EDF3078 · Teaching and learning of students needing increased support

Overview

This unit develops your knowledge and first-hand experience of working with learners who may require a higher degree of support for learning to ensure equitable participation and engagement at school. These are typically learners whose personal circumstances are more than usually complex and who may experience barriers or exclusion due to one or more factors including (but not limited to) disabilities/impairments or health concerns. Evidence-based strategies for curriculum design and the use of technology will be explored along with ways they may be instrumental in supporting the needs of these learners and their peers. You will build your knowledge of support services in schools and the community that are relevant to learners. You will develop expertise and experience in the skills of consulting, negotiating and facilitating as related to the roles of integration teacher, teaching assistants, families and professionals from a range of sectors, such as health professionals, social workers and out-of-home carers, who may be involved with the education, wellbeing and future success of these learners.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. understand the professional implications for supporting the wellbeing of learners with disabilities and their future success in a variety of educational settings and across the school years
2. develop skills in using evidence-based approaches for curriculum design and technology to remove barriers for the access, participation and engagement of learners with disabilities
3. identify community and school resources and supports available for learners with disabilities
4. understand the role of, and develop skills to collaborate with, other personnel (including teacher assistants), family members and other professionals when supporting the higher needs of learners with disabilities
5. create evidence-based teaching resources relevant to curriculum design, transition planning, professional collaboration or the use of technology and reflect upon their use using professional practice frameworks.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements

Student experience, not official rules. Nothing here changes what the Handbook says.