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  2. Diverse Learners and the Education Assistant [EAP0203]

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Diverse Learners and the Education Assistant

  • Unit Code

    EAP0203

  • Year

    2015

  • Enrolment Period

    1

  • Version

    3

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit examines the diverse nature of learners in K-12 education contexts and the way in which schools and teachers cater for these differences. It involves investigation of the broad range of individual needs of ESL learners,Aboriginal and Torres Strait Islanderstudents and students with cognitive, physical and/or social and emotional disabilities. Strategies for teaching, communicating and supporting these specific groups of learners will be analysed.

Learning Outcomes

On completion of this unit students should be able to:

  1. Apply theories and strategies appropriate to guiding and managing behaviour for diverse groups of students.
  2. Identify and apply strategies and approaches appropriate to the diverse learning contexts and groups of learners.
  3. Identify and describe the issues and considerations for working with diverse groups of students.
  4. Outline the needs and approaches appropriate to working with Aboriginal and Torres Strait Islander children, families and communities.
  5. Outline the needs and approaches appropriate to working with ESL and ESD learners.
  6. Outline the needs and approaches appropriate to working with children with a broad range of disabilities.

Unit Content

  1. Aboriginal and Torres Strait Islander education.
  2. Inclusion Policy and Inclusive Schooling.
  3. Models of behaviour management.
  4. Strategies and approaches to working with ESL learners.
  5. Strategies and approaches to working with students with physical, cognitive and social-emotional disabilities.
  6. Strategies and approaches to working withAboriginal and Torres Strait Islanderstudents, families and communities.
  7. Strategies for guiding behaviour in education contexts.

Additional Learning Experience Information

Lectures, workshops, videos, demonstrations and practical learning activities, collaborative learning tasks, webquest, guest speakers.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
PresentationDiversity Presentation60%
ProjectResource Development40%

Text References

  • ^ Grellier, J., & Goerke, V. (2010) Communication skills toolkit: Unlocking the secrets of tertiary success (2nd ed). Melbourne: Cengage
  • ^ Kamen, T. (2011). Teaching assistants handbook level 3. (1st ed.). UK: Hodder Education.
  • Department of Education and Training (n.d.) Schools plus resourcing informed practice. Retrieved from http://det.wa.edu.au/schoolsplus/detcms/portal/. http://det.wa.edu.au/schoolsplus/detcms/portal
  • Young, T. A., & Hadaway, N. L. (Eds.). (2006). Supporting the literacy development of English learners: Increasing success in all classrooms. Newark, DE: International Reading Association.
  • Disability Service Commission. (2006). Count us in! Teaching resource package. Western Australia: Disability Service Commission.
  • Education Department of Western Australia (1998). Education support package: Curriculum improvement program. Perth, WA: Education Department of Western Australia.
  • Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2011). Teaching challenges and dilemmas. South Melbourne, Victoria: Cengage Learning Australia.
  • Peregoy, S. F. (2005). Reading, writing, and learning in ESL: a resource book for K-12 teachers. (4th ed.). Boston: Pearson/Allyn and Bacon.
  • Department of Education and Training. (2009). ESL/ESD progress map: English as a second language, English as a second dialect. Perth, WA: Department of Education and Training.
  • Bentham, S. (2005). A teaching assistant's guide to managing behaviour in the classroom. New York: Routledge.
  • Dept. of Education, Training and Employment. (2000). ESL in the mainstream : Teacher development course. Participant's manual. Australian edition. Adelaide: Author.

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

EAP0203|3|1

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Diverse Learners and the Education Assistant

  • Unit Code

    EAP0203

  • Year

    2015

  • Enrolment Period

    2

  • Version

    3

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit examines the diverse nature of learners in K-12 education contexts and the way in which schools and teachers cater for these differences. It involves investigation of the broad range of individual needs of ESL learners,Aboriginal and Torres Strait Islanderstudents and students with cognitive, physical and/or social and emotional disabilities. Strategies for teaching, communicating and supporting these specific groups of learners will be analysed.

Learning Outcomes

On completion of this unit students should be able to:

  1. Apply theories and strategies appropriate to guiding and managing behaviour for diverse groups of students.
  2. Identify and apply strategies and approaches appropriate to the diverse learning contexts and groups of learners.
  3. Identify and describe the issues and considerations for working with diverse groups of students.
  4. Outline the needs and approaches appropriate to working with Aboriginal and Torres Strait Islander children, families and communities.
  5. Outline the needs and approaches appropriate to working with ESL and ESD learners.
  6. Outline the needs and approaches appropriate to working with children with a broad range of disabilities.

Unit Content

  1. Aboriginal and Torres Strait Islander education.
  2. Inclusion Policy and Inclusive Schooling.
  3. Models of behaviour management.
  4. Strategies and approaches to working with ESL learners.
  5. Strategies and approaches to working with students with physical, cognitive and social-emotional disabilities.
  6. Strategies and approaches to working withAboriginal and Torres Strait Islanderstudents, families and communities.
  7. Strategies for guiding behaviour in education contexts.

Additional Learning Experience Information

Lectures, workshops, videos, demonstrations and practical learning activities, collaborative learning tasks, webquest, guest speakers.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
ProjectResource Development40%
JournalReflective Journal60%

Text References

  • ^ Grellier, J., & Goerke, V. (2010) Communication skills toolkit: Unlocking the secrets of tertiary success (2nd ed). Melbourne: Cengage
  • ^ Kamen, T. (2011). Teaching assistants handbook level 3. (1st ed.). UK: Hodder Education.
  • Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2011). Teaching challenges and dilemmas. South Melbourne, Victoria: Cengage Learning Australia.
  • Education Department of Western Australia (1998). Education support package: Curriculum improvement program. Perth, WA: Education Department of Western Australia.
  • Disability Service Commission. (2006). Count us in! Teaching resource package. Western Australia: Disability Service Commission.
  • Department of Education and Training (n.d.) Schools plus resourcing informed practice. Retrieved from http://det.wa.edu.au/schoolsplus/detcms/portal/. http://det.wa.edu.au/schoolsplus/detcms/portal
  • Department of Education and Training. (2009). ESL/ESD progress map: English as a second language, English as a second dialect. Perth, WA: Department of Education and Training.
  • Bentham, S. (2005). A teaching assistant's guide to managing behaviour in the classroom. New York: Routledge.
  • Peregoy, S. F. (2005). Reading, writing, and learning in ESL: a resource book for K-12 teachers. (4th ed.). Boston: Pearson/Allyn and Bacon.
  • Young, T. A., & Hadaway, N. L. (Eds.). (2006). Supporting the literacy development of English learners: Increasing success in all classrooms. Newark, DE: International Reading Association.
  • Dept. of Education, Training and Employment. (2000). ESL in the mainstream : Teacher development course. Participant's manual. Australian edition. Adelaide: Author.

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

EAP0203|3|2