Course Outline
EDU202 Individual Learner Needs
Course Coordinator:Tracey Sempowicz (tsempowi@usc.edu.au) School:School of Education and Tertiary Access
2024Semester 2
UniSC Sunshine CoastUniSC Moreton BayUniSC Fraser Coast |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
What is this course about?
Description
In this course you will learn about inclusive approaches to supporting learners who have a range of abilities (physical, sensory, cognitive, language and/or social) and who may require individualized learning support. You will investigate legislation, policies and practices that inform inclusive approaches for working with students with disability and additional learning needs. You will learn about the key principles for making reasonable adjustments to curriculum and the learning environment so that all students can access and participate at school on the same basis as their same-age peers.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Blended learning | |||
| Learning materials – You are required to engage and interact with asynchronous materials and activities accessed through Canvas modules, course readings and required texts. | 2hrs | Week 1 | 9 times |
| Tutorial/Workshop 1 – This workshop will be delivered on-campus in scheduled tutorial class time for the engagement and application of learning materials and assessment. | 2hrs | Week 1 | 10 times |
Course Topics
Course topics
- Legislation, policies, and practices in relation to inclusive practices: Global, national, state.
- Embracing inclusion: Teacher attitudes, values, beliefs.
- Using strengths-based approaches to instructional design (eg. Universal Design for Learning).
- Understanding and supporting a range of students with disability (eg. Intellectual, ADHD, Hard of Hearing, Vision Impaired, Physical Disability, Autism Spectrum Disorder).
- Understanding and supporting students with additional learning needs (eg. Gifts and talents, literacy and numeracy, ICTs).
- Working ethically, sensitively, and confidentially with students and parents/carers.
- Working collaboratively with colleagues/support teams/external agencies to meet the needs of all students.
- Understanding and supporting students with mental health and well-being challenges.
- Understanding strategies for managing challenging behavioural needs.
What level is this course?
200 Level (Developing)
What is the unit value of this course?
12 units
How does this course contribute to my learning?
| Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Australian Institute for Teaching and School Leadership | |
| 1 | Critically reflect on your beliefs, values and understanding as a teacher working with a wide range of individual learner needs and how this relates to your interactions with students, and your teaching design, planning, assessment and teaching strategies. |
Knowledgeable Ethical |
1.1, 1.2, 1.5, 1.6, 3.3, 3.5, 3.7, 4, 4.1, 4.2, 4.3, 4.4, 4.5, 6.3, 7, 7.1, 7.2, 7.3, 7.4 |
| 2 | Know and discuss the broad range of ethical and inclusive practices, legislation, policies and procedures for students with disability and additional learning needs that support participation in schools, and strategies that support student well-being and safety. Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. |
Empowered Ethical |
1.1, 1.2, 1.5, 1.6, 3.3, 3.5, 3.7, 4, 4.1, 4.2, 4.3, 4.4, 4.5, 6.3, 7, 7.1, 7.2, 7.3, 7.4 |
| 3 | Apply your knowledge, understanding and skills as a professional educator to interpret, implement, integrate and adapt learning for individual needs and disabilities. |
Empowered Ethical |
1.1, 1.2, 1.5, 1.6, 3.3, 3.5, 3.7, 4, 4.1, 4.2, 4.3, 4.4, 4.5, 6.3, 7, 7.1, 7.2, 7.3, 7.4 |
| 4 | Identify and promote the importance of involving and working effectively, sensitively and confidentially with colleagues, parents/carers and community representatives to assist in developing teacher professional knowledge and to facilitate productive relationships that achieve positive educational outcomes for individual students. |
Ethical Engaged |
1, 1.1, 1.5, 1.6, 3.5, 3.7, 4, 4.1, 4.2, 4.3, 4.4, 4.5, 6.3, 7, 7.1, 7.2, 7.3, 7.4 |
* Competencies by Professional Body
| CODE | COMPETENCY |
| Australian Institute for Teaching and School Leadership | |
| 1 | PROFESSIONAL KNOWLEDGE: Know students and how they learn |
| 1.1 | Physical, social and intellectual development and characteristics of students: Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. |
| 1.2 | Understand how students learn: Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
| 1.5 | Differentiate teaching to meet the specific learning needs of students across the full range of abilities: Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. |
| 1.6 | Strategies to support full participation of students with disability: Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. |
| 3.3 | Use teaching strategies: Include a range of teaching strategies. |
| 3.5 | Use effective classroom communication: Demonstrate a range of verbal and non-verbal communication strategies to support student engagement |
