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It’s more than language: (Re)positioning the role of pragmatics in learning for deaf and hard of hearing children and young people

This one-day workshop explored the links between pragmatics and social communication for deaf and hard of hearing (DHH) children and young people, and its application to education settings.
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Key Details

Course Code
CPE22PRAG

Course Information

This one-day workshop explored the links between pragmatics and social communication. Participants will build knowledge informed by the latest research in the field of pragmatics in deaf and hard of hearing (DHH) children and young people, and its application to a range of education settings. This workshop explored the link between pragmatic skills and other aspects of learning and development including theory of mind, cognition, literacy, executive function, social skills and pretend play. The concept of metapragmatic skills, involving DHH young people’s explicit reflection upon pragmatic rules was presented, with opportunities for participants to apply this lens to their own practice. A range of approaches used to assess pragmatic skills in deaf and hard of hearing children and young people was explored, including considerations for practical applications. The workshop presented strategies for supporting pragmatic skills in DHH children and young people, including considerations for linking to curriculum and developing appropriate intervention.

Learning Outcomes: Participants will

  • build knowledge informed by the latest research in the field of pragmatics in deaf and hard of hearing (DHH) children and young people
  • describe the link between pragmatic skills and other aspects of learning and development including theory of mind, cognition, literacy, executive function, social skills and pretend play
  • identify tools to assess pragmatic skills in deaf and hard of hearing children and young people
  • learn strategies for supporting pragmatic skills in DHH children and young people.

This event addresses the following Standards from the Australian Professional Standards for Teachers: 1.1.2, 1.2.2, 1.3.2, 1.4.2, 1.5.2, 1.6.2, 2.6.2, 3.2.2, 3.3.2, 3.4.2, 3.6.2, 4.1.2, 4.4.2, 4.5.2, 5.1.2, 5.2.2, 5.3.2, 5.4.2, 6.2.2, 6.2.6, 6.3.2, 6.4.2, 7.4.2. It fits within the Priority Area of Children/ Student with Disabilities. This event is research and evidence based.

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