Handbook : Unit informationEdith Cowan University

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

  Including Children with Special Educational Needs

• Unit Code

  EDS3240

• Year

  2016

• Enrolment Period

  1

• Version

  1

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

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Description

The main focus of this unit is on creating inclusive learning environments for children with Special Educational Needs (SEN). The aim is to develop students knowledge of the educational and developmental needs of children with intellectual, physical, sensory, emotional and/or behavioural disabilities, learning difficulties, and those who are gifted or talented. Relevant national and state policies and legislation in the area of disability will be examined in relation to the learning context. Through a combination of community service, interaction with individuals who have diverse learning abilities and the investigation of particular learning problems, students will be encouraged to reflect on learning practices and to develop strategies to engage children with SEN in inclusive environments.

Equivalent Rule

Unit was previously coded ECS3010, EDP3100, EDS3100

Learning Outcomes

On completion of this unit students should be able to:

1. Communicate knowledge of current research and evidence-based practices that promote the learning and development of children with Special Educational Needs.
2. Differentiate the curriculum and learning environment to cater for a child with Special Educational Needs.
3. Evaluate relevant policies and contemporary issues relating to diversity and inclusivity.
4. Communicate in written and oral forms the aetiology of specific disabilities.
5. Reflect on their practical experiences with people who have diverse abilities.
6. Produce an eportfolio artefact.

Unit Content

1. Characteristics and needs of students with intellectual, physical, sensory, emotional and/or behavioural disabilities, students with learning difficulties, and those who may be gifted or talented.
2. Current theory, policy and research on diversity and inclusivity.
3. Engage with the community to work in partnership with children, families, agencies and multi-disciplinary teams.
4. Generic and specialised approaches to differentiating and individualising the curriculum to cater for the diverse abilities of children with Special Educational Needs.
5. Processes for identification, assessment and evaluation of children with Special Educational Needs.
6. Relevant Australian curriculum documents.

Additional Learning Experience Information

Lectures Collaborative tutorial activities and discussion Workshops Guest speakers ICT Independent research and written assignment Written assignment Field experience

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.

Due to the professional competency skill development associated with this Unit, student attendance/participation within listed in-class activities and/or online activities including discussion boards is compulsory. Students failing to meet participation standards as outlined in the unit plan may be awarded an I Grade (Fail - incomplete). Students who are unable to meet this requirement for medical or other reasons must seek the approval of the unit coordinator.

Text References

• ^ Foreman, P., & Arthur-Kelly, M. (2014). Inclusion in action. (4th ed.). Melbourne, Australia: Cengage.
• Keeffe, M., & Carrington, S. (2007). Schools and diversity. (2nd ed.). Australia: Pearson Prentice Hall.
• Ashman, A., & Elkins, J. (Eds.). (2009). Education for inclusion and diversity. (3rd ed.). Frenchs Forest, Australia: Prentice Hall.
• Darragh, J.C. (2010). Introduction to early childhood education: Equity and inclusion. Upper Saddle River, NJ: Pearson.
• Dempsey, I., & Arthur-Kelly, M. (2007). Maximising learning outcomes in diverse classrooms. (1st ed.). Melbourne, Australia: Thomson.
• Forlin, C. (Ed.). (2010). Teacher education for inclusion. Hoboken, NJ: Taylor & Francis.
• Westwood, P. (2010). Commonsense methods for children with special educational needs. (6th ed.). Hoboken, NJ: Taylor & Francis.
• Mastropieri, M.A., & Scruggs, T.E. (2010). The inclusive classroom: Strategies for effective differentiated instruction. (4th ed.). Upper Saddle River, NJ: Merrill.
• Cook, R. E., Klein, M. D., & Chen, D. (2016). Adapting early childhood curricula for children with special needs. (9th ed.). Upper Saddle River, NJ: Pearson.
• Hyde, M., Carpenter, L., & Conway, B. (2010). Diversity and inclusion in Australian schools. South Melbourne, Australia: Oxford University Press.
• Gargiulo, R. M., & Metcalf, D. (2010). Teaching in today's inclusive classrooms: A universal design for learning approach. USA: Wadsworth Cengage Learning.

Journal References

• International Journal of Development Disability & Education
• Australasian Journal of Early Childhood
• Australasian Journal of Special Education
• Exceptional Children
• Focus on Exceptional Children

^ Mandatory reference

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