LEARNING DIFFERENCES AND PEDAGOGY
Credit points: 15
The focus in this subject is on the areas of learning differences and learning disabilities. Particular areas of high incidence difference, such as Austism Spectrum Disorder, are selected for attention. The complex nature of learning disabilities is also analysed. School and teacher responsiveness to difference is analysed, including individualised learning plans and approaches to differentiating the curriculum.
SchoolSchool of Education
Subject Co-ordinatorRochelle Fogelgarn
Available to Study Abroad StudentsYes
Subject year levelYear Level 5 - Masters
|Resource Type||Title||Resource Requirement||Author and Year||Publisher|
|Readings||Educating children with diverse abilities||Recommended||Ashman, A., & Elkins, J. (eds) (2005)||2ND ED, FRENCHS FOREST, NSW: PEARSON/PRENTICE HALL|
|Readings||How to differentiate instruction in mixed-ability classrooms||Recommended||Tomlinson, C. (2005)||2ND ED, UPPER SADDLE RIVER, NEW JERSEY: PEARSON EDUCATION|
|Readings||Inclusion in action||Recommended||Foreman, P. (ed) (2011)||3RD ED, SOUTH MELBOURNE: CENGAGE|
|Readings||Specified Journal articles||Recommended||(Links provided on LMS)||VARIOUS|
|Readings||The differentiated classroom: responding to the needs of all learners||Recommended||Tomlinson, C. (2005)||UPPER SADDLE RIVER, NEW JERSEY: PEARSON EDUCATION|
Graduate capabilities & intended learning outcomes
01. Students will engage with the diverse nature of special needs within the classroom, including gifted and talented students and consider ways to cater for varying abilities
- students will engage with material in the online module and post reflective responses in their online journal.
02. Students will generate individualised learning programs for students with special needs in either mainstream or special education settings.
- Students will create an individualised learning plan using an existing template
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Albury-Wodonga, 2015, Week 22-35, Blended
Maximum enrolment sizeN/A
Subject Instance Co-ordinatorRochelle Fogelgarn
Scheduled Online Class
One 2.0 hours scheduled online class per week on weekdays and delivered via online.
"Directed on-line learning activities."
Two 4.0 hours lecture/seminar per study period on weekdays during the day from week 27 to week 27 and delivered via face-to-face.
"Two preliminary half-day sessions at the on-campus intensive."