- Tuesday, 15 October, 2019 - Wednesday, 16 October, 2019
8:30 am - 4:00 pm
The Workshop will focus on:
How we begin the journey with individual children and their families?
- Components and rationale of COMBINE Methodology. A framework developed by the RIDBC Matilda Rose team. Designed to meet the individual needs of children with hearing loss and additional needs by engaging parents as partners.
- Identify ‘Individual Differences’ by using the COMBINE Methodology framework to design and implement appropriate individual sessions and programs.
- Attachment Theory –practical interactive presentation and videos to provide ideas to identify breakdown in attachment, management strategies to repair and facilitate development of self-soothing and self-regulation, development of positive social engagement/relationships.
- Dynamic DIR- Floor-Time and Sensory Integration presentation to provide information and resources to promote the importance of identifying individual differences in children with hearing loss and complex needs.
- Music Therapy – enhancing listening, social engagement, speech, communication language and movement. A team approach.
Case studies, videos, resources, references for courses and literature will support this workshop.
Learning objectives: Participants will
- attain an understanding of the need to assess, identify and address individual differences in children with hearing loss and complex needs.
- gain an understanding of how to adapt Auditory Verbal Therapy to address individual differences and the importance of music therapy.
- understand and know where to source further professional training to acquire the knowledge to work effectively with this population.
**IMPORTANT** This workshop will take place at our Matilda Rose Centre, in Waverley. Participants have the option to meet at the RIDBC North Rocks site at 7:00am on both course days, and take a shuttle bus to and from the Matilda Rose Centre if required.
Spaces for this course are extremely limited and cannot be extended.
Attending Attending, Listening, Relating through Playful Interaction: How the families of young children with hearing loss and complex needs transformed our methodology to achieve positive outcomes will contribute 12 hours of NESA Registered PD addressing 1.5,1.6,2.5,5.1,6.2,.6.3, 7.4 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW
This course has been approved by AG Bell Academy for Listening and Spoken Language to offer LSLS™ 12 CEUs.
Maree Rennie is a Certified Infant teacher and a Certified Teacher of the Deaf. She began her career in South Australia as an early childhood teacher, and quickly moved to teaching hearing impaired children. She then trained as a teacher of the deaf in Melbourne in 1965. Since that time Maree has worked and studied in South Australia, Victoria, Massachusetts, Papua New Guinea, Canberra and Sydney in the field of special education specifically related to children who are deaf, visually impaired or hearing impaired children who have an additional special need. Maree returned to Australia and began working with the Sydney Cochlear Implant Centre in 1990. There her observation of the struggle some children were experiencing to maximise their potential following Cochlear Implantation made her realise that this group of children and their families could benefit from a specialised program- the Matilda Rose Early Intervention Centre, where she has worked since it opened in 2001. During her time at RIDBC Matilda Rose Centre she and her team have developed a creative, holistic, trans-disciplinary approach to improve educational outcomes for children with hearing impairment and additional needs.
Speech Pathologist graduated from Glasgow University, Scotland. Caren has extensive paediatric experience in the UK and Australia related to her work with families of indigenous children and children with hearing impairment including those with additional needs. Caren has additional training in Auditory Verbal Therapy, DIR-Floor-time, SOS Feeding, AAC, Attachment Theory, and Play Development. Caren has presented at both early intervention and cochlear international conferences in Australia and overseas.
Speech Pathologist /Audiologist graduated from University of Witwatersrand, Johannesburg, South Africa in 1984. She began working in Sydney Australia in 1989. Terry has extensive paediatric experience related to hearing impairment including those with additional needs. Terry attended workshops and conferences for training in Auditory Verbal Therapy, DIR- Floor-time, SOS feeding, AAC and PROMT therapy. Terry has presented at both early intervention and cochlear international conferences in Australia and overseas.
Physiotherapist graduated from the University of Sydney with a Bachelor of Applied Science (Physiotherapy) in 2008. Annie has expertise working in disability and early intervention and has a special interest in helping children learn how to ride bikes and participate in sports. She has worked extensively with children with hearing impairments and additional needs as well as children with complex conditions or multiple impairments. Annie has attended training in Spina Bifida, Cerebral Palsy, Key Word Sign, Being a Key Worker and DIR floortime as well as attending the ECIA and ISEI conferences. Annie has presented at past Workshops.
Certified Practising Speech Pathologist, with a Bachelor of Applied Science in Speech Pathology. Carla graduated from the University of Sydney, Cumberland Campus in 2006. She has extensive paediatric experience, helping children with a range of speech, language, literacy, and social communication impairments. Carla currently provides intervention to children with hearing impairment, including those with additional needs. Carla has attended numerous workshops and conferences for training in Auditory Verbal Therapy, DIR-Floor-time, Literacy programs (including Spalding and Seeing Stars), Hanen (It takes two to talk), the Lidcombe Program (stuttering) and social skills workshops.
Venue: Matilda Rose Centre
with payment by: