units

EDF1551

Faculty of Education

Undergraduate - Unit

This unit entry is for students who completed this unit in 2013 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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6 points, SCA Band 1, 0.125 EFTSL

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LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2013 (Day)
Coordinator(s)Dr Penny Round

Synopsis

This introductory unit lays the foundation for this discipline stream and will discuss the evolutionary trend of educating students with a range of diversities from special schools to inclusive schools. A key focus of the unit is on inclusive education. It will provide an overview of the key issues related to the education of children with diverse needs including, but not limited to, disability, giftedness, mental health issues and those from non-English speaking backgrounds. It will describe the various settings in which children with diverse needs are educated. Participants will understand how policies, legislation and research are influencing, and have influenced, classroom practices for children with diverse needs in Victoria, Australia and worldwide. The critical roles that school educators might play in ensuring the success of students with diverse needs in various educational setting will also be covered.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. critically analyse how society and schools define and understand individual differences,
  2. identify the range of educational settings available to students with diverse needs,
  3. recognise how policies, legislation and research impacts on the education of children with diverse needs, and
  4. understand the critical roles teachers play in successfully teaching students with diverse needs in a variety of educational settings.

Assessment

Assessment Task 1: Research essay; (2000 words, 50%), and Assessment Task 2: Class presentation; (2000 word equivalent, 50%)

Chief examiner(s)

Contact hours

Contact 2 hrs/week; private study 10 hrs/week