| CODE | IAL2017 | ||||||||||||||||||||
| TITLE | Maltese Sign Language: Communication Made Simple | ||||||||||||||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||||||||||||||||
| MQF LEVEL | 5 | ||||||||||||||||||||
| ECTS CREDITS | 4 | ||||||||||||||||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||||||||||||||||
| DESCRIPTION | During this study-unit the learners will have the opportunity to become more aware of the importance of good communication when working with a deaf child. Such communication includes basic Maltese Sign Language and other factors that might be taken for granted such as good lighting and acoustics, the position of the speaker and the listener etc. Importance is also given to communication with the child’s parents and the transdisciplinary team (speech therapist, teacher of the deaf, sign language interpreter, etc) who need to work closely together. Study-unit Aims: This study-unit aims to help LSEs to acquire communications skill to help students with auditory impairment and deafness. Through this unit LSEs learn how to collaborate with all the professionals involved (teacher, speech therapist, teacher of the deaf, sign language interpreter, etc) and with parents. It also aims to give a basic knowledge and skill to communicate using the Maltese Sign Language. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: a) Identify the needs that students with hearing impairment experience in everyday life, in the classroom and at school; b) Identify the students’ progress to be able to give accurate feedback to the parents and professionals involved; c) Describe in detail the students’ progress in terms of language, social and behavioural development; d) List the possible modifications that can be done to meet the student’s needs (classroom and school level). 2. Skills By the end of the study-unit the student will be able to: a) Communicate using Maltese sign language to better communicate with the deaf child; b) Adapt lessons that can be followed by deaf students; c) Create situations where the students’ peers too can be fully part of the inclusive programme. Main Text/s and any supplementary readings: Main Texts - Resources downloaded from https://www.um.edu.mt/linguistics/research/maltesesignlang/research Supplementary Reading - Giangreco, M. F. (2007). Improving instruction for students with learning needs; extending inclusive opportunities. Educational Leadership, 64(5), 34-37. - Lund, E., & Douglas, W.M. (2016). Teaching Vocabulary to Preschool Children with Hearing Loss. Exceptional Children, Vol. 83(1) 26-41. SAGE. |
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| STUDY-UNIT TYPE | Lecture | ||||||||||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Karl Borg |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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