Course Outline

Code: EDU202
Title: Individual Learner Needs
School of: Education
Teaching Session: Semester 2
Year: 2020
Course Coordinator: Tracey Sempowicz Email: tsempowi@usc.edu.au
Course Moderator: Dr Sharon Louth

Please go to the USC website for up to date information on the teaching sessions and campuses where this
course is usually offered.

1. What is this course about?

1.1 Description
In this course you will learn how to support learners in your class who have a range of abilities (physical,
sensory, cognitive, language and/or social) and who may require individualized learning support. You will
investigate policies, legislation and research that influence classroom practices for children with diverse
learning needs. You will also learn about the key principles of adapting curriculum generally, but also
planning for key transition periods, such as moving from primary to secondary school and secondary school
to the workforce.

1.2 Course topics

• Theories, practices, concepts, contexts and issues of equity and inclusive education, F-12
• Identification, teaching strategies and classroom accommodation of students with disabilities
• Demonstrate a range of verbal and non-verbal communication strategies to support student
engagement
• Assessment of students with special needs and disabilities; accessing educational support services
• Understand strategies for involving and working effectively with parents/carers, colleagues and
community representatives to meet student needs/disabilities
• Social and interpersonal development
• Working ethically, sensitively and confidentially with students and parents/carers
• Personal, social/familial, community, legal, and education system influences on development and
learning and strategies that support student well-being and safety, regarding a diverse range of
learners
• Policies, legislation and research pertaining to a range of student learning needs and disabilities, F-
12

2. What level is this course?

200 level Developing - Applying broad and/or deep knowledge and skills to new contexts. May require pre-
requisites and introductory level knowledge/skills. Normally undertaken in the 2nd or 3rd year of an
undergraduate program.

Semester 2, 2020 Recfind File Number: F14817

 Page 2
Course Outline: EDU202 Individual Learner Needs

3. What is the unit value of this course?

12 units

4. How does this course contribute to my learning?

Specific Learning Outcomes Assessment Tasks Graduate Qualities or
On successful completion of this course you You will be assessed on Professional Standards mapping
should be able to: the learning outcome in Completing these tasks
task/s: successfully will contribute to you
becoming:
Critically reflect on your beliefs, values and Task 1, 2, 3] Knowledgeable.
understanding as a teacher working with a Ethical.
wide range of individual learner needs and
how this relates to your interactions with
students, and your teaching design, planning,
assessment and teaching strategies.
Know and discuss the broad range of ethical [Task 1, 2,3 Empowered.
and inclusive practices, legislation, policies and Ethical.
procedures for students with special needs
and disabilities that support participation in
schools and strategies that support student
well-being and safety. Demonstrate a range of
verbal and non-verbal communication
strategies to support student engagement.
Apply your knowledge, understanding and Task 1, 2, 3] Empowered.
skills as a professional educator to interpret, Ethical.
implement, integrate and adapt learning for
individual needs and disabilities.
Identify and promote the importance of [Task 2, 3 Engaged.
involving and working effectively, sensitively Ethical.
and confidentially with colleagues,
parents/carers and community
representatives to assist in developing teacher
professional knowledge and to facilitate
productive relationships that achieve positive
educational outcomes for individual students.

5. Am I eligible to enrol in this course?

Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.

5.1 Enrolment restrictions

Students must be enrolled in Program AE301, BE301, SE301, ED304, UU301 or XU301

5.2 Pre-requisites
(EDU100 or EDU101 and enrolled in Program AE301, BE301, SE301, ED304) or enrolled in UU301,XU301 or
AB101

5.3 Co-requisites
Nil

5.4 Anti-requisites
 Page 3
Course Outline: EDU202 Individual Learner Needs

Nil

5.5 Specific assumed prior knowledge and skills (where applicable)

ED304 students (Bachelor of Primary Education) will have successfully completed minimum of 6 Education
Courses, not including school placement courses

6. How am I going to be assessed?

6.1 Grading scale
Standard – High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL)Standard – High Distinction
(HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL)

6.2 Details of early feedback on progress

In week 4 of this course a draft copy of your assessment will be peer reviewed in your tutorial/workshop.
Immediate feedback will be given on quiz assessment in weeks 2-7.

