing loss will be discussed, including auditory processing disorders, auditory attention and auditory learning disorders. Discussion will include differentiating auditory learning disorders from language learning disorders and other learning disorders.

Day 2This workshop will focus on case management. Test results of individual patients will be reviewed and will include discussion to determine if tests selected were appropriate and if interpretation of test results were accurate. Discussion will include using test information to select an appropriate school placement, determining appropriate school accommodations, classroom observation to determine needs, assisting school personnel in maximisingperformance of a child with an auditory function disorder. The role of all professionals working with children with hearing loss and auditory learning disorders will be reviewed. Suggestions for selecting a case manager and working together as a team will be reviewed. The critical importance of providing support for children with hearing loss and their families will be discussed. Suggestions for running support groups will be reviewed.

Presenters: Dr Jane MadellCourse code: RC522 SYDNEY RC553 MELBOURNE RC554 BRISBANE RC555 AUCKLANDFee: $200 1 day, $300 2 days, $100 per day remote accessDuration: 9am - 3pm

Braille Formatting: The Good, The Bad and The Ugly9 November

The Guidelines for the Formatting of Braille (1995) was the most recent document on this topic. Over the last couple of years a small working party of the Australian BrailleAuthority has been updating this resource making it a far more expansive and contemporary document. This document is due for release in 2015. Session 1 will explore the changes, examine “best practice” in braille formatting and recognise that there is a whole range of options in putting braille on the page, hence the “good, the bad and the ugly”. Well presented (formatted) braille is of major importance to the reader and simply by thinking about braille when producing (putting your head into the fingers of the braille reader) you can ensure the student has an accessible and equitable access.In Session 2 we will include group work examining challenging samples of typical class work and exploring what would be the “good, better or best” option to present braille on the page.

Presenters: Josie Howse, Manager NSW State Braille and Large Print Unit, NSW Department of Education and CommunitiesCourse code: RC557 Fee: $200 Parent Fee: $50 Duration: 9am - 4pm

Monitoring Student Achievement12 November

“Measurement is the first step that leads to control and eventually to improvement. If you can’t measure something, you can’t understand it. If you can’t understand it, you can’t control it. If you can’t control it, you can’t improve it.”- H. James Harrington

It is the twenty-first century and the technology associated with hearing loss has never been better. Children today have the ability to acquire spoken language through audition by utilising the latest digital hearing aids and implantable devices. With Newborn Hearing Screening programmes becoming more prevalent worldwide, children have the best chance ever of achieving age appropriate spoken language and going to mainstream schools in their local communities. However, even with all the advances in technology and early diagnosis, there remains a population of children with hearing loss that we are failing; they do not achieve age appropriate spoken language. Even though some children have achieved age appropriate language skills at some point, we find they fall behind their hearing peers after commencing school (Ching) while others have never quite reached age appropriate skills. In both cases, was the delay documented early enough to make significant changes in the children’s programmes to allow for appropriate progress? Professionals working with this population often rely on annual standardized assessments to show progress. However, annual or even twice yearly standardised testing does not provide data in a timely manner to ensure programming can be adapted as necessary when appropriate progress fails to occur.It is only through a combination of standardised and functional assessments that we can truly monitor a child’s progress and make appropriate on-going changes to ensure age appropriate outcomes.Through a combination of functional and formal assessments, teachers and therapists can determine a child’s current level of functioning and document each student’s progress in audition, speech and language. On-going functional assessment provides monthly data to inform program decisions for children battling language delays. Specific tools used to track each student’s progress in expressive language, audition/ receptive language and related areas are discussed with hands-on practice provided.Participants can bring their own case files to apply knowledge and set goals based on their students’ currentlevel of functioning.

