ETP300 - Educating Students with Additional Needs

Year:

2021 unit information

Enrolment modes:

Trimester 1: Burwood (Melbourne), Warrnambool, Waurn Ponds (Geelong), CBD*

Credit point(s): 1
EFTSL value: 0.125
Prerequisite:

Students in course version E359 (commenced prior to 2017): ETP201
Students in course version E359 (commenced from 2017): ESM211

Corequisite:

Nil

Incompatible with:

Nil

Study commitment

Students will on average spend 150 hours over the teaching period undertaking the teaching, learning and assessment activities for this unit.

Scheduled learning activities - campus

1 x 1-hour class per week, 1 x 2-hour seminar per week and online discussions on CloudDeakin

Professional experience: Students will be required to complete a 10-day professional experience placement

Note:

*CBD refers to the National Indigenous Knowledges, Education, Research and Innovation (NIKERI) Institute; Community Based Delivery

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.

Hurdle requirement

Hurdle Requirement: Satisfactory completion of the 10 day professional experience placement is required in order to pass this unit

Unit Fee Information

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