These are convenient, accessible and can be accessed at anytime.
These sessions are presented by RIDDBC staff and external experts in the field.
All of these sessions also can be used for accreditation purposes. Each course will clearly state what accreditation is available for each course.
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.
The 2016 Audiology Masterclass series allows you to access six one hour online lectures at a time that is convenient to you.
This online series of lectures shares the results and findings from the long term speech, language, educational and psychosocial outcomes of children with hearing impairments.
This webinar will provide an outline of SCIC’s paediatric assessment protocol for clients with SSD; pre-operative support and counselling provided, and guidelines for rehabilitation following CI in this population.
The introduction of data logging into cochlear implant (CI) technology has provided a range of opportunities for clinicians and clients to modify their approach to device management and communication therapy.
Clinically the IMP is a normed instrument which documents and assesses when (or whether) an infant’s innate vocal behaviours transition to audition-led imitations of speech and salient words.
This webinar overviews patterns of impedance, electrophysiological, psychophysical results and device usage over the first 12 weeks post device activation. It is hypothesised that the map parameters and device usage stabilise at the same post activation interval irrespective of device activation time.
Today, in most developed countries, newborn hearing screening means that the diagnosis of deafness takes place in the first few weeks of a child’s life. Over 95% of deaf children are born to hearing parents, and this comes as completely unexpected.
For deaf young people, most of whom are in mainstream education, the lack of a peer group can be important, and the challenges they face become greater. At school, there may be greater demands upon them, with expanding language and curriculum demands, and providing support while promoting independence challenging.
Many factors influence the progress of deaf children: age at diagnosis, age at fitting of hearing aids or implants, the presence of other difficulties for example.