This unit will focus on developing knowledge and skills to teach students with special learning needs who are in mainstream schools and classrooms. Key themes that will be explored in this unit include; the evolution of special education in Victorian Schools, inclusive diversity in special education settings and positive behavioural support interventions when working with young learners with special needs. 


The unit also includes: (1) an examination of a general model for teaching learners with special learning needs; (2) an investigation into learning characteristics of students with special learning needs to identify the most appropriate instructional and pedagogic procedures; (3) provision of a safe and secure classroom environment and the development of in-class relationships that support learning; (4) classroom environment procedures likely to facilitate learning (eg. appropriate grouping strategies, classroom management, peer and teacher/student relationships, individualised programs; and (5) the use of technology to facilitate learning for students with special learning needs.

Unit details

Location:
Study level:
Undergraduate
Credit points:
12
Unit code:
EEE3014

Prerequisites

Nil.

Learning Outcomes

On successful completion of this unit, students will be able to:
  1. Identify, interpret and evaluate specific teaching strategies related to the special needs of students in a classroom setting;  
  2. Trial approaches to the documentation of lesson and curriculum planning associated with students with special learning needs in a classroom setting;  
  3. Critically evaluate assessment approaches commonly used for students with special learning needs in a classroom setting;  
  4. Demonstrate an integrated approach to working with students with special learning needs in a classroom setting; and  
  5. Use a range of approaches to reflect on and improve personal teaching practice associated with the special learning needs of students in a classroom setting.  

Assessment

Where an assessment task is based on a site-based experience preservice teachers are required to attend all site-based sessions for satisfactory completion of the assessment task.
Assessment type Description Grade
Presentation Student presentation around the issue of inclusion in schools. 15 minutes 20%
Essay A critical review of the literature in relation to an issue that impacts on the teaching of students with special needs. 1000 words 40%
Case Study A documented reflective case and critical commentary into the practice/observations in an appropriate special needs learning environment. 1200 words 40%

Where to next?

As part of a course

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