Presented by: Cheryl L DicksonCourse code: RC509 Fee: $100 Duration: 4.30pm - 7.30 pm

and their

RIDBC Renwick Centre Online Seminars

The Future is Now: The Making Sense Toolbox (ONLINE)Assoc Prof Paul PaglianoIn this series of eight 30-minute presentations 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. Alongthe 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. The eight presentations are:

What is it all about?In this introductory lecture we gain a conceptual overview of the eight presentations. We then begin our reconnaissance mission to find out which child experiences sense learning difficulties and whether it’s just the disabilities that hold them back or if there’s more going on under the surface.

The merry-go-roundLike a merry-go-round each sense develops in cyclic ways progressing through the detection, recognition and differentiation thresholds. In the second lecture we explore the different senses and consider the pros and cons of the child with sense learning difficulties having a neuroplastic brain.

A new quality of beingSensory processing enables the child to cognitively transform their understanding of themselves world. In this the third lecture we open up our sense learning toolbox to look into early ways of explaining how a child makes sense. These include the bottom-up, top-down and filling in theories.

Are you ready?For this lecture we get to scrutinize a fourth theory to explain how we make sense of the world, predictive coding. We then pore over the implications of predictive coding for children with sense learning difficulties. The key lesson behind predictive coding is to ensure that the child is emotionally ready to embrace the impending sense experience.

Planting the seedIn this presentation we probe into a fifth concept to explain how we make sense of the world, material engagement theory. Here we are particularly interested in how objects shape our sensory processing capability. These objects become sensory cognitive prosthetic devices, which enable the child to use their senses in new ways that were previously unobtainable.

Time and playThis sixth lecture concentrates on the fundamentally vital role chronoception plays in ensuring that our senses work in unison. A sense of time enables us to weave our multisensory experiences together, enhancing the likelihood that we will detect objects rapidly, identify them accurately and respond in appropriate ways.

Bringing in the socialWe are social beings. Being part of a social world gives us a feeling of belonging and makes our lives worth living. In this the seventh presentation we learn about care theory, how it informs education, and how educators can work to establish a caring relationship with the child.

Unified theoryThis final presentation provides us with an opportunity to conduct a final audit of all the making sense tools we now have in our toolbox and to carefully examine why,how and when we might use them to help the child with sense learning difficulties make better sense of the objects, events and people in their world.

Fee: $150 for entire series. Duration: Each recorded session is 30 minutes

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

Supporting Deaf/Hard of Hearing Students in Mainstream Educational Programs (ONLINE) Dr Shirin AntiaThis online lecture series will focus on the role of the Itinerant Support Teacher: Hearing as they support students who are Deaf or hard of hearing in the mainstream classroom. These one hour lectures are available to watch live and will be recorded. All registrations will receive a link to the captioned recording 7-10 working days after each live event.

Mainstreaming or Inclusion? Is there a difference?4 MarchMainstreaming usually refers to educational placement of children who are Deaf or hard of hearing in a school that primarily serves typically hearing children. This means that the child who is Deaf or hard of Hearing, needs to be prepared to adapt to a “typical” classroom structured for “typical” children. In contrast, inclusion implies that all children have a right to be educated in an integrated environment, and that the classroom environment should be adapted to accommodate children with different learning needs. Shirin will explain these two different points of view and explore the practical implications for children who are Deaf or hard of hearing.

Academic status of students who are Deaf or Hard of Hearing in mainstream programs1 AprilCan students who are Deaf or hard of hearing receive adequate academic instruction in the mainstream classroom? In this lecture Shirin will summarise the results of a five-year longitudinal study of the academic status of students who are Deaf or hard of Hearing in mainstream schools. Results include information on the students’ classroom participation, standardised achievement tests, and teacher ratings.

Social status of students who are Deaf or Hard of Hearing in mainstream programs29 AprilWhen students who are Deaf or hard of hearing are surrounded by only hearing peers, professionals and parents are often concerned about their ability to make friends and be socially accepted. This lecture will summarise information on social skills, peer acceptance and friendships of students who are Deaf or Hard of Hearing in mainstream educational programs.

