SUPPORTING SPECIAL NEEDS OF LEARNERS

EDU3SNL

2019

Credit points: 15

Subject outline



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. PSTs develop an understanding of educational institutions' responsibilities for positively building on student diversity. PSTs become familiar with the varied resources that students bring with them and the specific challenges that different individuals and groups confront in educational settings. Adaptive teaching and learning strategies are 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. PSTs learn how to engage with the school community, including parents, to identify and respond to the needs of all students. PSTs undertake 20 days of practicum in an educational setting as part of this subject, this is a hurdle requirement.





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 EDU2DTR or Students must be enrolled in one of the following courses in order to undertake this subject: Bachelor of Technology Education (EBTE, EBTEB) or Bachelor of Teaching (Primary) (EBTP) or Bachelor of Teaching (Secondary) (EBTS)

Co-requisitesN/A

Incompatible subjects EDU4SNL, EDU4SDL

Equivalent subjectsN/A

Special conditionsN/A

Readings

Resource TypeTitleResource RequirementAuthor and YearPublisher
ReadingsInclusive Education: A practical guide to supporting diversity in the classroomPrescribedLoreman, T., Deppeler, J., & Harvey, D. (2005)NSW Australia: Allen &Unwin
ReadingsEngaging the Disengaged: Inclusive approaches to teaching the least advantaged.PrescribedMcKenna, T., Cacciattolo, M., & Vicars, M. (2013).USA: Cambridge
ReadingsWhat teachers need to know about: Differentiated instructionRecommendedWestwood, P. (2016)Routledge
ReadingsInclusion in Action (5th Ed)RecommendedForeman, P.; Arthur-Kelly, M. (2017)Cengage Learning Australia Pty Limit
ReadingsDiversity, Inclusion and Engagement (2nd Ed)RecommendedHyde, M.; Carpenter, L.; Conway, R. (2014)Oxford

Graduate capabilities & intended learning outcomes

01. Demonstrate 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. Analyse 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…

Start date between: and    Key dates

Bendigo, 2019, Semester 2, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorRochelle Fogelgarn

Class requirements

Lecture/Seminar Week: 31 - 43
Three 7.0 hours lecture/seminar per study period on weekends during the day from week 31 to week 43 and delivered via face-to-face.
"Bachelor Of Technology Education Students"

Scheduled Online Class Week: 31 - 43
Two 2.0 hours scheduled online class per study period on weekdays during the day from week 31 to week 43 and delivered via online.
"Bachelor Of Technology Education Students"

Unscheduled Online Class Week: 31 - 43
One 2.0 hours unscheduled online class per week on any day including weekend during the day from week 31 to week 43 and delivered via online.
"All students"

Lecture Week: 31 - 43
One 1.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
"Bachelor of Education - Primary and Secondary Students"

Tutorial Week: 31 - 43
One 2.0 hours tutorial per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
"Bachelor of Education - Primary and Secondary Students"

Assessments

Assessment elementComments% ILO*
Differentiated Unit and ILPs (2250 words equivalence)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 word equivalence)This task will be scaffolded through the learning materials and supported during tutorials.50 02, 03, 04, 05
20 days Professional experience placementHurdle: Professional Experience must be passed satisfactorily to pass this subject.

Melbourne, 2019, Semester 2, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorRochelle Fogelgarn

Class requirements

Lecture/Seminar Week: 31 - 43
Three 7.0 hours lecture/seminar per study period on sunday during the day from week 31 to week 43 and delivered via face-to-face.
"Bachelor Of Technology Education Students only. Classes will be held on 18 & 25 Aug, and 27th Oct."

Scheduled Online Class Week: 31 - 43
Two 2.0 hours scheduled online class per study period on weekdays during the day from week 31 to week 43 and delivered via online.
"Bachelor Of Technology Education Students"

Unscheduled Online Class Week: 31 - 43
One 2.0 hours unscheduled online class per week on any day including weekend during the day from week 31 to week 43 and delivered via online.
"All students"

Lecture Week: 31 - 43
One 1.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
"Bachelor of Education - Primary and Secondary Students"

Tutorial Week: 31 - 43
One 2.0 hours tutorial per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
"Bachelor of Education - Primary and Secondary Students"

Assessments

Assessment elementComments% ILO*
Differentiated Unit and ILPs (2250 words equivalence)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 word equivalence)This task will be scaffolded through the learning materials and supported during tutorials.50 02, 03, 04, 05
20 days Professional experience placementHurdle: Professional Experience must be passed satisfactorily to pass this subject.

Mildura, 2019, Semester 2, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorJennifer Ryan

Class requirements

Lecture Week: 31 - 43
One 1.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
"Bachelor of Education - Primary and Secondary Students"

Tutorial Week: 31 - 43
One 2.0 hours tutorial per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
"Bachelor of Education - Primary and Secondary Students"

Unscheduled Online Class Week: 31 - 43
One 3.0 hours unscheduled online class per week on any day including weekend during the day from week 31 to week 43 and delivered via online.
"Bachelor of Education - Primary and Secondary Students"

Assessments

Assessment elementComments% ILO*
Differentiated Unit and ILPs (2250 words equivalence)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 word equivalence)This task will be scaffolded through the learning materials and supported during tutorials.50 02, 03, 04, 05
20 days Professional experience placementHurdle: Professional Experience must be passed satisfactorily to pass this subject.