EARLY INCLUSION

EDU3EI

2020

Credit points: 15

Subject outline

This subject presents the notion of early inclusion as a means of increasing a child's capacity towards their social and communication skills. This notion identifies the first few years of life of a child's development as crucial in setting up a foundation for lifelong learning, effective communication, behaviour, health and cognitive growth and development. This premise has emerged from pedagogies and writings from early educational theorists such a Piaget, Vygotsky, Montessori and Dewey. This subject includes a special services placement experience.

School: Education (Pre 2022)

Credit points: 15

Subject Co-ordinator: Catherine Hamm

Available to Study Abroad/Exchange Students: No

Subject year level: Year Level 3 - UG

Exchange Students: No

Available as Elective: No

Learning Activities: N/A

Capstone subject: No

Subject particulars

Subject rules

Prerequisites: EDU2CT

Co-requisites: N/A

Incompatible subjects: N/A

Equivalent subjects: N/A

Quota Management Strategy: N/A

Quota-conditions or rules: N/A

Special conditions: N/A

Minimum credit point requirement: N/A

Assumed knowledge: N/A

Learning resources

Special needs and early years.

Resource Type: Book

Resource Requirement: Recommended

Author: Wall, K.

Year: 2010

Edition/Volume: N/A

Publisher: LONDON: SAGE

ISBN: N/A

Chapter/article title: N/A

Chapter/issue: N/A

URL: N/A

Other description: N/A

Source location: N/A

Career Ready

Career-focused: No

Work-based learning: No

Self sourced or Uni sourced: N/A

Entire subject or partial subject: N/A

Total hours/days required: N/A

Location of WBL activity (region): N/A

WBL addtional requirements: N/A

Graduate capabilities & intended learning outcomes

Graduate Capabilities

DISCIPLINE KNOWLEDGE AND SKILLS

Intended Learning Outcomes

01. Identify and describe factors that influence learning and development in students in the early years and identify typical and atypical development.

02. Identify and describe teaching specialisations, such as multi-disciplinary, trans-disciplinary and inter-disciplinary teaching models and teaching instruction models in a variety of settings including schools, community, special services government agencies.

03. Demonstrate an understanding of the collaborative skills in establishing effective relationships and managing complex interaction when planning individualised family support plans (IFSP and individualised education plans (IEP).

04. Demonstrate a capacity to contribute to school planning, development and management through program evaluation and student monitoring.

On-Line, 2020, Online study 1/4, Online

Overview

Online enrolment: Yes

Maximum enrolment size: N/A

Enrolment information: N/A

Subject Instance Co-ordinator: Catherine Hamm

Class requirements

Unscheduled Online ClassWeek: 10 - 19
One 3.00 hours unscheduled online class per week from week 10 to week 19 and delivered via online.

Assessments

Assessment element	Comments	Category	Contribution	Hurdle	%	ILO*
Practicum portfolio; supervisor's report & practicum reportHurdle requirement: 15 days of (compulsory) supervised teaching practice. Satisfactory participation and performance to defined exit standards are required to meet this hurdle requirement.	N/A	N/A	N/A	Yes	40	SILO3, SILO4
Personal Profile Assessment Summary	N/A	N/A	N/A	No	30	SILO1, SILO2, SILO3
Intervention strategy map	N/A	N/A	N/A	No	30	SILO1, SILO2, SILO3, SILO4

On-Line, 2020, Online study 3/4 , Online