The role of the itinerant teacher in supporting mainstreamed students who are Deaf or Hard of Hearing19 AugustStudents who are Deaf and Hard of Hearing in mainstream environments typically get services from a teacher of Deaf (TOD) who travels from school to school. The itinerant teacher’s role is broad and not always well defined. These teachers may provide direct services to students, consult with classroom teachers, or even co-teach. This lecture will provide information about the responsibilities of itinerant TODs, focusing on the effectiveness of the direct and indirect services that they provide.

Individual, family, and school assets that promote academic and social success8 SeptemberResearchers and professionals frequently focus on the risks imposed upon children by a hearing loss. In contrast, this lecture will focus on assets. Shirin will discuss (a) individual assets including communication and problem solving skills, (b) familial assets including parent-child relationships, and support of schooling and (c) school assets including administrative support, communication among professionals, and provision of services.

Facilitating and enhancing assets: Is there something we can do?4 NovemberShirin will select and describe a few specific strategies to enhance academic and social inclusion including teaching children self-determination skills; providing good communication access and facilitating classroom participation; and providing access to school and community extra-curricular activities.Fee: $50 per lecture or $200 for all 6 sessions Duration: Each session is 1 hour

Considerations when Teaching Students with Vision Loss (ONLINE)This online lecture series will focus 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. These one hour lectures will be recorded and sent on the date indicated below.

Preparing for Social Inclusion23 AprilTopics to be covered will include how to prepare a primary school, secondary setting or special school setting for the inclusion of a student with a vision impairment or who is blind.Participants will work through what school personnel need to know, what can make them feel prepared(or not). Models will be provided of relevant professional development topics/activities for school personnel. Key school-based and external personnel will be identified and the supports that are available within and outside of the school.Consideration will be given to such options as environmental assessment and the adaptations which might help the student. Also what equipment could be required and what funding might be sourced.

Legislative Imperatives19 MayPlease check our website for more details.

The Itinerant Teacher’s role30 JulyThe teaching role of the itinerant or vision teacher is based on the expanded core curriculum. This can include any skill or learning which is not normally provided by teachers in a regular school setting. Itinerant teachers are not remedial teachers!We will discuss what expertise an itinerant teacher should ideally bring to the school, how to support the implementation of your program when you’re not in the school, how to provide ongoing PD and support to teachers and organising alternative format materials.

Technology & Equipment27 AugustStudents with vision impairments need ‘Tools in the tool box’. They also need to know what it’s best to use and for what purpose. Sometimes simpler is better. We will explore ‘low tech’ options.It is important for the itinerant teacher to assist students to use most efficient technology or equipment for thejob, to effectively problem solve and make appropriate choices.We will look at what skills students need to use their technology independently and efficiently, and how tohave a back-up strategy for when technology fails.

Knowing the Needs of Your Student22 OctoberIt is important for itinerant teachers to know the educational implications of the wide range of vision impairments. This topic will include dealing with the medical information, interpreting medical reports, and the sorts of adaptations needed depending on the impairment.Assessment of functional vision and learning media will also be discussed. Methods to maximise visual functioning will be outlined. The learning media students use needs to fit with their abilities, circumstances and aspirations. As itinerant teachers we need to always ‘think of the next environment’ –we don’t just assess what student needs now, but need to think about what skills s/he will need for the future, or at least in the next educational setting.

Fee: $50 per lecture or $200 for all 5 sessions Duration: Each session is 1 hour

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

Audiology Masterclass Series: Challenging and Complex Cases (ONLINE)

This series of six lectures are a collaboration with Cochlear Australian and New Zealand and will feature case studies of complex and challenging cases. These one hour lectures are available to watch live and will be recorded. All registrations will receive a link to the captioned recording 7-10 working days after each live event.This event is pending Audiology Australia accreditation.

Unexplained Changes in a Student with Hearing Loss A Case Study15 May Paul PerymanUnexplained changes in hearing in students with hearing loss will occur in clinical practice. Sometimes these changes are accompanied by response behaviour in the clinic and elsewhere that is different to that usually shown by that student, or which is not consistent with the degree of audiometric change. Sometimes there are clues in comments made by the student themselves as to possible explanations for hearing changes.

