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  2. Foundation Studies and Current Issues in Special Education [EDU5373]

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

    Foundation Studies and Current Issues in Special Education

  • Unit Code

    EDU5373

  • Year

    2016

  • Enrolment Period

    1

  • Version

    3

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

Current social, ethical and pedagogical issues and controversies in the field of special education will be examined. A range of policies in respect to the delivery of services to children with special needs in regular and special schools will be analysed in detail. Attention will be given to controversies about methodologies and instructional strategies in the field. The factors that make for successful inclusion of students with disabilities will also be discussed. Implications for the administration of special education services will be examined. Research design issues in the field will also be addressed.

Equivalent Rule

Unit was previously coded EDU4113, EDU6373

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse and describe the major arguments used to justify special education or inclusion programs.
  2. Collaboratively conduct learning in a variety of settings, for diverse audiences, while valuing social and environmental sustainability.
  3. Critically analyse and evaluate relevant research papers and current issues in the field.
  4. Demonstrate specialised knowledge in the policies principles, ethics and legislative requirements for teaching people with complex communication needs.
  5. Identify and implement strategies to enhance inclusion of individuals with disability.
  6. Research and discuss current policies regarding the education of students with disability.
  7. Review situations, formulate arguments, and then make ethical judgements on the academic and social accommodations required to enhance inclusivity.

Unit Content

  1. Critical analysis of research literature.
  2. Current issues in special education.
  3. Current policies regarding the education of students with special needs.
  4. Ethical issues in special education.
  5. Factors for successful inclusion of students with disabilities.
  6. The major arguments used to justify special education or inclusion programs.
  7. The social, ethical and political factors that affect policy decisions in special education.

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.

ONLINE
TypeDescriptionValue
PresentationIn class presentation50%
Literature ReviewLiterature review 2500 words50%

Text References

  • ^ Jimenez, T.C. & Graf, V.L. (Eds.). (2008) Education for all: Critical issues in the education of children and youth with disabilities U.S.A.; Jossey-Bass.
  • Foreman, P. (Ed.). (2008). Inclusion in action. (2nd ed.). Sydney: Harcourt Brace.
  • Ashman, A., & Elkins, J. (2009). Educating for inclusion and diversity. (3rd ed.). Sydney: Prentice-Hall.
  • Snell, M.E., & Brown, F. (2006). Instruction of students with severe disabilities. (6th ed.). U.S.A.: Pearson.
  • Friend, M. (2008). Special education: Contemporary perspectives for school professionals. (3rd ed.). U.S.A.: Pearson.
  • Gargulio, R., & Metcalfe, D. (2009). Teaching in today's inclusive classrooms: A universal design for learning approach. Belmont, CA: Wadsworth Cengage Learning.
  • Friend, M., & Bursuck, W.D. (2006). Including students with special needs: A practical guide for classroom teachers. (4th ed.). Boston: Pearson.
  • Salend, S.J. (2008). Creating inclusive classrooms: Effective and reflective practices for all students. (6th ed.). New Jersey: Prentice Hall.
  • Smith, T.E.C., Polloway, E.A., Patton, J.R., & Dowdy, C.A. (2008). Teaching students with special needs in inclusive settings. (5th ed.). Boston. Allyn & Bacon.
  • Stainback, W., & Stainback, S. (1996). Controversial issues confronting special education: Divergent perspectives. (2nd ed.). Boston: Allyn & Bacon.
  • Wood, J.W. (2005). Adaptive instruction to accommodate students in inclusive settings. (4th ed.). New Jersey: Prentice-Hall.

Journal References

  • Exceptional Children
  • British Journal of Special Education
  • Australian Journal of Special Education
  • Journal of Intellectual & Developmental Disability
  • Journal of Special Education

^ 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.

EDU5373|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

    Foundation Studies and Current Issues in Special Education

  • Unit Code

    EDU5373

  • Year

    2016

  • Enrolment Period

    2

  • Version

    3

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

Current social, ethical and pedagogical issues and controversies in the field of special education will be examined. A range of policies in respect to the delivery of services to children with special needs in regular and special schools will be analysed in detail. Attention will be given to controversies about methodologies and instructional strategies in the field. The factors that make for successful inclusion of students with disabilities will also be discussed. Implications for the administration of special education services will be examined. Research design issues in the field will also be addressed.

Equivalent Rule

Unit was previously coded EDU4113, EDU6373

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse and describe the major arguments used to justify special education or inclusion programs.
  2. Collaboratively conduct learning in a variety of settings, for diverse audiences, while valuing social and environmental sustainability.
  3. Critically analyse and evaluate relevant research papers and current issues in the field.
  4. Demonstrate specialised knowledge in the policies principles, ethics and legislative requirements for teaching people with complex communication needs.
  5. Identify and implement strategies to enhance inclusion of individuals with disability.
  6. Research and discuss current policies regarding the education of students with disability.
  7. Review situations, formulate arguments, and then make ethical judgements on the academic and social accommodations required to enhance inclusivity.

Unit Content

  1. Critical analysis of research literature.
  2. Current issues in special education.
  3. Current policies regarding the education of students with special needs.
  4. Ethical issues in special education.
  5. Factors for successful inclusion of students with disabilities.
  6. The major arguments used to justify special education or inclusion programs.
  7. The social, ethical and political factors that affect policy decisions in special education.

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.

ONLINE
TypeDescriptionValue
PresentationIn class presentation50%
Literature ReviewLiterature review 2500 words50%

Text References

  • ^ Jimenez, T.C. & Graf, V.L. (Eds.). (2008) Education for all: Critical issues in the education of children and youth with disabilities U.S.A.; Jossey-Bass.
  • Foreman, P. (Ed.). (2008). Inclusion in action. (2nd ed.). Sydney: Harcourt Brace.
  • Ashman, A., & Elkins, J. (2009). Educating for inclusion and diversity. (3rd ed.). Sydney: Prentice-Hall.
  • Snell, M.E., & Brown, F. (2006). Instruction of students with severe disabilities. (6th ed.). U.S.A.: Pearson.
  • Friend, M. (2008). Special education: Contemporary perspectives for school professionals. (3rd ed.). U.S.A.: Pearson.
  • Gargulio, R., & Metcalfe, D. (2009). Teaching in today's inclusive classrooms: A universal design for learning approach. Belmont, CA: Wadsworth Cengage Learning.
  • Friend, M., & Bursuck, W.D. (2006). Including students with special needs: A practical guide for classroom teachers. (4th ed.). Boston: Pearson.
  • Salend, S.J. (2008). Creating inclusive classrooms: Effective and reflective practices for all students. (6th ed.). New Jersey: Prentice Hall.
  • Smith, T.E.C., Polloway, E.A., Patton, J.R., & Dowdy, C.A. (2008). Teaching students with special needs in inclusive settings. (5th ed.). Boston. Allyn & Bacon.
  • Stainback, W., & Stainback, S. (1996). Controversial issues confronting special education: Divergent perspectives. (2nd ed.). Boston: Allyn & Bacon.
  • Wood, J.W. (2005). Adaptive instruction to accommodate students in inclusive settings. (4th ed.). New Jersey: Prentice-Hall.

Journal References

  • Exceptional Children
  • British Journal of Special Education
  • Australian Journal of Special Education
  • Journal of Intellectual & Developmental Disability
  • Journal of Special Education

^ 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.

EDU5373|3|2