80511 EDUCATING STUDENTS WITH SPECIAL NEEDS

Year	No.	Offer	Mode	Description			Cred. Pts
01	80511 	S1  	X 	EDUC STUDENTS SPEC NEEDS  	1.00

Contents

• Staffing
• Rationale
• Synopsis
• Objectives
• Topics
• Texts
• Reference Materials
• Student Workload
• Assessment Details
• Other Requirements

STAFFING:

RATIONALE:

This  unit  is  an  introduction to the  education  of  students  with
disabilities.  It  is designed to be of particular  relevance  to  two
groups:   teachers   in  regular  schools  who  have   students   with
disabilities  included  in  their classes, and  current  or  intending
special  educators  or  support  personnel.  Inclusive  policies  have
resulted in many students with disabilities attending regular  classes
and  this has created a need for teachers in all settings and  at  all
levels,  to  upgrade  their knowledge and skills in  relation  to  the
special  educational  needs  associated  with  a  range  of  disabling
conditions.

SYNOPSIS:

This  introductory  unit  comprises  a  comprehensive  study  of   the
educational  support  needs of students with intellectual  impairment,
learning    disabilities,   emotional   and   behavioural   disorders,
communication   disorders,   sensory   impairments,    and    physical
impairments.  There  is  also a section on the  exceptional  needs  of
students  who  are  gifted and talented. Information  about  disabling
conditions  which  may  impact on school learning  and  adjustment  is
presented,  but the emphasis is on evaluating the individual  learning
needs of students to optimise their access to the curriculum.

OBJECTIVES:

Upon completion of this unit the student will be able to:

1. trace the development of special education services with
   particular reference to recent developments in Australia, the
   United States, and the UK;
   
2. list current trends and issues related to the education of
   students with special educational needs;
   
3. demonstrate knowledge of the causes and chief characteristics
   of a range of disabling conditions and disorders;
   
4. apply knowledge and understanding of the learning
   characteristics of students with special needs to curriculum
   development and classroom practice with particular reference
   to the inclusive curriculum;
   
5. demonstrate a knowledge of the programs, curriculum
   adaptations and teaching strategies that have been developed
   for students experiencing mild-moderate difficulties in social
   and emotional development;
   
6. demonstrate a knowledge of management procedures and
   curriculum adaptations relevant to the teaching of students
   with special needs in the regular and special education
   classroom.
   

TOPICS:

 Description                                                    Weighting(%)

Introduction to Special Education                                     15.00

Inclusive  Curriculum  implications  for  regular   class             10.00
teachers

Teaching students with intellectual impairment                        10.00

Teaching   students   with  learning   difficulties   and             15.00
disabilities

Teaching students with behaviour disorders                            10.00

Teaching students with communication disorders                        15.00

Teaching students with sensory impairments                            10.00

Teaching students with physical and health impairments                10.00

Teaching students who are gifted and talented                         5.00

TEXT and MATERIALS required to be PURCHASED or accessed:

REFERENCE MATERIALS:

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the unit and enrich their learning experience.

Ashman, A., & Elkins, J. (1998). Educating Children with Special
Needs, 3rd edn, Sydney: Prentice Hall.

Australasian Journal of Special Education, (held by USQ Library).

Cole, P., & Chan, L. (1990). Methods and Strategies for Special
Education, Sydney: Prentice Hall of Australia.

STUDENT WORKLOAD REQUIREMENTS:

	ACTIVITY				HOURS
Directed Study                                	65
Private Study                                 	80
Assessments                                   	20

ASSESSMENT DETAILS:

No  *F/S Marks     Due        Description                              Wtg(%)    LBL WWW
1   S              WK 6      ASSIGNMENT 1                              50.00     Y   N
2   S              END S1    EXAM - 2 HRS                              50.00     N   N

OTHER REQUIREMENTS:

1    When  there  is  more  than  one marker  for  a  single  item  of
     assessment,  the distribution patterns for the different  markers
     will be compared and marks adjusted if necessary.
2    Marking   criteria  are  provided  in  unit  material   as   mark
     sheets/guides or as part of assignment specifications.
3    Summative assessment items will be graded.
4    Unit Grades will be calculated by aggregating the weighted result
     for  each  summative  assessment item.  Any  ungraded  assessment
     requirement will receive a Pass, Fail or Incomplete.
5    All  assessment  items  must  be attempted  and  submitted.  Each
     Assessment item must be passed.
6    If  assignments  are  submitted after the  due  date  without  an
     approved extension of time, a penalty may apply.