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  2. Complex Communication Needs: Literacy, Language and Communication Instruction for All [EDU5315]

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

    Complex Communication Needs: Literacy, Language and Communication Instruction for All

  • Unit Code

    EDU5315

  • Year

    2016

  • Enrolment Period

    1

  • Version

    3

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    Online

Description

This unit will analyse in detail best practice, evidence-based strategies for providing balanced literacy instruction to students with complex communication needs in regular and special education schools. It will explore theoretical and practical aspects of literacy instruction within the context of major literature reviews focused on literacy instruction and the Australian Curriculum. Accommodations and supports that may be needed for some students with complex communication needs will also be discussed. Case studies will be used to highlight how literacy instruction can be a potential outcome of these interventions. In addition, formal and informal assessments that can be used to measure progress will also be covered. Finally, students will complete a practical presentation that unpacks explicit teaching strategies within an instructional framework that are relevant to students with complex communication needs.

Equivalent Rule

Unit was previously coded EDU5355

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse, plan, communicate and implement in practice the key techniques (including Four Blocks strategies) which support the comprehensive teaching and learning of literacy to students with complex communication needs.
  2. Demonstrate specialised knowledge of the theories, strategies, methodologies and learning techniques for individuals with complex communication needs.
  3. Identify appropriate accommodations students often need with complex communication needs, including alternative pencils and partner assisted scanning.
  4. Identify appropriate literacy assessment tools for students with complex communication needs.
  5. Research and critically analyse the literacy, language requirements for those with complex communication needs and apply advanced technical and creative skills to enhance learning.
  6. Synthesise specialised knowledge to initiate, plan, implement and evaluate the tools and techniques necessary for enhancing learning.
  7. Understand and describe the impact of complex communication needs on an individuals life, with particular reference to literacy learning.

Unit Content

  1. Accessible resources for use by all students in a Universal Design for Learning (UDL) framework.
  2. Assessment and ongoing evaluation of literacy instruction.
  3. Critical analysis of relevant research literature.
  4. Literacy learning activities that support development of relationships/friendships.
  5. Teaching reading comprehension skills and reading strategies through guided reading.
  6. Teaching vocabulary through self-selected reading.
  7. Teaching writing with alternative pencils, focusing on writing for real reasons.
  8. The Whole to Part model and what this means for teaching literacy skills to students with complex communication needs.
  9. The rationale for using a balanced approach to literacy instruction.
  10. Word based instruction for whole words and for decoding and recoding text.

Additional Learning Experience Information

This unit will incorporate lectures, workshops and tutorials. Students will be involved in collaborative projects, discussion and debate, together with independent study.

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
PresentationAssignment 150%
Literature ReviewAssignment 250%

Text References

  • ^ Erickson, K., & Koppenhaver, D. (2007). Children with disabilities: Reading and writing the four-blocks way. Greensboro, NC: Carson Dellosa.
  • Erickson, K. A., Koppenhaver, D. A., & Cunningham, J. W. (2006). Balanced reading intervention and assessment in augmentative communication. In McCauley, R., & Fey, M. (eds.). Treatment of language disorders in children: Conventional and controversial interventions. (pp. 309 - 345). Baltimore, MD: Paul H. Brooks.
  • Beukelman, D., & Mirenda, P. (2005). Augmentative and alternative communication for children and adults. (3rd ed.). Baltimore: Paul H. Brooks.
  • Cunningham, P., & Allington, R. (2003). Classrooms that work: They can all read and write. (3rd ed.). Boston: Allyn & Bacon.
  • Cunningham, P. M., Hall, D. P., & Sigmon, C. M. (1999). The teacher's guide to the four blocks. Greensboro, NC: Carson Dellosa.

Journal References

  • Reading research quarterly.
  • Topics in language disorders.
  • Augmentative and alternative communication.
  • International journal of disability, development and education.
  • Perspectives in augmentative and alternative communication.

