Units

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Sample subject outline - Semester 1 2013

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

Rationale

An understanding of inclusive educational principles and practices is important if early years teachers are to address the participation rights of all children. This requires you to engage with the literature evidence-base on inclusive approaches in early education, and to deepen your understanding of the diverse characteristics and backgrounds of young children. Inclusive education of young children incorporates the development of effective educational partnerships with families and other professionals to support children's learning, development and well-being.

Aims

The aim of this unit is to provide opportunities to develop your understanding of 1) behavioural and developmental characteristics presented by young children with diverse abilities and backgrounds; 2) the implications for inclusive early years education; 3) principles and practices related to assessment, planning and implementation of programs for diverse young children; and 4) the knowledge and skills to work with families, communities, colleagues and other professionals supporting these children.

Objectives

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

1. Identify and critically reflect on issues around diversity and inclusion that encompass historical, legal, ethical and policy perspectives, and demonstrate an understanding of evidence-based theories and research.[QCT Standard 3,4,6]
2. Demonstrate an understanding of observational assessment modes and their application to individual learning, taking account of cultural, physical and social factors [QCT Standard 5]
3. Plan equitable flexible learning experiences and environments that support the learning of diverse children in early years programs [QCT Standard 4]
4. Identify and apply strategies for effective partnership with children, colleagues, families, communities and other professionals supporting young children [QCT Standard 8,9]
5. Develop the skills of inquiry, reflection and critical reflection [QCT Standard 10].

Content

The unit includes the following topics:

• Inclusive educational policy and practices


• Biological and environmental issues impacting on young children's development and learning


• Planning, assessment and teaching approaches that support learning and behaviour in children with diverse abilities and background


• Effective ways of working with families, communities and professional colleagues in collaborative partnerships

Approaches to Teaching and Learning

This unit is taught in flexible learning modes designed to support self-directed learning for both internal and external students. You will be encouraged to discuss and critically reflect on your ideas and attitudes to inclusion and on social justice in education systems and programs. You will apply theory to practical situations involving young children and families.

Assessment

Assessment of understandings and application to practice is undertaken through two linked assignments focused on diverse development and inclusion.Feedback is provided in tutorials, online collaboration tools, and/or e-mail, and through written comments on assessment work.

Assessment name: Project (research)
Description: An applied task involving an observational study of development in the early years.
Relates to objectives: 1, 2, 3 & 5
Weight: 50%
Internal or external: Both
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Report
Description: A case report on inclusion in an early years program will incorporate an analysis of project issues, and a plan to address these issues.
Relates to objectives: 1, 2, 3, 4 & 5
Weight: 50%
Internal or external: Both
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. (2009). The exceptional child: Inclusion in early childhood education (6th ed.). Clifton Park: Thomson.

References
Allen, K.E., & Marotz, L. (2010). Developmental profiles: Prebirth through twelve. Belmont, USA; Wadsworth.
Ashman, A., & Elkins, J. (Eds). (2009). Education for inclusion and diversity. Frenchs Forest, NSW: Prentice Hall.
Bagnato, S. (2007). Authentic assessment for early intervention: Best practices. New York: Guildford.
Cook, R., Klein, M.D., Tessier, A., & Daley, S. (2004). Adapting early childhood curricula for children in inclusive settings. Upper Saddle River, NJ: Pearson.

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: 30-Oct-2012