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

  Managing the Behaviour of Students with Special Educational Needs

• Unit Code

  EDU4271

• Year

  2016

• Enrolment Period

  1

• Version

  1

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  

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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.

Text References

• ^ Martella, R. C., Nelson, J. R., Marchand-Martella, N. E., & O`Reilly, M. (2012). Comprehensive behavior management: School-wide, classroom, and individualized approaches. (2nd ed.). Thousand Oaks, CA: Sage Publications.
• Foreman, P. (2011). Inclusion in action. (3rd ed.). Melbourne, Australia: Cengage.
• Zirpoli, T. J. (2010). Behaviour management: Applications for teachers. (6th ed.). Upper Saddle River, NJ: Pearson.
• Alberto, P. A., & Troutman, A. C. (2006). Applied behaviour analysis for teachers. (7th ed.). Upper Saddle River, NJ: Pearson.
• Ashman, A., & Elkins, J. (2009). Education for inclusion and diversity. (3rd ed.). Sydney, Australia: Prentice Hall.
• Cipani, E. (2008). Classroom management for all teachers. (3rd ed.). Upper Saddle River, NJ: Pearson.
• 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, NJ: Pearson.

Journal References

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

Website References

• http://seab.envmed.rochester.edu/jaba/

^ Mandatory reference

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