Details for Children, families and schooling - Special Needs

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)).

Unit Content

Curriculum Objective

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.

Subject Content

Child and Adolescent Development[1]

• 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.

Inclusivity

• 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

[1] 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.

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis College.

Assessment Methods

Minor Assessment (35%) Due Week 7

(1500 words)

Choose one (1) of the following:

1. 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.
2. 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.
3. 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.
4. 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.

Prescribed Text

• Ashman, A., & Elkins, J. (2005). Educating Children with Diverse Abilities. Frenchs Forest, NSW :  Prentice-Hall - Pearson Education.
• Krause, K., Bochner, S., & Duchesne, S. (2003) Educational Psychology for learning and teaching. VIC : Nelson Australia Pty Ltd.
• New South Wales Department of Education and Training (2001). Students with Disabilities in Regular Classes Learning together Funding Support 2001: Support Documents for Teachers. Author.

Representative References

• Allen-Meares, P., & Fraser, M. W. (2003). Intervention with children and adolescents. Allyn & New Jersey : Bacon.
• Andrews, J., & Lupart, J. (2000). The inclusive classroom. Educating exceptional children. Scarborough, ON : Nelson.
• Baker, S., Gersten, R., Dimino, J., & Griffiths, R. 2004. The sustained use of research-based instructional practice: A case study of peer-assisted learning strategies in mathematics. Remedial and Special Education, 25, 5-24.
• Barkley, R. (2000). Taking Charge of ADHD: The Complete Authoritative Guide For Parents. New York : The Guildford Press.
• Berry, R. (2001). Angry Kids: Understanding and Managing the Emotions that Control Them. Grand Rapids, Michigan : Fleming H Revell.
• Briggs, F., & Hawkins, R. (1997). Child Protection: a Guide for Teachers and Child Care Professionals. Sydney : Southwood Press Pty Ltd.
• Bowes, J. (Ed). (2004). Children, Families and Communities: Contexts and Consequences. (2^nd ed.). UK : Oxford University Press.
• Dei, G. J. S., James, M. I., Karumanchery, L. L., James-Wilson, S., & Zine, J. (2000). Removing the margins: The challenges and possibilities of inclusive schooling. Toronto, ON : Canadian scholars Press Inc.
• Flood, M. (2004). Lost Children: Condemning Children To Long-term Disadvantage. Canberra : Australia Institute.
• Giddens, A. (2006). “Culture, society and the individual,” Sociology. (5^th ed.). Cambridge :  Polity Press. pp. 17-44.
• Gross, M; Macleod, B; Drummond, D. & Merrick, C. (2001) Gifted students in primary schools: Differentiating the curriculum. University of New South Wales : Gerric Publications:
• Hawkers, T. (2001). Boy, Oh Boy: How to Raise and Educate Boys. Australia : Pearson Educational.
• Hoerr, T. (2000). Becoming a Multiple Intelligences School. Alexandria, VA : ASCD Press.
• King, M.B., Schroeder, J., & Chawszczewski, D. (2001). Authentic assessment and students performance in inclusive schools, Brief #5. Madison, Wisconsin :  Research Institute on Secondary Education Reform (RISER) For Youth with Disabilities.
• Komesaroff, L. (2002, June). “Applying social critical literacy theory to deaf education.” Australian Journal of Language and Literacy, 25(20), 37-46.
• Maden, M. (Ed.). (2001). Success Against the Odds, Five Years On: Revisiting effective schools in disadvantaged areas. London : Routledge Falmer.
• Monahan, L., & Renehan, C. (1998). The Chaplain: A Faith Presence in the School Community. Dublin : The Columbia Press.
• Pudlas, K. (2007). Head and heart and hands: Necessary elements of inclusive praxis. http://www.icctejournal.org/ICCTEJournal/past-issues/volume-3-issue-1 pp, 1-10.
• Reiger, K. (2005). ‘History: The rise of a modern institution’, in Pool, M. (Ed.). Family: Changing Families, Changing Times. Crows Nest, NSW : Allen & Unwin.
• Rowe, K. J. & Rowe, K. S. (2002). What matters most: Evidence-based findings of the key factors affecting the educational experiences and outcomes for girls and boys throughout their primary and secondary schooling. Australian Council for Education Research: Melbourne. http://www.acer.edu.au
• Smith, C. (2005). ‘Paradigm shifts in inclusive and gifted education’, The Times Educational Supplement, Obtainable from C.Smith@educ.gla.ac.uk.

