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  2. Programs and Curricula for Students with High Support Needs [EDU4220]

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

    Programs and Curricula for Students with High Support Needs

  • Unit Code

    EDU4220

  • Year

    2015

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit covers effective practice for the education of students with complex needs. The focus is on the development of functional academic programs, social and interpersonal skills, basic motor competencies and communication skills.

Learning Outcomes

On completion of this unit students should be able to:

  1. Adapt curriculum and lesson plans to the level required for a student with a moderate to severe disability.
  2. Analyse and evaluate research articles in the field.
  3. Describe means to include a student with a moderate to severe disability in the mainstream classroom.
  4. Describe the characteristics of major types of disability and any implications for teaching.
  5. Describe the major policy issues with respect to service delivery to students with moderate and severe levels of disability.
  6. State the teaching skills required in teaching students with complex needs.

Unit Content

  1. Analysis of research in the field.
  2. Including a student with complex needs in a regular classroom.
  3. Major policy issues in service delivery to students with complex needs.
  4. Major types of disability and implications for teaching.
  5. Modifying the curriculum and lesson plans for a student with complex needs.
  6. Teaching students with complex needs.

Additional Learning Experience Information

Knowledge and skills will be developed through lectures, workshops and tutorials.

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
Tutorial PresentationTutorial Presentation (oral)50%
AssignmentCreating a teaching resource 50%

Text References

  • ^ Westling, D.L. & Fox, L. (2009) Teaching children with severe disabilities. (4th ed.). USA, Pearson: Merrill.
  • Snell, M.E. & Brown, F. (2006) Instruction of Students with severe disabilities. (6th ed.). New Jersey: Merrill: Preentice-Hall
  • Paasche, C. L., Gorrill, L., & Strom, B. (2004). Children with special needs in early childhood settings: Identification, intervention, inclusion. Clifton Park, N.Y: Thomson/Delmar Learning.
  • Ford, A., Schnorr, R., Meyer, L., Davern, L., Black, J., & Dempsey, P. (Eds.). (1989). The Syracuse community-referenced curriculum guide. Brookes Publishing Co.
  • Dettmer, P., Thurston, L. P., & Dyck, N. (2002). Consultation,collaboration, and teamwork for students with special needs. (4th ed.). Boston: Allyn and Bacon.
  • Bender, M., Valletutti, P.J., & Baglin, C. A. (1996). A functional curriculum for teaching students with disabilities (Vol I). Self care, motor skills, household management, and living skills. (3rd ed.). Austin: Pro-Ed.
  • Bender, M., Valetutti, P.J., & Hoffnung, A. (1996). A functional curriculum for teaching students with disabilities. Nonverbal and oral communication. (Vol II). (3rd ed.). Austin: Pro-Ed.
  • Best, S. J., Wolff Heller, K., & Bigge, J. L. (2005). Teaching individuals with physical or multiple disabilities. (5th ed.). Saddle River, NJ: Merrill Prentice Hall.
  • Villa, R., & Thousand, J. (2005). Creating an inclusive school. (2nd ed.). U.S.A: ASCD.
  • Downing, J. E. (Ed.). (2002). Including students with severe and multiple disabilities in typical classrooms: Practical strategies for teachers. Baltimore: P. H. Brookes Publishing Co.

Journal References

  • Journal of Special Education
  • British Journal of Special Education
  • Exceptional Children

Website References

^ 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.

EDU4220|2|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

    Programs and Curricula for Students with High Support Needs

  • Unit Code

    EDU4220

  • Year

    2015

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit covers effective practice for the education of students with complex needs. The focus is on the development of functional academic programs, social and interpersonal skills, basic motor competencies and communication skills.

Learning Outcomes

On completion of this unit students should be able to:

  1. Adapt curriculum and lesson plans to the level required for a student with a moderate to severe disability.
  2. Analyse and evaluate research articles in the field.
  3. Describe means to include a student with a moderate to severe disability in the mainstream classroom.
  4. Describe the characteristics of major types of disability and any implications for teaching.
  5. Describe the major policy issues with respect to service delivery to students with moderate and severe levels of disability.
  6. State the teaching skills required in teaching students with complex needs.

Unit Content

  1. Analysis of research in the field.
  2. Including a student with complex needs in a regular classroom.
  3. Major policy issues in service delivery to students with complex needs.
  4. Major types of disability and implications for teaching.
  5. Modifying the curriculum and lesson plans for a student with complex needs.
  6. Teaching students with complex needs.

Additional Learning Experience Information

Knowledge and skills will be developed through lectures, workshops and tutorials.

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
Tutorial PresentationTutorial Presentation (oral)50%
AssignmentCreating a teaching resource 50%

Text References

  • ^ Westling, D.L. & Fox, L. (2009) Teaching children with severe disabilities. (4th ed.). USA, Pearson: Merrill.
  • Bender, M., Valetutti, P.J., & Hoffnung, A. (1996). A functional curriculum for teaching students with disabilities. Nonverbal and oral communication. (Vol II). (3rd ed.). Austin: Pro-Ed.
  • Villa, R., & Thousand, J. (2005). Creating an inclusive school. (2nd ed.). U.S.A: ASCD.
  • Best, S. J., Wolff Heller, K., & Bigge, J. L. (2005). Teaching individuals with physical or multiple disabilities. (5th ed.). Saddle River, NJ: Merrill Prentice Hall.
  • Paasche, C. L., Gorrill, L., & Strom, B. (2004). Children with special needs in early childhood settings: Identification, intervention, inclusion. Clifton Park, N.Y: Thomson/Delmar Learning.
  • Ford, A., Schnorr, R., Meyer, L., Davern, L., Black, J., & Dempsey, P. (Eds.). (1989). The Syracuse community-referenced curriculum guide. Brookes Publishing Co.
  • Downing, J. E. (Ed.). (2002). Including students with severe and multiple disabilities in typical classrooms: Practical strategies for teachers. Baltimore: P. H. Brookes Publishing Co.
  • Dettmer, P., Thurston, L. P., & Dyck, N. (2002). Consultation,collaboration, and teamwork for students with special needs. (4th ed.). Boston: Allyn and Bacon.
  • Bender, M., Valletutti, P.J., & Baglin, C. A. (1996). A functional curriculum for teaching students with disabilities (Vol I). Self care, motor skills, household management, and living skills. (3rd ed.). Austin: Pro-Ed.
  • Snell, M.E. & Brown, F. (2006) Instruction of Students with severe disabilities. (6th ed.). New Jersey: Merrill: Preentice-Hall

Journal References

  • Exceptional Children
  • British Journal of Special Education
  • Journal of Special Education

Website References

^ 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.

EDU4220|2|2