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ED3442 - Inclusive Education: Differentiated Learning for Students with Special Needs and Abilities
Credit points: |
3 |
Year: |
2021 |
Student Contribution Band: |
Band
1 |
Administered by: |
College of Arts, Society & Education |
Townsville Mixed attendance available only to RATEP students. SP1/2 External available
only to External ECE students.
Preservice teachers will examine the definition of Inclusive Education with a focus
on differentiating pedagogy to meet learner requirements. Pre-service teachers will
be taught about the diverse learners they may encounter in their specialist areas.
Pre-service teachers will be given guidance to help make accommodations and modifications
to the curriculum and the learning environment in order to meet the learning requirements
of children/students with special needs. In addition, pre-service teachers will be
introduced to national and international policies and legislation guiding the inclusion
of children/students with special needs into mainstream classrooms.
Learning Outcomes
- demonstrate a working knowledge of support processes for students with specific learning
needs including the Educational Adjustment Program (EAP), Individual Education Plans
(IEPs), Individual Student Plans (ISP) and Negotiated Education Plans (NEPs);
- critically analyse issues related to inclusive education and differentiated learners
with special needs: integration, legislation, policies, appropriate education (both
age and level appropriate), and quality of life;
- recognise the indicators of a range of differentiated special educational needs and
be able to design and identify appropriate educational strategies and assessment;
- demonstrate Australian Professional Standards for Teachers at an Assured level and,
for B.Ed (ECE) students, relevant ACECQA standards;
- demonstrate a working knowledge of support processes for students with specific learning
needs including the Individualised student learning plans such as Personalised Learning
Plans (PLPs), Individual Learning Plans (ILPs), Individual Education Plans (IEPs),
Individual Curriculum Plans (ICPs) and processes involving the Education Adjustment
Program (EAP) and the Nationally Consistent Collection of Data (NCCD).
Subject Assessment
- Written > Test/Quiz 1 - (10%) - Individual
- Written > Case study analysis - (40%) - Individual
- Performance/Practice/Product > Multimedia production - (40%) - Individual
- Written > Test/Quiz 2 - (10%) - Individual.
Special Assessment Requirements
The completion of the required consecutive 5 days of Professional Experience and submission
of a Satisfactory grading - Minimum of Developing Adequately in all descriptors on
the Professional Experience Report is a requirement to pass this subject. Attendance
at Professional Experience Workshops is an essential component of the integrated Program
for Professional Practice.
Prerequisites: |
ED2488 or (ED2491 and ED2093) or (ED2491 and ED2193) or (ED2491 and ED2492) or (ED2492
and ED2493) ADM to course code 38110.
|
Availabilities
|
Cairns,
Study Period 1,
Internal
|
Census Date 25-Mar-2021 |
Coord/Lect: |
Dr Satine Winter. |
Workload expectations: |
The student workload for this
3
credit point subject is approximately
130 hours.
- 12 hours online collaboration sessions
- 12 hours online content
- 3 hours placement
- 5 days professional Experience
- assessment and self-directed study
|
|
|
JCU Singapore,
Study Period 51,
Internal
|
Census Date 08-Apr-2021 |
Lecturer:
|
Ms Sharon Solomon. |
Workload expectations: |
The student workload for this
3
credit point subject is approximately
130 hours.
- 20 hours lectures (didactic or interactive)
- 20 hours tutorials
- 3 hours - Professional Experience briefing
- 5 days professional Experience
- assessment and self-directed study
|
|
|
JCU Singapore,
Study Period 53,
Internal
|
Census Date 02-Dec-2021 |
Lecturer:
|
Ms Amanda Owles. |
Workload expectations: |
The student workload for this
3
credit point subject is approximately
130 hours.
- 20 hours lectures (didactic or interactive)
- 20 hours tutorials
- 3 hours - Professional Experience briefing
- 5 days professional Experience
- assessment and self-directed study
|
|
|
Townsville,
Study Period 1,
Internal
|
Census Date 25-Mar-2021 |
Coordinator: |
Dr Satine Winter |
Lecturer:
|
Dr Marcia Thorne. |
Workload expectations: |
The student workload for this
3
credit point subject is approximately
130 hours.
- 12 hours online collaboration sessions
- 12 hours online content
- 3 hours placement
- 5 days professional Experience
- assessment and self-directed study
|
|
|
Townsville,
Study Period 1,
Mixed attendance
|
Census Date 25-Mar-2021 |
Face to face teaching
(Online collaborate tutorial attendance at RATEP Sites within the Study Period dates
tba)
|
Coord/Lect: |
Dr Satine Winter. |
Workload expectations: |
The student workload for this
3
credit point subject is approximately
130 hours.
- 18 hours online collaboration sessions - 12 hours of online collaboration sessions and an additional 6 hours
- 12 hours online content
- 3 hours placement
- 5 days professional Experience
- assessment and self-directed study
|
Restrictions: |
Enrolment in this offering is restricted.
|
|
|
Study Period 1,
External
|
Census Date 25-Mar-2021 |
Coord/Lect: |
Dr Satine Winter. |
Workload expectations: |
The student workload for this
3
credit point subject is approximately
130 hours.
- 12 hours - Online Student Engagement
- 12 hours online content
- 3 hours placement
- 5 days professional Experience
- assessment and self-directed study
|
Method of Delivery: |
WWW - LearnJCU |
Restrictions: |
Enrolment in this offering is restricted.
|
|
|
Note:
Minor variations might occur due to the continuous Subject quality improvement process,
and in case
of minor variation(s) in assessment details, the Subject Outline represents the latest
official information.