educ4014 diverse abilities and curriculum...

Unit study package code: EDUC4014

Mode of study: Internal

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Workshop: 1 x 2 Hours Weekly

This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units: Nil

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: Associate ProfessorName: Karen NonisPhone: +618 92665738Email: [email protected]: Building: 501 - Room: 89

Teaching Staff:

Administrative contact: Name: Kat MinutilloPhone: +618 9266 2158Email: [email protected]: Building: 501 - Room: Level

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

EDUC4014 Diverse Abilities and Curriculum Differentiation Semester 1, 2016

Faculty of HumanitiesSchool of Education

EDUC4014 Diverse Abilities and Curriculum DifferentiationBentley Campus 17 Feb 2016 School of Education, Faculty of Humanities

Page: 1 of 14CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://fees.curtin.edu.au/incidental_fees.cfm

http://lms.curtin.edu.au/

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus This unit provides an in-depth examination of the learning characteristics and curriculum differentiation for children with diverse abilities including learning disabilities, emotional and behaviour disorders, intellectual disabilities, attention disorders, sensory impairments, chronic health concerns, speech and language disorders and high ability. Skill is developed in individualizing, modifying and adapting the curriculum according to the different ability levels of children. Differentiating the curriculum occurs by changing: 1) the content of learning, 2) the processes of teaching and learning and 3) the methods of assessing the products of learning. With respect to the Australian Professional Standards for Teachers, this unit focuses most specifically on Standard 1 (know your students and how they learn) and Standard 3 (Plan for and implement effective teaching and learning)

Introduction Welcome to EDUC 4014 : Diverse Abilities and Curriculum Differentiation

The unit aims to provide participants with the skills and knowledge to differentiate classroom learning experiences for children in regular classrooms. While the focus is on differentiating classroom teaching and learning, this will be review in consideration of diverse abilities. Subtopics of discussions relate to research base support for effective teaching; reflecting and acting on teaching and learning in diverse classrooms; curriculum and instructional strategies in diverse classrooms; modifying learning contexts to optimize learning and understanding the role of schools and systems in relation to supporting children with diverse needs in a regular school. This unit will require participants to undertake two assessments which include an individual and a paired assessment.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

On successful completion of this unit students can: Graduate Attributes addressed

1 Explain the major categories of special learning needs used in professional settings

2 Discuss the processes of identifying and programming for students with diverse cognitive social emotional behavioural and physical needs

3 Critique specific accommodations for children with diverse abilities including modifications and individualization of curriculum content processes and products

4 Plan for curriculum differentiation including teaching adjustments management of support staff and accessing potential services and support

Faculty of Humanities School of Education




Curtin's Graduate Attributes

Learning Activities Students in this Unit will be expected to engage in range of activities designed to increase their understanding of the issues involved in teaching and working with students with diverse abilities and apply differentiated teaching methodologies to a classroom environment. The activities include:

1. Reading the chapters in the required textbook. 2. Reviewing the exercises and questions at the end of the each chapter in the required textbook 3. Read a selection of journal articles and review the video clips posted on Blackboard (Bb) clips. 4. Attend and or review Scheduled Collaborate Bb workshops. 5. In class participation with other students as a group or pairs. In class participation includes

planned activities the week prior to the workshop sessions, sharing experiences related to the content of the topics.

6. Assessing information on Bb and or other websites on a regular basis. 7. Completion of all activities as scheduled during the weekly workshops. 8. Completion and submission of all required Assessments on time.

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

Learning Resources Essential texts

The required textbook(s) for this unit are:

l The required textbook for this unit is: Demsey, I & Arthur-Kelly, M. (2007). Maximising Learning Outcomes in Diverse Classrooms. South Melbourne, Victoria: Cengage Learning. ISBN/ISSN: 9780170129794

(ISBN/ISSN: 9780170129794)

Other resources Books

Ashman, A. (2015). Education for Inclusion and Diversity (5th ed.). Australia: Pearson.

Ellis, S., & Tod, J. (2015). Promoting Behaviour for Learning in the Classroom – Effective Strategies, Personal Style and Professionalism. New York: Routeledge.

Le Messurier, M. (2010). Teaching Touch Kids – Simple and proven strategies for student success. New York: Routledge.

Smith, T. E. C., Polloway, E. A., Patton, J. R., & Dowdy, C. A. (2012). Teaching students with special needs in inclusive settings (6th ed.). Pearson: International.

