EDF3552 Teaching and learning of students needing increased support
Faculty of Education
EDF3552 Teaching and learning of students needing increased support is a level 3, 6-credit-point, undergraduate unit from the Faculty of Education, offered in 2021 in Semester 2 at Clayton. It has no prerequisites.
- Credit points
- 6
- Offered in 2021
- Semester 2
- Clayton
- Assessment
- No exam
- 2 tasks
- Workload
- 144 hours
- per semester
The 2027 handbook has no page for EDF3552. This is its 2021 entry, the latest one.
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Overview
This unit develops your knowledge and first-hand experience of working with learners who may require a higher degree of support for learning to ensure equitable participation and engagement at school. These are typically learners whose personal circumstances are more than usually complex and who may experience barriers or exclusion due to one or more factors including (but not limited to) disabilities/impairments or health concerns. Evidence-based strategies for curriculum design and the use of technology are explored along with ways they may be instrumental in supporting the needs of these learners and their peers. You will build your knowledge of support services in schools and the community that are relevant to learners. You will develop expertise and experience in the skills of consulting, negotiating and facilitating as related to the roles of integration teacher, teaching assistants, families and professionals from a range of sectors, such as health professionals, social workers and out-of-home carers, who may be involved with the education, wellbeing and future success of these learners.
Offerings in 2021
| Teaching period | Campus | Mode |
|---|---|---|
| Second semester | Clayton | On campus |
Assessment
- Literature Review (1600 words or equivalent)40%
- Case study: Practice for supporting diverse learners (2400 words or equivalent)60%
Learning outcomes
When you finish this unit, you should be able to:
- 1
Understand the professional implications for supporting the wellbeing of learners with disabilities and their future success in a variety of educational settings and across the school years
- 2
Develop skills in using evidence-based approaches for curriculum design and technology to remove barriers for the access, participation and engagement of learners with disabilities
- 3
Identify community and school resources and supports available for learners with disabilities
- 4
Understand the role of, and develop skills to collaborate with, other personnel (including teacher assistants), family members and other professionals when supporting the higher needs of learners with disabilities
- 5
Create evidence-based teaching resources relevant to curriculum design, transition planning, professional collaboration or the use of technology and reflect upon their use using professional practice frameworks.
Workload and teaching
- Teaching approachActive learning
You can expect to undertake a minimum total workload of 144 hours per teaching period which may include:
- on average 24 contact hours of scheduled activities which may include a combination of teacher directed learning, peer directed learning and online engagement; and
- 120 hours of self-directed/independent study to make up the minimum required hours
For the unit teaching schedule, please visit the timetable.
Using a flipped approach, this unit offers a unique opportunity to create resources based on a solid knowledge. You will be provided with the opportunity to engage with relevant literature and resources. Further, you will be encouraged to deepen your understanding of topic areas through, collegial discussion and debate, and by participating in activities designed to extend your understanding. Additionally, face-to-face classes will enable deeper engagement with the weekly topics in a supportive and stimulating environment. It includes activities that are designed to provide practical opportunities to actively engage with the content of the unit and the readings, as well as to enhance collaboration and teamwork amongst colleagues. The class activities are designed to systematically support you in completing high quality formal assessment tasks. Most classes will be conducted using cooperative learning arrangements and it is anticipated that each member of the class will participate actively during class discussions. We will also invite guest lecturers to provide diverse perspectives of teaching/caring for students with high support needs.
Learning resources
Recommended resources
Please visit the unit Moodle site for further information.
Contacts
- Chief Examiners
- Professor Umesh Sharma
- Unit Coordinators
- Professor Umesh Sharma
Common questions
What are the prerequisites for EDF3552?
EDF3552 has no prerequisites.
When is EDF3552 offered?
In 2021, EDF3552 runs in Semester 2 at Clayton.
How much work is EDF3552?
The handbook expects about 144 hours of study across the semester. No students have rated its difficulty yet.
Does EDF3552 have an exam?
No. EDF3552 has 2 assessment tasks and no exam.
More details
- Credit points
- 6
- Level
- 3
- Study level
- Undergraduate
- Faculty
- Faculty of Education
- Type
- Coursework
- EFTSL
- 0.125
- Student contribution
- SCA Band 1
- Study abroad
- Not available
- Handbook years
- 20202021