EDF3552 - Teaching and learning of students needing increased support - 2019

This unit develops students' knowledge and first-hand experience of working with learners who may require a higher degree of support for learning to ensure equitable participation and engagement at school. These are typically learners whose personal circumstances are more than usually complex and who may experience barriers or exclusion due to one or more factors including (but not limited to) disabilities/impairments or health concerns. Evidence-based strategies for curriculum design and the use of technology are explored along with ways they may be instrumental in supporting the needs of these learners and their peers. Students build their knowledge of support services in schools and the community that are relevant to learners. Students develop expertise and experience in the skills of consulting, negotiating and facilitating as related to the roles of integration teacher, teaching assistants, families and professionals from a range of sectors, such as health professionals, social workers and out-of-home carers, who may be involved with the education, wellbeing and future success of these learners.

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

1. understand the professional implications for supporting the wellbeing of learners with disabilities and their future success in a variety of educational settings and across the school years
2. develop skills in using evidence-based approaches for curriculum design and technology to remove barriers for the access, participation and engagement of learners with disabilities
3. identify community and school resources and supports available for learners with disabilities
4. understand the role of, and develop skills to collaborate with, other personnel (including teacher assistants), family members and other professionals when supporting the higher needs of learners with disabilities
5. create evidence-based teaching resources relevant to curriculum design, transition planning, professional collaboration or the use of technology and reflect upon their use using professional practice frameworks.

Literature review (1600 words equivalent, 40%)

Case study: Practice for supporting diverse learners (2400 words, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

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

See also Unit timetable information

Primary and secondary inclusive education