SUPPORTING SPECIAL NEEDS OF LEARNERS

EDU3SNL

2021

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.

SchoolEducation

Credit points15

Subject Co-ordinatorRochelle Fogelgarn

Available to Study Abroad/Exchange StudentsYes

Subject year levelYear Level 3 - UG

Available as ElectiveNo

Learning ActivitiesLecture, Tutorial Workshop

Capstone subjectNo

Subject particulars

Subject rules

Prerequisites EDU2DTR and be admitted into the Bachelor of Education Secondary (EBEDS, EBEDSB, EBEDSM), or Bachelor of Education Primary (EBEDP, EBEDPB, EBEDPM)Or Students must be have completed 240 credit points and be admitted into the Bachelor of Technology Education (EBTE, EBTEB),

Co-requisitesN/A

Incompatible subjectsEDU4SDL OR EDU4SNL

Equivalent subjectsN/A

Quota Management StrategyN/A

Quota-conditions or rulesN/A

Special conditionsN/A

Minimum credit point requirementN/A

Assumed knowledgeN/A

Readings

Engaging the Disengaged: Inclusive approaches to teaching the least advantaged.

Resource TypePrescribed

Resource RequirementN/A

AuthorMcKenna, T., Cacciattolo, M., & Vicars, M.

Year2013

Edition/VolumeN/A

PublisherCambridge

ISBN9781107627987

Chapter/article titleN/A

Chapter/issueN/A

URLN/A

Other descriptionN/A

Source locationN/A

Diversity, Inclusion and Engagement

Resource TypeRecommended

Resource RequirementN/A

AuthorHyde, M.; Carpenter, L.; Conway, R.

Year2017

Edition/Volume3rd

PublisherOxford

ISBN9780190308452

Chapter/article titleN/A

Chapter/issueN/A

URLN/A

Other descriptionN/A

Source locationN/A

What teachers need to know about: Differentiated instruction

Resource TypeRecommended

Resource RequirementN/A

AuthorWestwood, P.

Year2016

Edition/VolumeN/A

PublisherRoutledge

ISBN9781742862927

Chapter/article titleN/A

Chapter/issueN/A

URLN/A

Other descriptionN/A

Source locationN/A

Inclusion in Action

Resource TypeRecommended

Resource RequirementN/A

AuthorForeman, P.; Arthur-Kelly, M.

Year2017

Edition/Volume5th

PublisherCengage Learning Australia

ISBN9780170376174

Chapter/article titleN/A

Chapter/issueN/A

URLN/A

Other descriptionN/A

Source locationN/A

Inclusive Education: A practical guide to supporting diversity in the classroom

Resource TypePrescribed

Resource RequirementN/A

AuthorLoreman, T., Deppeler, J., & Harvey, D.

Year2010

Edition/VolumeN/A

PublisherAllen &Unwin

ISBN9781741759860

Chapter/article titleN/A

Chapter/issueN/A

URLN/A

Other descriptionN/A

Source locationN/A

Career Ready

Career-focusedNo

Work-based learningYes

Self sourced or Uni sourced
Uni Sourced

Entire subject or partial subjectPartial subject

Total hours/days required20 days – 140 hours

Location of WBL activity (region)Flexible

WBL addtional requirementsAll students will be required  to hold a valid Working with Children (WWC) Check prior to undertaking professional placements as part of this subject

Graduate capabilities & intended learning outcomes

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.
02. Analyse research and methodologies for supporting diverse learners through collaborative partnerships involving schools, families and caring learning communities.
03. Access research and pedagogies based on the understanding that learning is cognitive, affective and behavioural.
04. Demonstrate knowledge of responsive teaching strategies which optimize the strengths and needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds
05. Develop differentiated learning opportunities utilising teaching strategies that maximize learning outcomes for students with special needs.
06. Generate individualised learning programs for students with special needs in either mainstream or special education settings.

Subject options

Select to view your study options…

Start date between: and    Key dates

Bendigo, 2021, Semester 2, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Subject Instance Co-ordinatorRochelle Fogelgarn

Class requirements

Lecture/SeminarWeek: 31 - 43
Three 7.00 h 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

LectureWeek: 31 - 43
One 1.00 h lecture per week on weekdays during the day from week 31 to week 43 and delivered via online.
Bachelor of Education - Primary and Secondary Students

Placement - Off SiteWeek: 31 - 43
One 20.00 d placement - off site per study period on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

TutorialWeek: 31 - 43
One 2.00 h 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 ClassWeek: 31 - 43
One 2.00 h 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

Assessments

Assessment elementCommentsCategoryContributionHurdle% ILO*

Differentiated Unit and ILPs (2250 words equivalence) This task will be scaffolded through the learning materials and supported during tutorials.

N/AOtherIndividualNo50 SILO1, SILO3, SILO4, SILO5, SILO6

Individual Analytical Reflection - Professional experience portfolio (2250 word equivalence) This task will be scaffolded through the learning materials and supported during tutorials.

N/AReportIndividualNo50 SILO2, SILO3, SILO4, SILO5

Compulsory 20 days Professional Experience Hurdle: Professional Experience must be passed satisfactorily to pass this subject.

N/AOtherIndividualYes0

Melbourne (Bundoora), 2021, Semester 2, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Subject Instance Co-ordinatorRochelle Fogelgarn

Class requirements

Lecture/SeminarWeek: 31 - 43
Three 7.00 h 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

LectureWeek: 31 - 43
One 1.00 h lecture per week on weekdays during the day from week 31 to week 43 and delivered via online.
Bachelor of Education - Primary and Secondary Students

Placement - Off SiteWeek: 31 - 43
One 20.00 d placement - off site per study period on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

TutorialWeek: 31 - 43
One 2.00 h 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 ClassWeek: 31 - 43
One 3.00 h 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

Assessments

Assessment elementCommentsCategoryContributionHurdle% ILO*

Differentiated Unit and ILPs (2250 words equivalence) This task will be scaffolded through the learning materials and supported during tutorials.

N/AOtherIndividualNo50 SILO1, SILO3, SILO4, SILO5, SILO6

Individual Analytical Reflection - Professional experience portfolio (2250 word equivalence) This task will be scaffolded through the learning materials and supported during tutorials.

N/AReportIndividualNo50 SILO2, SILO3, SILO4, SILO5

Compulsory 20 days Professional Experience Hurdle: Professional Experience must be passed satisfactorily to pass this subject.

N/AOtherIndividualYes0

Mildura, 2021, Semester 2, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Subject Instance Co-ordinatorRochelle Fogelgarn

Class requirements

LectureWeek: 31 - 43
One 1.00 h lecture per week on weekdays during the day from week 31 to week 43 and delivered via online.
Bachelor of Education - Primary and Secondary Students

Placement - Off SiteWeek: 31 - 43
One 20.00 d placement - off site per study period on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

TutorialWeek: 31 - 43
One 2.00 h 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 ClassWeek: 31 - 43
One 3.00 h 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 elementCommentsCategoryContributionHurdle% ILO*

Differentiated Unit and ILPs (2250 words equivalence) This task will be scaffolded through the learning materials and supported during tutorials.

N/AOtherIndividualNo50 SILO1, SILO3, SILO4, SILO5, SILO6

Individual Analytical Reflection - Professional experience portfolio (2250 word equivalence) This task will be scaffolded through the learning materials and supported during tutorials.

N/AReportIndividualNo50 SILO2, SILO3, SILO4, SILO5

Compulsory 20 days Professional Experience Hurdle: Professional Experience must be passed satisfactorily to pass this subject.

N/AOtherIndividualYes0