| 3.7 | Engage parents/carers in the educative process: Describe a broad range of strategies for involving parents/carers in the educative process. |
| 4 | PROFESSIONAL PRACTICE: Create and maintain supportive and safe learning environments |
| 4.1 | Support student participation: Identify strategies to support inclusive student participation and engagement in classroom activities. |
| 4.2 | Manage classroom activities: Demonstrate the capacity to organise classroom activities and provide clear directions |
| 4.3 | Manage challenging behaviour: Demonstrate knowledge of practical approaches to manage challenging behaviour. |
| 4.4 | Maintain student safety: Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. |
| 4.5 | Use ICT safely, responsibly and ethically: Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. |
| 6.3 | Engage with colleagues and improve practice: Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. |
| 7 | PROFESSIONAL ENGAGEMENT: Engage professionally with colleagues, parents/carers and the community |
| 7.1 | Meet professional ethics and responsibilities: Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. |
| 7.2 | Comply with legislative, administrative and organisational requirements: Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. |
| 7.3 | Engage with the parents/carers: Understand strategies for working effectively, sensitively and confidentially with parents/carers. |
| 7.4 | Engage with professional teaching networks and broader communities: Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. |
Am I eligible to enrol in this course?
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Pre-requisites
(EDU100 or EDU101 and enrolled in Program AE301, ED306, BE301, SE301 or ED304)
Co-requisites
Not applicable
Anti-requisites
Not applicable
Specific assumed prior knowledge and skills (where applicable)
ED304 students (Bachelor of Primary Education) will have successfully completed minimum of 6 Education Courses, not including school placement courses
How am I going to be assessed?
Grading Scale
Standard Grading (GRD)
| High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Details of early feedback on progress
Feedback will be given following online quiz/zes, commencing in week 3. In week 3 or 4 of this course a draft copy of your Task 1 assessment will be peer reviewed in your tutorial/workshop.
Assessment tasks
| Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
| All | 1 | Activity Participation | Individual | 30% | 80-100 mins |
Throughout teaching period (refer to Format) | Online Test (Quiz) |
| All | 2 | Oral and Written Piece | Group | 30% | 15-20 minute presentation in groups + documentation |
Week 6 | Online Submission |
| All | 3 | Activity Participation | Individual | 40% | 1000-1200 words |
Week 10 | Online Assignment Submission with plagiarism check |
| All - Assessment Task 1:Quiz/zes | |
| Goal: | The goal of this task is to demonstrate your knowledge of individual learner needs and your developing capacity to support and encourage all students to learn optimally within the classes you will teach. You will do this via a series of quizzes given throughout the course. The goal of this task is to draw together your understanding of the course topics as the semester progresses. |
| Product: | Activity Participation |
| Format: | You will undertake quizzes in weeks 3, 5, 7 and 9 in order to determine your knowledge and understanding of legislation, policy and inclusive practices required to cater for the individual needs of all students in the classroom. Each quiz will assess the previous 2 weeks' learning materials and readings. Following each quiz, you will be provided with feedback to reflect on your current understanding of the course topics which in turn may be used to shape and enhance your final assessment item, the professional conversation. |
| Criteria: |
|
| All - Assessment Task 2:Professional Conversation: Individual Learning Needs | |
| Goal: | The goal of this task is to work collaboratively with colleagues to select one student from provided scenarios, and to discuss, negotiate and formulate appropriate plans for action to support this student with individual learning needs/disabilities. You will also participate as a member of the Learning Support Team, to provide feedback and make recommendations to your colleagues in support of their student. |
| Product: | Oral and Written Piece |
