Information on this page, including unit offerings, is from the 2020 academic year.
Teaching Students with High Incidence Disabilities (EDN330)
|Availability||MURDOCH: SB2-internal, SB2-external|
|Description||The focus of this unit is on children with high-incidence disabilities. The unit presents students with an overview of the nature and characteristics of children with mild disabilities, including children with autism (ASD), mild intellectual disabilities, learning disabilities, attention-deficit-hyperactivity disorders (ADHD), and children with emotional or behavioural disorders. This unit will also aim to provide students with knowledge of key issues, evidence-based practices and teaching strategies addressing the needs of children with high incidence disabilities in education settings.|
|Unit Learning Outcomes||Students will:
1. Develop an understanding of the nature and characteristics of students with high-incidence disabilities, including students with mild intellectual disabilities, learning disabilities, attention-deficit-hyperactivity disorders, ASD, and students with emotional or behavioural disorder.
2. Investigate specific strategies and interventions for teaching students with each of these disabilities including managing inappropriate behaviour, both academic and social.
3. Develop understanding of critical issues, laws, policies, and ethical principles regarding education of students with special educational needs.
4. Demonstrate an understanding of research-based strategies for individual curriculum-based assessment, planning, and instruction.
5. Conduct independent research into a current topic/issue relevant to learners with learning disabilities, intellectual disabilities, ADHD, autism, or emotional disabilities.
|Timetabled Learning Activities||Summer Intensive workshops of 5 hours per day for 1 week (8.30-3.30pm with breaks)
Held on campus 14th - 18th January 2019.
|Unit Learning Experiences||· Small group cooperative learning to understand the importance of teamwork in an educational context and to demonstrate the use of group structures as appropriate to address teaching and learning goals;
· Explicit teaching including lectures and a range of teaching strategies to foster interest and support learning;
· Structured occasions for reflection on learning to allow students to reflect critically on issues discussed;
· Extensive opportunities for whole group and small group dialogue and discussion, allowing students the opportunity to demonstrate their capacity to communicate.
|Assessment||Assignment 1 (60%): Students research a topic/issue relevant to learners with high incidence disabilities and reflect upon how these ideas and practices ideas connect with their beliefs and learning in the unit. Students then present a summary of their findings to other students to share ideas. Aligned to Learning Objectives 1, 3 & 5.
Assignment 2 (40%): Students are asked to write a short essay designed to enable them to begin to reflecting on their knowledge and plan a course of action for their practice with students who have high-incidence disabilities. Aligned to Learning Objectives 1, 2 & 4.
Students should expect quantitative feedback as well as qualitative comments on their work with a focus on specific areas of improvement.
|Appears in these Courses/Majors:
see individual structures for context
|Appears in these Minors||Inclusive 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.|