6.3 Assessment tasks

Task Assessment Tasks Individual Weighting What is the When should I Where
No. or Group % duration / submit? should I
length? submit it?
1 Reflective Essay: Individual 35% 1000-1200 Friday 5pm Blackboard
Review of Individual words Week 5 (SafeAssign)
Learner Needs in
the Classroom
2 Quizzes Individual 40% [80 mins in [Weeks 2, 4, 6, [In tutorial or
total] 7/8] online]
3 Professional Group 25% [15-20 minute [Week 8 prior [Blackboard
Conversation: presentation to (SafeAssign)
Individual Learner plus presentations plus
Needs documentation In class
tutorials
100%
 Page 4
Course Outline: EDU202 Individual Learner Needs

Assessment Task 1: Reflective Essay: Review of Individual Learner Needs in the Classroom
Goal: The goal of this task is to submit a reflective essay. You will review the literature relating to
individual learner needs/disabilities in the classroom and reflect on how your growing
knowledge will inform your professional practice.
Product: A Reflective Essay: Review of Individual Learner Needs in the Classroom
Format: You are required to refer to current legislation, policy and practices, and to use academic
literature relating to inclusive practices and individual learner needs/disabilities in the
classroom, to write and submit a reflective essay that addresses the following:
(i) Current legislation, policies and practices in relation to a broad range of individual needs and
disabilities in classrooms today. Discuss the ways in which Australian policy and practices are
enacted to support student well-being and safety and the implications for teachers.
ii) Apply a “strengths-based” social model of inclusion rather than a “deficit” medical model to
address both the strengths and needs of one specific learner need/disability of your choice.
Iii) Critically reflect on the range of inclusive practices that aim to support participation of all
students in schools. Also, reflect on your own attitudes, values and beliefs and how these will
shape your future role as a teacher.

Criteria 1. Knowledge of the relevant legislative, administrative and organisational policies and
practices to support students and create safe environments that inclusively and ethically
cater for the broad range of individual learner needs and disabilities.
2. Identification and analysis of individual learner needs and disabilities in the classroom.
3. Critical reflection on your beliefs, values and role as a teacher working with a wide range
of individual learner needs; how this relates to ethical interactions with students, and your
teaching design, planning and pedagogy.
4. Written communication and academic literacies including grammar, English expression,
APA referencing conventions, and technical accuracy.

Assessment Task 2: Quizzes

Goal: The goal of this task is to demonstrate your knowledge of individual learner needs and your
developing capacity to support and encourage all students to learn optimally within the
classes you will teach. You will do this via a series of quizzes given throughout the course. The
goal of this task is to draw together your understanding of the course topics as the semester
progresses.
Product: Quizzes
Format: You will undertake quizzes in week 2, 4, 6 and 8 in order to determine your knowledge and
understanding of legislation, policy and inclusive practices required to cater for the individual
needs of all students in the classroom. Following each quiz, you will be provided with
feedback to reflect on your current understanding of the course topics which in turn may be
used to enhance the outcomes of subsequent quizzes and shape your final assessment item,
the professional conversation.

Criteria 1. Knowledge of a broad range of inclusive and ethical practices that support participation
and safety/well-being of all students in schools.
2. Knowledge of strategies for involving and working effectively with carers and for
collaboration with internal and external support staff.
3. Applied knowledge of practices which support individual learners in given scenarios.
 Page 5
Course Outline: EDU202 Individual Learner Needs

Assessment Task 3: Professional Conversation: Individual Learner Needs

Goal: The goal of this task is to work collaboratively with colleagues to select one student from
provided scenarios, and to discuss, negotiate and formulate appropriate plans for action to
support this student with individual learning needs/disabilities. You will also participate as a
member of the Learning Support Team, to provide feedback and make recommendations to
your colleagues in support of their student.
Product: Professional Conversation: Individual Learner Needs
Format: You are provided with several student scenarios from which to select one student whose case
you will present to your school’s Learning Support Team for consultation and negotiation of
future support plans. You are to access sources in addition to the course text. You will work
collaboratively with your group to:
• Prepare a presentation about your child for the Support Team meeting
• prepare a two-page fact sheet and reference list to share with your peers
• Upload fact sheet and reference list to Blackboard prior to the commencement of the
week 8 presentations and provide a copy to your tutor before your presentation.

