1 x 1-hour lecture weekly 1 x 2-hour workshop weekly 1 x 1-hour on-line exercises weekly
1 Admission into BEDECSEBDS-B Education (Early Childhood & Special Ed), B Disability Studies 1a Admission into BEDPRSEBDS-B Education (Primary R-7 & Special Ed), B Disability Studies 1b Admission into BEDMSSEBDS-B Education (Middle & Secondary/Special Ed), B Disability Studies 1c Admission into BEDSE-Bachelor of Education (Special Education) 1d Admission into MTSESC-Master of Teaching (Special Education) (Secondary) 1e Admission into BEDSEOS-Bachelor of Education (Special Education) 1f Admission into BEDSBSE-Bachelor of Education (Secondary), Bachelor of Special Education 1g Admission into BEDECBSE-Bachelor of Education (Early Childhood), Bachelor of Special Education 1h Admission into BEDPRBSE-Bachelor of Education (Primary), Bachelor of Special Education 2 1 of EDUC3640, EDUC3641, EDUC3642 3 Admission into BEDSTBDS-Bachelor of Education Studies, Bachelor of Disability Studies Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h) and 2) or (3))
Enrolment not permitted
EDUC9513 has been successfully completed
This topic examines research in the area of curriculum development for individuals with developmental disabilities. The topic presents literature with a focus on outcomes-based curriculum development from an ecological perspective and how this influences educational programming. Students will demonstrate the process of designing a functional curriculum based on ecological assessment of current and future environments using a variety of assessment tools. Through this process students will develop and prioritise learning objectives and demonstrate an understanding of how functional skills can be embedded within the general curriculum to promote inclusive practice.
This topic aim to:
develop an understanding of the process of instructional programming
develop an understanding of outcomes based, individualised educational programming and planning
Expected learning outcomes
On completion of this topic students will:
demonstrate the ability to develop outcomes-based educational programming through design of an individualised functional curriculum for a student with developmental disabilities
prioritise functional skills and present them as embedded skills within the context of the general curriculum for an individual student
Key dates and timetable
Timetable details for 2020 are no longer published.
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