EDED13435 - Students with Special Needs
Term 2 - 2017


All details in this unit profile for EDED13435 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

In the unit "Students with Special Needs", pre-service teachers gain awareness of their professional obligations, roles and responsibilities in relation to the Disability Standards for Education and the way that these standards inform policy and procedures for meeting the needs of students with disabilities in inclusive school settings. They build knowledge of the definitions and criteria used to categorise disabilities in educational environments and explore the concept of “person first” approaches to meeting the needs of learners with disability in the middle years of schooling. Students take an holistic view of supporting the access and participation of learners with special needs and evaluate specific differentiation, accommodation and management strategies to make recommendations that support inclusion, wellbeing, safety and learning of all students in inclusive mainstream settings. They research and document examples of good practice for consulting with students, parents, specialist services and wider community support agencies and demonstrate knowledge of how to access and facilitate partnerships that improve the educational outcomes for individuals with disabilities.

Details

Career Level Undergraduate
Unit Level Level 3
Credit Points 6
Student Contribution Band [not found]
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

Prerequisite:- EDED11457

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 2 - 2017
  • Bundaberg
  • Distance
  • Mackay
  • Noosa
  • Rockhampton

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 50%
2. Presentation 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
The content was relevant to disability studies and added to knowledge of catering to students with special needs. Student feedback Keep the current focus with the content.
More explicit message regarding the use of the same textbook from a previous course Student feedback Reminder to students to keep the textbook from EDED11457
Collaborate presentation - did not like speaking style Student feedback Deliver content in a more lecture-type format
On successful completion of this unit, you will be able to:
  1. Appraise the roles and responsibilities of educational stakeholders under legislation and policy for students with disabilities.
  2. Propose processes that overcome barriers to successful inclusion of students with disabilities.
  3. Evaluate strategies that support the psychological wellbeing, behaviour, accessibility and learning of students with special needs within whole class groups.
  4. Explain the rationale for accommodations and modifications that support the learning and social needs of students with disability.
  5. Interpret research literature and primary data sources to make recommendations that support the needs of students with disabilities.

Successful completion of the unit Students with Special Needs provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of 1.1, 1.5, 1.6, 2.6, 3.7, 4.1, 4.3, 4.4, 6.2, 6.4, 7.2, 7.3 and 7.4. Assessment tasks for this unit may be included in a portfolio as evidence of meeting these standards at Graduate career stage. Further aspects of the ICT elaborations of these standards can also be demonstrated through assessment in this unit.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment      
2 - Presentation

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1. Communication      
2. Problem Solving  
3. Critical Thinking  
4. Information Literacy    
5. Team Work    
6. Information Technology Competence      
7. Cross Cultural Competence      
8. Ethical practice

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment      
2 - Presentation

Textbook Information

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
  • Distance students = microphone and headset for Collaborate sessions
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorKatrina Higgins (k.higgins@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 10-07-2017

Topic 1: Terminology

Readings consist of documents within the topic

Week 2 17-07-2017

Topic 2: Disability Standards for Education

Review chapter two of text - Diversity, Inclusion and Engagement by Hyde, Carpenter & Conway (2014)

Week 3 24-07-2017

Topic 3: Case studies

Week 4 31-07-2017

Topic 4: Identification of disability

Linked readings within topic

Week 5 07-08-2017

Topic 5: Assessment of disability categories

Review Chapter ten, chapter eleven, chapter twelve, chapter thirteen and chapter fifteen of Diversity, Inclusion and Engagement by Hyde, Carpenter & Conway (2014)

Assessment one – Examining the Disability Standards for Education Due Monday (07 Aug 17) 09:00 AM AEST
Vacation Week 14-08-2017
Week 6 21-08-2017

Topic 6: Communication issues

Review

Chapter nine of text - Diversity, Inclusion and Engagement by Hyde, Carpenter & Conway (2014)

Week 7 28-08-2017

Topic 7: Educational Adjustment Program

Week 8 04-09-2017

Topic 8: Adjustments

Readings from unit resources online

Week 9 11-09-2017

Topic 9: Instructional practices

Reading from unit resources online

Week 10 18-09-2017

Topic 10: Assistive technology

Week 11 25-09-2017

Topic 11: Collaboration with social support professionals

Linked readings within topic

Week 12 02-10-2017

Review of the unit

Assessment two: Case study of a child with disability Due Friday (06 Oct 17) 05:00 PM AEST
Review/Exam Week 09-10-2017
Exam Week 16-10-2017

