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No offerings have been identified for this subject in 2018

ESS412 Developing Individual Education Programs (8)

Abstract

This subject examines assessment, curriculum and teaching strategies required for students with disabilities, with particular emphasis on students who have high support needs/ severe disabilities. The focus is on the overall process of curriculum development, the decisions of what and how to teach, and means to incorporate collaborative consultation with all stakeholders when planning for these students. 
 

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Continuing students should consult the SAL for current offering details prior to contacting their course coordinator: ESS412
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

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to critically reflect and devise a rationale for use of adaptive behaviours as an important index for effective functioning of students with severe disabilities;
  • be able to apply theoretical and technical knowledge to devise curriculum which will assist with age appropriate behaviour, social and recreational skills, and independent life skills within integrated environments;
  • be able to generate and design teaching strategies required for a variety of skills in the relevant adaptive behaviour curriculum areas;
  • be able to evaluate and note different levels of prompting and reinforcement required to be built into programs;
  • be able to transmit the importance of collaborative consultation and problem solving with all stakeholders in the planning and follow-up of introduced curriculum; and
  • be able to critically evaluate the use of formal and informal assessments for informing programming.

Syllabus

The subject will cover the following topics:
  • Principles for guiding curriculum decisions.
  • Adaptive behaviours as an index of ability to function independently.
  • Formal and informal assessments used for developing baseline data and ongoing monitoring of progress.
  • Collaborative consultation as a means of data gathering and planning.
  • Teaching strategies required for differing skill types.
  • Prompting and reinforcement built into programs at relevant times.

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The information contained in the 2018 CSU Handbook was accurate at the date of publication: 24 November 2017. The University reserves the right to vary the information at any time without notice.