EUB401 Teaching Learners with Complex Learning Profiles
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: | EUB401 |
|---|---|
| Prerequisite(s): | EUB207 |
| Antirequisite(s): | LCB006 |
| 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, Kelvin Grove, Internal
| Unit code: | EUB401 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB207 |
| Anti-requisite: | LCB006 |
| Coordinator: | Donna Tangen | d.tangen@qut.edu.au |
Overview
This unit will cover targeted strategies for learners with complex learning profiles in inclusive classrooms in prior-to-school and formal school contexts. This unit focuses on why, when and how to make adjustments in accordance with the Disability Standards for Education 2005, and how to do so in partnership with parents/carers and in collaboration with relevant external professionals and teacher aides. The learning in this unit will develop your understanding of learners with complex learning profiles and your capability to plan and enact supplementary, substantial and extensive adjustments to curriculum, pedagogy and assessment within inclusive classrooms in prior-to-school and primary school contexts. The unit is offered at the mastery stage of the course to develop your ability to teach learners with complex learning profiles. It builds on your learning in EUB207 and is related to other units covering pedagogical and curriculum approaches.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate your understanding of learners with complex learning profiles. (Relates to CLO 1; APST 1.1, 1.2, 1.6)
- Plan supplementary, substantial and extensive adjustments to curriculum, pedagogy and assessment (differentiation) to support full participation and engagement for learners with complex learning profiles (including disability) in inclusive settings. (Relates to CLO 1, 2, 3, 4; APST 1.5, 1.6, 3.2, 3.3, 4.1, 5.1 )
- Demonstrate your knowledge of how to build partnerships to engage ethically with colleagues, parents/carers and community representatives in broadening professional knowledge and practice. (Relates to CLO 8, 9; APST 3.7, 4.1, 7.3, 7.4)
- Demonstrate written professional communication. (Relates to CLO 9)
Content
In this unit, you will learn:
- The theory and practice of early intervention;
- How to effectively teach students with complex learning profiles (e.g., Autism Spectrum Disorder, intellectual disability, physical disability, sensory disability, Developmental Language Disorder, Attention Deficit Hyperactivity Disorder, Childhood Complex Trauma);
- Why and how to enact supplementary, substantial and extensive adjustments to curriculum, pedagogy and assessment within inclusive classrooms and early childhood settings;
- How to develop and maintain partnerships with parents/carers and collaborations with other professionals (e.g., speech pathologists, occupational therapists, school nurses etc);
- Implications of current policy and funding arrangements for supports in inclusive classrooms in prior-to-school and primary school contexts; and
- Best practices for collaborating with inclusion support personnel and teacher aides.
This unit will help support you with knowledge and skills needed for your Quality Teaching Performance Assessment (QTPA).
Relates to learning outcomes
Course Learning Outcomes
1 - Knowledgeable - Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2 - Scholarly - Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
3 - Inclusive - Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
4 - Responsive - Understand and respond to a diversity of learners, contexts, policy and practice environments.
8 - Ethical - Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
9 - Communicative - Engage and communicate effectively and professionally.
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 workshop 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 scenarios.
Feedback on Learning and Assessment
In this unit, formative and summative feedback will be provided as follows:
- Feedback from your peers and your lecturer on formative tasks leading to summative assessment items;
- Written, timely and constructive feedback from your lecturer on your assessment items, and
- Formative self assessment through online quizzes with automated feedback items.
Assessment
Overview
In the first assessment you will collaborate with your peers to create an evidence-based resource about a particular group of learners with complex learning profiles (e.g., Autism Spectrum Disorder, intellectual disability, physical disability, sensory disability, Developmental Language Disorder, Attention Deficit Hyperactivity Disorder, childhood complex Trauma), and adjustments to curriculum, pedagogy and assessment to effectively teach these learners in an inclusive classroom or early childhood setting.
In the second assessment you will describe the supplementary, substantial and extensive adjustments for an inclusive classroom or early childhood setting and justify the level of adjustment required.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Problem Solving Task
Drawing from scholarly sources, you will develop an evidence-based resource to be used in your future professional teaching work.
Provide educationally relevant information about learners with complex learning profiles from one NCCD group.
Propose a set of evidence-based adjustments to curriculum, pedagogy, assessment and environment to effectively teach these learners in an inclusive classroom.
This task will assess your:
1. Understanding of the characteristics of learners with complex learning profiles.
2. Capability to raise awareness of the characteristics of learners with complex learning profiles and your knowledge of effective and appropriate adjustments.
