Year
2021Credit points
10Campus offering
No unit offerings are currently available for this unit.Prerequisites
EDAC135 Inclusive Learning
Unit rationale, description and aim
This unit develops students' ability to meet the overall course outcome of having the necessary skills and practices to support successful inclusion. The unit EDAC135 provided students with an understanding of the concepts to facilitate inclusion and learning. This unit develops students' skills in instructional design applicable to those who find it difficult to learn functional skills. These skills will be further developed in the unit EDAC250 Technology and Communication Systems In-Action in which students will implement a systematic instruction program for using an assistive technology device.
Contemporary services for people living with disability are built on an understanding that all individuals continue to grow and develop across the lifespan. If people living with disability are to take their rightful place as valued members of society, they must be afforded the opportunity for continual growth and development. As such professionals providing supports to people living with must possess the necessary skills to facilitate the development of skills and competencies. This unit develops students' knowledge about the principles of systematic instruction and develops their skills in the development, implementation and evaluation of instructional programs.
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.
On successful completion of this unit, students should be able to:
LO1 - Design and deliver instruction to facilitate learning in life skill domains based on systematic errorless learning with appropriate use of prompts and supports (GA3, GA5, GA7)
LO2 - Collect, evaluate and review data based instructional programs (GA3, GA5, GA7)
LO3 - Implement the principles and objectives of instructional supports in community based delivery (GA3, GA5).
Graduate attributes
GA3 - apply ethical perspectives in informed decision making
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA7 - work both autonomously and collaboratively
GA10 - utilise information and communication and other relevant technologies effectively.
Content
Topics will include:
- Context for development of instructional programs
- Assessment of skill development needs
- Learning objectives
- Design of individualised systematic instruction programs
- Implementation of instruction
- Data collection and evaluation
Learning and teaching strategy and rationale
150 hours in total with a normal expectation of 36 hours of directed study and the total contact hours should not exceed 36 hours. Directed study might include lectures, tutorials, webinars, podcasts etc. The balance of the hours then become private study.
The teaching and learning organisation may take a number of forms, depending on specific course/subject requirements at the time of delivery, this may include a combination of face to face and/or online learning delivered on a weekly or intensive schedule. Tutorials and/or synchronous learning will enable students to participate in cooperative and supportive learning opportunities. All learning modes will be delivered and/or supported by a range of resources and activities on ACU’s technology learning platform (LEO).
Assessment strategy and rationale
The requirements of this unit involve one hurdle task and three assessment tasks. The hurdle task comprises the student to develop an instructional teaching plan proposal. The first assessment allows students to reflect on the process and development of their instruction program in the hurdle task (LO1 & 2). As part of the second assessment students will use feedback provided from their hurdle task to then prepare, develop and analyse an instructional program (LO2 & 3). The final assessment has been designed to again provide the student with an opportunity to reflect on their own learning from the unit (LO2).
Students will progressively develop their ability to identify, develop, implement and analyse instructional teaching programs.
Assessment Tasks
The assessment tasks and their weighting for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, students are required to submit and participate in all assessment tasks.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Hurdle task Teaching plan | Pass/fail | LO1 | GA3, GA5 |
Assessment Task 1 1500 words Reflection on the development of an instructional program | 30% | LO1 | GA3, GA5 |
Assessment Task 2 Students will deliver and analyse an instructional program | 50% | LO1, LO2 | GA5 |
Assessment Task 3 Students will undertake a reflection of their learning in the unit. | 20% | LO3 | GA5, GA10 |
Representative texts and references
Archer, A., & Hughes, C.A. (2010). Explicit Instruction: Effective and Efficient Teaching. New York: Guildford Publications.
Collins, B.C. (2012). Systematic instruction for students with moderate and severe disabilities. Baltimore, MD: Paul H. Brookes.
Storey, K., & Miner, C. (2011). Systemtic instruction of functional skills for students and adults with disabilities. Springfield, IL: Charles C. Thomas.