EUB004 Including Students with Learning Difficulties
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUB004 |
|---|---|
| Equivalent(s): | LCB330 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $3,324 |
| International unit fee | $4,224 |
Unit Outline: Semester 1 2024, Online
| Unit code: | EUB004 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCB330 |
Overview
The aims of this unit are twofold: a) to develop your knowledge of the learning characteristics of students with learning difficulties (in reading, writing and math) and b) to build your capability to design evidence-based educational resources for supporting these students in inclusive contexts. This option unit will focus on evidence-based strategies to ensure identification and high quality instruction for students with specific learning difficulties (dyslexia, dysgraphia and dyscalculia) within a tiered support system. As a pre-service teacher, you will develop your competence to disseminate your scholarly knowledge to professional audiences.
Learning Outcomes
On successful completion of this unit you will be able to:
- Describe and explain the learning characteristics of learners with learning difficulties.
- To describe and discuss assessment strategies and interpret learner assessment data for the identification and support of learners with specific learning difficulties.
- To design evidence-based educational resources for the academic and social learning of students with learning difficulties in inclusive contexts.
- Communicate effectively scholarly knowledge about students with learning difficulties to professional audiences.
Content
This unit will cover the following topics:
- Learning characteristics of students with specific learning difficulties;
- Assessment strategies for learners with dyslexia, dysgraphia and dyscalculia; and
- Evidence-based tiered educational supports for students with specific learning difficulties
Learning Approaches
In this unit, you will learn through engaging in the following:
- Recorded lectures;
- Weekly readings;
- Online activities including discussion forums;
- Recorded conversations with guest speakers including professionals from the field;
- Individual and small group tutorial activities related to the application of unit content and preparation for assessment items; and;
- Authentic assessment tasks for applying your scholarly knowledge of the unit content in real-world contexts.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in weekly online tutorials with academics and peers. You will be given the opportunity to participate in online quizzes with automated feedback and you will receive written, timely and constructive feedback from your tutor on your summative assessment items.
Assessment
Overview
There are two pieces of assessment for this unit:
- A Professional Proposal - this task will connect all that you have learnt about identification, assessment, and tiered supports for students with specific learning difficulties. You will apply skills to communicate this knowledge to professional audiences.
- A Problem-Solving Task - this task will enable to design a resource to be used by all learners, but adaptable for students with specific learning difficulty as identified in Assessment 1.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional Proposal
For this assignment, you will develop a proposal for a professional audience (i.e., educators).
You will describe and explain the learning characteristics of students with specific learning difficulties.
You will describe evidence-based strategies for the assessment of specific learning difficulties and you will discuss how the interpretation of assessment data can inform the design of appropriate supports for these groups of learners.
The proposal may take the form of a narrated power-point, an information video, using elements of animation, a 'TED-talk' style video, a web page or another educational resource in consultation with the Unit Coordinator.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Problem Solving Task
You will design a resource to be presented to educators and to be used by all learners, but adaptable for students with specific learning difficulty.
The resource must be designed to support students with specific learning difficulty to develop specific knowledge/understanding/skills selected from the Australian Curriculum content descriptors or the Early Years Learning Framework Learning Outcomes.
You must submit a) the design for the resource, including procedures/steps, images and diagrams, and b) the rationale, including the evidence-based teaching and assessment strategies, suggestions for differentiation to allow learners with specific learning difficulties to engage and succeed at different tiers and the social-emotional gains for all learners.
It is anticipated that you will adopt ICTs in the realisation of your educational resources.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Other
QUT Reading List as advised.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Unit Outline: Flexible Period - 10A 2024, Online (Start Date: 09 Sep 2024)
| Unit code: | EUB004 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCB330 |
Overview
The aims of this unit are twofold: a) to develop your knowledge of the learning characteristics of students with learning difficulties (in reading, writing and math) and b) to build your capability to design evidence-based educational resources for supporting these students in inclusive contexts. This option unit will focus on evidence-based strategies to ensure identification and high quality instruction for students with specific learning difficulties (dyslexia, dysgraphia and dyscalculia) within a tiered support system. As a pre-service teacher, you will develop your competence to disseminate your scholarly knowledge to professional audiences.
Learning Outcomes
On successful completion of this unit you will be able to:
- Describe and explain the learning characteristics of learners with learning difficulties.
- To describe and discuss assessment strategies and interpret learner assessment data for the identification and support of learners with specific learning difficulties.
- To design evidence-based educational resources for the academic and social learning of students with learning difficulties in inclusive contexts.
- Communicate effectively scholarly knowledge about students with learning difficulties to professional audiences.
Content
This unit will cover the following topics:
- Learning characteristics of students with specific learning difficulties;
- Assessment strategies for learners with dyslexia, dysgraphia and dyscalculia; and
- Evidence-based tiered educational supports for students with specific learning difficulties
Learning Approaches
In this unit, you will learn through engaging in the following:
- Recorded lectures;
- Weekly readings;
- Online activities including discussion forums;
- Recorded conversations with guest speakers including professionals from the field;
- Individual and small group tutorial activities related to the application of unit content and preparation for assessment items; and;
- Authentic assessment tasks for applying your scholarly knowledge of the unit content in real-world contexts.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in weekly online tutorials with academics and peers. You will be given the opportunity to participate in online quizzes with automated feedback and you will receive written, timely and constructive feedback from your tutor on your summative assessment items.
Assessment
Overview
There are two pieces of assessment for this unit:
- A Professional Proposal - this task will connect all that you have learnt about identification, assessment, and tiered supports for students with specific learning difficulties. You will apply skills to communicate this knowledge to professional audiences.
- A Problem-Solving Task - this task will enable to design a resource to be used by all learners, but adaptable for students with specific learning difficulty as identified in Assessment 1.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional Proposal
For this assignment, you will develop a proposal for a professional audience (i.e., educators).
You will describe and explain the learning characteristics of students with specific learning difficulties.
You will describe evidence-based strategies for the assessment of specific learning difficulties and you will discuss how the interpretation of assessment data can inform the design of appropriate supports for these groups of learners.
The proposal may take the form of a narrated power-point, an information video, using elements of animation, a 'TED-talk' style video, a web page or another educational resource in consultation with the Unit Coordinator.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Problem Solving Task
You will design a resource to be presented to educators and to be used by all learners, but adaptable for students with specific learning difficulty.
The resource must be designed to support students with specific learning difficulty to develop specific knowledge/understanding/skills selected from the Australian Curriculum content descriptors or the Early Years Learning Framework Learning Outcomes.
You must submit a) the design for the resource, including procedures/steps, images and diagrams, and b) the rationale, including the evidence-based teaching and assessment strategies, suggestions for differentiation to allow learners with specific learning difficulties to engage and succeed at different tiers and the social-emotional gains for all learners.
It is anticipated that you will adopt ICTs in the realisation of your educational resources.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Other
QUT Reading List as advised.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.