012235 Professional Experience 5: Teaching Students with Special Educational Needs

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2024 is available in the Archives.

UTS: Education: Professional Learning
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade, no marks

Requisite(s): (012231 Professional Experience 1: Beginning Teaching OR 023151 Professional Experience 1: Beginning Teaching Issues in the Primary School OR 028230 Professional Experience 1: Preparation for Teaching) AND (012232 Professional Experience 2: Developing Classroom Management OR 023152 Professional Experience 2: Developing Classroom Management OR 028231 Professional Experience 2: Introduction to Classroom Management) AND (012233 Professional Experience 3: Integrating Learning Technologies OR 023153 Professional Experience 3: Assessment and Evaluating in Education) AND (012234 Professional Experience 4: Integrating Diverse Contexts in Education OR 023154 Professional Experience 4: Designing Educational Programs)

Description

This subject examines strategies for teaching students with special education needs within the regular classroom. It explores methods of assessment, programming, explicit teaching and classroom organisation to meet the needs of primary students who are experiencing difficulty, particularly in literacy and numeracy. Students with special educational needs can include students from the entire spectrum of skill and development levels, including gifted and talented students.

The subject examines literature in which approaches to educational programming for students with special needs have been evaluated. As such, the subject forms linkages and extends concepts visited by other curriculum subjects in this degree. Students have an opportunity to discuss how changes in the design and delivery of special education impacts on their teaching in mainstream classrooms. It provides the basis for reflective practice in this important area of rapidly changing professional practice. The practical component of this subject allows students to apply the concepts and skills developed in the subject, and reflect on their application in a regular primary classroom and refine their teaching practices accordingly. This subject requires 11 days in a school setting.

Subject learning objectives (SLOs)

a.	Describe and critically analyse key issues and approaches in the education of students with special needs and those experiencing learning difficulties
b.	In consultation with others, assess special needs of students who are unable to demonstrate satisfactory educational progress given existing teaching strategies
c.	Specify learning outcomes for students with special educational needs and monitor progression towards attainment
d.	Adjust and document classroom programs to meet the needs of students with learning difficulties
e.	Implement and evaluate teaching strategies to maximise student outcomes
f.	Evaluate their own teaching and teaching program in the context of diverse educational need
g.	Understand and utilise appropriate school system and community support services in the area of special educational needs.

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

• Know students and how they learn (encourage self-knowledge, know yourself to engage, critically evaluate contexts; physical, social and emotional dimensions of learners, i.e. special needs) (1.1)
• Plan for and implement effective teaching and learning with a broad knowledge of educational practice, pedagogy, policy, curriculum and systems (1.3)
• Engage in professional learning, demonstrating problem solving and intellectual independence (1.5)
• Enquire into and research practice to improve educational experiences and outcomes (2.1)
• Critically analyse and reflect on and synthesise theories of learning and teaching (2.2)
• Demonstrate extensive knowledge and respect for diverse societies, cultures and an ability to inform inclusive practices (3.1)
• Engage professionally with colleagues, parents/carers and the community (practise skills of resilience, resourcefulness, responsiveness and reflection) (5.1)
• Are professionals with a profound ethical foundation and sense of social responsibility and a commitment to social justice (5.2)
• Assess, provide feedback and report on student learning (6.1)
• Are effective communicators highly skilled in new literacies (6.3)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional readiness
1.1) Know students and how they learn, with an ability to critically evaluate the physical, social and emotional dimensions of learners
1.3) Plan for and implement effective teaching and learning with a broad knowledge of educational practice, pedagogy, policy, curriculum and systems
1.5) Engage in professional learning, demonstrating problem solving and intellectual independence
2. Critical and creative inquiry
2.1) Enquire into and research practice to improve educational experiences and outcomes
2.2) Critically analyse and reflect on and synthesise theories of learning and teaching

3. International and intercultural engagement
3.1) Demonstrate extensive knowledge and respect for diverse societies, cultures and an ability to inform inclusive practices

5. Active citizenship
5.1) Engage professionally with colleagues, parents/carers and the community
5.2) Are professionals with a profound ethical foundation and sense of social responsibility and a commitment to social justice

6. Effective communication
6.1) Assess, provide feedback and report on student learning
6.3) Are effective communicators highly skilled in new literacies

Teaching and learning strategies

Students will engage in lectures, class discussions, individual and small activities, case studies and short presentations. Students will engage in online lectures and associated preparatory activities prior to each tutorial. Canvas will be used for announcements, discussions, and access to copies of subject documents. A central element of the subject will be student appointment for an 11 day block field bases professional experience in a K-6 classroom.