Additional References

• Alston, P. & Brenan, G. (Eds). (1991). The UN Children’s Convention and Australia. Human Rights and Equal Opportunity Commission, ANU Centre for International and Public Law, Canberra : Australian Council of Social Service.
• Anderson, D. (2003). Special education as reconciliation. Journal of Education and Christian Belief, 7(1), 23-35.
• Berger, G. (1993). Alcoholism and the Family (The Changing Family., New York : Franklin Watts.
• Bernard, M., & Hajzler, D. (1987). You Can Do It. Australia : Collins Dove.
• Berne, S. (1999). Bullying: An Effective Anti-Bullying Program for Primary Schools. Australia :
• Hawker Brownlow Education.
• Bishop, D., & Leonard, L. (Eds). (2001). Speech and Language Impairments in Children: Causes, Characteristics, Intervention and Outcome. New York : Psychology Press Ltd.
• Brecht, G. (1996). Sorting Out: Goals. Lane Cove, NSW :  Prentice Hall.
• Brecht, G. (1996). Sorting Out: Self Esteem. Lane Cove, NSW : Prentice Hall.
• Brecht, G. (1997). Sorting Out: Relationships. Lane Cove, NSW : Prentice Hall.
• Brotherhood of St Laurence. (1994). Inquiry into Aspects of Youth Homelessness: Submission to the House of Representatives Standing Committee on Community Affairs.  Fitzroy, Victoria : Author.
• Buckingham, D. (1996). Moving Images: Understanding Children’s Emotional Response to Television. New York : Manchester University Press.
• Cames, C. (1996).  ADHD: A Teenager’s Guide. Childs Work/Childs Play, Plainview, NY : LLC
• Chapman, G. (2000). The Five Love Languages of Teenager. Chicago : Northfield Publishing.
• Cloud, H., & Townsend, J. (1998). Boundaries With Kids. Sydney : Strand Publishing.
• Colson, C. (2005). The Good Life. Wheaton, Illinois : Tyndale House Publishers, Inc.
• Dacey, J., Kenny, M., & Margolis, D. (2000). Adolescent Development. USA : Alliance Press.
• Dendy, C. (2000). Teaching Teens with ADD and ADHD: A Quick Reference Guide for Teachers and Parents. Bethesda, MD : Woodbine House Inc:
• Dornbush,M., & Pruitt, S. (1995). Teaching the Tiger. Hope Press: Duarte, CA.
• Eldredge, J. (2001). Wild at Heart: Discovering the Secret of a Man’s Soul. Nashville, Tenn.:
• Thomas Nelson Publishers.
• Ezzo, G., & Ezzo, M. (2002). On Becoming Childwise. Missouri :Charleston Publishing Group.
• Ezzo, G., & Ezzo, M. (2002). How to Raise a Responsible Child (video series), Missouri : Charleston Publishing Group.
• Faber, A., & Mazlish, E. (1998). How to help your children live together so you can live too. New York : Avon Books.
• Flick, G. (1996). Power Parenting for Children with ADD/ADHD: A Practical Parent’s Guide for Managing Difficult Behaviour. New York : The Centre for Applied Research in Education.
• Friel, J.C., & Friel, L. (1988). Adult Children: The Secrets of Dysfunctional Families. Pompano Beach, Florida :Health Communications.
• Fries, K. (Ed.). (1997). Staring back: The disability experience from the inside out. New York :
• A Plum Book.
• Fox, M. (2001). Reading Magic: How Your Child Can Learn To Read Before School - And Other Read-aloud Miracles. Australia : Pan MacMillan.
• Garbarino, J. (1995). Raising Children in a Socially Toxic Environment. San Francisco : Jossey-Bass Publishers.
• Gersten, R., Schiller, E., & Vaughan, S. (Eds.) 2000. Contemporary special education research: Synthesis of the knowledge base on critical instruction issues. Mahwah, NJ: Erlbaum.
• Glenn, S., & Nelson, J. (1989). Raising Self-Reliant Children in a Self Indulgent World: Seven Building Blocks for Developing Capable Young People. Rockin, California : Prima Publishing.