| Format: | You are provided with several student scenarios from which to select one student whose case you will present to your school’s Learning Support Team for consultation and negotiation of future support plans. You are to access sources in addition to the course text. You will work collaboratively with your group to: • Prepare a presentation about your child for the Support Team meeting • prepare a two-page fact sheet and reference list to share with your peers • Upload fact sheet and reference list to Canvas prior to the commencement of the week 8 presentations and provide a copy to your tutor before your presentation. Preparing for your professional conversation: • analyse your student’s learning needs • document and evaluate strategies you have previously trialled with your student • make recommendations for appropriate interventions, adjustments and support with teaching strategies and assessment (e.g. literacy, numeracy, behaviour), including the safe, responsible and ethical use of ICTs. • discuss communication strategies with key stakeholders (internal and external personnel) and community representatives. • propose strategies for differentiation of the curriculum • suggest guidelines for future staff who may work with your student, including recommendations for professional development. The presentation Your group will: present your student’s case in either Week 6, 7 or 8 tutorial (to be negotiated with your tutor) to the Learning Support Team (your peers) for feedback and suggestions on future action plans. You will participate in a professional conversation and provide feedback to other groups on their presentations. |
| Criteria: |
|
| All - Assessment Task 3:Reflective Essay Review of Individual Learner Needs in the Classroom | |
| Goal: | The goal of this task is to submit a reflective essay. You will review the literature relating to individual learner needs/disabilities in the classroom and reflect on how your growing knowledge will inform your professional practice. |
| Product: | Activity Participation |
| Format: | You are required to refer to current legislation, policy and practices, and to use academic literature relating to inclusive practices and individual learner needs/disabilities in the classroom, to write and submit a reflective essay that addresses the following: (i) Current legislation, policies and practices in relation to a broad range of individual needs and disabilities in classrooms today. Discuss the ways in which Australian policy and practices are enacted to support student well-being and safety and the implications for teachers. ii) Apply a “strengths-based” social model of inclusion rather than a “deficit” medical model to address both the strengths and needs of one specific learner need/disability of your choice. Iii) Critically reflect on the range of inclusive practices that aim to support participation of all students in schools. Also, reflect on your own attitudes, values and beliefs and how these will shape your future role as a teacher. |
| Criteria: |
|
Directed study hours
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
Schedule
| Period and Topic | Activities |
n/a |
n/a |
What resources do I need to undertake this course?
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Prescribed text(s) or course reader
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
| Required? | Author | Year | Title | Edition | Publisher |
| Required | Hyde, M., Dole, L., & Tait, K. | 2021 | Diversity, Inclusion and Engagement | Fourth Edition | Oxford Press |
Specific requirements
Students are required to access either an online or hard copy version of the current textbook and recommended resources. Electronic devices to access the internet during tutorials is an advantage.
How are risks managed in this course?
What administrative information is relevant to this course?
Assessment: Academic Integrity
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Assessment: Additional Requirements
Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct
Assessment: Submission penalties
Late submission of assessment tasks may be penalised at the following maximum rate: - 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. - 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. - A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.
SafeUniSC
UniSC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUniSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUniSC team by phone 07 5456 3864 or email safe@usc.edu.au.
The SafeUniSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.
Study help
For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.
Wellbeing Services
Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.
To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.
AccessAbility Services
Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.
To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.
Links to relevant University policy and procedures
For more information on Academic Learning & Teaching categories including:
- Assessment: Courses and Coursework Programs
- Review of Assessment and Final Grades
- Supplementary Assessment
- Central Examinations
- Deferred Examinations
- Student Conduct
- Students with a Disability
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
Student Charter
UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.
General Enquiries
-
In person:
- UniSC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
- UniSC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
- UniSC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
- UniSC Gympie - Student Central, 71 Cartwright Road, Gympie
- UniSC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
- UniSC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
- Tel:+61 7 5430 2890
- Email:studentcentral@usc.edu.au