Information on this page, including unit offerings, is from the 2020 academic year.
Teaching English and Literacy to Students with Learning Difficulties and Disabilities (EDN328)
|Availability||MURDOCH: S1E-internal, S1E-external|
|Description||This unit examines issues related to students with learning difficulties and disabilities and the impact it has on the development of English and Literacy skills. The focus will be on early intervention and ongoing support for children who have not made expected progress. Students will explore and evaluate a range of evidence-based instruction, assessment and intervention approaches in relation to literacy, in order to promote an effective educational experience for students with a range of learning difficulties and disabilities.|
|Unit Learning Outcomes||Students will:
1. Determine and explore a range of diagnostic assessment and intervention approaches in relation to issues with literacy learning, in order to promote an inclusive and effective educational experience for students with learning difficulties and disabilities.
2. Develop individual education plan and programs in literacy for students with a range of learning disabilities and other disabilities using evidence-based instruction involving adaptation of mainstream curricula and effective use of diagnostic instruments.
3. Construct and/or select learning experiences in the school and the community as appropriate for student's instructional needs.
4. Demonstrate an understanding of the English language and literacy demands of schooling and identify equity implications and issues for diverse students' access to and achievement in the academic curriculum.
5. Develop knowledge of the specific speaking, listening, reading and writing demands of subject area learning and classroom interaction designing a range of language and literacy-developing tasks and strategies.
6. Demonstrate an ability to be critically reflective and integrate theoretical perspectives about language and literacy with subject area knowledge and teaching practices to improve teaching practice.
|Timetabled Learning Activities||Lectures: 1 hour per week; workshops: 2 hours per week.|
|Unit Learning Experiences||· Small group learning to model the importance of teamwork in an educational context and to demonstrate the use of group structures as appropriate to address teaching and learning goals;
· Structured occasions for reflection to allow students to reflect critically on teaching practice;
· Opportunities for whole group and small group dialogue and discussion, allowing students the opportunity to demonstrate their capacity to communicate a And liaise with the diverse members of an education community, and to demonstrate their knowledge and understanding of method content.
· Online learning on the course LMS website and associated unit resources.
|Assessment||Assignment 1 (40%): Students write a research report on students with learning difficulties and disabilities in relation to literacy learning. The research should identify the issues, assessments and intervention approaches for these students. Assignment 2 (60%): Students research and design a targeted literacy support program for students with learning disabilities. Students then present a summary of their findings to other students to share ideas.
Students should expect quantitative feedback as well as qualitative comments on their work with a focus on specific areas of improvement.
|Prerequisites||Successful completion of EDN235 Teaching English and Literacy in Early Childhood and Primary|
|Appears in these Courses/Majors:
see individual structures for context
|Appears in these Minors||English and Literacy Education
|Internet Access Requirements||Murdoch units normally include an online component comprising materials, discussions, lecture recordings and assessment activities. All students, regardless of their location or mode of study, need to have access to and be able to use computing devices with browsing capability and a connection to the Internet via Broadband (Cable, ADSL or Mobile) or Wireless. The Internet connection should be readily available and allow large amounts of data to be streamed or downloaded (approximately 100MB per lecture recording). Students also need to be able to enter into online discussions and submit assignments online.|
Dr Rachel Drewry
P/T Teaching Casual
Dr Rachel Drewry
P/T Teaching Casual