This topic will critically analyse communication, language and literacy development (Birth to 8-years) for children with additional needs within inclusive and collaborative early intervention settings. Using research-based evidence, students will examine the components of communication (i.e., non-verbal and verbal modalities), language (i.e., semantics, syntax, morphology, phonology and pragmatics across expressive and receptive modalities and in spoken and written forms), and early literacy (i.e., phonological awareness, letter-sound knowledge, print knowledge) development and how developmental differences in each of these domains can be observed, measured, programmed for, and instructed within, for children with additional needs within the context of early intervention. A focus of this topic is the rigorous development of students’ own linguistic knowledge and subsequent application and synthesis to action-based inquiry learning for children with additional needs. The Early Years Learning Framework (EYLF) and the Australian Curriculum (AC) will be used as platforms for the integration of evidence-based research underpinning successful early intervention planning and support for children with communication, language and early literacy difficulties.
This topic aims to: