Responding to Individual Needs in Education (6733.5)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|
|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 outcomes1. 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 attributes1. UC graduates are professional - communicate effectively
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 - 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
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
Ashman, A. (Ed.). (2015). Education for Inclusion and Diversity. Frenchs Forest, NSW: Pearson Australia.
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.
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
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.
Work placement, internships or practicums
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.