RESOURCE/REMEDIAL MANAGEMENT AND INTERNSHIP

Year	No.	Offer	Mode	Description			Cred. Pts
96	80521 	S2  	X 	RES/REM MAN'T & INTERNSHIP	1.00

Contents

• Staffing
• Pre-requisite(s)
• Rationale
• Synopsis
• Objectives
• Topics
• Texts
• Recommended References
• Student Workload
• Assessment Details
• Other Requirements

STAFFING:

PRE-REQUISITE(S)

80520

RATIONALE:

The complex role of the support teacher reflects growing community awareness of the problems and needs of the handicapped child in the mainstream. This unit will focus on the development of skills which will enable the support teacher to work with the class teacher in - identifying children with special needs - co-operatively planning and implementing programmes for the class, for small groups and for individual children within the class - evaluating the effectiveness of such programmes In addition to this the support teacher is expected to be expert in clinical diagnosis and clinical teaching, to be able to communicate with parents and with other professionals and co-ordinate programmes with them, and must also possess knowledge and skills in management.

SYNOPSIS:

This  unit  provides an overview of the changing role of  the  support
teacher  and  focusses on the development of professional  skills.  It
includes a compulsory extended internship which requires teaching both
in the classroom and in the resource/remedial setting.

OBJECTIVES:

At the conclusion of this unit, students will be able to demonstrate:

1. a knowledge of the changing role of the support teacher/ learning difficulties;
2. a knowledge of present and future expectations of this role;
3. a knowledge of the principles and practices which underpin the effective implementation of policies of - social justice, inclusive education, provision for the handicapped;
4. a knowledge of a variety of models for support teaching;
5. a sound knowledge of and competency in the implementation of S.P.S.
6. a knowledge of ascertainment procedures
7. ability to communicate with and work alongside other professionals, particularly in the implementation of ascertainment procedures and in the structuring of I.E.P'S.
8. competency in implementing and interpreting in-depth diagnostic procedures
9. the ability to structure and implement individualised programs of instruction
10. the ability to work co-operatively with the class teachers in assessing students and in programming for their needs
11. the ability to teach collaboratively with class teachers in providing for children with special needs in the class, in small groups and in individualised programs of instruction.

TOPICS:

 Description                                                    Weighting(%)

The support teacher's role                                            10.00
.  an overview
.  a definition

Diagnosis of the handicapped child                                    10.00
.  an analysis of the learner in the classroom
.  clinical diagnosis
.  referral procedures

Developing programmes of instruction                                  10.00
.  on an individual basis
.  for small groups
.  for groups within a class

The special needs child in the classroom                              10.00
.  management procedures

 Internship                                                           60.00

TEXT and MATERIALS to be PURCHASED:

RECOMMENDED REFERENCE MATERIALS:

Wood, K.D., Algozzine, B. "Teaching Reading to High Risk Learners: A Unified
Perspective," Allyn & Bacon, Massachusetts, 1994.

Duffy, G. G., Roehler, L.R., "Improving Classroom Reading Instruction: A
Decision Making Approach," McGraw Hill, New York, 1993.

STUDENT WORKLOAD REQUIREMENTS:

	ACTIVITY				HOURS
Directed Study                                	50
Private Study                                 	30
Assessments                                   	80

ASSESSMENT DETAILS:

No	*F/S	Marks		Due		Description					Wtg(%)		LBL
1 	S 	        	27/09/96	PROGRAMMING ASSIGNMENT 1                	20.00   	Y
2 	S 	        	04/10/96	PROGRAMMING ASSIGNMENT 2                	20.00   	Y
3 	S 	        	08/11/96	PROGRAMMING ASSIGNMENT 3                	30.00   	Y
4 	S 	        	08/11/96	PROGRAMMING ASSIGNMENT 4                	30.00   	Y

OTHER REQUIREMENTS:

1    All assessment items will be graded.