ETP300 - Educating Students with Additional Needs
| Year: | 2024 unit information |
|---|---|
| Enrolment modes: | Trimester 1: Burwood (Melbourne), Warrnambool, Waurn Ponds (Geelong), Community Based Delivery (CBD)* |
| Credit point(s): | 1 |
| EFTSL value: | 0.125 |
| Prerequisite: | Students enrolled in course version E359 (commenced prior to 2017): ETP201 |
| Corequisite: | Nil |
| Incompatible with: | EEP301, EPP207, ETP301 |
| Study commitment | Students will on average spend 150-hours over the teaching period undertaking the teaching, learning and assessment activities for this unit. This will include educator guided online learning activities within the unit site. |
| Scheduled learning activities - campus | 1 x 1-hour lecture per week, 1 x 2-hour seminar per week and online discussions on the unit site |
| In-person attendance requirements | Students will be required to complete a 10-day professional experience (placement) For the most up-to-date advice regarding your professional experience (placement) please see here. |
| Note: | *Community Based Delivery (CBD) is for National Indigenous Knowledges, Education, Research and Innovation NIKERI Institute students only. |
Content
This unit is designed to introduce students to the role of an inclusive educator, with specific reference to learners with ‘additional needs’. This unit will involve in-depth and contextualized discussion of the ways learners with additional needs are ‘known’ in classrooms. It will explore labels and myths of learners with additional needs and introduce students to the Disability Standards for Education (2005) and the Disability Discrimination Act (1992). Students will explore the developmental framework of childhood and analyse ‘how’ and ‘why’ childhood development can be altered/adjusted. A range of additional needs including neurological disorders, behavioural conditions, attentional deficits, muscular – skeletal disorders, sensory impairments, and high intellectual potential will be introduced. Specific diagnosis such as the Autism Spectrum, ADHD, oppositional defiance, cerebral palsy, gifted learners, mild intellectual disability and muscular dystrophy will be explored. Students will discuss the impact of ‘additional needs’ on curriculum planning and child learning. Teaching strategies, including working with specialists, community, and parents will be explored and evaluated to support curriculum development and interventions taught through the lens of the strengths based model of special education. This unit is designed around the APST, with particular emphasis on Standards 1 and 4. It includes a Professional Experience placement where preservice teachers will apply their learning in school contexts.
During the 10-day placement, students will practice the implementation of the teaching and learning cycle with a small group of focus children. They will assess and analyse their learning to set learning goals that provide achievable challenges for the varying abilities and characteristics of the children, and respond to these through planning, implementation and evaluation of learning experiences. Throughout these tasks, students will critically analyse and reflect on their professional practice and teaching identity alongside their mentor teacher.
Hurdle requirement
Professional experience is a requirement of the Victorian Institution of Teaching for the preparation of teachers. In this unit you will complete 10 days of the required 80 days for the Bachelor of Education (Primary). Satisfactory completion of the professional experience is required in order to pass this unit.
Unit Fee Information
Fees and charges vary depending on the type of fee place you hold, your course, your commencement year, the units you choose to study and their study discipline, and your study load.
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