Mode of Presentation
1 x online lecture + preparation activities x 9 weeks (approximately 2 hpw) AND
2 hour tutorial x 9 weeks

Content (topics)

The subject addresses two main areas:

1. Knowledge about
   • students with special needs and learning difficulties: definitional issues, causes and effects of learning difficulties
   • implications of failure for preventive programs and early intervention
   • issues around inclusive service delivery for students with special education needs
   • appropriate curriculum in the management of problem behaviour
   • assessment, monitoring and evaluation as part of the teaching continuum
   • available school system and community support services
2. Skill in
   • programming for students with learning difficulties, including considerations based on learning acquisition, maintenance and generalisation
   • structuring programs for students with special education needs, including considerations related to implementation in the context of the regular classroom.
   • implementing different types of activities and teaching for specific student outcomes, including the matching of instructional intensity with differing student need level
   • assessing students utilising formal and informal approaches, including quality instruments, and commercial and teacher-made tests
   • monitoring and documenting student progress towards outcomes
   • assessing and teaching literacy and numeracy skills to students with special education needs
   • grouping students for educational purposes, including multi-level and graded grouping, peer tutoring
   • working with other professionals and with volunteers in the classroom

Assessment

Assessment task 1: Creating a learning resource

Objective(s):	a, d, e and g
Weight:	30%
Criteria linkages:	Criteria Weight (%) SLOs CILOs Accuracy of definition inc links to legislation and policy 10 a 5.2 Demonstrating an empathetic, respectful view of how the child might experience the world/home/school 10 a 3.1 Quality and accuracy in reporting how the student might present in the classroom 15 d 1.1 Practical, informative advice directly applicable to teachers 15 e 1.3 Diversity of suggested adjustments which includes effective use of technology where applicable 15 d 1.1 Appropriate links made to relevant organisations, resources and websites 15 g 2.1 Overall quality of pamphlet to engage the ‘reader’, with appropriate literacy, language and referencing. 20 a 6.3 SLOs: subject learning objectives CILOs: course intended learning outcomes

Assessment task 2: Professional Practice Assignment

Objective(s):	a, b, c, d, e, f and g
Weight:	70%
Criteria linkages:	Criteria Weight (%) SLOs CILOs Resource folder 10 g 5.1 Submission of required no. of lesson plans/observations 5 d 1.3 Effective use of lesson plans throughout reflective report as supportive evidence of learning 20 c, d, e 1.5 Evidence of application range of PE5 concepts in lesson planning 20 c, d, e 1.1 Evidence of one assessment activity with appropriate analysis 5 b 6.1 Depth of reflection of personal learning across a range of key concepts of PE5 20 e, f 2.2 Analysis of personal learning with justification from quality supporting literature 20 a, e 2.1 Overall academic quality of reflective report with appropriate language, literacy and referencing 0 a 6.3 SLOs: subject learning objectives CILOs: course intended learning outcomes

Required texts

Weekly readings are available as UTSLibrary eReadings http://www.lib.uts.edu.au/drr/search.html?q=012235

FASS Student Study Guide - http://www.uts.edu.au/sites/default/files/fass-student-study-guide.pdf

FASS Course Assessment Guidelines Overview - http://www.fass.uts.edu.au/students/assessment/index.html

APA Reference guide - http://www.fass.uts.edu.au/students/assessment/preparing/APA_Ref_Guide.pdf

Recommended texts

Please refer to UTSOnline - Special Education Resources OR

http://kirstyyoungeducation.wikispaces.com/home

References

Please refer to Canvas - Special Education Resources

Other resources

You may request to join the UTS Special Education Facebook group -

https://www.facebook.com/groups/UTSspecialeducation/

This is a private group and will not give you or your lecturers access to each other's personal Facebook profiles.

This Facebook page will be used to post information about seminars/courses/professional development opportunities, share resources and discuss current issues in special education.