ESS512 Programming for Students with High Support Needs (8)


This subject will examine the development of curriculum for students who have complex disabilities and a high level of support need. The focus is on the overall process of curriculum development from functional curriculum based assessments to the decisions of what, how and when to teach. Development of specific Individual Educational Programmes will be emphasised across learning domains.

+ Subject Availability Modes and Location

Session 1
DistanceBathurst Campus
Continuing students should consult the SAL for current offering details: ESS512
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration Grading System School:
One sessionHD/FLSchool of Teacher Education

Enrolment restrictions

Incompatible subject(s)

Learning Outcomes

Upon successful completion of this subject, students should:
- cater for the needs of learners with complex and multiple disabilities;
- make informed decisions about assessment, planning, implementation and evaluation of IEPs;
-analyse standardised assessment instruments and translate results into programming objectives;
- conduct functional assessments across all relevant curriculum domains; -select instructional pedagogies and strategies suited to prioritised skills; -engage in collaborative consultation and problem solving with all stakeholders to make informed decisions for learners;
- make decisions about appropriate modes of communication including augmentative and alternative systems (AAC) as determined by need; and
- integrate technology (ICT) across skills within adaptive behaviour curriculum areas.


The subject will cover the following topics:
- Standardised assessment tools as a starting place for programming;
- Adaptive Behaviour domains;
- use of curriculum based assessment across Adaptive Behaviour domains;
- use of task analysis as a means of assessment; programming and ongoing monitoring;
- IEP program planning in the areas of daily living, functional academics, leisure and recreation skills;
- curriculum decisions integrated across all curriculum areas such as behaviour management , social
skills, physical management, and communication in receptive and expressive modes;
- the use of AAC for students functioning without speech;
- information and communication technologies (ICT) used across curriculum domains ;
- matching teaching pedagogy and strategy to types of skills prioritised:
- use of various prompting sequences
- use of appropriate reinforcement schedules based on stage of learning
- planning for generalisation of skills and implementing curriculum within integrated
- community-based environments;
- collaborative consultation and problem solving


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.