3. Professional communication and use of inclusive language.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 3
This is an assignment for the purposes of an extension.
Assessment: Professional Plan
Adjusting teaching and assessment strategies
Choose one inclusive classroom or early childhood setting scenario from the options provided.
Identify and describe the (i) supplementary, (ii) substantial or (iii) extensive adjustments to teaching and assessment strategies appropriate for your chosen scenario and justify the level of adjustment required.
Making explicit reference to educators' obligations under the Disability Standards for Education 2005, discuss strategies to:
(a) consult with learners about their strengths, interests and how they learn best;
(b) create partnerships with the parents/carers of learners in your chosen scenario; and
(c) collaborate with relevant professionals to create an effective and inclusive learning environment.
This task will assess your:
1. Capability to apply your knowledge of adjustments required to effectively teach learners with complex learning profiles in an inclusive classroom or early childhood setting.
2. Understanding of strategies for working effectively and sensitively with parents/carers and for engaging with professional teaching networks, other professionals and broader communities.
3. Professional communication and use of inclusive language.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 3, 4, 8, 9
This is an assignment for the purposes of an extension.
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 general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Problem Solving Task - Understand how students learn
Relates to: Problem Solving Task - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Professional Plan - Strategies to support full participation of students with disability
Relates to: Problem Solving Task, Professional Plan
3 Professional Practice: Plan for and implement effective teaching and learning
- Plan, structure and sequence learning programs
Relates to: Professional Plan - Use teaching strategies
Relates to: Professional Plan - Engage parents/carers in the educative process
Relates to: Professional Plan
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Professional Plan
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Professional Plan
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Professional Plan - Engage with professional teaching networks and broader communities
Relates to: Problem Solving Task, Professional Plan
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Problem Solving Task, Professional Plan - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Professional Plan - Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO2, Problem Solving Task, Professional Plan - Responsive: Understand and respond to a diversity of learners, contexts, policy and practice environments.
Relates to: ULO2, Professional Plan - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds
Relates to: ULO3, Professional Plan - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO3, ULO4, Professional Plan
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Problem Solving Task, Professional Plan - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Professional Plan - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO2, Problem Solving Task, Professional Plan - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO2, Professional Plan - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO3, Professional Plan - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO3, ULO4, Professional Plan
Unit Outline: Semester 1 2024, Online
| Unit code: | EUB401 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB207 |
| Anti-requisite: | LCB006 |
Overview
This unit will cover targeted strategies for learners with complex learning profiles in inclusive classrooms in prior-to-school and formal school contexts. This unit focuses on why, when and how to make adjustments in accordance with the Disability Standards for Education 2005, and how to do so in partnership with parents/carers and in collaboration with relevant external professionals and teacher aides. The learning in this unit will develop your understanding of learners with complex learning profiles and your capability to plan and enact supplementary, substantial and extensive adjustments to curriculum, pedagogy and assessment within inclusive classrooms in prior-to-school and primary school contexts. The unit is offered at the mastery stage of the course to develop your ability to teach learners with complex learning profiles. It builds on your learning in EUB207 and is related to other units covering pedagogical and curriculum approaches.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate your understanding of learners with complex learning profiles. (Relates to CLO 1; APST 1.1, 1.2, 1.6)
- Plan supplementary, substantial and extensive adjustments to curriculum, pedagogy and assessment (differentiation) to support full participation and engagement for learners with complex learning profiles (including disability) in inclusive settings. (Relates to CLO 1, 2, 3, 4; APST 1.5, 1.6, 3.2, 3.3, 4.1, 5.1 )
- Demonstrate your knowledge of how to build partnerships to engage ethically with colleagues, parents/carers and community representatives in broadening professional knowledge and practice. (Relates to CLO 8, 9; APST 3.7, 4.1, 7.3, 7.4)
- Demonstrate written professional communication. (Relates to CLO 9)
Content
In this unit, you will learn:
- The theory and practice of early intervention;
- How to effectively teach students with complex learning profiles (e.g., Autism Spectrum Disorder, intellectual disability, physical disability, sensory disability, Developmental Language Disorder, Attention Deficit Hyperactivity Disorder, Childhood Complex Trauma);
- Why and how to enact supplementary, substantial and extensive adjustments to curriculum, pedagogy and assessment within inclusive classrooms and early childhood settings;
- How to develop and maintain partnerships with parents/carers and collaborations with other professionals (e.g., speech pathologists, occupational therapists, school nurses etc);
- Implications of current policy and funding arrangements for supports in inclusive classrooms in prior-to-school and primary school contexts; and
- Best practices for collaborating with inclusion support personnel and teacher aides.