Preparing for your professional conversation:

• analyse your student’s learning needs
• document and evaluate strategies you have previously trialled with your student
• make recommendations for appropriate interventions, adjustments and support with
teaching strategies and assessment (e.g. literacy, numeracy, behaviour), including the
use of ICTs.
• discuss communication strategies with key stakeholders (internal and external
personnel) and community representatives.
• propose strategies for differentiation of the curriculum
• suggest guidelines for future staff who may work with your student, including
recommendations for professional development.

The presentation:
Your group will:
present your student’s case in either Week 8, 9 or 10 tutorial (to be negotiated with your
tutor) to the Learning Support Team (your peers) for feedback and suggestions on future
action plans. You will participate in a professional conversation and provide feedback to other
groups on their presentations.

Criteria 1. Knowledge and understanding: inclusive and ethical practices to provide a safe
environment that supports individual needs/disabilities and community needs (including
documentation and research).
2. Application of skills: interprets, integrates, adapts learning and assessment for individual
needs in a given scenario.
3. Collaborative skills: engages sensitively and confidentially with parents, support team and
other internal and external representatives through effective strategies (listening,
responding, questioning, engaging with feedback).
4. Oral communication skills: presents key ideas in a synthesised manner using inclusive
language and effective time management.

7. What are the course activities?

 Page 6
Course Outline: EDU202 Individual Learner Needs

7.1 Directed study hours

A 12 unit course will have total of 150 learning hours which will include directed study hours (including
online if required), self-directed learning and completion of assessable tasks. A blended learning approach
is used to deliver this course, including a mix of synchronous and asynchronous materials and activities
accessed through Blackboard. Directed study hours may vary by location. Student workload is calculated at
12.5 learning hours per one unit.

This course will be delivered via technology-enabled learning and teaching. All lectures will remain in this
mode for Semester 2, 2020. When government guidelines allow, students that elected on-campus study via
the class selection process will be advised when on campus tutorials and practical sessions will resume.

7.2 Course content

Week # / What key concepts/content will I learn?
Module #

Weeks 1 – 2 Current legislation, policies and practices that influence the support of students with
individual learning needs in Australian schools.
Embracing inclusion: An examination of teacher attitudes, values and beliefs
• Examine your attitude.
• What should teachers know?
• The philosophy of inclusion
• A whole-person approach
• A strengths-based framework (social model)
Understanding individual learner needs:
For example, learners with:
• Intellectual Disability (ID)
• Learning Disability (LD)
• Speech and language impairments
• Attention Deficit Hyperactivity Disorder (ADHD)
Weeks 3 – 4 Embracing inclusion: Understanding diversity
• Diverse learners and the Australian Curriculum
• Planning for diverse learners (introduction)

Understanding individual learner needs:

For example, learners who are:
• deaf or hard of hearing
• blind or with a vision impairment

For example, learners who have:

• physical disabilities
• health problems
• gifts and talents
• diverse cultural and linguistic backgrounds
• adverse family circumstances
Approaches to designing curriculum to support all learners
• Examining models which address ways to plan and cater for the successful learning of all
students, Eg. Universal Design for Learning (UDL) and/or Differentiated Instruction (DI)
models
• Understanding key terminology, Eg. accommodations, modifications and adjustments
 Page 7
Course Outline: EDU202 Individual Learner Needs

•Using technology in the inclusive classroom

•Individual student plans (introduction)
Weeks 5 – 6 Understanding individual learner needs:
• Students on the Autism Spectrum: Understanding strengths, challenges and
opportunities for inclusion.
Encouraging positive interactions: Collaboration and co-teaching
• identify internal and external supports for teachers of children with additional learning
needs.
• A whole-of-school approach to developing a Professional Learning Community (Eg.
working with a Student Support Team and external professionals)
• successful co-operative planning and models for co-teaching.
Weeks 7 – 8 Planning for individual support needs:
• developing individual support plans, including assessment and moderation
• identify literacy and numeracy difficulties and how to plan for individual needs
• identify the needs of students with challenging and very challenging behaviours
• identify positive classroom strategies which minimise disruption and engage all students,
including those with additional needs
• identify specific ways to foster behavioural engagement of children with additional
needs
Understanding individual learner needs:
• students with mental health disorders

Assessment 3 presentations will commence in week 8 tutorial.