A case presented of a19 yr old female student enrolled in a school for the deaf who has had a profound SNHL in her left ear and a progressive loss in the right ear since the time of diagnosis by ABR and behavioural audiometry at age 3 years. She has worn a BTE hearing aid in her right ear since the age of 3 years.

Since late 2013, there have been changes in the pure tone audiometry thresholds not associated with reported changes in hearing and with observed oral language communication ability, except with comments by the student’s mother about some difficulties in communication at home. Audiometry carried out during 2014 showed inconsistencies between test results within and between test sessions. These hearing threshold changes and test inconsistencies are difficult to explain, and clinical activity is continuing.

Implantable Hearing Technologies for Children with single-sided Deafness: Candidacy and Management 27 May Emma Rushbrooke and Beth AtkinsonHear and Say provides an Auditory-Verbal Early Intervention Program and a whole of life ImplantableHearing Technologies Program for children with hearing loss. Children with hearing loss in one ear may experience listening difficulties in many situations due to the fact that they do not have the advantages afforded by binaural access to sound. Whilst more research is needed, the current literature suggests that around 35% of these children will experience developmental delays particularly in the areas of speech and language development, educational progress and/or social and emotional development.

This presentation will give an overview of clinical observations, case studies, standardised speech and language assessment results, audiological assessment results and anecdotal evidence to share our clinical experiences with this population to date. Candidacy experiences and post implant management and therapy as well as parental insights into children with single-sided deafness who receive an implantable hearing technology will be discussed.

Combining parent observations with objective hearing tests in challenging cases - A Case study with Auditory Neuropathy Spectrum disorder26 June Janet ChapparoCombining parent observations with objective hearing tests plays a vital role in the management of challenging cases. This case study of a child with Auditory Neuropathy Spectrum Disorder (ANSD) helps illustrate how the Parents Evaluations of Aural/oral performance of Children (PEACH) and Cortical Auditory Evoked Potentials (CAEPs) can be used to guide clinical decisions, provide validation for fitting, and give a medium for parents to structure their observations of children in natural home environments.

Minimal device use: The impact of cultural difference and perceptions on cochlear implant outcomes21 August Colleen PsarrosCandidacy preparation for cochlear implantation requires a comprehensive approach to ensure that families are prepared, and professionals have jointly established a framework to assist families in managingthe child’s and their families needs. Counselling and exploration of expectations is an essential part of the preoperative procedure. This case is a child who was referred to SCIC at the age of 6 months, and was evaluated over a period of 6 months for cochlear implant candidacy. His family were both severe to profoundly deaf. The mother was a cochlear implant recipient. The baby was identified with a severe to profound hearing loss at birth, and fitted with hearing aids at the age of 6 weeks. Parents both decidedthey wanted cochlear implantation for their child. The paternal grandparents were Auslan users, and both parents were bilingual.

Device compliance was discussed when the child attended early intervention sessions without hearing aids, yet lack of device use was attributed to ear infections, and poor fitting moulds. Consistent cochlear implant use was discussed with the parents and mechanisms were put in place to maximise models of speech and language to facilitate bilingualism.

Data logging revealed the child had less than 30 minutes device use on average each day. Retention was an issue, however the family were experiencing pressure from extended family, and had reprioritized the importance of the cochlear implant use. One year post cochlear implantation the child has significant delays in communication.

This case discussion will overview the strategies used to facilitate improvements in device use, and the value of hindsight in identifying the factors that may have identified the issues preventing consistent device use.

