Responding to Individual Needs in Education (6733.5)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | ||
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Education, Science, Technology & Maths |
| 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) |
Learning outcomes
1. demonstrate how a range of individual differences in learning and ability of students in today's classrooms impacts on teaching;2. describe characteristics of students with learning difficulties;
3. evaluate strategies for identifying, assessing and teaching students with learning difficulties; and
4. access a range of support services for such students.
Graduate attributes
1. UC graduates are professional - communicate effectively1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|
Required texts
Ashman, A. (Ed.). (2015). Education for Inclusion and Diversity. Frenchs Forest, NSW: Pearson Australia.
Recommended Readings:
Carrington, S., & Macarthur, J. (2012). Teaching in Inclusive School Communities. Wiley and Sons, Australia Ltd.
Foreman, P. (Ed.). (2008). Inclusion in Action. 3rd Edition. Melbourne: Cengage.
Ashman is available to purchase from the Cooperative Bookshop and copies will be available on short term loan from the library.
Copies of Carrington & Macarthur and Foreman are available in the library.
Submission of assessment items
Special assessment requirements
An aggregrate mark of 50% is required to pass the unit.
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.
Learner engagement
Lectures = 10 hours
Tutorials and online component = 36 hours
Moodle quizzes = 8 hours
Weekly readings and revision 10 x 6 = 60 hours
Case study preparation, extended reading, research and writing = 36 hours
Participation requirements
Your participation in both class and online activities will enhance your understanding of the unit content and therefore the quality of your assessment responses. Lack of participation may result in your inability to satisfactorily pass assessment items.
Required IT skills
It is expected that students are able to demonstrate UC IT entry skills. Students will be required to complete online quizzes and have the necessary skills to undertake this.
In-unit costs
Nil
Work placement, internships or practicums
None
Additional information
Provision of information to the group
Notifications through the Moodle Announcements Forum or the Moodle 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 Moodle website (Moodle forum messages are also emailed to student email addresses only). Students should ensure they check their student email regularly. The Moodle discussion forums will be checked by staff regularly.
Theoretical Foundations: This unit is convened and prepared by an active researcher in the field of inclusive education who is able to engage students in deep and active learning and transmit passion of the topic. Staff in the unit are professional practitioners with expertise in inclusive education.
