Units

---

Sample subject outline - Semester 1 2013

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

Rationale

The concept of inclusion is fundamental to the provision of relevant and appropriate learning opportunities regardless of children's abilities, gender, ethnicity, or culture. An understanding of inclusive educational principles and practices is important if early childhood teachers are to meet children's diverse learning needs. Inclusive educational practices with young children with additional needs require you to build effective educational partnerships with families and other professionals. Through educational partnerships, you can support children and their families and ensure that the programs afforded to children will achieve desired educational and social outcomes.

Aims

The aims of this unit are for you to develop knowledge of behavioural and developmental characteristics presented by young children with diverse abilities and backgrounds, as well as understand principles and practices related to assessment, planning and implementation of programs for these children. The unit also aims to develop your knowledge and skills to work with families of these children, and with other professionals and colleagues from support agencies.

Objectives

On completion of this unit, you should be able to:

1. Identify and discuss issues around diversity and inclusion that encompass historical, legal, ethical, and policy perspectives, and demonstrate an understanding of evidence-based theories and research. [QCT Standards 4 & 6]

2. Demonstrate understanding of different assessment modes, and their application to individual learning, taking account of cultural, physical, and social factors. [QCT Standard 5]

3. Plan equitable learning experiences and environments that meet the individual learning needs of diverse young children in early childhood programs. [QCT Standard 4]

4. Identify and apply strategies for effective partnership with children, colleagues, families and other professionals working with diverse young children. [QCT Standards 8 & 9]

5. Provide evidence of attaining acceptable standards of academic, professional and personal spoken and written English language literacies relating to this unit. [QCT Standard 2]

Content

This unit introduces the bases for inclusive educational policy and practices, and the biological and environment issues that impact on young children's development and learning. It considers the planning, assessment and teaching approaches that support learning and behaviour in children with diverse abilities and background. Effective ways of working with families and professional colleagues in collaborative partnerships is examined.

Approaches to Teaching and Learning

The unit will be taught in flexible learning modes designed to support self-directed learning for both internal and external students. You will be encouraged to discuss and reflect on your ideas and attitudes to inclusion and on social justice in education systems and programs.

Assessment

Formative assessment is provided through feedback in tutorial sessions and/or e-mail discussions and through written comments on initial assignment work.

Assessment name: Report
Description: This assessment comprises a report and professional plan. The case study focused on the inclusion in an early childhood program will require a theoretical analysis of issues implied in the presented case and an IEP.
Relates to objectives: 1, 2, 3 & 4
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Examination (Theory)
Description: This assessment comprises an examination or an applied project. An examination based on short-answer questions and case studies presented across the semester or an observational study is to be developed for a child who has a special developmental or learning issue.
Length: 2000 - 2500 words
Relates to objectives: 1, 2, 3 & 4
Weight: 50%
Internal or external: Internal
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

Text

Allen, K. E., & Cowdery, G. (2005). The exceptional child: Inclusion in early childhood education (5^th ed.). Albany, NY: Delmar.

References

Ashman, A., & Elkins, J. (Eds.). (2005). Educating children with diverse abilities (2^nd ed). Frenchs Forest, NSW: Pearson Prentice Hall.

Cook, R., Klein, M. D., Tessier, A., & Daley, S. (2004). Adapting early childhood curricula for children in inclusive settings. Upper Saddle River, NJ: Pearson.

Foreman, P. (Ed.). (2008). Inclusion in action (2^nd ed). South Melbourne: Thomson

Spinelli, C. (2006). Classroom assessment of students in special and general education. Upper Saddle River: Pearson (pp. 471-482).

Risk assessment statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use 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: 12-Sep-2012