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SPE3006 Developmental Differences in Learning in Primary Context

Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : Band 1
Grading basis : Graded
Version produced : 18 May 2022


Pre-requisite: EDP2111 and EDC2400 and (SPE3001 or SPE3005) and Students must be enrolled in one of the following Programs: BEDU (Primary + Special Education) or BEDU (Special Education) or BPED


The primary role of an educator is to facilitate opportunities for learners to access and participate in curriculum to their fullest potential. The Australian Curriculum has been envisioned on a continuum of learning development. How this curriculum can be delivered in inclusive learning environments that embrace a range of diverse learners is a necessary understanding and skill for all educators. Catering for learner diversity requires primary educators to firstly be able to recognise these needs, secondly, understand how these needs affect learning, and lastly, provide appropriate teaching strategies to support curriculum access and participation. Pre-service teachers will reflect on their own experiences and build new understandings that will be applied within primary schooling professional experience contexts.

This course will explore a range of learner developmental differences (atypical development) that may or may not be associated with a diagnosed disability but do impact upon the primary school learner's access to and participation in, the curriculum. Areas including but not limited to attention, motor skills, communication, sensory processing, and executive functioning, will be defined and their impact on learning illustrated through examples found within a primary school environment. Evidence-based teaching strategies specific to a primary school environment and relevant to these developmental differences will be explored as well as data collection methods to identify these diverse needs, and inform appropriate educational practices. Additionally, the role of motivation and self-regulation in learning will be considered.

This course contains a 15-day professional experience placement that will be within a special education setting (i.e. special school or special education program). For full details of the professional experience particulars, refer to the Professional Experience website and the Professional Experience Book.

Course offers

Semester Mode Campus
Semester 2, 2022 External
Date printed 18 May 2022