Addressing Challenges in Educational Environments (9857.2)

Please note these are the 2024 details for this unit
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Addressing Challenges in Educational Environments
Available teaching periods Delivery mode Location
View teaching periods On-Campus
 Bruce, Canberra
EFTSL Credit points Faculty
0.125 3 Faculty Of Education
Discipline Study level HECS Bands
Academic Program Area - Education Level 4 - Undergraduate Advanced Unit Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Through a combination of lectures, workshops and independent research, this unit enables pre-service teachers to demonstrate and extend their knowledge and skills when planning teaching and learning for a diverse range of students including Indigenous students, students with disability, rural and remote students, students from an EAL/D background and gifted and talented students.

Learning outcomes

On successful completion of this unit, students will be able to:
1. Contextualise the contemporary challenges in educational environments;
2. Make links between educational environments, policies and frameworks; and
3. Identify and evaluate effective strategies to address potential challenges early career educators may experience.


Graduate attributes

1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - communicate effectively
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 - understand issues in their profession from the perspective of other cultures
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
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas


Prerequisites

Students must have passed 72 credit points including 9869 Designing Learning for Diversity and Inclusion.

Corequisites

Must be enrolled in one of the following undergraduate Initial Teacher Education (ITE) courses:
321JA Bachelor of Primary Education
322JA Bachelor of Primary Education (STeM)
323JA Bachelor of Primary Education (Creative Arts)
324JA Bachelor of Primary Education (Health and Physical Education)
327JA Bachelor of Secondary Education/Bachelor of Arts
328JA Bachelor of Secondary Education/Bachelor of Science
330JA Bachelor of Secondary Education (Health and Physical Education)
347JA Bachelor of Secondary Education (Arts)
348JA Bachelor of Secondary Education (Science)

Incompatible units

None.

Equivalent units

None.

Assumed knowledge

None.
Availability for enrolment in 2024 is subject to change and may not be confirmed until closer to the teaching start date.
Year Location Teaching period Teaching start date Delivery mode Unit convener
2023 Bruce, Canberra Winter Term 30 May 2023 On-Campus Mrs Stephanie Watts
2023 Bruce, Canberra Semester 2 31 July 2023 On-Campus Mrs Michaela Vergano
2024 Bruce, Canberra Winter Term 27 May 2024 On-Campus Mrs Katy Meeuwissen
2024 Bruce, Canberra Semester 2 29 July 2024 On-Campus Mrs Katy Meeuwissen
The information provided should be used as a guide only. Timetables may not be finalised until week 2 of the teaching period and are subject to change. Search for the unit timetable.

Required texts

You may purchase the required text through the several book retailers such as: Amazon, Book Depository and Booktopia amongst others.

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/  

Online course: Positive Partnerships. Introduction to Autism: https://learninghub.positivepartnerships.com.au/login/index.php 

Recommended

Ashman, A., (2018). Education for Inclusion and Diversity. Pearson

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

Blaustein, M. E., & Kinninburgh, K. M. (2018). Treating traumatic stress in children and adolescents: How to foster resilience through attachment, self-regulation and competency (2nd ed.). Guilford Press.

Eller, J. & Hierck, T. (2022). Trauma-sensitive Instruction: Creating a Safe and Predictable Classroom Environment. Hawker Bronlow Education.

Ewing, R., Glass, C., Kervin, L., Gobby, B., & Le Cornu, R. (2020). Teaching: Dilemmas, challenges and opportunities (6th ed). Cengage. * (Highly Recommended)

Graham, L. (Ed.). (2019). Inclusive Education for the 21st century: Theory, policy and practice. Routledge.   

Howard, J. A. (2013). Distressed or Deliberately Defiant? Managing challenging student behaviour due to trauma and disorganised attachment.  Australian Academic  Press (available online)* (Highly Recommended)           

Ralph, T. (2024).  Student Voice, Behaviour, and resistance in the classroom environment.  Routledge.

 

 

 

Submission of assessment items

Extensions & Late submissions

Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.

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.

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.

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

Indicative student workload

Reading and private study: 60 hours

Lectures and tutorials: 30 hours

Assessment tasks: 60 hours

Inclusion and engagement

Some of the content of this unit has the potential to be emotionally challenging and may be triggering for some.  Students are encouraged to talk with the unit convenor and 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

Additional information

Theoretical foundations:  The theoretical foundations of the unit are evidence-based and look at multi-disciplinary learning in cognitive sciences, health sciences, behavioural sciences as well as the specialised education fields of disability and inclusive practices. 

Research Led Education: This unit involves research-led education. There are active researchers delivering this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.

Next step

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