A case study of the audiological management of a baby with a deteriorating sensorineural hearing loss and a fluctuating conductive overlay23 October Dr Karen GilliesThis case study will present the results and management pathway for a child born with a mild high frequency sensorineural hearing loss in the left ear and a profound hearing loss in the right ear. She also had a significant conductive overlay due to middle ear effusion in both ears at the time of diagnosis. This little girl was referred to Australian Hearing and fitted with hearing aids at 2 months of age. Over the ensuing 10 months, her audiological management was made challenging by a fluctuating conductive component to the hearing loss due to bouts of middle ear fluid, and a deterioration in the sensorineural hearing loss in the left ear. She was implanted in the right ear just prior to her first birthday and received a second cochlear implant at almost 2 years of age. This presentation will discuss the paediatric clinical pathways and protocols followed, including the use of aided cortical evoked potentials. Outcomes measures used at Australian Hearing, as well as the importance of liaison with other agencies and the parent-professional relationship will also be covered.

A case study of unilateral ANSD27 November Genelle Cook and Kim Ter-HorstThis case study will look at cases of unilateral Auditory Neuropathy Spectrum Disorder with varying etiology, both congenital and acquired. These cases will focus on diagnostic assessments and medical investigation.

Fee: $50 per lecture or $200 for all 5 sessions Duration: Each session is 1 hour

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

HOPE Seminar Series (ONLINE)This series of online seminars are a collaboration with Cochlear Australia andNew Zealand and are free of charge. These one hour lectures are available to watch live and will be recorded. All registrations will receive a link to the captioned recording 7-10 working days after each live event.

The Catch-Up Game: Working with Children Who Receive Cochlear Implants at Later Ages25th March Elizabeth RosenzweigWhen deciding on the support options for a child who receives cochlear implant at a later age it’s important to important to conduct the review within the context of the student profile and current research into neural plasticity and listening/speech/language outcomes for this population. These considerations will affect goal setting and teaching and learning sequences. This lecture will provide a series of case studies of students who received a cochlear implant later age and the goal setting hierarchy that was engaged for each. There will also be a focus on supporting parents with coaching and guidance strategies and setting realistic

Motivational Interviewing22nd April Dr Stephen WellsWhen parents struggle with a complex decisions regarding the health care of their child, service providers can become facilitators for addressing difficult change. Motivational Interviewing (MI) is “a collaborative conversation style for strengthening a person’s own motivation and commitment to change.” This presentation introduces participants to MI as an efficacious approach to working with individuals facing difficult change. The basic ‘spirit’ of MI, its core skills, and its positive approach to feedback will be explored. Dr Wells will speak from his experiences as a professional as well as a parent of a child with disability

Assessment and Management of Infants before Cochlear Implantation20th May Inge KatelbrunnWith full national coverage of Universal Newborn Hearing Screening Programs in Australia and increased access to information about hearing loss and management options through early intervention service providers and the electronic media, more parents of babies with severe-profound hearing loss have the opportunity and knowledge to seek very early cochlear implantation for their baby (before 12 monthsof age). Early intervention service providers have an important role to play in assessing and managing these babies before cochlear implantation. This role includes the use of appropriate early communication assessment protocols to(1) obtain a baseline measure of the infant’s preverbal communication skills before cochlear implantation and(2) to identify any red flags in the infant’s preverbal communication development that may potentially impact on the child’s spoken language outcome with a cochlear implant. In the pre-operative period, the early intervention service provider also plays a role in facilitating the development of the infant’s preverbal communication skills that will support the child’s communication development with a cochlear implant.

In this presentation early communication assessment protocols for infants with severe-profound hearing loss will be discussed as well as how assessment results may be used to identify the infant’s potential linguistic needs following cochlear implantation so that appropriate programs of support can be put in place as early as possible. Pre-operative management goals for the family and for the infant will also be identified. Examples of activities to encourage the infant’s sound awareness with hearing aids and development of preverbal communication skills such as eye contact, joint attention and turn-taking will be provided.

