SUPPORTING SPECIAL NEEDS OF LEARNERS
EDU3SNL
2020
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), Bachelor of Education Secondary (EBEDS, EBEDSB, EBEDSM), or Bachelor of Education Primary (EBEDP, EBEDPB, EBEDPM) 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 Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Inclusive Education: A practical guide to supporting diversity in the classroom | Prescribed | Loreman, T., Deppeler, J., & Harvey, D. (2005) | NSW Australia: Allen &Unwin |
| Readings | Engaging the Disengaged: Inclusive approaches to teaching the least advantaged. | Prescribed | McKenna, T., Cacciattolo, M., & Vicars, M. (2013). | USA: Cambridge |
| Readings | What teachers need to know about: Differentiated instruction | Recommended | Westwood, P. (2016) | Routledge |
| Readings | Inclusion in Action (5th Ed) | Recommended | Foreman, P.; Arthur-Kelly, M. (2017) | Cengage Learning Australia Pty Limit |
| Readings | Diversity, Inclusion and Engagement (2nd Ed) | Recommended | Hyde, 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…
Bendigo, 2020, 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 online.
"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 element | Comments | % | 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 placement | Hurdle: Professional Experience must be passed satisfactorily to pass this subject. |
Melbourne, 2020, 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"
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 online.
"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 element | Comments | % | 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 placement | Hurdle: Professional Experience must be passed satisfactorily to pass this subject. |
Mildura, 2020, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorRochelle Fogelgarn
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 online.
"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 element | Comments | % | 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 placement | Hurdle: Professional Experience must be passed satisfactorily to pass this subject. |