Module 5 Planning for Effective Transitions:
Weeks 9 - 10 • Working ethically, sensitively and confidentially with parents and carers
• Kindy to Foundation year
• Primary to Secondary
• Secondary to Tertiary study/the workforce

Assessment 3 presentations will continue in weeks 9 and 10 tutorials.

Please note course content is subject to variation.

8. What resources do I need to undertake this course?

Please note that course information, including specific information of recommended readings, learning
activities, resources, weekly readings, etc. are available on the course Blackboard site. Please log in as soon
as possible.

8.1 Prescribed text(s)

Please note that you need to have regular access to the resource(s) listed below as they are required:
Author Year Title Publisher
Hyde, M. Carpenter, L. Dole, 2017 Diversity, Inclusion and Engagement (Third Oxford Press
S. Edition)

8.2 Specific requirements

Nil

9. Risk management
Health and safety risks for this course have been assessed as low.
It is your responsibility as a student to review course material, search online, discuss with lecturers and
peers, and understand the health and safety risks associated with your specific course of study. It is also
 Page 8
Course Outline: EDU202 Individual Learner Needs

your responsibility to familiarise yourself with the University’s general health and safety principles by
reviewing the online Health Safety and Wellbeing training module for students, and following the
instructions of the University staff.

10. What administrative information is relevant to this course?

10.1 Assessment: Academic Integrity
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a
result of proving they are competent in their discipline. This is integral in maintaining the value of
academic qualifications. Each industry has expectations and standards of the skills and knowledge within
that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud;
including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are
expected to be honest and ethical by completing all work yourself and indicating in your work which ideas
and information were developed by you and which were taken from others. You cannot provide your
assessment work to others. You are also expected to provide evidence of wide and critical reading, usually
by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks,
when submitted to Blackboard, are electronically checked through SafeAssign. This software allows for text
comparisons to be made between your submitted assessment item and all other work that SafeAssign has
access to.

10.2 Assessment: Additional requirements

Eligibility for Supplementary Assessment
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:
a) The final mark is in the percentage range 47% to 49.4%
b) The course is graded using the Standard Grading scale
c) You have not failed an assessment task in the course due to academic misconduct

10.3 Assessment: Submission penalties

Late submission of assessment tasks will be penalised at the following maximum rate:
• 5% (of the assessment task’s identified value) per day for the first two days from the date identified
as the due date for the assessment task.
• 10% (of the assessment task’s identified value) for the third day
• 20% (of the assessment task’s identified value) for the fourth day and subsequent days up to and
including seven days from the date identified as the due date for the assessment task.
• A result of zero is awarded for an assessment task submitted after seven days from the date
identified as the due date for the assessment task.
Weekdays and weekends are included in the calculation of days late.
To request an extension, you must contact your Course Coordinator and supply the required
documentation to negotiate an outcome prior to the due date.

10.4 Study help

In the first instance, you should contact your tutor, then the Course Coordinator. Additional assistance is
provided to all students through Academic Skills Advisers. To book an appointment or find a drop-in session
go to Student Hub.
Contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au

10.5 Links to relevant University policy and procedures

 Page 9
Course Outline: EDU202 Individual Learner Needs

For more information on Academic Learning & Teaching categories including:

• Assessment: Courses and Coursework Programs
• Review of Assessment and Final Grades
• Supplementary Assessment
• Administration of Central Examinations
• Deferred Examinations
• Student Academic Misconduct
• Students with a Disability
Visit the USC website:
http://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching

10.6 General Enquiries

In person:
• USC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy
Downs
• USC South Bank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
• USC Gympie - Student Central, 71 Cartwright Road, Gympie
• USC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey
Bay
• USC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
• USC Moreton Bay – Student Central, Ground Floor, 1 Moreton Parade, Petrie
Tel: +61 7 5430 2890
Email: studentcentral@usc.edu.au

10.7 Education specific information

The assessment tasks in this course support pre-service teachers to explicitly demonstrate the following
National Professional Standards for Teachers (Graduate) and QCT Professional Standards for Queensland
Teachers (Graduate Level)
Assessment Task Australian Professional Standards for Teachers (Graduate)
Task 1: Reflective 1.1 Physical, social and intellectual development and characteristics of students
Essay: Review of 1.2 Demonstrate knowledge and understanding of research into how students learn
Individual Learner and the implications for teaching.
Needs in the 1.5 Differentiate teaching to meet the specific learning needs of students across the
Classroom full range of abilities
1.6 Strategies to support full participation of students with disability
3.3 Include a range of teaching strategies
3.7 Describe a broad range of strategies for involving parents/carers in the educative
process
4.1 Identify strategies to support inclusive student participation and engagement in
classroom activities.
4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour
4.4 Describe strategies that support students’ wellbeing and safety working within
school and/or system, curriculum and legislative requirements
7.1 Understand and apply the key principles described in codes of ethics and conduct
for the teaching profession.
7.2 Understand the relevant legislative, administrative and organisational policies and
processes required for teachers according to school stage
7.3 Understand strategies for working effectively, sensitively and confidentially with
parents/carers
 Page 10
Course Outline: EDU202 Individual Learner Needs

7.4 Understand the role of external professionals and community representatives in

broadening teachers’ professional knowledge and practice
Task 2: Quizzes 1.1 Physical, social and intellectual development and characteristics of students
1.5 Differentiate teaching to meet the specific learning needs of students across the
full range of abilities
1.6 Strategies to support full participation of students with disability
3.5 Demonstrates a range of verbal and non-verbal communication strategies to
support student engagement.
3.7 Describe a broad range of strategies for involving parents/carers in the educative
process.
4.1 Identify strategies to support inclusive student participation and engagement in
classroom activities.
4.2 Demonstrate the capacity to organise classroom activities and provide clear
directions.
4.3 Demonstrate knowledge of practical approaches to manage challenging
behaviour.
4.4 Describe strategies that support students’ wellbeing and safety working within
school and/or system, curriculum and legislative requirements.
6.3 Seek and apply constructive feedback from supervisors and teachers to improve
teaching practices.
7.1 Understand and apply the key principles described in codes of ethics and conduct
for the teaching profession.
7.2 Understand the relevant legislative, administrative and organisational policies and
processes required for teachers according to school stage.
7.3 Understand strategies for working effectively, sensitively and confidentially with
parents/carers.
7.4 Understand the role of external professionals and community representatives in
broadening teachers’ professional knowledge and practice.
Task 3: Professional 1.1 Physical, social and intellectual development and characteristics of students
Conversation 1.5 Differentiate teaching to meet the specific learning needs of students across the full range
of abilities
1.6 Strategies to support full participation of students with disability
3.7 Describe a broad range of strategies for involving parents/carers in the educative process.
4.1 Identify strategies to support inclusive student participation and engagement in classroom
activities.
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4 Describe strategies that support students’ wellbeing and safety working within school
and/or system, curriculum and legislative requirements.
4.5 Demonstrate an understanding of the relevant issues and the strategies available to
support the safe, responsible and ethical use of ICT in learning and teaching.
6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching
practices.
7.1 Understand and apply the key principles described in codes of ethics and conduct for the
teaching profession.
6.3 Engage with colleagues and improve practice.
7.2 Understand the relevant legislative, administrative and organisational policies and
processes required for teachers according to school stage.
7.3 Understand strategies for working effectively, sensitively and confidentially with
parents/carers.
7.4 Understand the role of external professionals and community representatives in
broadening teachers’ professional knowledge and practice.