Year
2021
Units
4.5
Contact
7 x 1-hour lectures per semester
7 x 2-hour workshops per semester
6 x 1-hour on-line exercises per semester
Prerequisites
1 Admission into MDS-Master of Disability Studies
1a Admission into BSE-Bachelor of Special Education
1b Admission into GCESE-Graduate Certificate in Education (Special Education)
1c Admission into GCEWS-Graduate Certificate in Education
1d Admission into MEDCP-Master of Education (Cog Psych & Educational Prac)
1e Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment)
1f Admission into MEDGE-Master of Education (Gifted Education)
1g Admission into MEDIB-Master of Education (International Baccalaureate)
1h Admission into MEDLM-Master of Education (Leadership and Management)
1i Admission into MEDSA-Master of Education (Studies of Asia)
1j Admission into MEDSE-Master of Education (Special Education)
1k Admission into MEDEC-Master of Education (Early Childhood Studies)
1l Admission into MEDWS-Master of Education
1m Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years]
1n Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years]
1o Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years]
1p Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years]
1q Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
1r Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years]
1s Admission into MEDSAP-Master of Education (Studies of Asia) [1.5 years]
1t Admission into MEDWSP-Master of Education [1.5 years]
1u Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health)
1v Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years]
1w Admission into MDPP-Master of Disability Policy and Practice
1x Admission into MDPPA-Master of Disability Policy and Practice [1.5 years]
1y Admission into MEDECP-Master of Education (Early Childhood Studies) [1.5 years]
1z Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education
2 Admission into MED-Master of Education
2a Admission into MISE-Master of Inclusive and Specialised Education
2b Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
2c Admission into GCIE-Graduate Certificate in Innovation and Enterprise
3 Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
3a Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
3b Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
3c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
3d Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
3e Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
4 108 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 1k or 1l or 1m or 1n or 1o or 1p or 1q or 1r or 1s or 1t or 1u or 1v or 1w or 1x or 1y or 1z)) or ((2 or 2a or 2b or 2c)) or ((3 or 3a or 3b or 3c or 3d or 3e) and 4))
Enrolment not permitted
EDUC4732 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 an individualised functional curriculum based on a person-centred, ecological assessment of current and future environments using a variety of assessment tools. Through this process students develop and prioritise learning objectives and demonstrate an understanding of how functional skills can be embedded within the general curriculum to promote inclusive practice. Students will develop a skill sequence within a selected functional curricular domain to demonstrate understanding of how individual skills are part of the scope and sequence of curriculum design as a whole.

Educational aims

This topic aims to develop an understanding of:

  • The process of augmented curriculum design
  • Outcomes based personalised educational programming and planning
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Identify the scope and sequence of skills across curricular domains which have been supported by research in the area of developmental disability
  2. Demonstrate the ability to develop outcomes-based educational programming through design of an individualised curriculum for a student with developmental disabilities
  3. Prioritise functional adaptive skills and present them as embedded within the context of the general curriculum for an individual student
  4. Design personalised augmented curriculum based on student and family centred planning

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.