• Gordon, G. (1996). Managing Challenging Children. Greenwood, Western Australia : Prim-Ed Publishing.
• Grant, B. (2002). Looking through the glasses: J.D.Salinger’s wise children and gifted education. Gifted Quarterly, 46(1), 6-14.
• Groome, H., & Hamilton, A. (1995). Meeting the Educational Needs of Aboriginal Adolescents. Canberra. : Australian Government Publishing Service.
• Hamilton, A. (1981). Nature and Nurture: Aboriginal Child Rearing in North-Central Arnhem Land. Canberra : Australian Institute of Aboriginal Studies.
• Hassan, R., Healy, J., & McKenna, R. B. (1985). ‘Lebanese families’, in Storer, D. (Ed.). Ethnic Family Values in Australia. Sydney : Prentice-Hall.
• Hatton, E. (1996). Dealing with diversity: the failure of teacher education. Discourse, 17(1), 25-42.
• Hayde, M. (2002). Terrific Toddlers (or Tantrum-Free Twos – Almost). Perth, WA : Expo Group.
• Heward, W. (2003) Ten faulty notions about teaching and learning that hinder the effectiveness of special education. The Journal of Special Education, 36 186-205.
• Kozol, J. (2005). Still separate, still unequal. Harper’s Magazine, 311(1864) 41-54.
• Lawson, H. (2005). ‘Understandings of inclusion: the perceptions of teacher and teaching assistants.’ The Times Educational Supplement, Obtainable from h.lawson@plymouth.ac.uk.
• Lauth, G., Heubeck, B., & Mackowiak, K. (2006). Observation of Children with Attention-Deficit Hyperactivity (ADHD) Problems in Three Natural Classroom Contexts. British Journal of Educational Psychology, 76, 385-404.
• Leman, K. (1998). The New Birth Order Book: Why You Are the Way You Are. Michigan : Flemming H. Revell.
• McConnochie, K. (1982). The concept of adolescence and desert Aboriginal communities. Wikaru, 11, 42-52.
• McKeown, G., & Freebody, P. (1988), ‘Aboriginal children’s oral discourse: A comparison of school texts and tests’, in Davidson, G. (Ed.) Ethnicity and Cognitive Assessment: Australian Perspectives. Darwin : Darwin Institute of Technology.
• Marjoribanks, K. (1985). ‘Family environments and adolescents’ aspirations: Ethnic group differences’, in Poole, M. E., de Lacey, P. R., & Randhawa, B. S. (Eds). Australian Transition: Culture and Life Possibilities. Sydney : Harcourt, Brace, Jovanovich.
• Moles, O. C. (1996). Reaching all families: Creating family-friendly schools.: Washington, DC : Office of Educational Research and Improvement (ED)
• Nuthall, G. (2007). Hidden Lives of Learners. Wellington : NZCER Press.
• Department of Education Science and Training.(2003). National safe schools framework.  Canberra. : Author.
• Parkinson, P. (2003). Child Sexual Abuse and the Churches: Understanding the Issues, (2^nd ed.). Sydney : Aquila Press.
• Pallotta-Chiarolli, M. (1999). ‘Multicultural does not mean multisexual: Social justice and the interweaving of ethnicity and sexuality in Australian schooling’, in Epsteing, D., & Sears, J. A Dangerous Knowing: Sexuality, Pedagogy and Popular Culture. London : Cassell, Strand.
• Power, T., Karustis, J., & Habboushe, D. (2001). Homework Success for children with ADHD : Family-School Intervention Program. New York : Guildford Press.
• Reif, S. (2003). The ADHD Book of Lists. San Fransisco, CA : Jossey-Bass.
• Rosemond, J. (2000). Teen-Proofing: Fostering Responsible Decision-Making in Your Teenager. Kansas City : Andrews McMeel.
• Rosenthal, D. (1982). The influence of ethnicity on parent-adolescent conflict, in Cross, T. G., & Riach, L. M. (Eds). Issues and Research in Child Development. Proceedings of the Second National Child Development Conference. Institute of Early Childhood Development, MelbourneCollege of Advanced Education: Melbourne.
