No offerings have been identified for this subject in 2016
ESS306 Programming, Teaching and Learning in Inclusive Settings (8)
Abstract|
In this subject, students will learn how to plan for and differentiate learning experiences for children in a variety of inclusive settings. This includes designing instruction and adapting teaching and learning using a variety of strategies, and creating an Individual Family Service Plan (IFSP) and/or an Individual Education Plan (IEP). Students will participate in learning experiences that focus on the application of a number of approaches first-hand to improve their own learning in the subject. Students will write practice examples of outcomes and lesson designs and engage in a feedback process with their peers. They will develop a set of differentiated outcomes and lessons that incorporate evidence-based practices from the field. |
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+ Subject Availability Modes and Location
Continuing students should consult the SAL for current offering details prior to contacting their course coordinator: ESS306
Where differences exist between the handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
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Subject information| Duration | Grading System | School: |
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| One session | HD/FL | School of Teacher Education |
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| Incompatible subject(s) |
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| ESS201 ESS305 ESS424 |
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Learning OutcomesUpon successful completion of this subject, students should:
- be able to, having participated in face to face and online activities on writing learner outcomes, write a core learner outcome and then differentiate the outcome in two additional ways (utilising the three tier model) to address the range of learner needs in an inclusive setting;
- be able to build lesson designs based on the various pedagogies of inclusion, utilising the research-based design templates;
- produce a differentiation narrative explaining the process they have gone through to differentiate outcomes and a lesson. Students will be able to demonstrate a research-base for this work and identify the legislative and policy implications;
- understand how a meeting should be run for their focus child, family and other key stakeholders. Students will be able to identify from these meetings long term goals and short term objectives and be able to create a plan of action that indicates the roles and responsibilities of all the individuals involved in the process.
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SyllabusThe subject will cover the following topics:
- Disability legislation and policy (DDA, DSE, EYLF)
- Knowledge of the range of needs
- Curriculum and instructional adaptation for children with disabilities
- Writing learner outcomes
- Pedagogies of inclusion – task analysis, explicit teaching, cooperative learning, collaborative practice
- Differentiating instruction
- Components of, and writing, an Individual Family Service Plan
- Creating an Individual Education Plan (IEP)
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The information contained in the 2016 CSU Handbook was accurate at the date of publication: 06 September 2016. The University reserves the right to vary the information at any time without notice.