Westwood, P. (2015). Commonsense Methods for children with special educational needs. (7th ed.). New York: Routledge.

Richards, G & Armstrong (2016). Teaching and Learning in Diverse and Inclusive Classrooms (2nd ed.). New York: Routledge.

Websites

Association for Positive Behaviour Support www.apbs.org

Australia’s State and Territory Department of Education:

NSW: www.det.nsw.edu.au/

Victoria: www.det.vic.gov.au/det

Queensland: education.qld.gov.au/

South Australia: text.sacentral.sa.gov.au/site/page.cfm

Western Australia: www.eddept.wa.edu.au/

Tasmania: www2education.tas.gov.au/

Australian Capital Territory: www.decs.act.gov.au/

Northern Territory: www.deet.nt.gov.au/





http://www.apbs.org/

http://www.det.nsw.edu.au/

http://www.det.vic.gov.au/det

http://www.eddept.wa.edu.au/

http://www.decs.act.gov.au/

Australian Bureau of Statistics. (2013). 2011 Census Quickstats. Retrived from www.census.abs.gov.au/census_services/getproduct/census/2011/quickstat/0

Australian Curriculum, Assessment and Reporting Authority. (2012). The shape of the National Curriculum [V 3]. Retrieved from www.acara.edu.au/verve/_resources/The_Shape_of_the_Australian Curriculum_V3.pdf.

Australian Currculum<www.australiancurriculum.edu.au. Access to published curriculum for Australian students in Foundation to Year 10, and in senior secondary school.

Australian Human Rights Commission www.humanrights.gov.au. Learn more about human rights, disability rights, issues in education and the complaint process.

Behaviour at School study www.bass.edu.au. Research on student behaviour in South Australian schools.

Bullying. No Way www.bullingnoway.com.au. An anti-bullying resource.

Council for Children with Behavioural Disorders www.ccbd.net

Education Queensland (2001). Queensland Reform School Longitudinal Study (2005). www.qld.gov.au/public_media/reports/curriculum - framework/qsrls

International Association Journal of Special Education (JIASE website)

International Journal of Special Educaiton (www.ijse.org)

Kids Helpline www.kidshelp.com.au. General support for students.

Journal of Positive Behaviour Interventions <http://jpbi.sagepub.com>

MySchool www.myschool.edu.au. Locate information about schools across Australia.

Positive Behaviour Interventions Supports www.pbis.org>

The Australian Council for Educational Research (www.acer.edu.au)

The Government Educational Portal( www.education.gov.au)

The innocent Research Centre (www. Unicef-icdc.org/)

UNESCO. (2009). Policy guidelines on inclusion in education. Paris: UNESCO. Retrieved from http://unesco.unesco.org/images/0017/001778/177849e.pdf





http://www.census.abs.gov.au/census_services/getproduct/census/2011/quickstat/0

http://www.acara.edu.au/verve/_resources/The_Shape_of_the_Australian%20Curriculum_V3.pdf

http://www.acara.edu.au/verve/_resources/The_Shape_of_the_Australian%20Curriculum_V3.pdf

http://www.humanrights.gov.au/

http://www.bass.edu.au/

http://www.bullingnoway.com.au/

http://www.ccbd.net/

http://www.qld.gov.au/public_media/reports/curriculum

http://www.kidshelp.com.au/

http://www.myschool.edu.au/

http://www.pbis.org/

http://www.acer.edu.au/

http://www.education.gov.au/

Assessment Assessment schedule

Detailed information on assessment tasks

1. Assessment Overview Information

There are 2 Assessments to be completed during the course of the unit. Each are worth 50 marks (50%). You will be submitting your Assessments through Turnit In on Blackboard (Bb)

I. Creating and submitting your document:

1. Use MS Wordfile only to submit through TURNITIN on Blackboard (Bb). 2. You must create your file name as follows:

Last Name_First Name_Student number_EDUC 2000 SEM 1_ ECE Pry Inclusive Ed_Assessment (1 or 2). For example: Nonis_Karen_1232_EDUC2000SEM1_Secondary_Assessement1

II. Some notes on the write up

1. Read through the questions carefully and answer all the required areas in both the Assessments.

2. Use your own words. Give examples to provide clarity. 3. Referencing - When you make reference to an author, their work and or any other

documents that you may have obtained from a journal or other sources, cite the reference in your document. For example, if you have access a journal article, then indicate this in your written document (Tan & Nonis, 2014).

