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  2. Managing the Behaviour of Students with Special Educational Needs [EDU4271]

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

    Managing the Behaviour of Students with Special Educational Needs

  • Unit Code

    EDU4271

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit explores approaches to assisting children who have Special Educational Needs (SEN) to develop appropriate behaviour - this includes children with disabilities and emotional and behavioural difficulties. A major emphasis of this unit is on assessing and planning for behaviour management in order to establish a consistent approach. In particular, students will examine approaches to assist children in mainstream classrooms; however the application of these strategies in special educational settings will also be explored.

Prerequisite Rule

Students must pass 1 units from ECS2240, EDU2260

Equivalent Rule

Unit was previously coded EDU4223

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate an understanding the National Teacher Standards.
  2. Differentiate the learning environment to meet the individual needs of all students.
  3. Evaluate current policies, resources and support for students with Special Educational Needs including emotional and behavioural disorders.
  4. Undertake a Functional Behavioural Assessment of students individual needs in the academic, physical and affective domains across the curriculum.

Unit Content

  1. Characteristics and needs of students with intellectual, physical, emotional and/or behavioural disorders.
  2. Current knowledge and principles underpinning the behavioural approaches for students with Special Educational Needs.
  3. Methods for differentiating and individualising the curriculum, where appropriate, to meet the specific needs of individual students.
  4. Strategies for supporting students with emotional and behavioural disorders.

Additional Learning Experience Information

Knowledge and skills will be developed by lectures, tutorials and practical experiences.

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
Case StudyLiterature review and preliminary analysis60%
Case StudyReport40%

Text References

  • ^ Zirpoli, T. J. (2010) Behaviour management: Applications for teachers 6th ed Upper Saddle River, NJ: Pearson
  • Foreman, P. (2011). Inclusion in action. (3rd ed.). Melbourne: Cengage.
  • Miltenberger, R.G. (2012). Behavior modification: Principles and procedures. (5th ed.). Belmont, CA: Wadsworth.
  • Kauffman, J.M., & T.J. (2009). Characteristics of emotional and behavioural disorders of children and youth. (9th ed.). Upper Saddle River, New Jersey: Pearson.
  • Cipani, E. (2008). Classroom management for all teachers. (3rd ed.). Upper Saddle River, New Jersey: Pearson.
  • Ashman, A., & Elkins, J. (2009). Education for inclusion and diversity. (3rd ed.). Sydney: Prentice Hall.
  • Alberto, P. A., & Troutman, A. C. (2006). Applied behaviour analysis for teachers. (7th ed.). Upper Saddle River, NJ: Pearson.

Journal References

  • Special Education Perspectives
  • International Journal of Inclusive Education
  • Journal of Special Education
  • Journal of Applied Behavior Analysis

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.

EDU4271|1|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

    Managing the Behaviour of Students with Special Educational Needs

  • Unit Code

    EDU4271

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit explores approaches to assisting children who have Special Educational Needs (SEN) to develop appropriate behaviour - this includes children with disabilities and emotional and behavioural difficulties. A major emphasis of this unit is on assessing and planning for behaviour management in order to establish a consistent approach. In particular, students will examine approaches to assist children in mainstream classrooms; however the application of these strategies in special educational settings will also be explored.

Prerequisite Rule

Students must pass 1 units from ECS2240, EDU2260

Equivalent Rule

Unit was previously coded EDU4223

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate an understanding the National Teacher Standards.
  2. Differentiate the learning environment to meet the individual needs of all students.
  3. Evaluate current policies, resources and support for students with Special Educational Needs including emotional and behavioural disorders.
  4. Undertake a Functional Behavioural Assessment of students individual needs in the academic, physical and affective domains across the curriculum.

Unit Content

  1. Characteristics and needs of students with intellectual, physical, emotional and/or behavioural disorders.
  2. Current knowledge and principles underpinning the behavioural approaches for students with Special Educational Needs.
  3. Methods for differentiating and individualising the curriculum, where appropriate, to meet the specific needs of individual students.
  4. Strategies for supporting students with emotional and behavioural disorders.

Additional Learning Experience Information

Knowledge and skills will be developed by lectures, tutorials and practical experiences.

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
Case StudyLiterature review and preliminary analysis60%
Case StudyReport40%

Text References

  • ^ Zirpoli, T. J. (2010) Behaviour management: Applications for teachers 6th ed Upper Saddle River, NJ: Pearson
  • Foreman, P. (2011). Inclusion in action. (3rd ed.). Melbourne: Cengage.
  • Miltenberger, R.G. (2012). Behavior modification: Principles and procedures. (5th ed.). Belmont, CA: Wadsworth.
  • Kauffman, J.M., & T.J. (2009). Characteristics of emotional and behavioural disorders of children and youth. (9th ed.). Upper Saddle River, New Jersey: Pearson.
  • Cipani, E. (2008). Classroom management for all teachers. (3rd ed.). Upper Saddle River, New Jersey: Pearson.
  • Ashman, A., & Elkins, J. (2009). Education for inclusion and diversity. (3rd ed.). Sydney: Prentice Hall.
  • Alberto, P. A., & Troutman, A. C. (2006). Applied behaviour analysis for teachers. (7th ed.). Upper Saddle River, NJ: Pearson.

Journal References

  • Special Education Perspectives
  • International Journal of Inclusive Education
  • Journal of Special Education
  • Journal of Applied Behavior Analysis

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.

EDU4271|1|2