The Infant Monitor of vocal Production (IMP): An Assessment IMPerative?5 August Dr Robyn Cantle MooreThe potential for the Infant Monitor of Vocal Production (IMP) (Cantle Moore, 2004, 2009, 2013) to promote parent education, and inform parent-professional decision making in early intervention for neonatal hearing loss, has been highlighted in a longitudinal series of pilot studies monitoring the nature and pace of infant vocal development as a function of hearing experience (Cantle Moore, 2008, 2011). Those exploratory studies have included infant subjects with normal hearing, unilateral hearing loss, aided bilateral hearing loss, earlier cochlear implantation (<10 months of age), diagnosed features of auditory neuropathy spectrum disorder (ANSD), and bilingual/bi-modal habilitation pathways. The establishment of a normative evidence base for the IMP is now essential to ascertain the strengths and weaknesses of the instrument as an elementary assessment/surveillance tool, and to authenticate its diagnostic utility in earlier intervention for hearing impairment, as well as other areas of application (Macy, 2012).

This presentation will give a brief review of original features of IMP assessment which delineate an infant’s pre-lexical vocal progress in the context of their eco-social opportunity, and proceed to report significant findings that have emerged from preliminary analysis of the IMP normative study data (2011-2014) in relation to the instrument’s validity, reliability and prospective utility.

Spoken Language Outcomes of 5-year old Children who Received Early Cochlear Implantation: a population-based study.27 October Dr Teresa ChingSpoken language outcomes of children who received cochlear implants (CI) are highly variable. The extent to which variability in outcomes may be related to demographic variables and device configuration (unilateral CI, bimodal, or bilateral CI) was not known.  To address the gap of knowledge, this talk draws on a population-based study in Australia that investigated factors influencing longitudinal outcomes of children with hearing impairment (the LOCHI study). The study included 163 children who received a cochlear implant before 3 years of age.  Evaluations were conducted at 6- and 12-months post-implantation, and also at 3 and 5 years of age.  Multiple regression analyses revealed that age of implantation, non-verbal cognitive ability, presence of additional disabilities and communication mode in early intervention were significant predictors of language outcomes. Implications for services to improve children’s outcomes will be discussed.

Beyond Books: Bringing Literacy to Life in Therapy and At Home25th November Elizabeth RosenzweigWhat do we know about literacy and listening/speech/language outcomes in this population? What are the basic concepts (such as print skills, phonological awareness) that we need to understand to discuss this issue? This lecture will explain how to choose activities for use in therapy and at home including experience books and other resources. Strategies and techniques that professionals can use for parent coaching and to promote family engagement will also be provided.

International Speakers biographies

Dr Donald Goldberg

Donald M Goldberg, Ph.D., CCC-SLP/A, FAAA, LSLS Cert. AVT, is a Full Professor, Department of Communication at the College of Wooster (Oho) and a Consultant, Professional Staff, for the Hearing Implant Program (HIP) at the Cleveland Clinic’s Head and Neck Institute.

Dr Goldberg earned his Ph.D. at the University of Florida in 1985; Masters degree in Speech-Language Pathology from UF in 1979; and his Bachelor’s degree in Biology/Education from Lafayette College in Easton, PA (1977). He has been a university/college professor, the co-director of one of the nation’s largest cochlear implant centres, and is the former Executive Director of the Helen Beebe Speech and Hearing Centre, Easton, Pennsylvania.

The co-author of “Educational Audiology for the Limited-Hearing Infant and Pre-schooler: An Auditory-Verbal Program” (Pollack, Goldberg, & Caleffe-Schenck, 1997). Dr Goldberg has written several book chapters, published numerous research-based and clinical publications, and has been a presenter throughout the United States and Canada, along with opportunities to speak in Australia, New Zealand, China, Taiwan, Malaysia, the Philippines, Singapore, India,Hungary, Italy, and Austria. Don would like to be remembered as a TEACHER of multi-generational learners; and “Papa Dude” to granddaughters -- Sarah, Lydia, and Elizabeth.