4. Reference List – All sources must be in the reference list. 5. Use your textbook Demsey & Arthur-Kelly, 2007. 6. Use other articles in Bb and other sources. 7. Relevance - All references must be relevant to your content write up. 8. Use APA 6th Edition only. This would also apply to all Tables, Figures and Text etc that you

include in your assessments. 9. Write the total maximum number of words at the end of your assignment. Your assignment

will not be marked beyond the maximum number of words. 10. Keep a copy of your Assignment. 11. Please check your Curtin student email everyday as your tutor may need to contact you for

your assessment.

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Report 50 percent Week: 6 10th APRIL 2016 Day: Sunday Time: 2359 (wst)

1,2,3

2

Case Study 50 percent Week: 14 5th June 2016 Day: Sunday Time: 2359 (wst)

2,3,4





1. Individual Assessment 1: My Story on Diversity (50 Marks; 50%)

Due Date: Week 6 Sunday 10th April 2016 (wst 2359). Maximum Word Limit : 1200 words (+- 10%) excluding references in text and reference list.

What you need to do in Assessment 1: 1. Select an educational time frame in your school life. This could be in the Early Years of Year

1 to Year 3 or Middle Childhood to Later Childhood Years from Years 4 to Year 6. 2. Identify and describe a student with either a diverse cognitive, social emotional behavioural or and

physical needs. Choose only ONE (Cognitive, Social Emotional Behavioural or Physical Need). In your descriptions, give clear examples to support your explanations. You may also refer to textbooks or journal articles to describe the student’s needs.

3. Identify up to a maximum of 5 Challenges and or problems that you as a teacher may have been confronted with in the teaching process for the student you have described. Identify these challenges in relation the student needs and class needs or situation. You are encouraged to refer to relevant textbooks or journal articles to support you’re the problems or challenges that you encounter with the student.

2. Assignment 2 – Paired Assessment (Total Marks = 50 Marks)

Due Date: Week 14 Sunday 5th June 2016 (wst 2359).

Maximum Word Limit : 2500 words (+- 10%) excluding references in text and reference list.

Working in Pairs

Find a partner in your class to work with. Your lecturer/tutor will record whom you are working with. If you do not have a partner, inform you lecturer/tutor who will then assign you a partner for this assignment.

Divide your work equally between each other and write down the tasks that each partner will need to complete. Both pairs will receive One grade. Should you face any challenges with your partner, you will need to resolve them in order to complete the assignment. Inform you lecturer/tutor in advance of the difficulties should you have any challenges in the paired assignment.

Only 1 person will submit Assessment 2 while the other will indicate Submitted through partner. Inform your lecturer/tutor who is the person to submit the Assessment via TURNIT IN on Bb.





What you need to do in Assessment 2: 1. Select 1 of the 2 shared experiences in Assessment 1. 2. Select ONE subject area (English, Mathematics, Science, Arts) and ONE social emotional

behavioural challenge that you would like to help the student to improve on. Provide as many examples of challenges and weaknesses that you have identified (and more) in Assessment 1 and link these to the subject are and the social emotional behavioural challenge. You are encouraged to add to your list of the challenges and weaknesses where you see suitable to enhance your responses. You are encouraged to use textbooks and or journal articles to support your responses.

3. In reference to Figure 2.4 A Framework for Understanding Influences on Student’s learning Outcomes (p. 17, Demsey & Arthur-Kelly). Reflect and explain how the framework [Systemic and school influences (Instruction, Context and Curriculum and classroom variables), Family and cultural influences and International and national influences] could be used to assist teachers and the school in a classroom of the student that you have identified. Give at least ONE clear and specific example to support how you as a teacher and your school could help the student to enhance their learning outcomes. Support your reflections with links to the chapters in your textbook (Demsey & Arthur-Kelly, 2007), readings and journals on Bb and other journal articles that you may have sourced independently.

4. Identify and describe aspects of the classroom environment that impact on the learning outcomes of students. Describe how you would us a number of strategies to modify aspects of the classroom environment to enhance learning outcomes of your students. You may have pictures from websites and or designs illustrate your optimal classroom layout for class layout. Provide the rationale for such layout supported by the available research literature. Support your reflections with links to the chapters in your textbook (See chapter 7, Demsey & Arthur-Kelly, 2007), readings and journals on Bb and other journal articles that you may have sourced independently.

Pass requirements In order to pass this unit, all assessment tasks must be submitted and an overall mark of 50% or more must be achieved. Assessments are not considered as submitted if any required sections are incomplete, or if the electronic file is unreadable. It is a student’s responsibility to ensure that assessments are complete and have been successfully uploaded in a readable format.