• Shaffer, D. R. (2002). Developmental Psychology. (6^th ed.). Toronto, Canada : Nelson Thomson Learning:
• Skynner, R., & Cleese, J. (1983). Families and How to Survive Them. London : Methuen.
• Specific Focus Programs Directorate. (1996). Girls and Boys at School: Gender Equity Strategy, 1996-2001. Sydney : NSW Department of School Education.
• The Trouble with Boys, Part 1 (video series) (2000). Malvern, Victoria : Learning Essentials.
• Thomas, G., Walker, D., & Webb, J. (1998). The making of the inclusive school. London : Routledge.
• Warren, N. C. (1990). Make Anger Your Ally. Colorado Springs : Focus on the Family.
• Wehmeyer, M., Lance, G., & Bashinski, S. 2002. Promoting access to the general curriculum for students with mental retardation: A multi-level model. Education and Training in Mental retardation and Developmental Disabilities, 37, 223-234.
• Weiss, A. (2001). Preschool Language Disorders Resource Guide. Canada : Singular Thomson Learning.
• Wiseman, R. (2002). Queen Bees and Wannabees: Helping Your Daughter Survive Cliques, Gossip, Boyfriends and Other Realities of Adolescence. USA : Paitkus Books.
• Witaker, S. (2003) Needs of beginning special education teachers: Implications for teacher education, Teacher Education and Special Education, 26, 106-117.
• Wood, J. (1998). Adapting Instruction to Accommodate Students in Inclusive Settings. USA : Prentice-Hall.
• Wallace, Belle & Adams, Harvey, B. (1993). (Ed.). Worldwide perspectives on the gifted disadvantaged. Bicester : A B Academic.
• Williamson, B. (1998). Life worlds and learning: Essays in theory, philosophy and practice of life long learning.  Leicester : NIACE The national organisation for adult learning.
• Withers, G., & Russell, V. (1998). Educating for resilience: Prevention and intervention strategies for young people at risk. Report prepared for the Catholic Education Office, Archdiocese of Melbourne. MacKillop Family Services and the Dept of Human Services of the Government of Victoria: Melbourne.
• Yancey, K.B. (1998). Getting beyond exhaustion: Reflections, self assessment and learning. The Clearing House, 72(1), 1-7.
• Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity & Education, 8(1), 69-91.
• Ysseldyke, J. (2001) Reflections on a researcg career: Generalizations from 25 years of research on assessment and instructional decision-making. Exceptional Children, 67, 295-309.
• Zubrick, S., Silburn, J., Gurrin, L., Teoh, H., Cariton, J., & Lawrence, D. (1997). Western Australian child health survey: Education, health and competence. Perth :
• Australian Bureau of Statistics and TVW Telethon Institute for Child Health Research.

Journals

• Curriculum Support for Primary Teachers
• The Australian Educational Researcher
• Teachers and Teaching: Theory and Practice – Journal of International Study
• Journal of Early Adolescence (Electronic)
• Journal of Special Education
• Exceptional Children

Websites

• Adolescence: http://classweb.gmu.edu/awinsler/ordp/adol.html
• Breaking Out: Challenges in Adolescent Mental Health in Australia: http://www.health.gov.au/nhmrc/publicat/synopses/mh1syn.htm
• Journal of Early Adolescence: http//www.sagepub.co.uk/
• Journal of Youth Studies: http://www.tandf.co.uk/journals/frameloader.html?http://www.tandf.co.uk/journals/carfax/13676261.html
• Scholarly Journals on Youth and Adolescence: http://www.acys.utas.edu.au/ncys/biblio/journals.htm
• Virtual School for the Gifted: www.vsg.edu.au/default.htm/
• Journal of Education for Students Placed at Risk