This unit will help support you with knowledge and skills needed for your Quality Teaching Performance Assessment (QTPA).
Relates to learning outcomes
Course Learning Outcomes
1 - Knowledgeable - Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2 - Scholarly - Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
3 - Inclusive - Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
4 - Responsive - Understand and respond to a diversity of learners, contexts, policy and practice environments.
8 - Ethical - Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
9 - Communicative - Engage and communicate effectively and professionally.
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 workshop 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 scenarios.
Feedback on Learning and Assessment
In this unit, formative and summative feedback will be provided as follows:
- Feedback from your peers and your lecturer on formative tasks leading to summative assessment items;
- Written, timely and constructive feedback from your lecturer on your assessment items, and
- Formative self assessment through online quizzes with automated feedback items.
Assessment
Overview
In the first assessment you will collaborate with your peers to create an evidence-based resource about a particular group of learners with complex learning profiles (e.g., Autism Spectrum Disorder, intellectual disability, physical disability, sensory disability, Developmental Language Disorder, Attention Deficit Hyperactivity Disorder, childhood complex Trauma), and adjustments to curriculum, pedagogy and assessment to effectively teach these learners in an inclusive classroom or early childhood setting.
In the second assessment you will describe the supplementary, substantial and extensive adjustments for an inclusive classroom or early childhood setting and justify the level of adjustment required.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Problem Solving Task
Drawing from scholarly sources, you will develop an evidence-based resource to be used in your future professional teaching work.
Provide educationally relevant information about learners with complex learning profiles from one NCCD group.
Propose a set of evidence-based adjustments to curriculum, pedagogy, assessment and environment to effectively teach these learners in an inclusive classroom.
This task will assess your:
1. Understanding of the characteristics of learners with complex learning profiles.
2. Capability to raise awareness of the characteristics of learners with complex learning profiles and your knowledge of effective and appropriate adjustments.
3. Professional communication and use of inclusive language.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 3
This is an assignment for the purposes of an extension.
Assessment: Professional Plan
Adjusting teaching and assessment strategies
Choose one inclusive classroom or early childhood setting scenario from the options provided.
Identify and describe the (i) supplementary, (ii) substantial or (iii) extensive adjustments to teaching and assessment strategies appropriate for your chosen scenario and justify the level of adjustment required.
Making explicit reference to educators' obligations under the Disability Standards for Education 2005, discuss strategies to:
(a) consult with learners about their strengths, interests and how they learn best;
(b) create partnerships with the parents/carers of learners in your chosen scenario; and
(c) collaborate with relevant professionals to create an effective and inclusive learning environment.
This task will assess your:
1. Capability to apply your knowledge of adjustments required to effectively teach learners with complex learning profiles in an inclusive classroom or early childhood setting.
2. Understanding of strategies for working effectively and sensitively with parents/carers and for engaging with professional teaching networks, other professionals and broader communities.
3. Professional communication and use of inclusive language.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 3, 4, 8, 9
This is an assignment for the purposes of an extension.
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 general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Problem Solving Task - Understand how students learn
Relates to: Problem Solving Task - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Professional Plan - Strategies to support full participation of students with disability
Relates to: Problem Solving Task, Professional Plan
3 Professional Practice: Plan for and implement effective teaching and learning
- Plan, structure and sequence learning programs
Relates to: Professional Plan - Use teaching strategies
Relates to: Professional Plan - Engage parents/carers in the educative process
Relates to: Professional Plan
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Professional Plan
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Professional Plan
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Professional Plan - Engage with professional teaching networks and broader communities
Relates to: Problem Solving Task, Professional Plan
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Problem Solving Task, Professional Plan - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Professional Plan - Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO2, Problem Solving Task, Professional Plan - Responsive: Understand and respond to a diversity of learners, contexts, policy and practice environments.
Relates to: ULO2, Professional Plan - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds
Relates to: ULO3, Professional Plan - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO3, ULO4, Professional Plan
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Problem Solving Task, Professional Plan - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Professional Plan - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO2, Problem Solving Task, Professional Plan - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO2, Professional Plan - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO3, Professional Plan - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO3, ULO4, Professional Plan