Dr Karen Wolffe

Karen Wolffe manages a private practice as a career counselor and consultant in Austin, Texas. She is the author of Career Counseling for People with Disabilities: A Practical Guide to Finding Employment, Navigating the Rapids of Life: The Transition Tote System, and editor of Skills for Success: A Career Education Handbook for Children and Youth with Visual Impairments. She co-authored Transition Issues for Students with Visual Disabilities, the “Focused on…” SocialSkills series, and Teaching Social Skills to Students with Visual Impairments.

Her research and writing interests include the importance of career education, social skills development, transition issues, andemployment opportunities for people with disabilities, and literacy in the workplace.

Dr Shirin AntiaDr Shirin Antia, Meyerson Distinguished Professor of Disability and Rehabilitation, Department of Disability and Psychoeducational Studies(DPS), College of Education has directed the program in education of DHH since 1980. She teaches masters- and doctoral-level courses in the areas of language development of exceptional students, inclusion,and research. 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 is currently a co-principal investigator of the Center for Literacy and Deafness, a research centre funded by the Institute ofEducational Sciences. Dr Antia has been honored 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 Jane MadellDr Jane Madell is Director of Pediatric Audiology Consulting. She was formerly Director of the Hearing and Learning Centre and Co-Director of the Cochlear Implant Centre at The Ear Institute, New York Eye and Ear infirmary and Beth Israel Medical Centre. She is a certified audiologist, speech-language pathologist, LSLS and auditory verbal therapist.

Dr Madell’s clinical and research interests have been in the area of evaluation of hearing in infants and young children, management of hearing loss in children with severe and profound hearing loss, selection and management of amplification including hearing aids, cochlear implants and FM systems, assessment of auditory function, family support, and evaluation and management of auditory processing disorders.

Dr Madell has published 5 books, and numerous book chapters and journal articles. She presents nationally and internationally on topics related to hearing loss and other auditory disorders in infants and children, and consults internationally with families who are seeking support in working with their children with hearing loss.

Tom Smith

Tom Smith has been working for the Blind Foundation (New Zealand) for 11 years. Starting out as an Adaptive Communications Instructor heprovided direct support for the blind, low vision and deafblind in the greater Wellington area. This included providing support to teachers of VI students and students in tertiary education. His current role is Accessible Information Consultant, which involves educating organisations to create accessible and inclusive documents.

Dr Andy Cornes

Dr Andy Cornes is the Director of View Psychology Ltd which offers a range of psychological interventions bespoke to complex individual and organisational problems including consultation, supervision and training. Dr. Cornes was awarded a PhD in Psychological Medicine from the University of Sydney in 2007. He has a MA in Deaf Studies from the University of Durham, UK.

Dr Cornes has worked as a specialist mental health clinician in education for the past 15 years. He is responsible for designing, developing and leading therapeutic approaches and services in schools. He regularly works with senior leaders in education to enhance their psychological resilience and to foster their critical/ reflective thinking.

Dr Cornes is a Consultant Counselling Psychologist and a Fellow of the British Psychological Society. Additionally, he is a trained social worker and a Family and Systemic Psychotherapist. He is a Senior Fellow in the Graduate School of Education at the University of Melbourne (UoM).

His current research interests include working with Professor Brown at the UoM looking at communication as the core at both school and in the family, and how this relates to social emotional development, self-concept, self-esteem and identity, and how decisions about placement are critical. His current clinical interests include how psychological assessments of deaf and hearing-impaired (D/HI) children and adolescents can inform educators in terms of placement, fostering positive social and emotional development and behaviour management.

Cheryl L. Dickson

Cheryl L. Dickson is an international leader in Auditory-Verbal practice. A LSLS Certified Auditory-Verbal Therapist, Cheryl has over 30 years of experience in the field of childhood hearing loss and teaching spoken language through listening. A member of the first group to achieve Auditory-Verbal Certification, Cheryl continues to share her passionfor children with hearing loss and their families learning to listen and talk by mentoring professionals around the world so that they too can become Certified Listening and Spoken Language Specialists. She is the immediate past president of the AG Bell Academy for Listeningand Spoken Language and has previously dedicated five years on the Certification Committee shaping the Academy guidelines and standards for the current LSLS certification. Additionally she has served as a consultant to listening and spoken language programs throughout the world and is the founder and past Director of the CLASP Auditory-Verbal Centre in Manila, Philippines.

