Year
2021
Units
4.5
Contact
1 x 1-hour lecture weekly
1 x 2-hour workshop weekly
1 x 1-hour on-line exercises weekly
Prerequisites
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
Topic description

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.

Educational aims

This topic aims 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 you will be expected to be able to:

  1. Demonstrate the ability to develop outcomes-based educational programming through design of an individualised functional curriculum for a student with developmental disabilities
  2. Prioritise functional skills and present them as embedded skills within the context of the general curriculum for an individual student

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.

FULL

If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.