University of Technology Sydney

028258 Inclusive Education: Communication

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
Result type: Grade, no marks

There are course requisites for this subject. See access conditions.

Description

This subject examines ways in which teachers can support and assist students (Yrs 3-12) experiencing difficulty with traditional forms of communication (eg reading, writing, speaking and listening) and students using alternative forms of communication. Formal and informal assessment, monitoring and evaluation strategies are explored, along with strategies for increasing comprehension, and their applicability to an inclusive classroom context. The effectiveness of various approaches to assessing and facilitating communication are evaluated and used to inform programming across a range of educational settings and community contexts.

Subject learning objectives (SLOs)

a. Examine communication development across a variety of modes
b. Investigate various communication disabilities
c. Evaluate modes of communication in terms of their effectiveness in various contexts
d. Critically analyse research on effective instructional approaches for communication
e. Describe a range of approaches to assessment and evaluation, including monitoring student progress
f. Design communication-focused teaching programs

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.

  • Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5) (1.2)
  • Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
  • Respect diverse societies and cultures and demonstrate inclusive practices (GTS 1, 3, 4) (3.2)

Teaching and learning strategies

Students will experience learning in this subject through tutorial presentations, small group activities, class discussions, prescribed readings, online content and activities during the nine tutorials. Formative feedback will be provided in class where students will be given the opportunity to engage with scaffolding tasks for the assessments.

Content (topics)

  1. Factors impacting communication development and communication disorders (GTS1.1)
  2. Assessment of various forms of communication (GTS 5.1);
  3. Strategies and resources for teaching traditional and alternate forms of communication (GTS3.3, 3.5);
  4. Behaviour as a form of communication (GTS 4.3);
  5. Programming, monitoring and evaluation (GTS3.2, 3.6);

Assessment

Assessment task 1: Understanding alternate forms of communication

Objective(s):

b, c, d and e

Weight: 40%
Length:

1800 words

Criteria linkages:
Criteria Weight (%) SLOs CILOs
(a) Accuracy of summary of disability and related communication issues 25 b 1.2
(b) Depth of reflection on the implications for the child’s emotional well-being, their social inclusion and academic participation at school 25 c 3.2
(c) Suitability of approaches proposed to support the child’s communication development and to overcome limitations 25 e 1.2
(d) Strength of justification for integration of high- quality sources (minimum 5) to support and justify parts (a) – (c) 25 d 2.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Analysis of student writing and planning a teaching program

Objective(s):

a, d, e and f

Weight: 60%
Length:

2200 words

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Thoroughness and consistency of analysis of student’s strengths, challenges & priorities 25 a 1.2
Appropriateness of proposed program to achieve objectives 25 f 1.2
Appropriateness of strategies for student’s phase of learning 25 d 1.2
Suitability of monitoring and evaluation methods 25 e 1.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

All assessment tasks in the subject must be passed in order to pass the subject because they critically assess key Graduate Teaching Standards that pre-service teachers must achieve.

References

Bahr, R. H. & Silliman, E. R. (2015). Routledge Handbook of Communication Disorders. London: Routledge.

Goldstein, H., Kaczmarek, L. A., & English, K. M. (2002). Promoting social communication: Children with developmental disabilities from birth to adolescence. Baltimore: Paul H. Brookes.

Gunning, T.G. (2006). Assessing and correcting reading and writing difficulties (3th Ed). MA: Allyn & Bacon.

Graham, L. & Bellert, A. (2005). Reading comprehension difficulties experienced by students with learning disabilities. Australian Journal of Learning Disabilities, 10(2), 71-78.

Hwa-Froelich, D. A. (Ed). (2014). Social Communication Development and Disorders. New York, NY: Psychology Press.

Hedge, M. N. & Pomaville, F. (2017). Assessment of Communication Disorders in Children: Resources and Protocols (3rd Ed). Boston, MA, Cengage Learning.

Plante, E. & Beeson, P. M. 2013. Communication & Communication Disorders: A clinical introduction (4th Ed). MA: Allyn & Bacon.

Schwartz, R. G. (Ed). 2017. Handbook of Child Language Disorders. London: Routledge.