Addressing Challenges in Educational Environments (9857.2)

Required texts

You may purchase the required text through the "School Locker" at the link: https://theschoollocker.com.au/universities/university-of-canberra or visit The School Locker Store situated inside the UCX Shop.

Required

Howard, J.A. (2013) Distressed or deliberately defiant? Managing student behaviour due to trauma and disorganised attachment.  Australian Academic Press Group Pty Ltd.

Online course: Nationally Consistent Collection of Data on School Students with Disability. Disability Standards for Education for pre-service teachers: https://www.nccd.edu.au/professional-learning/disability-standards-education-pre-service-teachers   

Online course: Australian Childhood Foundation.  Trauma Responsive Practice in Education: https://professionals.childhood.org.au/training-development/trauma-responsive-practice-in-education/ 

Recommended

Aboriginal Education K – 12 Resource Guide (2003) http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/aboriginalresourceguide.pdf

Ashman, A., & Elkins, J. (2012). Education for Inclusion and Diversity. Pearson, NSW.  

Australian Childhood Foundation. (2018). Making Space for Learning.  Trauma Informed Practice in Schools (online)

Carrington, S., & Macarthur, J. (2012). Teaching in Inclusive School Communities. Wiley and sons, Australia Ltd. (bookshop)

DEEWR. Family, School Partnerships Framework, A Guide for Schools and Families, (On-line)

Epstein, Joyce.  Framework of Six Types of Involvement. (on-line)

Graham, L., Berman, J., & Bellert, A. (2015). Sustainable Learning: Inclusive practices for 21^st century classrooms. Cambridge University Press, Melbourne.

Hyde, M., Carpenter, L., & Dole., Conway, R. (2013). Diversity, Inclusion and Engagement. Oxford University Press, Melbourne.

McGrath, M.Z., Johns, B. H. & Mathur, S. R. (2010). Empowered or Overpowered? Strategies for Working Effectively with Paraprofessionals. Beyond Behavior, 19(2). 2-6 (on-line)                 

Scott, S. (2004). Fierce Conversations: Achieving success at work and in life one step at a time.

Staff Matters http://www.appa.asn.au/conferences/2011/mason-presentation.pdf

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

Submission of all assessments and an aggregate 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.

URKUND

The use of URKUND is the default position of the university

Students should be aware that submitting fraudulent documentation has potential serious consequences including suspension and/or exclusion from the University and that  all allegations of student misconduct will be referred to the ADE for investigation as a prescribed authority.

Learner engagement

Indicitive student workload

Lectures/online learning: 30hrs

Tutorials: 60 hrs

Weekly preparation for classes: 20hrs

Assessment preparation and private study: 40hrs

Inclusion and engagement

Some of the content of this unit has the potential to be emotionally challenging.  Students are encouraged to seek out support from Student Wellbeing if required.

Participation requirements

Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g. medical certificate).

Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).

It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.

Required IT skills

Only basic IT skills are required to complete this unit

In-unit costs

Please note that the Australian Childhood Foundation online course Trauma Responsive Practice in Education has a cost of $33.   When registering online for the course, students will be required to pay using a credit card.  

Work placement, internships or practicums

none

• Semester 2, 2021, On-Campus, UC - Canberra, Bruce (201968)
• Semester 2, 2020, On-Campus, UC - Canberra, Bruce (195903)
• Semester 2, 2019, On-Campus, UC - Canberra, Bruce (186937)
• Semester 2, 2018, On-Campus, UC - Canberra, Bruce (182754)