Unit rationale, description and aim
Includes: 30 days placement in a special educational setting
At a time of increased student diversity, the roles and responsibilities of an inclusive educator are much broader in providing high-quality education for every student, including those with disabilities and diverse learning needs, in line with relevant legislation, policies and Professional Standards. In this professional experience unit, within the Special Education specialisation of the Bachelor of Education, ACU students will engage in classroom-based and whole school community collaborative approaches involving students with disabilities and diverse learning needs in safe, supportive, inclusive learning environments. Influences across home, school and community will require ACU students to develop responsive communication to take account of multiple perspectives in building productive teamwork with students, their families, staff, and the wider community.
This unit will include Special Education professional experiences of 30 days working with mentors in planning, implementing, assessing and evaluating individualised learning plans, incorporating differentiation, adjustments and universal design for learning. ACU students will work with their mentors in supporting students with diverse learning needs, underpinned by research-informed, evidence-based practice and data-driven decision-making. The roles of the Special Education teacher and paraprofessionals in successful inclusive practice will be examined.
This unit is designed to support ACU students in putting into practice advanced specialised knowledge, understanding and skills, needed in inclusive environments that support the learning of all children and young people.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Demonstrate differentiated teaching, moving from i...
Learning Outcome 01
Build towards taking responsibility in all aspects...
Learning Outcome 02
Engage in observations, differentiated activities,...
Learning Outcome 03
Content
- Inclusive approaches (access, engagement, participation, respectful relationships, collaborative partnerships, diversity as a resource, creating safe environments where all school community members feel safe and free from discrimination, bias and harassment); legislation and policies underpinning inclusive practice
- Differentiating curriculum and instruction, Personalised/Individualised Learning Plans (PLP/ILPs), “differentiation”, “adjustments”, and “universal design for learning” assessment and support strategies; including the Nationally Consistent Collection of Data, assistive and digital technologies; and NESA assessment requirements for the Record of School Achievement and Higher School Certificate, an understanding of the different ways in which students with disabilities can access and participate in K-12 curriculum, including through Life Skills outcomes and content; and a comprehensive understanding of the K-12 curriculum including Life Skills course options in each curriculum area.
- Evidence-based strategies for effectively meeting individual student needs in literacy, numeracy, language development, social-emotional learning and behaviour
- Widely-used approaches to collaborate and consult effectively with stakeholders including students, their parents or guardians, allied professionals, and members of the school community to plan, and support and advocate for all students including those with disabilities and diverse learning needs (e.g., inquiry-based problem solving, family-school partnerships, school-based teams, community partnerships, cross-agency collaboration, networks of support, including professional agencies and Advisory teachers, National Disability Insurance Scheme.)
Assessment strategy and rationale
The assessment tasks are used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements.
In order to successfully complete this unit, students need to complete and submit two graded assessment tasks and meet Hurdle Task’s requirements. The assessment strategy used allows students to progressively develop their specialised knowledge, understanding and analytical skills to the level of sophistication where they can demonstrate effective differentiated teaching practices in specific contexts.
Assessment Tasks
There are three assessment tasks in this unit, including a hurdle task. The hurdle task requires satisfactory completion of a supervised Special Education Professional Experience.
The first assessment task is a differentiated unit of work and the second assessment task is a critical reflection on the professional experience and e-Portfolio. Each of the two assessment tasks are worth 50% of the final grade for the unit.
Overview of assessments
Assessment Task 1 Differentiated Unit of Work Stu...
Assessment Task 1
Differentiated Unit of Work
Students are required to plan collaboratively for a differentiated unit of work in literacy and numeracy with adjusted teaching episodes including the setting of goals, outcomes, teaching strategies, content, assessment criteria and learning materials catering for a specific disability or learning impairment).
50%
Assessment Task 2 Critical reflection on the Prof...
Assessment Task 2
Critical reflection on the Professional Experience
Students are required to provide a critical reflection essay on their learning from the Professional Experience and development of their e-Portfolio. Students must also provide evidence of research-based analysis on a critical review of recent academic and professional literature.
50%
Hurdle Task Professional Experience Assessment Pr...
Hurdle Task
Professional Experience Assessment
Pre-service teachers must demonstrate attainment of the relevant Australian Professional Standards for Teachers: Graduate within a special education setting. Refer to Professional Experience Handbook and Report.
A pass grade for this task will be awarded following:
- the successful completion of 30 professional experience days,
- submission of a satisfactory Professional Experience Assessment Report, and
- submission of a satisfactory portfolio of evidence that includes:
- structured observation and analysis of school and classroom contexts, and teaching programs and practices and differentiated teaching programs and inclusive practices
- critical reflection on own differentiated teaching experiences and inclusive practices of teaching and program evaluation
- feedback from supervising teacher/s and university staff
- e-Portfolio collection of artefacts and reflections should provide evidence of relevant differentiated teaching resources
Notes:
- Multiple attempts at this hurdle task are not permitted.
- Professional Experience is a mandated part of Initial Teacher Education courses. Failing this task will result in a fail grade for the unit overall and pre-service teachers will be required to enrol in a future offering of the unit.
Pass/Fail
Learning and teaching strategy and rationale
This is a 10-credit points unit which is offered in multi-mode and will be supported by a Canvas site. Engagement for learning is the key driver in the delivery of this curriculum. The unit will facilitate active participation in pedagogical approaches that demonstrate alignment of teaching, learning and assessment and may incorporate a combination of strategies including individual and group work, activity-based workshops, formal presentations, online activities, and other activities such as reading, reflection, discussion, webinars, podcasts and videos.
