These are convenient, accessible and can be accessed at anytime.
These sessions are presented by RIDBC 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.
Understanding Functional Vision
This webinar presents a model to explain the complexities of visual function and highlights the similarities and differences between the clinical assessment and the functional assessment of vision. An overview of an approach to functional vision assessment is presented, with suggestions made for maximising the use of vision during assessment and in a person’s everyday life.
Assessment of Visual Function: Near Vision
This presentation explores near vision, and how it is assessed clinically and functionally. The outcome of this assessment is applied to the low vision situation, with suggestions made for adaptations that minimise the impact of vision impairment on reading and writing.
Assessment of Visual Function: Visual Acuity
This presentation explores visual acuity and how it is assessed clinically. The different types of visual acuity tests used to assess vision according to the individual’s age, and ability to participate will be featured within this webinar. This webinar also provides a brief tour through the anatomy of the visual system and the parts of the brain involved in vision.
Dual-Language Learning for Children with Hearing Loss
This webinar is intended for professionals who work with children who have hearing loss and come from families that are bilingual or do not speak the majority language.
IMPlementing the IMP: The What, Why, Who, When and How of the Infant Monitor of Vocal Production
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.
Children with complex needs: cochlear implantation?
Up to 40% of deaf children are likely to have an additional difficulty and we also know that the presence of an additional difficulty is shown to impact negatively on outcomes from cochlear implantation
Assessing progress in young deaf children – why and how?
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.
Deaf Teenagers – the challenges of today
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.
Working with Families
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.
