Units

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Sample subject outline - Semester 2 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Educators concerns about effectively managing the classroom environment are intensified by the inclusion of students with additional needs. Behaviours associated with low engagement, learning difficulties, attention and activity disorders, autism spectrum disorders, and moderate to severe disabilities present major challenges for educators. Accordingly, sound knowledge of effective classroom management practices and the ability to work collaboratively with support personnel to plan and provide appropriate supports to address the needs of all students are essential.

Theoretical approaches and practical strategies that are particularly effective in teaching and supporting students with social, emotional and behavioural needs in inclusive classrooms will be emphasised. Procedures for evaluating the effectiveness of management practices as well as issues of social justice and equity will also be discussed. Case studies and activities have been selected that require you to work individually and collaboratively to construct your knowledge of theory and practice in this critical domain.

Aims

The aim of this unit is to assist educators to deepen their knowledge of theory and practice in relation to engaging and supporting students with social, emotional and behavioural needs in inclusive educational settings.

Objectives

On completion of this unit you should be able to:

1. Articulate the conceptual and historical foundations of approaches to behavioural support including biological, behavioural, cognitive-behavioural, social constructivist, and ecological perspectives; GC: A,B,C,F

2. Describe identifying characteristics and typical needs of the range of students who often experience behavioural needs at school; GC: A,B,C,D,E

3. Record and analyse the functioning of a student with behavioural challenges in an inclusive classroom environment; GC: A,B,D,E,F

4. Consult, negotiate, and collaboratively plan a program of support for a student with social, emotional and/or behavioural challenges in an inclusive classroom; GC: AB,C,D,E,F,G

5. Assess the effectiveness of planned support programs; GC: A,B,C,D

Content

This unit will cover the following topics:

1. An examination of the causes of students' behavioural needs from biological, developmental, behavioural, cognitive-behavioural, social constructivist, and ecological perspectives;

2. An examination of the typical characteristics and needs of students who often present with behavioural challenges in schools including those who are disengaged and those with identified learning difficulties and disabilities;

3. An examination of the historical and theoretical foundations of behavioural support in schools;

4. An examination of the current literature on structuring a classroom for maximum success of all students and preventing or minimising disruption in the inclusive classroom including adopting a caring pedagogy, social-constructivist practices, conflict resolution methodologies and engaging in reflective teaching;

5. An examination of the processes involved in supporting a student with social, emontional and behavioural needs in an inclusive classroom including: assessment, functional analysis, developing appropriate support plans to address the student's needs, and evaluating outcomes.

Approaches to Teaching and Learning

A range of approaches to teaching and learning will be utilised in this unit including collaborative group discussion forums, responses to readings, analysis of case studies, discussions, individual consultations, and electronic communications. In addition, you will be encouraged to reflect on your own experiences in inclusive classrooms.

Assessment

Assessment in this unit consists of two items, which address the theoretical and applied components of the intended learning outcomes.Formative and summative feedback to students will be provided on Blackboard by means of written comments on contributions to discussions. Formative feedback will also be provided on initial assignment work. Summative feedback will be provided by means of written comments on the summative assessment items.

Assessment name: Professional Plans
Description: Select a topic that you find compelling within the domains of inclusive education and supporting learners with behavioural difficulties. Develop a PowerPoint presentation (including comprehensive speaker's notes and a summary handout) that would be suitable for use as a professional development activity.
Length: 2,000 words
Relates to objectives: 1 & 2.
Weight: 40%
Internal or external: External
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Case Study
Description: On the basis of a review of relevant research, develop an individual Functional Analysis and Support Plan for an identified student. Your work will include the implementation and critique of an assessment tool as well as a critical reflection on the process.
Length: 3,000 words
Relates to objectives: 1, 2, 3, 4 & 5.
Weight: 60%
Internal or external: External
Group or individual: Individual
Due date: End-Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Resource materials for this unit include a required text, recommended texts, a Unit Information document, a Study Guide, and a set of Readings that will be made available in the CMD via the unit's Blackboard site. You will also be expected to find, evaluate and synthesise additional sources of information. APA style is preferred for all written work.

Required Text

Danforth, S. & Smith, T. J. (2005). Engaging troubling students: A constructivist approach. Thousand Oaks, CA: Corwin Press.

Recommended Text

Ayers, H., Clarke, D., Murray, A. (2000). Perspectives on behaviour: A practical guide to effective interventions for teachers (2nd ed.). London: David Fulton.

Risk assessment statement

There are no out of the ordinary risks attached to this unit. Workplace health and safety protocols in the use of computers will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 10-Aug-2012