Technology Enhanced Learning
The unit includes a Canvas site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between on campus content and school experiences.
- Video illustrations of teaching practice and focussed readings to address a wide spectrum of teaching contexts, practices and competencies;
- Online focused readings to help students prepare for the weekly schedule.
PROFESSIONAL EXPERIENCE: TEACHING REQUIREMENTS
Within this unit pre-service teachers will undertake, a professional experience placement comprising 30 days in a special education setting with students with disabilities under the supervision of a mentor.
Pre-service teachers will develop the habit of critically reflective practice through guided reflection upon their observations of class and school contexts. In collaboration with class teachers and other professional colleagues, they will develop basic teaching skills through assisting in the delivery of high-quality teaching episodes and teaching small groups and whole classes. They will critically reflect upon their teaching, and self-audit their progression and attainment of key teaching skills and standards.
The recommended arrangement of the 30 days is:
- 10 days prior to the commencement of the block for example one day a week, by negotiation with the school/setting
- 20 days of continuous engagement (the “Block”).
Recommended Teaching Experiences
The following engagements are recommended across the 30-day placement. They provide a scaffolded, praxis-oriented approach to building experience, competency and confidence, and are designed to align with on-campus content. These engagements are to be discussed, negotiated and planned with the supervising teacher/s.
Days 1 – 10 (Single days or incorporated into the block): Proposed Teaching Expectations
Days 1 – 3: Orientation, observation and assisting the class teacher/s in the teaching and learning process
Days 3 – 10: Observation and assisting the class teacher/s, plus planning and implementation of one teaching episode per day with a focus on small groups and practicing the skills developed through micro-teaching opportunities.
Block Practicum: Days 11-30: Proposed Teaching Expectations
Days 11 – 30: Observation and assisting the class teacher/s, plus planning and implementation of one or two teaching episodes per day, including small groups and building to taking responsibility for whole classes and managing class routines.
Practicum reflection, self-auditing and evaluation.
ACECQA Curriculum Specifications
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:
Relating to
Early intervention
Relevant Learning OutcomeLO1
Relating to
Diversity, difference and inclusivity
Relevant Learning OutcomeLO1
Relating to
Learners with special/additional needs
Relevant Learning OutcomeLO1
Relating to
Transitions and continuity of learning (including transition to school)
Relevant Learning OutcomeLO1
Relating to Early Years Learning Framework
Relevant Learning OutcomeLO2
Relating to
The Australian curriculum
Relevant Learning OutcomeLO2
Relating to
Curriculum planning, programming and evaluation
Relevant Learning OutcomeLO2
Relating to
Alternative pedagogies and curriculum approaches
Relevant Learning OutcomeLO3
Relating to
Children with diverse needs and backgrounds
Relevant Learning OutcomeLO3
Relating to
Contemporary society and pedagogy
Relevant Learning OutcomeLO3
Relating to
Developing family and community partnerships
Relevant Learning OutcomeLO3
Relating to
Socially inclusive practice
Relevant Learning OutcomeLO3
Relating to
Culture, diversity and inclusion
Relevant Learning OutcomeLO3
Relating to
Contemporary theories and practice
Relevant Learning OutcomeLO3
Relating to
Ethics and professional practice
Relevant Learning OutcomeLO3
Relating to
Professional identity and development
Relevant Learning OutcomeLO3
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Relevant Learning OutcomeLO2, LO3
Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Relevant Learning OutcomeLO1, LO2
Relating toDemonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
Relevant Learning OutcomeLO1, LO2
Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Relevant Learning OutcomeLO1, LO2, LO3
Relating toOrganise content into an effective learning and teaching sequence.
Relevant Learning OutcomeLO1, LO2, LO3
Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Relevant Learning OutcomeLO1, LO2, LO3
Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.
Relevant Learning OutcomeLO1, LO2, LO3
Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Relevant Learning OutcomeLO1, LO2, LO3
Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.
Relevant Learning OutcomeLO1, LO2
Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Relevant Learning OutcomeLO1, LO2
Relating toInclude a range of teaching strategies.
Relevant Learning OutcomeLO1, LO2
Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Relevant Learning OutcomeLO1, LO2, LO3
Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Relevant Learning OutcomeLO1, LO2
Relating toDemonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Relevant Learning OutcomeLO1, LO2
Relating toDescribe a broad range of strategies for involving parents/carers in the educative process.
Relevant Learning OutcomeLO2, LO3
Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.
Relevant Learning OutcomeLO1, LO2, LO3
Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.
Relevant Learning OutcomeLO1, LO2
Relating toDemonstrate knowledge of practical approaches to manage challenging behaviour.
Relevant Learning OutcomeLO1, LO2, LO3
Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Relevant Learning OutcomeLO1, LO2, LO3
Relating toDemonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Relevant Learning OutcomeLO1, LO2
Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Relevant Learning OutcomeLO2
Relating toDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Relevant Learning OutcomeLO2
Relating toDemonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
Relevant Learning OutcomeLO2
Relating toDemonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Relevant Learning OutcomeLO2, LO3
Relating toDemonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
Relevant Learning OutcomeLO2
Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.
Relevant Learning OutcomeLO3
Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Relevant Learning OutcomeLO3
Relating toUnderstand strategies for working effectively, sensitively and confidentially with parents/carers.
Relevant Learning OutcomeLO3
Relating toUnderstand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
Relevant Learning OutcomeLO3