023821 Inclusive Education: Behaviour
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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.
Credit points: 6 cp
UndergraduateResult type: Grade, no marks
There are course requisites for this subject. See access conditions.
This subject develops an understanding of the underlying causes of behaviour disorders in children and adolescents. It examines the intervention strategies that can be applied by teachers to prevent and support behaviours. Students learn how to identify the function of behaviours and develop intervention programs to support students.
Subject learning objectives (SLOs)
|Collect and interpret indirect and direct data on behaviour
|Identify the causes and function/s of student behaviour through Functional Behaviour Assessment and Risk Assessment
|Understand the contextual nature of behaviour and examine environmental triggers
|Understand the role of Positive Behaviour Support
|Select appropriate antecedent/consequence interventions to prevent/decrease inappropriate behaviours
|Identify and safely manage escalating aggressive behaviour chains
|Develop as critical readers of literature in the field of behaviour management which will carry through later professional practice
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)
- Know the content and how to teach it, demonstrating a broad knowledge of a teaching program to critically evaluate its delivery (1.2)
- Plan for and implement effective teaching and learning with a broad knowledge of educational practice, pedagogy, policy, curriculum and systems (1.3)
- Critically analyse and reflect on and synthesise theories of learning and teaching (2.2)
- Assess, provide feedback and report on student learning (6.1)
- Are effective communicators highly skilled in new literacies (6.3)
- Are able to make well-informed contributions to contemporary debates pertinent to education. (6.4)
Contribution to the development of graduate attributes
Students will develop critical literacy skills necessary for continuous professional development. In addition it contributes to those aims concerned with use and development of professional knowledge and ethical and effective teaching practice.
This subject contributes to 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
1.2) Know the content and how to teach it, demonstrating a broad knowledge of a teaching program to critically evaluate its delivery
1.3) Plan for and implement effective teaching and learning with a broad knowledge of educational practice, pedagogy, policy, curriculum and systems
2. Critical and creative inquiry
2.2) Critically analyse and reflect on and synthesise theories of learning and teaching
6. Effective communication
6.1) Assess, provide feedback and report on student learning
6.3) Are effective communicators highly skilled in new literacies
6.4) Are able to make well-informed contributions to contemporary debates pertinent to education.
Teaching and learning strategies
Students will attend and actively participate in 9 x two-hour weekly tutorial on campus. Subject content is accessed via Canvas. For each topic students will be provided with readings and additional media (via Canvas) that needs to be reviewed prior to workshops and/or post-workshops, as advised on a weekly basis.
The following are the topics that are covered in this course:
- Defining challenging behaviours
- Universal interventions underpinned by sound theory
- Positive Behaviour Support
- Introduction to Applied Behaviour Analysis (ABA)
- Functional Behavioural Assessment (FBA)
- Reductive practices in preventing and managing excess challenging behaviours
- Rectification of deficit behaviours
- Behaviour management strategies for students with various commonly occurring disabilities in the regular classroom
- Planning, writing and evaluating behavioural intervention programs based on FBA
Assessment task 1: Behaviour Intervention Plan
a, b, c, d, e and g
Assessment task 2: Lead Peer Discussion
Attendance at tutorials is important because the subject takes a collaborative approach which involves essential interchange of ideas with other students and the lecturer. An attendance roll will be taken at each tutorial. Where possible, students should advise the lecturer in a timely manner if they are unable to attend. If more than one tutorial is missed, additional make-up work may/will be assigned. Students who fail to attend 8 of the tutorials may be refused to have their final assessment marked (UTS Rule 3.8).
Compulsory weekly readings are available on Canvas