1 Written Assessment

Assessment Title Assessment one – Examining the Disability Standards for Education
Task Description

Assessment one: Examining the Disability Standards for Education

Your written assignment of no more than 2000 words is a response to careful reading of the Disability Standards for Education 2005 (C'wealth of Australia) and addresses the following points:

  • Define each of the following key terms used in the Standards: “on the same basis”, “consultation”, “unjustifiable hardship” and “reasonable adjustment” and provide an example of each key term.
  • What are the rights and responsibilities of all stakeholders under the Disability Standards?
  • Describe the obligations of teachers under the Standards.
  • How does the Disability Standards legislation work to overcome barriers to inclusion?
Assessment Due Date Week 5 Monday (07-Aug-2017) 09:00 AM AEST
Assignments are due by 9am on Monday 7th August 2017
Return Date to Students Assignment are returned once the moderation process has been completed.
Weighting 50%
Assessment Criteria

Assessment will be marked against the following criteria:

  • Knowledge and understanding of specific key concepts relating to the Disability Standards legislation
  • Understanding of potential issues related to the rights and responsibilities of all stakeholders
  • Knowledge and understanding of the Disability Standards legislation
  • Critical understanding of the obligation of teachers under the legislation
  • Standard of academic writing and use of academic materials
Referencing Style American Psychological Association (APA)
Submission Online

All assignments must be uploaded via moodle, assignments will only be accepted via moodle upload

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Appraise the roles and responsibilities of educational stakeholders under legislation and policy for students with disabilities.

2. Propose processes that overcome barriers to successful inclusion of students with disabilities.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

8. Ethical practice



2 Presentation

Assessment Title Assessment two: Case study of a child with disability
Task Description

Assessment two: Case study of a child with disability

This task involves developing a case study of one student for the purposes of providing detailed information in relation to the child, catering for their educational and social needs, to another teacher who will be teaching this student in the future. The case study consists of three parts:

Part One:

Choose a specific child with disability: you could use one of the case studies presented in this unit or a child that is known to you personally (please remember to apply pseudonyms to all identifying information - this student must NOT be identifiable). Document detailed demographic data about the student that includes:

Part two:

The body of your assignment discusses your student in relation to the following aspects:

  • personal details such as age, gender, socio-economic status, ethnic background, language, family background and context and geographical details (but not a specific address)
  • any medical history
  • description of the specific disability
  • a review of current literature related to the education of students with disability in general and your student's disability in particular.
  • the potential impact of your student's disability on learning, access to and participation in a mainstream classroom.
  • recommendations for communication strategies for consulting with the student, other students in the classroom, parents/ carers, specialist and community support services that form the student's support network.
  • recommendations for the use of technological aides and accommodations and modifications to learning, assessment and the learning environment to promote your student’s learning, social participation and well-being, safety, health and personal care in a mainstream educational setting that would be used by the next teacher in this student's educational journey.

Part three: Appendix containing:

All learning and behavioural/engagement plans for your student.
Assessment Due Date Week 12 Friday (06-Oct-2017) 05:00 PM AEST
Assignments are due by 5pm on Friday October 6th, 2017
Return Date to Students Assignment are returned once the moderation process has been completed.
Weighting 50%
Assessment Criteria

Assessment will be marked against the following criteria:

  • Knowledge and understanding of case study development
  • Knowledge of chosen disability
  • Understanding of the impacts of disability on learning and social participation for the child with disability
  • Understanding of accommodations and modification to learning, assessment and participation for the child with disability
  • Knowledge and understanding of relevant technology aids and other resources to promote learning, engagement and social participation
  • Application of communication strategies with all stakeholders
  • Standard of academic writing and use of academic materials
Referencing Style American Psychological Association (APA)
Submission Online

All assignments must be uploaded via moodle, assignments will only be accepted via moodle upload

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Appraise the roles and responsibilities of educational stakeholders under legislation and policy for students with disabilities.

2. Propose processes that overcome barriers to successful inclusion of students with disabilities.

3. Evaluate strategies that support the psychological wellbeing, behaviour, accessibility and learning of students with special needs within whole class groups.

4. Explain the rationale for accommodations and modifications that support the learning and social needs of students with disability.

5. Interpret research literature and primary data sources to make recommendations that support the needs of students with disabilities.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice




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