Research

The Victorian Deaf Education Institute partners with universities and other established research bodies to conduct sound research studies which provide a strong foundation on which to establish best practice models for teaching and assessing deaf and hard of hearing children. A strong link between research and practice ensures VDEI remains relevant and at the forefront of innovative thinking and practices.

VDEI manages and leverages grant applications and research scholarships.

VDEI also manages in house research through collating and reviewing industry publications, facilitating surveys and feedback from stakeholders; determining research needs of the sector through feedback from teachers, families and students as well as academic recommendations; and coordinating participation of deaf educators in research.

In the long term, VDEI will publish its research findings and maintain a database of publications and case studies on the website.

Current reseach

Individual learning plans

March 2012

Late in term 4, 2011 and early in Term 1, 2012, principals and coordinators of facilities and services were instrumental in ensuring that appropriate data could be captured by The University of Melbourne’s researchers. This data, which is currently being reviewed, will identify particular schools, facilities or teachers who will participate in the next phase of the study (Phase 3).

In conjunction with the University of Melbourne, the VDEI’s research project, The development and use of individual learning plans as a basis for intervention in school programs with deaf and hard of hearing students, has continued to progress since December 2011.

The next (third) phase of the study will involve the collection of more data which will identify teacher practices that lead to an improvement in children’s academic outcomes.  The study will be completed in June 2012 with a report to VDEI providing valuable insights for evidence based exemplary practice.

For further information please contact: Kaye Scott scott.kaye.m@edumail.vic.gov.au

Individual learning plans

December 2011

An area for focus that has emerged through our discussion with stakeholders is the development of good quality individual learning plans. VDEI, in association with the University of Melbourne, is currently completing a research project entitled The development and use of individual learning plans as a basis for intervention in school programs with deaf and hard of hearing students. 

 One of the aims of the project is to explore good practice in the use of assessments to inform individual learning plans. The key themes that emerge from the project will also help define professional learning needs and future areas of research. 

School principals and coordinators of facilities and services were invited to participate in the study. Educational groups who agreed to participate in the study were provided with questionnaires to capturing data as possible about current assessment practices in schools and how these are linked to individual learning plans. This data is currently being reviewed. The review of this data will identify to researchers particular schools, facilities or teachers who will participate in the next phase (phase 3) of the study.

The third phase of the study will involve the collection of more data which will identify teacher practices that lead to an improvement in children’s academic outcomes. The study will be completed in June with a report to VDEI which will provide valuable insights for evidence based exemplary practice.

For further information please contact Kaye Scott on scott.kaye.m@edumail.vic.gov.au

Outcome of Melbourne University literature review

In partnership with VDEI, the University of Melbourne in December 2010 undertook a comprehensive review of the literature in relation to assessment and intervention strategies for language and literacy in children and students with hearing loss. This review has now been finalised.

Associate Professor Margaret Brown and Dr Linda Byrnes, conducting the review, identified examples of successful strategies in assessing and planning literacy intervention. Both made recommendations which included: obtaining a universal commitment to an assessment protocol; appropriate training of personnel; the establishment of a database that includes data on all children and students across all measures in the assessment protocol; and the implementation of a rigorous, systematic and well-planned strategic research project to measure the efficacy of different intervention approaches.

The review has provided VDEI with the necessary evidence required to embark upon further research into the current situation in Victoria in terms of outcomes achieved, and an improvement model for assessment and intervention.

For more information, please contact Helen Harrington-Johnson: harrington-johnson.helen.h@edumail.vic.gov.au

Tracking and predicting educational achievements in children with congenital hearing loss

September 2011

VDEI and Murdoch Children’s Research Institute, Centre of Community Child Health are conducting a population based study analysing data from the CHIVOS project (Children with Hearing Impairment in Victoria Outcomes Study).

The study aims to improve understanding around the tracking and predicting of factors influencing educational achievements in children with congenital hearing impairment, which may ultimately assist in influencing professional learning programs and practice, as well as parent education programs.

Mapping learning outcomes

April 2011

The work to map all Victorian children with a hearing loss is now well under way. VDEI has been working with both Australian Hearing and other DEECD departments to gather data that will enable VDEI to map the location and outcomes of all deaf and hard of hearing children in Victoria.

This information will assist VDEI to calculate the workforce capacity needed to support students in their learning; gain a better understanding of the needs of rural students; and promote future research into literacy and learning needs specific to hard of hearing and deaf children.

Strengthening outcomes and post school transition pathways for deaf students

VDEI has commissioned The Centre of Excellence for Students who are Deaf and Hard of Hearing at the Northern Metropolitan Institute of TAFE (NMIT) in the undertaking of a research study entitled Strengthening Outcomes and Post School Transition Pathways.

In order to gain a clear picture of Victorian deaf school leavers’ outcomes and transition pathways there is a need for a research study that quantitatively examines available data, and also qualitatively analyses the experiences of students and educators.

This study seeks to examine the outcomes achieved, and pathways chosen by deaf students upon leaving school; the factors that influence those choices; and the interventions required to improve outcomes.

Post school options - what are they?

December 2011

How do deaf and hard of hearing students get on post school? What would help them to nail that job or successfully complete tertiary education programs?

VDEI and Northern Metropolitan Institute of TAFE (NMIT) hope to answer these questions and identify options that will improve support to school leavers.

We want to know what students think and are inviting students who are deaf and hard of hearing to participate in a pilot project that will involve completion of a short survey.

Auslan Assessment tool development project

December 2011

VDEI, in partnership with La Trobe University, will break new ground in the development of an Auslan assessment tool and an Auslan Developmental Scale. We hope this can be deployed nationally to support young deaf children and their families in language enrichment opportunities. A reference group for the project involving the researchers, members from the education sector and service providers was formed for consultation and collaboration. 

Our second reference group meeting enjoyed great representation and we appreciate the support that this project is receiving.

Data collection in schools is due to commence in the first term of 2012.  To follow developments of the research project see: Auslan Assessment and Early Intervention Strategies Project

Development of Auslan Assessment Tool

September 2011

VDEI, in conjunction with La Trobe University, is currently developing an Auslan Assessment Tool and an Auslan Developmental Scale. Principle researcher, Dr Adam Schembri of La Trobe University, has appointed two research assistants, Gabrielle Hodge and Ida Rogers, who will support him in the project.

The project is to be done in collaboration with Victorian schools and early intervention centres, in particular, with Aurora School. The project will enable educators and families to adequately monitor general Auslan language development and highlight students who require further in-depth assessment. 

 

Auslan Assessment research project

April 2011

In April 2011, VDEI sought submissions from organisations to undertake an Auslan Assessment research project which aims to develop and trial the implementation of an Auslan assessment tool in consultation with key linguistic experts. La Trobe University was the successful organisation who will now undertake this project.

The project will produce an Auslan Development Scale in conjunction with educational facilities with signing children from 0-8 years old, build on the work already undertaken by Aurora school and enable educators and families to adequately monitor general language development as well as highlight students who require further in-depth assessment. It will also identify options for Auslan language enrichment interventions that may follow the assessment results, which would predictably affect measurable outcomes.