EDF5692 · Professional practice in special and inclusive education

Overview

This unit affirms and builds on your professional knowledge and theories of pedagogy to develop and upgrade the practical skills needed to function as effective inclusive teachers. You will undertake a number of practical activities that allow you to apply attitudes and knowledge developed across the inclusion and special education program. The activities include developing necessary resources to effectively teach learners with different learning needs, effectively teach learners in a variety of settings and work effectively with carers, paraprofessionals and other key stakeholders.

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

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. Design effective educational plans for learners with diverse needs
2. Teach effectively in a variety of educational settings
3. Use a variety of teaching strategies
4. Use a range of technology to teach learners with a range of learning needs
5. Work effectively with families and paraprofessionals
6. Apply skills acquired through other courses in special and inclusive education program.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 288 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 12 hours of scheduled learning delivered on campus via weekly/regular directed learning activities, 24 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities and the remaining hours to be allocated towards self-directed/independent study OR • 36 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities and the remaining hours to be allocated towards self-directed/independent study^ ^ International students studying in Australia are not permitted to undertake this scheduled learning delivery mode. Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

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