EDF2552 - Learning and teaching for students with diverse needs in various education settings - 2018

6 points, SCA Band 1, 0.125 EFTSL

Undergraduate - Unit

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.

Faculty

Education

Chief examiner(s)

Kate De Bruin

Coordinator(s)

Louise Oliaro

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Synopsis

This unit develops students' understanding of evidence-based learning and teaching practices in various educational settings for learners with disabilities including (but not limited to) disabilities, health circumstances, and culturally, linguistically or socioeconomically diverse backgrounds. Students are equipped with sound knowledge and first-hand experience of working with learners with disabilities using varied learning and teaching strategies that can be applied in a variety of educational settings, so they can identify strategies to support inclusive student participation and engagement in classroom activities. This includes a particular focus on peer-assisted learning, cooperative learning, reciprocal teaching, providing feedback, differentiated instruction and ways in which positive relationships between teachers and students might be promoted. Students are also introduced to the principles of effective planning to equip them with knowledge and skills in curriculum development and lesson planning that are relevant for students with disabilities, as well as a tool for reflecting on their practice.

Outcomes

Upon successful completion of this unit students should be able to:

  1. critically analyse research evidence that supports the use of different learning and teaching practices
  2. identify a range of effective and evidence-based learning and teaching strategies for students with disabilities to support inclusive student participation and engagement in classroom activities
  3. create lesson plans incorporating evidence-based strategies to provide inclusive and personalised learning for diverse learners
  4. develop and practise positive relationship and communication skills between teachers and students
  5. demonstrate understanding of principles of effective planning and reflect upon their own practice.

Assessment

Class presentation (1600 words equivalent, 40%)

Case study: Lesson planning and reflection (2400 words, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2 hours per week
  2. Additional requirements:
    • 10 hours of independent study per week

See also Unit timetable information

This unit applies to the following area(s) of study