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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.
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.
A series of workshops and seminars on weekends, with intervals of time designed to reflect on content.
Unit was previously coded EDU5315.
On completion of this unit students should be able to:
Students will engage in learning experiences through ECUs LMS as well as additional ECU l
Students are provided with opportunities to use equipment or practice that is standard in industry.
The course promotes exploration of theory, modeling of positive/effective teaching skills, practice of skills with feedback, peer coaching and collaboration and team work with peers.
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 School Progression Panel.
| Type | Description | Value |
|---|---|---|
| Presentation | Demonstration of specialised literacy instruction for students with complex communication need | 50% |
| Literature Review | Critical literature review – 2500 words | 50% |
| Type | Description | Value |
|---|---|---|
| Presentation | Demonstration of specialised literacy instruction for students with complex communication needs | 50% |
| Literature Review | Critical literature review – 2500 words | 50% |
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.
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:
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.
EDU6315|1|1
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.
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.
A series of workshops and seminars on weekends, with intervals of time designed to reflect on content.
Unit was previously coded EDU5315.
On completion of this unit students should be able to:
Students will engage in learning experiences through ECUs LMS as well as additional ECU l
Students are provided with opportunities to use equipment or practice that is standard in industry.
The course promotes exploration of theory, modeling of positive/effective teaching skills, practice of skills with feedback, peer coaching and collaboration and team work with peers.
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 School Progression Panel.
| Type | Description | Value |
|---|---|---|
| Presentation | Demonstration of specialised literacy instruction for students with complex communication need | 50% |
| Literature Review | Critical literature review – 2500 words | 50% |
| Type | Description | Value |
|---|---|---|
| Presentation | Demonstration of specialised literacy instruction for students with complex communication needs | 50% |
| Literature Review | Critical literature review – 2500 words | 50% |
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.
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:
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.
EDU6315|1|2