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EDED13435 - Students with Special Needs

General Information

Unit Synopsis

In the unit "Students with Special Needs", pre-service teachers gain awareness of their professional obligations, roles and responsibilities in relation to the Disability Standards for Education and the way that these standards inform policy and procedures for meeting the needs of students with disabilities in inclusive school settings. They build knowledge of the definitions and criteria used to categorise disabilities in educational environments and explore the concept of “person first” approaches to meeting the needs of learners with disability in the middle years of schooling. Students take an holistic view of supporting the access and participation of learners with special needs and evaluate specific differentiation, accommodation and management strategies to make recommendations that support inclusion, wellbeing, safety and learning of all students in inclusive mainstream settings. They research and document examples of good practice for consulting with students, parents, specialist services and wider community support agencies and demonstrate knowledge of how to access and facilitate partnerships that improve the educational outcomes for individuals with disabilities.

Details

Level Undergraduate
Unit Level 3
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Prerequisite:- EDED11457

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2016

Term 2 - 2017 Profile
Bundaberg
Distance
Mackay
Noosa
Rockhampton
Term 2 - 2018 Profile
Bundaberg
Distance
Mackay
Noosa
Rockhampton
Term 2 - 2019 Profile
Bundaberg
Cairns
Mackay
Noosa
Online
Rockhampton
Term 2 - 2020 Profile
Bundaberg
Cairns
Mackay
Noosa
Online
Rockhampton
Term 2 - 2021 Profile
Bundaberg
Cairns
Mackay City
Online
Rockhampton
Term 2 - 2022 Profile
Bundaberg
Cairns
Mackay
Mixed Mode
Online
Rockhampton
Townsville
Term 2 - 2023 Profile
Bundaberg
Cairns
Mackay
Online
Rockhampton
Townsville
Term 3 - 2023 Profile
Online
Term 2 - 2024 Profile
Bundaberg
Mackay
Online
Rockhampton
Term 3 - 2024 Profile
Online
Term 2 - 2025 Profile
Bundaberg
Mackay
Online
Rockhampton
Term 3 - 2025 Profile
Online

Attendance Requirements

All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 50%
2. Presentation 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University's Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 2 - 2023 : The overall satisfaction for students in the last offering of this course was 60.61% (`Agree` and `Strongly Agree` responses), based on a 19.41% response rate.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Source: SUTE and in-class comments
Feedback
Guest speakers were well received.
Recommendation
Continue to invite a range of guest speakers.
Action Taken
Guest speakers were involved.
Source: SUTE, in-class and email comments.
Feedback
Variety of assignment resources.
Recommendation
Continue to offer a range of assignment resources.
Action Taken
A variety of assignment resources and drop-in sessions were offered.
Source: SUTE, in-class and email comments.
Feedback
Content and assignments were relevant and practical.
Recommendation
Ensure relevance of assignments is emphasised and how they build on students' knowledge from Diversity and Inclusion unit plus their own developing professional knowledge.
Action Taken
Links were constantly made between the content and assignments and the students' application of it.
Source: Email, forum and survey
Feedback
Guest speakers were excellent.
Recommendation
Continue to invite guest speakers from a range of backgrounds.
Action Taken
In Progress
Source: Forum and phone conversations.
Feedback
Assignments combined theoretical with practical application.
Recommendation
Continue to emphasise how the theoretical and practical knowledge combine in the assignments.
Action Taken
In Progress
Source: Survey and drop-in sessions.
Feedback
Assignment feedback.
Recommendation
Continue to ensure markers provide feedback and feed-forward.
Action Taken
In Progress
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Appraise the roles and responsibilities of educational stakeholders under legislation and policy for students with disabilities.
  2. Propose processes that overcome barriers to successful inclusion of students with disabilities.
  3. Evaluate strategies that support the psychological wellbeing, behaviour, accessibility and learning of students with special needs within whole class groups.
  4. Explain the rationale for accommodations and modifications that support the learning and social needs of students with disability.
  5. Interpret research literature and primary data sources to make recommendations that support the needs of students with disabilities.

Successful completion of the unit Students with Special Needs provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of 1.1, 1.5, 1.6, 2.6, 3.7, 4.1, 4.3, 4.4, 6.2, 6.4, 7.2, 7.3 and 7.4. Assessment tasks for this unit may be included in a portfolio as evidence of meeting these standards at Graduate career stage. Further aspects of the ICT elaborations of these standards can also be demonstrated through assessment in this unit.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment • •
2 - Presentation • • • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Communication • •
2 - Problem Solving • • • •
3 - Critical Thinking • • • •
4 - Information Literacy • • •
5 - Team Work • • •
6 - Information Technology Competence • •
7 - Cross Cultural Competence • •
8 - Ethical practice • • • • •
Alignment of Assessment Tasks to Graduate Attributes
• Introductory Level
• Intermediate Level
• Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10
1 - Written Assessment • • • • •
2 - Presentation • • • • • • • •