代写 RMIT TCHE2559 Inclusive Education in Early Childhood
Teaching Period: Sem 1 2016
Course Code: TCHE2559
Course Title: Inclusive Education in Early Childhood
School: 360H Education
Campus: Bundoora Campus
Learning Mode: Face-to-Face or Internet
Primary Learning Mode:
Face to face; Online.
Credit Points: 12
Teacher Guided Hours: 30 per semester
Learner Directed Hours: 90 per semester
Course Coordinator: Aleksandra Acker
Course Coordinator Phone: +61 3 9925 7830
Course Coordinator Email: email@example.com
Additional Staff Contact Details: Julie.Carmel@rmit.edu.au
Pre-requisite Courses and Assumed Knowledge and Capabilities
Inclusive education in early childhood covers the principles of inclusion and their application in educational settings. You will examine current policies and theoretical foundations with the aim of developing awareness, knowledge and skills in inclusive education. This course focuses on planning an inclusive curriculum, assessment and reporting requirements, program support groups and developing individual education plans.
Objectives/Learning Outcomes/Capability Development:
Program learning outcomes
In this course you will develop the following program learning outcomes:
- Engage with diverse learners in a range of educational contexts in order to develop skills and knowledge for flexible and adaptable participation in professional communities of practice
- Develop and apply theoretical and practical knowledge and skills to your professional practice and development in curriculum, pedagogy and assessment.
- Demonstrate creativity, critical thinking and innovation when identifying problem solving strategies in diverse educational contexts.
- Apply initiative and judgment in planning, problem solving and decision making to enhance your practice and continuing professional development.
Course learning outcomes
Upon successful completion of this course, you will be able to:
- Explain the importance of developing professional relationships with the program support group as well as families, medical specialists, teacher aides, parent helpers and other educational stakeholders
- Apply skills in observation, assessment and planning for individual learners in a group setting
- Plan for and design education environments to promote inclusive learning in early childhood
- Develop individual education plans based on inclusive curriculum planning, applying knowledge of government policy and other theoretical foundations of inclusion
- Critically evaluate the role of the program support group and outline strategies for developing professional working relationships within this group.
Overview of Learning Activities
Your learning in this course will involve a range of activities including lectures, tutorials, workshops, online discussions, curriculum design and readings in order to support the development of the learning outcomes of this course.
Proposed Teaching Schedule (this may change depending on students’ learning needs)
1 March Session 1
Course Guide Discussion; Principles of Inclusion
- Children’s Rights
- Legislation and policy in Australia
- Inclusion in the EYLF/EYLDF
- Changing attitudes
- Teacher as agent of change
- The language of disability
8 March Session 2
Developing an Individual Education Plan (IEP) for every child
- Developing inclusive environments - working with all children
- Data Collection for IEP
-Observations and Learning Stories
-Child’s work samples
Collaborating with families, colleagues, specialists
- Specialist Children’s services; Additional workers etc.
15 March Session 3
Developing an Individual Education Plan (IEP) for every child cont.
Collaborating with families, colleagues, specialists cont.
22 March Session 4
Facilitating inclusion in early childhood settings - Children with Hearing Impairment
5 April Session 5
Facilitating inclusion in early childhood settings - Children with Down Syndrome
12 April Session 6
Facilitating inclusion in early childhood settings - Children with Autism Spectrum Disorder
19 April Session 7
Facilitating inclusion in early childhood settings - Children with Gifts; Children with ADHD
26 April Session 8
Facilitating inclusion in early childhood settings - Children with Vision Impairment
26 April Session 9 (online)
Facilitating inclusion in early childhood settings - Children with Physical Disabilities
14 June Session 10
- Transitions; inclusive strategies in EC - revision
Overview of Learning Resources
RMIT will provide you with resources and tools for learning in this course through our online systems. A list of recommended learning resources including, books, journal articles and web resources will be provided by your lecturer. You will also be expected to seek further resources relevant to the focus of your own learning.
The University Library has extensive resources for School of Education students. The Library has produced a subject guide that includes quality online and print resources for your studies.
RMIT University Library: http://www.rmit.edu.au/library/
Study and Learning Centre: http://www.rmit.edu.au/studyandlearningcentre
International Student Support: http://www.rmit.edu.au/ISIS
Learning Lab: www.dlseb.rmit.edu.au/lsu
Some Relevant Readings, Journals and Websites
(*Please note, they are not formatted as APA referencing style)
Allen, E. & Cowdery, G. (2015). The exceptional child: Inclusion in early childhood education. Melbourne: Cengage Learning. A fourth edition.
Armstrong, C, Armstrong D. & Spandagou, I. (2009). Inclusive Education Policy and Practice. Sydney: Ingram
Armstrong, F., Armstrong, D., & Barton, L. (2000). Inclusive education: Policy, contexts and comparative perspectives. London: David Fulton Publishers.
Cologon, K. (2014). Inclusive education in the early years: Right from the start. Australia: OUP.
Cullen, J. (2005). Exploring narrative assessment to promote empowerment of educators and parents of children with special education needs. Inclusive and Supportive Education Congress (ISEC). Glasgow: Scotland. 1 – 4
Curtis, D., & Carter, M. (2003). Designs for living and learning: Transforming early childhood environments. USA: Redleaf Press.
Daniels, E.R, Stafford, K., & Daniels, E.R. (2002). Creating Inclusive Classrooms(2nd ed.). Washington, DC: Children’s Resources International, Inc.
DEEWR (2009). Belonging, being, becoming: An early years learning framework for Australia. (Link on blackboard page).
DEEWR (2010). Educator’s guide to the early years learning framework.
