Inclusion and Intervention in the Early Years (10177.2)

Please note these are the 2018 details for this unit
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Inclusion and Intervention in the Early Years
Available teaching periods Delivery mode Location
View teaching periods
EFTSL Credit points Faculty
0.125 3 Faculty Of Education
Discipline Study level HECS Bands
Academic Program Area - Education Level 2 - Undergraduate Intermediate Unit Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
This unit is about children who are at risk of having a developmental or learning disability. The unit focuses on research-based strategies for providing effective intervention for children up to eight years of age. Content includes: the history of early intervention and its research, legislative and policy bases; family-focused intervention; and multidisciplinary models of early intervention with particular attention to assessment, programs, transition, ethical issues and current controversies in the field. The unit is based within an early Childhood centre with pre-service teachers working with young children for the semester and includes five days of placement.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Describe the rationale and evidence base for early intervention;
2. Describe inclusive planning and teaching strategies that include individual assessment and documentation;
3. List a range of community resources that are available to support teachers, families and children; and
4. Explain the importance of working in collaborative partnerships with families and other professionals.


Graduate attributes

1. UC graduates are professional - communicate effectively
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development


Prerequisites

Must have passed 12 credit points.

Corequisites

None.

Incompatible units

None.

Equivalent units

None.

Assumed knowledge

None.
Year Location Teaching period Teaching start date Delivery mode Unit convener
Not available

Required texts

Cologon, K. (Ed). (2014). Inclusive education in the early years: Right from the start. South Melbourne: Oxford University Press.

Additional resources will be made available on the unit Canvas site.

Submission of assessment items

Extensions & Late submissions

All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.

Late submission of assignments without an approved extension will result in a penalty of 5% reduced marks from the total available, per calendar day late. An assignment submitted over 7 days late will not be accepted.  Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.

Special assessment requirements

All assessments must be submitted and an aggregate of 50% be reached in order to pass the course. All placement requirements must be met in order to pass the course.

Academic integrity

Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.

To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.

Use of Text-Matching Software

The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.

Provision of valid documentation

Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.

Learner engagement

Breakdown of Hours

  • 30 hours – Workshop participation
  • 30 hours – Workshop and lecture preparation
  • 40 hours – Professional experience placement 
  • 50 hours - Assessment preparation for all tasks

Participation requirements

Participation in ‘school based' tutorial classes is a compulsory condition of this unit, and attendance will be recorded. You must participate in 100% of the ‘school based' tutorial classes to pass this unit. In the event that you cannot attend your assigned session due to illness or extreme circumstances, you must provide appropriate documentation to the Unit Convener as soon as possible. In the case of sessions missed due to illness or extreme circumstances, both the academic content and the professional experience component are required to be made up. More than two documented absences may lead to failure of the unit due to non-completion.

 

*Note: This unit commences with week 1 on campus (see timetable for room). Weeks 2 to 7 will be school-based to meet accreditation requirements of 3 days professional experience. Weeks 9 - 11 will be back on campus. Professional experience will be held in Weeks 12 and 13 and will be 7 days unless students missed one of the school based classes where they will make up the days. 

Required IT skills

Basic computer skills are assumed.

Work placement, internships or practicums

This unit involves a placement component hence it requires strict adherence to professional practice and principles and ethics. School, student, and/or research participant confidentiality must always be maintained, including for assessment items like reports or essays (see policy 3335). Successful completion of the professional experience placement is critical to success in the whole unit. Students must make themselves familiar with the processes and policies of professional experience. 

A Working with Vulnerable People (WWVP) background check is required to undertake a placement for this unit. Please ensure that you register with Access Canberra, www.accesscanberra.act.gov.au/app/answers/detail/a_id/1804/~/working-with-vulnerable-people-(wwvp)-registration to obtain your card. The WWVP only applies to ACT, and students undertaking placements in NSW will need to register with the NSW Office of the Children's Guardian, www.kidsguardian.nsw.gov.au/working-with-children to obtain a Working with Children Check, in order to be able to undertake their placement.

Additional information

Provision of information to the group

Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class.  It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website (forum messages are also emailed to student email addresses only).  Students should ensure they check their student email regularly.  The Canvas discussion forums will be checked by staff regularly.

Use of student email account

The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes".  Therefore all unit enquiries should be emailed using a student university email account. Students should contact servicedesk@canberra.edu.au if they have any issues accessing their university email account.

Theoretical Foundations

This unit engages with the literature in the field of inclusive education. Theoretical perspectives used in this unit examine the nature and lived experience of barriers to, or enablers of, inclusion.