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.

EDU5315|3|1

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

    Complex Communication Needs: Literacy, Language and Communication Instruction for All

  • Unit Code

    EDU5315

  • Year

    2016

  • Enrolment Period

    2

  • Version

    3

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    Online

Description

This unit will analyse in detail best practice, evidence-based strategies for providing balanced literacy instruction to students with complex communication needs in regular and special education schools. It will explore theoretical and practical aspects of literacy instruction within the context of major literature reviews focused on literacy instruction and the Australian Curriculum. Accommodations and supports that may be needed for some students with complex communication needs will also be discussed. Case studies will be used to highlight how literacy instruction can be a potential outcome of these interventions. In addition, formal and informal assessments that can be used to measure progress will also be covered. Finally, students will complete a practical presentation that unpacks explicit teaching strategies within an instructional framework that are relevant to students with complex communication needs.

Equivalent Rule

Unit was previously coded EDU5355

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse, plan, communicate and implement in practice the key techniques (including Four Blocks strategies) which support the comprehensive teaching and learning of literacy to students with complex communication needs.
  2. Demonstrate specialised knowledge of the theories, strategies, methodologies and learning techniques for individuals with complex communication needs.
  3. Identify appropriate accommodations students often need with complex communication needs, including alternative pencils and partner assisted scanning.
  4. Identify appropriate literacy assessment tools for students with complex communication needs.
  5. Research and critically analyse the literacy, language requirements for those with complex communication needs and apply advanced technical and creative skills to enhance learning.
  6. Synthesise specialised knowledge to initiate, plan, implement and evaluate the tools and techniques necessary for enhancing learning.
  7. Understand and describe the impact of complex communication needs on an individuals life, with particular reference to literacy learning.

Unit Content

  1. Accessible resources for use by all students in a Universal Design for Learning (UDL) framework.
  2. Assessment and ongoing evaluation of literacy instruction.
  3. Critical analysis of relevant research literature.
  4. Literacy learning activities that support development of relationships/friendships.
  5. Teaching reading comprehension skills and reading strategies through guided reading.
  6. Teaching vocabulary through self-selected reading.
  7. Teaching writing with alternative pencils, focusing on writing for real reasons.
  8. The Whole to Part model and what this means for teaching literacy skills to students with complex communication needs.
  9. The rationale for using a balanced approach to literacy instruction.
  10. Word based instruction for whole words and for decoding and recoding text.

Additional Learning Experience Information

This unit will incorporate lectures, workshops and tutorials. Students will be involved in collaborative projects, discussion and debate, together with independent study.

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
PresentationAssignment 150%
Literature ReviewAssignment 250%

Text References

  • ^ Erickson, K., & Koppenhaver, D. (2007). Children with disabilities: Reading and writing the four-blocks way. Greensboro, NC: Carson Dellosa.
  • Erickson, K. A., Koppenhaver, D. A., & Cunningham, J. W. (2006). Balanced reading intervention and assessment in augmentative communication. In McCauley, R., & Fey, M. (eds.). Treatment of language disorders in children: Conventional and controversial interventions. (pp. 309 - 345). Baltimore, MD: Paul H. Brooks.
  • Beukelman, D., & Mirenda, P. (2005). Augmentative and alternative communication for children and adults. (3rd ed.). Baltimore: Paul H. Brooks.
  • Cunningham, P., & Allington, R. (2003). Classrooms that work: They can all read and write. (3rd ed.). Boston: Allyn & Bacon.
  • Cunningham, P. M., Hall, D. P., & Sigmon, C. M. (1999). The teacher's guide to the four blocks. Greensboro, NC: Carson Dellosa.

Journal References

  • Reading research quarterly.
  • Topics in language disorders.
  • Augmentative and alternative communication.
  • International journal of disability, development and education.
  • Perspectives in augmentative and alternative communication.

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.

EDU5315|3|2