Details for Children, families and schooling - Special Needs
- Currently offered by Alphacrucis: Yes
- Course code: EDU423
- Credit points: 9
EDU401 Foundations in Christian Teaching and Learning, EDU402 Human Society in the Environment: Platforms and Perspectives for the Christian Educator, and EDU403 Language and Literacy Acquisition and Development and EDU411 Personal Development, Health and Physical Education.
The following courses are prerequisites:
The unit Children, families and schooling - Special Needs is part of the subject area Education and is offered as a part of the following Awards: Master of Teaching (Primary) (Alphacrucis College (NSW Dept. of Education)).
This unit will review the developmental stages of the child to adolescence (introduced in EDU403 Language and Literacy Acquisition and Development, and EDU411 Personal Development, Health and Physical Education). The impact on families and schools where children have relationship difficulties due to psychological, physical and behavioural ‘at risk’ traits (including gifted and talented) will be explored. It will present a range of strategies and attitudes which foster inclusive education practices in regular and special classrooms in order to: plan, implement assess and evaluate programs which meet the needs of individuals with disabilities, learning difficulties and/or behavioural disorders. The Pre-Service Teacher will become familiar with a range of educational models, including legislature requirements, for students with Special Needs and the support services, available to schools. Diagnostic, instructional (e.g. literacy, numeracy and Life Skills) and behavior management strategies as part of inclusive practices will be examined. Examination by the Pre-service Teacher of their own attitudes about child rearing practices and those of Indigenous and other cultures and their impact on schooling will also be explored.
Child and Adolescent Development
- Research and development studies on the impact of family, communities and schooling on literacy, numeracy and Life Skills development.
- Statistics of Indigenous Communities and marginalized groups educational success:- state and national and international reports
- Strategies for diagnosis in literacy, numeracy, Life Skills and behaviour management.
- Designing and interpreting curriculum based measures for differentiated instruction
- Strategies for programming across the KLA’s with a focus on literacy, numeracy, Life Skills and behaviour management.
- Historical perspectives in special Education (segregation, integration, inclusion)
- Current theoretical perspectives:- social, ethical and pedagogical implications. Christian worldviews.
- Terminology: labels, identification, representations and social expectations of disabled youth, elite, gifted and talented
- Characteristics of children: effects of disability, ethnicity and gender
- Language delays and disorders: assessment and evaluation, intervention, family involvement, referral, barriers to literacy development, educational placements,
- Referral Processes: - legal implications, placement, advocacy, Education Acts (e.g. Disabilities)
- Developing whole school policies to support students with special needs
Sociology of Family
- Family Relations:- Parenting styles (Baumarind’s Model of Parenting), Nurturing parenting, different parenting roles, siblings, birth order, divorce, step families; Rural, Remote and Urban communities, Open and Closed Religious communities, Indigenous communities; and control and regulation in the home
- Effect of Puberty and Adolescence:- rights of passage, cultural markers), gender and sexuality in culturally diverse backgrounds, generation gaps in Indigenous and NESB families
Education, work and welfare
- High school retention, transition to vocational education and higher education, accelerated learning
- Contexts and consequences: Impacts on Children, Families and Communities; strong state intervention- the stolen generation; Child Care and Australian Social Policy
Working and communicating with family and the community
- Contracts and IEP’s: jointly negotiated plans for management of behaviour and learning that promotes responsibility for learning, positive classroom climate, and safe environments
- Whole school Behaviour Management policies: Bullying, Harassment, violent behaviour, Truancy…Identification, problem-solving, Peer adjudication
- Strategies for engaging parents and caregivers in the educative process, particularly Indigenous, NESB and marginalized groups and in Rural and Remote areas.
- Child protection and substitute care; the responsibility of families, community and state.
- Working with Teacher’s Aides and external professionals, e.g. DCD
 Cross reference back to EDU403 Language and Literacy Acquisition and Development and EDU411 Personal Development, Health and Physical Education.
This course may be offered in the following formats
The program is based on a mixed-mode delivery of: intensive workshops (including guest lecturers from various Special Needs education models and Professional Associations), school visits (Special Needs schools), community visits (Indigenous urban and rural communities), teaching experiences and distance learning using web-based on-line discussion, course materials and readings forwarded throughout the semester, and assignments.
Minor Assessment (35%) Due Week 7
Choose one (1) of the following:
- The Family has emerged as a topic on the political agenda, and with it various models of what constitutes a Family. From your research, discuss, what views of Family are being threatened by current trends and changing times? In your answer include data from the Australian Bureau of Statistics, major reforms that have impacted on Family, interviews with key stakeholders impacted by these decisions and conclude with your own position on the debate.
- By referring to the research, discuss the meaning of social class and/or socioeconomic status and how it is evident in the various types of schooling on offer. Consider what constitutes academic ‘success’ in the types of schools you have outlined. Include interviews with key stakeholders.
- Select a marginalized group and consider the access and equity of various models of Christian schooling. Refer to the literature that supports and informs the various models. Include interviews with key stakeholders who are being impacted. Critique the models from a Biblical Worldview.
- Multiculturalism is increasingly being aligned to an anti-immigration sentiment. Debate this by reference to current research. Outline Australia’s current policy on immigration. In what ways might multiculturalism effect how schools operate, interview key stakeholders, and include an example from a Christian school with which you are familiar.
Major Assessment (65%) Due Week 13
Critique three models of managing the education of students with Special Needs. Consider the rationale for operation, entry procedures, quality of the learning experiences, attention to literacy, numeracy and Life Skills, safety, behaviour management, assessment and reporting, resources, impact on the immediate community, legal requirements, and allied services. Frame each model aligning to references and key writers in the field.
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