edu3snl supporting special needs of learners
SUPPORTING SPECIAL NEEDS OF LEARNERS
EDU3SNL
2017
Credit points: 15
Subject outline
In this subject Pre-service teachers explore the notion that every child, regardless of their challenges, has the ability to learn and that every learner has the opportunity to be successful in learning. Pre-service teachers develop an understanding of educational institutions' responsibilities for positively building on student diversity. A range of adaptive teaching and learning strategies will be explored to maximize the educational experience and achievements of a range of diverse learners including: students with learning difficulties and disabilities; high performing and under-achieving students and students with rich multilingual, limited literacy, diverse cultural and socio-economic backgrounds. Pre-service teachers learn how to engage with the school community, including parents, to identify and respond to the needs of all students. Pre-service teachers undertake 20 days of practicum in an educational setting as part of this subject.< /p>
SchoolSchool of Education
Credit points15
Subject Co-ordinatorRochelle Fogelgarn
Available to Study Abroad StudentsYes
Subject year levelYear Level 3 - UG
Exchange StudentsYes
Subject particulars
Subject rules
Prerequisites Students must be enrolled in one of the following course in order to undertake this subject: Bachelor of Technology Education (EBTE, EBTEB), Graduate Diploma in Technology Education (EDGTE), Bachelor of Education Secondary (EBEDS, EBEDSB, EBEDSM), Bachelor of Education Primary (EBEDP, EBEDPB, EBEDPM)
Co-requisitesN/A
Incompatible subjects EDU4SNL
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Inclusive Education: A practical guide to supporting diversity in the classroom | Prescribed | Loreman, T., Deppeler, J., & Harvey, D. (2005 | NSW Australia: Allen &Unwin |
| Readings | Engaging the Disengaged: Inclusive approaches to teaching the least advantaged. | Prescribed | McKenna, T., Cacciattolo, M., & Vicars, M. (2013). | USA: Cambridge |
| Readings | Teaching Students with Learning Disabilities: A Step-By Step Guide for Educators | Recommended | Pierangelo, R., & Giuliani, G. (2008). | California: Corwin Press |
| Readings | Identifying Children with Special Needs. | Recommended | Hannell, G. (2004) | Cal: Corwin Press |
| Readings | Adapting curriculum, teaching and learning strategies. In P. Foreman (Ed.), Inclusion in action (pp. 109-112) | Recommended | Conway, R. (2008) | South Melbourne, Victoria: Cengage Learning Australia Pty Limit |
Graduate capabilities & intended learning outcomes
01. Understand the need to cater for diversity, the major issues and legislative requirements involved in teaching in diverse classrooms.
- Activities:
- Lecture, Tutorial Workshop
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills(Creative Problem-solving)
02. Explore research and methodologies for supporting diverse learners through collaborative partnerships involving schools, families and caring learning communities.
- Activities:
- Lecture, Tutorial Workshop
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills(Creative Problem-solving)
03. Access research and pedagogies based on the understanding that learning is cognitive, affective and behavioural.
- Activities:
- Lecture, Tutorial Workshop
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills(Creative Problem-solving)
- Personal and Professional Skills(Ethical behaviour,Adaptability Skills)
04. Demonstrate knowledge of responsive teaching strategies which optimize the strengths and needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds
- Activities:
- Lecture, Tutorial Workshop
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Cultural Literacy)
- Personal and Professional Skills(Ethical behaviour,Adaptability Skills)
05. Develop differentiated learning opportunities utilising teaching strategies that maximize learning outcomes for students with special needs.
- Activities:
- Lecture, Tutorial Workshop
- Related graduate capabilities and elements:
- Personal and Professional Skills(Ethical behaviour,Adaptability Skills)
06. Generate individualised learning programs for students with special needs in either mainstream or special education settings.
- Activities:
- Lecture, Tutorial Workshop
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Cultural Literacy)
- Personal and Professional Skills(Ethical behaviour,Adaptability Skills)
Subject options
Select to view your study options…
Bendigo, 2017, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorRochelle Fogelgarn
Class requirements
Lecture/SeminarWeek: 31 - 43
Six 7.0 hours lecture/seminar per study period on weekdays during the day from week 31 to week 43 and delivered via blended.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Collaborative Differentiated Inquiry Learning Unit and ILPs for nominated diverse learners = 2250 | This task will be scaffolded through the learning materials and supported during tutorials. | 50 | 01, 03, 04, 05, 06 |
| Individual Analytical Reflection - Professional experience portfolio = 2250 | This task will be scaffolded through the learning materials and supported during tutorials. | 50 | 02, 03, 04, 05 |
| 20 days Professional experience placement | Professional Experience must be passed satisfactorily to pass this subject. |
Melbourne, 2017, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorRochelle Fogelgarn
Class requirements
Lecture/SeminarWeek: 31 - 43
Six 7.0 hours lecture/seminar per study period on weekdays during the day from week 31 to week 43 and delivered via blended.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Collaborative Differentiated Inquiry Learning Unit and ILPs for nominated diverse learners = 2250 | This task will be scaffolded through the learning materials and supported during tutorials. | 50 | 01, 03, 04, 05, 06 |
| Individual Analytical Reflection - Professional experience portfolio = 2250 | This task will be scaffolded through the learning materials and supported during tutorials. | 50 | 02, 03, 04, 05 |
| 20 days Professional experience placement | Professional Experience must be passed satisfactorily to pass this subject. |