LEARNING DIFFERENCES AND PEDAGOGY

EDU5LDP

2016

Credit points: 15

Subject outline

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.

School: School of Education

Credit points: 15

Subject Co-ordinator: Rochelle Fogelgarn

Available to Study Abroad Students: Yes

Subject year level: Year Level 5 - Masters

Exchange Students: Yes

Subject particulars

Subject rules

Prerequisites: N/A

Co-requisites: N/A

Incompatible subjects: N/A

Equivalent subjects: N/A

Special conditions: N/A

Learning resources

Readings

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

Activities:: 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.

Activities:: Students will create an individualised learning plan using an existing template

Albury-Wodonga, 2016, Week 22-35, Blended

Overview

Online enrolment: Yes

Maximum enrolment size: N/A

Enrolment information:

Subject Instance Co-ordinator: Rochelle Fogelgarn

Class requirements

Scheduled Online Class
One 2.0 hours scheduled online class per week on weekdays and delivered via online.
"Directed on-line learning activities."

Lecture/SeminarWeek: 27 - 27
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."

Assessments

Assessment element	Comments	%	ILO*
Module response		40	01
Case study		60	02

Albury-Wodonga, 2016, Week 36-49, Blended