A student who has received a Fail Grade (less than 50%) for an assessment, but achieves at least 40% of the possible mark for an assessment that was handed in on time, will be offered the opportunity to resubmit. The maximum a resubmission can be awarded is 50% of the possible mark and only one assessment resubmission per unit is possible. The resubmitted work must be received by the due date.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

Deferred assessments

If your results show that you have been granted a deferred assessment you should immediately check your OASIS email for details.

Supplementary assessments

Supplementary assessments, if granted by the Board of Examiners, will have a due date or be held between 18/07/2016 and 29/07/2016 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

It is the responsibility of students to be available to complete the requirements of a supplementary assessment. If your results show that you have been granted a supplementary assessment you should immediately check your OASIS email for details.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate





http://students.curtin.edu.au/administration/

http://libguides.library.curtin.edu.au/referencing

acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

All Assessments are to be typed and submitted in the MSWord File based on the requirements of TURNIT IN Submissions on Blackboard (Bb).

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel

Additional information Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.





https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

http://students.curtin.edu.au/rights/

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

The total number of Assessments has been reduced from 3 to two, comprising of 1 individual and 1 paired Assessment. In addition, all the questions have been changed.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

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Program calendar

Program Calendar – Semester 1 2016

Week Begin Date

Lecture/

Seminar

Pre-readings

Tutorial/Other

Assessment Due

Orientation 22 February

Orientation Week

1. 29 February

1.Introduction to Diverse Abilities and Differentiated

Curriculum

Chapter 1 - Demsey & Arthur-Kelly (2007).

Review Assessment 1 and 2 Preparation

2. 7 March 2.Diverse Classroom and Educational Outcomes


The Australian Curriculum, Assessment and Reporting Authority (ACARA, 2009)

Commonwealth Disability Discrimination Act 1992

Disability Standards for Education (2005)

3. 14 March 3.Research Base for Effective Teaching in the

Diverse Classroom

Chapter 3- Demsey & Arthur-Kelly (2007).

Chapter 8- Individual Differences and special educational needs (p. 137 – 161;

Ellis & Tod, 2015)

4. 21 March 4.Reflecting and Acting on Teaching and Learning in Diverse Classrooms


Chapter 7 – “Not in my image -Ethnic Diversity in the classroom” (p 63-73;

Richards & Armstrong, 2016).

5. 28 March Tuition Free Week

6. 4 April 5. Curriculum Strategies in Diverse Classrooms


Chapter 4 – Strategies to help

Submission Assessment 1 Due Sunday





organisation and memory – Inside tough kids with learning disabilities (p. 78-103;

Le Messurier, 2010)

10th APRIL (wst 2359)

7. 11 April 6 Curriculum Strategies in Diverse Classrooms.)

Chapter 5 -Demsey & Arthur-Kelly (2007).Chapter 6- Ideas to enrich social

and emotional connections

Inside tough kids with Asperger Syndrome (p. 128-155; Le Messurier, 2010)

8. 18 April Tuition Free Week

9. 25 April 7. Instructional Strategies for Diverse Classrooms

Chapter 6-Demsey & Arthur-Kelly (2007).

Chapter 14 - Differentiating the curriculum and adapting Instruction (p.

161-170; (Westwood, 2015).

10. 2 May 8. Instructional Strategies for Diverse Classrooms


Chapter 12 – Difficulties with Spelling (p. 134-146; Westwood, 2015)

11. 9 May 9. Modifying Learning Contexts to Optimize

Learning

Chapter 7 -Demsey & Arthur-Kelly (2007).

Chatper 9- Challenging Students, Challenging Settings (p.100-110; Richards

& Armstrong, 2016)

12. 16 May 10 Modifying Learning Contexts to Optimize

Learning

Chapter 7

Demsey & Arthur-Kelly (2007).

13. 23 May 11. School, Systems and Students with Diverse

Needs

Chapter 8

Demsey & Arthur-Kelly (2007).

Chapter 5

School Systems and frameworks for managing behaviours (p. 83 – 101; Ellis &

Tod, 2015)

Make appointments with your lecturer for the Assessment meetings Wk 14.

14. 30 May Paired and Group No Workshop. Submission Assessment 2 Sunday June 5th (wst

2359)

15. 6 June Study Week

16. 13 June Examinations

17. 20 June Examinations





educ4014 diverse abilities and curriculum...

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