Semester 1 x 2-hour workshop weekly 1 x 1-hour on-line exercises weekly
Non-Semester 1 x 2-day intensive workshop per semester
1 Admission into MEDSE-Master of Education (Special Education) 1a Admission into GCESE-Graduate Certificate in Education (Special Education) 1b Admission into MTSEPR-Master of Teaching (Special Education) (Primary) 1c Admission into MDS-Master of Disability Studies 1d Admission into BSE-Bachelor of Special Education 1e Admission into MTSESC-Master of Teaching (Special Education) (Secondary) 1f Admission into MEDSEP-Master of Education (Special Education) [1.5 years] 1g Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health) 1h Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years] 1i Admission into MDPP-Master of Disability Policy and Practice 1j Admission into MDPPA-Master of Disability Policy and Practice [1.5 years] 2 Admission into MED-SPED-Special Education 2a Admission into MED-SPED-TR-MEd(Special Education) transition study plan 2b Admission into MED-SPED-OP-Option - Year 1 & 2 topics 3 Admission into GCE-SPED-Special Education 3a Admission into GCE-SPED-TR-GradCertEd(Special Education) transition study plan 3b Admission into GCE-SPED-OP-Option - Year 1 topics 3c Admission into GCE-BEHV-Behaviour 3d Admission into GCE-BEHV-TR-GradCertEd(Behaviour) transition study plan 4 Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood) 4a Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary) 4b Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary) 4c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary) 4d Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary) 4e Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary) 5 108 units of study Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j)) or ((2 or 2a or 2b)) or ((3 or 3a or 3b or 3c or 3d)) or ((4 or 4a or 4b or 4c or 4d or 4e) and 5))
This topic is designed to develop skills in assessment and intervention strategies related to designing and managing effective learning environments for individuals with complex disabilities. These strategies are based on the principles of Positive Behaviour Support of learners with complex needs and challenging behaviour. Students are required to design a Behaviour Support Plan for a learner with complex needs such autism, intellectual, physical or multiple disabilities.
The aim of the topic is to:
understand how learner characteristics impact student behaviour (e.g., autism, complex communication needs)
understand that challenging behaviour serves a purpose and is a functional response to the environment
develop knowledge of the assessment process and how assessment information informs the development of the Behaviour Support Plan
understand the multiple variables that may affect challenging behaviour including the ecology of the school, community, classroom and home
understand how intensive behavioural support fits within the context of school climate and behaviour policy
Expected learning outcomes
Upon topic completion students will be able to:
describe how the characteristics of the learner are considered in the design of the behaviour support plan
given a case study and data set, triangulate data, identify the variables affecting behaviour and develop hypotheses regarding behavioural function
design a comprehensive behaviour support plan based on the functional behaviour assessment, learner characteristics and literature in the area of the specific disability
demonstrate that the Behaviour Support Plan considers the school and classroom ecology and is designed in a way that is preventive, supports other students and can be implemented in an inclusive or general education setting
Key dates and timetable
Timetable details for 2020 are no longer published.
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