This course introduces students to the study of the integration and inclusion of students with special needs, in accordance with the mandatory requirements of the NSW Department of Education and Training for pre-service teacher education. It is designed to provide an understanding of the reasons for inclusion of students with disabilities in regular schools, and the strategies that can be used to optimise their educational experiences.
Focus Sessions (Phase 4 Weeks 1-7):
Small Group Seminars:
Allocation of groups and rooms will be on your notice board during Orientation Week at the beginning of Semester 1, 2001.
Recommended Text:
At the completion of this course of study it is expected that students should be able to:
1. Collaborative Paper / Group presentation: (Length: 2500words) Due Date: April 2nd 2001
Topic 1: Write a discussion paper which reviews the literature on the effectiveness of the following instructional strategies for the teaching of students with special needs: Cooperative Learning, Peer Tutoring & Mastery Learning. Consider, in particular, how these might be used within the regular classroom.
Topic 2: There are many students in the regular classroom, including those with disabilities, learning difficulties and behaviour disorders, for whom curriculum adaption or modification would be an appropriate teaching practice. However, there is continued resistance to adapting curriculum in order to meet special needs, with assessment requirements being one of the prime considerations. What are the arguments put forward and what does the research tell us about curriculum adaption or modification
Topic 3: The learning difficulties support teacher as consultant/ collaborative team teacher has the main task of helping the regular class teacher become familiar with a students special learning needs, and to help the teacher plan and , in some cases, develop appropriate instruction. The regular classroom teacher has the responsibility for planning and delivering the instruction or intervention the student needs. What does this mean for secondary teachers across the curriculum who have students with learning difficulties in literacy in their classes.
Topic 4: There are a number of crucial factors that lead to the successful establishment of an inclusive school or classroom. Two of the most essential or most discussed appear to be ‘sufficient support’ and ‘collaboration’ Write a discussion paper on the issues that arise in the research literature concerning these factors.
2. Field Study Report: (Length: 2500 words) Due Date: April 13th 2001
An individual field study experience in a self-selected special school, classroom or agency catering for students or young adults with special needs. You are there to act as a voluntary aide and so participate in and assist all/any school/agency activities for a total for 30 hours, as directed by the teacher/supervisor. This 30 hours can be made up in blocks of time that is best for the school, classroom or agency, and fits with your other university requirements. It is preferable that it is spread over several weeks. Confidentiality and professional discretion is expected at all times. You are asked to collect an official letter of introduction from Anne Badenhop (Rm 447) to authorise your activity, if you have not done so in the organised time at the end of you first year. (This must be an official letter with the school letterhead and cannot be a photocopy) This is not a formal practice teaching experience and teachers etc. will not be paid for having you, so please be as helpful as you can.
The Reports should contain the following:
A. FOR SCHOOL/CLASS PLACEMENTS:
B. FOR AGENCY PLACEMENTS:
C. FOR ALL PLACEMENTS:
Please be resourceful and do not take up Teachers/Supervisors time by asking them for the above information.
D. KEEP IN ADDITION:
(a) A Log which records date/time of visits with a brief listing of the main events of each visit. Please have this signed by the person in authority. (It is not included in the word count).
(b) Accompany your reports with a Journal or Personal Diary recording your activities and, more especially, your thoughts and feelings prior to, during and after each visit. This is an opportunity for an affective response not often available in courses. What is important is honesty and openness as you reflect upon these diverse and often unsettling experiences and their effect upon you. Please submit this in its original form (notebook, loose leaf, etc) There is no word limit and it is not included in your word count.
Focus Session: Attitudes & Preconceptions: Teachers as Agents for Change. This lecture will look at the language, terminology, attitudes, preconceptions and myths associated with disability and the integration and inclusion movements, and how teachers influence the success or failure of inclusion. The historical events and the relevant pieces of legislation that have lead to the integration and inclusion of students with special needs, will be examined.
Group seminars: Discussions will focus on the legislative requirements and social justice issues of inclusive education and the recommended readings for this session, together with the viewing of a selected video and activities such as " The notion of disability" and "Language" and "Factors that make a difference" and "Addressing access issues in our schools" from the Learning Together package.
Recommended Readings: Focus & Seminar Sessions
Relevant summarised sections of ;
- 1. NSW Anti-Discrimination Act (1977)
(see: http://www.actsofpassion.nsw.gov.au/adb.nsf/pages/lawsindex)- 2. Commonwealth Disability Discrimination Act (1992)
- 3. NSW Disability Services Act (1993)
(see: http://www.actsofpassion.nsw.gov.au/adb.nsf/pages/lawsindex)
Focus Session: Inclusive Practices: This sessions will focus on the mechanisms and elements that make inclusion work, the controversies surrounding the concept of full inclusion and the special education support available in schools in NSW.
Group Seminars: Discussions of the issues raised by the recommendations made by David McRae regarding the directions that integration and inclusion should take in NSW. A review and discussion of the procedures recommended for government schools in the "Special Education Handbook for Schools", together with updates to information supplied by the NSW DET through Tertiary Briefing sessions
Recommended Readings: Focus Session
Recommended Readings: Seminar Sessions
Focus Session: Effective Teaching and Learning Practices for Students with Special Needs. This session will focus on the strategies and teaching practices that have been shown by research to be the most effective in the education of students with special needs and their application to the inclusive environment.
Group Seminars: The collaborative presentation of TOPIC 1: Together with further discussion of issues raised during the focus sessions
Recommended Readings: Focus Session
Recommended Readings: Seminar Sessions
Focus Session: Adapting the curriculum for students with special needs. This session will focus on the need for adaption of the school curriculum and the processes that are involved with particular attention to the processes involved in school staff working cooperatively and collaboratively.
Group Seminars: The collaborative presentation of TOPIC 2: Together with further discussion of issues raised during the focus sessions
Recommended Readings: Focus Session
Recommended Readings: Seminar Sessions.
Focus Session: Literacy and Numeracy Problems as Key Elements in the Inclusive Classroom. This session will focus on the underlying difficulties of literacy and numeracy that affect student progress and the techniques and practices that help or hinder the development of the key skill areas and those that will make classroom learning meaningful for students with learning disabilities.
Group Seminars: The collaborative presentation of TOPIC 3: Together with further discussion of issues raised during the focus sessions.
Recommended Readings: Focus Session
Recommended Readings: Seminar Sessions
Focus Session: Computer technology that assists the learning of students with special needs. This session will focus on the computer technology that is available to assist student learning, especially those with physical and sensory disabilities, together with the criteria for assessing software that may or may not be suitable for improving academic and technical skills for students with disabilities and learning difficulties.
Group Seminars: The collaborative presentation of TOPIC 4: Together with further discussions of issues raised during the focus sessions.
Recommended Readings: Focus Session
Recommended Readings: Seminar Sessions
The above readings will be regularly updated, and topic changes will occur with changing needs.
Anti-discrimination legislation