Renwick Online Learning

Audiology Masterclass Series: Featuring Dr Jane Madell

This is a series of six online lectures related to all areas of audiology. These sessions can be accessed via captioned recording. This series is a collaboration between the RIDBC Renwick Centre and Cochlear Australia and New Zealand. These seminars have been endorsed by the Audiological Society of Australia for 1.5 CPD points and the AG Bell Academy for Listening and Spoken Language has approved the program to offer 1 LSLS™ CEU each.

Karen Wolffe Online Series

In this series of one-hour presentations, Dr Karen Wolffe introduces listeners to areas of concern in the lives of children and youth with visual impairments that are often overlooked or under- represented in general education and home settings: Career Education, Social Skills, Recreation & Leisure, Transition, and Independent Living.

Putting it All Together: Featuring Cheryl deConde Johnson

This series of webinars focused on the analysis of objective and subjective student performance and learning environment data to inform school support services. The four seminars have been endorsed by the Audiological Society of Australia for 1.5 CPD points each he AG Bell Academy for Listening and Spoken Language has approved the program to offer 1 LSLS™ CEU each.

UEBOnline

We are delighted to announce UEB Online Braille training for sighted learners is ready for enrolments. UEB Online will be invaluable to educators, support staff, parents and students working with learners who are blind or vision impaired.

This thirty lesson course contains two modules. Module 1 covers the basics of braille, including the alphabet, some simple punctuation, simple word signs and group signs. Module 2 covers complex two-cell contractions, short forms, group signs, punctuation, numbers, print symbols, braille mode indicators and type forms, capitalisation and names and abbreviations. Each lesson includes two exercises which must be completed with 100% accuracy. Braille is entered online using a standard computer keyboard with select keys that replicate the keys of a braille machine. All marking of exercises in automated, enabling learners to receive immediate feedback on their progress.

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

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 on the Register is held in the strictest confidence, and families can withdraw from the Register when 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:

www.vifamilynetwork.org.au.

Families can register online at www.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 Sue Vale on (02) 9872 0373, sue.vale@ridbc.org.au

ITOD 2015 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

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.

PAPERSPapers 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.

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 LIMITPlease submit a presentation title, 150 word bio and a 600 word summary of proposed content.

PAPER DEADLINESAll abstracts, biographies and photos are due 19 June 2015.

SubmissionsPlease direct all enquiries and submissions to Trudy Smith (trudy.smith@ridbc.org.au)

VISCON 2015 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 Specialist Teacher of Students with Vision Impairment• Access Technology• Implementing the ECC in the mainstream curriculum

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 pro- grams, or scholarly position papers.

PAPERSPapers 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.

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 LIMITPlease submit a presentation title, 150 word bio and a 600 word summary of proposed content.

PAPER DEADLINESAll abstracts, biographies and photos are due 19 June 2015.

SubmissionsPlease direct all enquiries and submissions to Trudy Smith (trudy.smith@ridbc.org.au)

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 jamie.s@edumail.vic.gov.au or 03 9032 6400.

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

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.

Ways to EnrolTo register for an event, or to make your own suggestions for professional education, please contact usVia our website: http://www.ridbc.org.au/renwick/calendar-eventsBy Fax: fill out a registration form and fax to (02) 9873 1614 (registration forms available on the website)Email: our Continuing Professional Education Team at mailcpe@ridbc.org.auPhone: our Continuing Professional Education Team for further information (02) 9872 0302 or (02) 9872 0207 In Person: Royal Institute for Deaf and Blind Children, RIDBC Renwick Centre, 361-365 North Rocks Road, North Rocks, NSW 2151 8.00 AM to 4.00 PM weekdays

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