Gould, P., & Sullivan, J. (1999). The inclusive early childhood classroom. Maryland: Gryphon House. Gordon-Burns, D., Gunn, C., Purdue, K. & Surtees, N. (2012). Te Aoturoa Tataki – Inclusion in early childhood education. Wellington: NZCER Press.
Hutchins, T., & Sims, M. (1999). Program planning for infants and toddlers: An ecological approach. Sydney: Prentice Hall.
Jordan, R. (2004). Meeting the needs of children with autistic spectrum disorders in the early years. Australian Journal of Early Childhood. Vol 29(3). Pp. 1 – 7).
Loreman, T., Deppeler, J & Harvey, D. (2010). Inclusive Education: A Practical Guide to Supporting Diversity in the Classroom. London: Routledge.
Male, M. (2003). Technology for inclusion: Meeting the special needs of all students. Sydney: Pearson Education.
Macartney, B. (2002). Maggie-Rose: A parent’s story. The First Years: Nga Tau Tuatahi. New Zealand Journal of Infant and Toddler Education. Vol. 4(2). Pp. 29 –31.
Pramling Samuelsson, I. (2004). How do children tell us about their childhoods? Early Childhood Research and Practice Vol. 6(1).
Porter, L. (2011). A guidance approach to discipline: Theoretical foundations. Brisbane: Small Poppies International.
Porter, L. (2010). A guidance approach to discipline: Practitioner workbook. Brisbane: Small Poppies International.
Porter, L., Winter-Sellery, K. & Jamieson, C. (2008). Teaching parents a guidance approach: A manual for group leaders. Brisbane: Small Poppies International.
Porter, L. (2004). Principles of guiding children’s behaviour. Rattler. No. 69/ Autumn. Pp. 11 – 14.
Porter, L. (2005). Gifted young children. Sydney: Allen & Unwin.
Porter, L. (2008). Young children’s behaviour. Sydney: McClellan & Petty.
Purdue, K. (2005). Understanding inclusion and exclusion in New Zealand early childhood education: Cultures, policies and practices. Inclusive and Supportive Education Congress. Glasgow, Scotland 1 – 4 August.http://www.isec2005.org.uk/isec/abstracts/papers_p/purdue_k.shtml
Sandall, S.R., Giacomni, J., Smith, B.J. & Hemmeter, M.L. (2006). DEC recommended practices tool kit: Interactive tools to improve practices for young children with special needs and their families (CD). Missoula, MT: The Division of Early Childhood.
Sandall, S. R., Schwartz, I. S. (2008). Building Blocks for Teaching Preschoolers with Special Needs. 2nd Ed. Baltimore, MD: Brookes Publishing.
Widerstrom, A.H. (2005). Achieving Learning Goals Through Play-Teaching Young Children with Special Needs. Baltimore, MD: Brookes Publishing.
Rush, D., & Shelden, M. L., (2012). Checklists for Providing/Receiving Early Intervention Supports in Child Care Settings (PDF). CASEtools, Vol. 6, Number 4. Retrieved from the Center for the Advanced Study of Excellence in Early Childhood and Family Support Practices, Family, Infant and Preschool Program website athttp://www.fipp.org/Collateral/casetools/CASEtool_vol6_no4.pdf
Watson, A., & McCathren, R. (2009). Including children with special needs: Are you and your early childhood program ready? [PDF] NAEYC Beyond the Journal Young Children on the Web Retrieved fromhttp://www.naeyc.org/files/yc/file/200903/BTJWatson.pdf
Talay-Ongan, A. (2004). Early development risk and disability: Relational contexts. Australia: Pearson Education.
Australian Journal of Early Childhood * (Some themed editions)
Australian Research in Practice series - Early Childhood Australia series (*A number of these are very relevant to the course)
Early Childhood Research Quarterly
International Journal of Inclusive Education
Contemporary Issues in Early Childhood
Journal of Inclusive Education
Epilepsy foundation of Victoria
Down Syndrome Victoria
AUSLAN sign bank
Victorian association for gifted and talented children
The Fragile X Association Australia
Salamanca Statement www.unesco.org/education/eduprog/sne/salamanca/stateme.html
United Nations Convention on the Rights of the Child www.unicef.org/crc/crc.htm
State Disability Plan 2002 – 2012 http://hnb.dhs.vic.gov.au/ds/disabilitysite.nsf/pages/plan
Inclusive education in Australia ten years after Salamanca
Making Inclusion Educationally significant
Inclusion In Action by Peter Forman, 2011.
Overview of Assessment
You will be assessed on how well you meet the course’s learning outcomes and on your development against the program learning outcomes.
Assessment tasks are directly linked to the stated objectives and outcomes. Assessment in the course will be both theoretical and practical in nature. A range of formative and summative assessment types will be incorporated into the course (for example, written, oral or performance based assessment).
There will be two formal assessment tasks in this course.
Feedback will be given on all assessment tasks.
If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.
Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online: http://www.rmit.edu.au/policies/academic#assessment
Assessment Task 1. Individual Education Plan; due date: 6th April, 2016, 11.59pm;
word count: equivalent 2000; each student submits on-line with both students’ names on the paper; weighting 50 %.
Early childhood educators develop Individual Education Plans in collaboration with other parties; therefore, you will conduct and submit this task with your colleague.
You will be provided with educational data collected on a preschool child. These data will include: narrative observations, transcription of an interview conducted with the child’s early childhood educator, a questionnaire completed by the child’s parent and 3 annotated work samples of the child.
Using these data, you will describe the child, focussing on her
- Interests and abilities
and discuss her
- Relationship with others (other children and adults)
- Learning needs
You will develop an Individual Education Plan (IEP) form. This IEP form will consist of:
educational goal/s for the child, child’s strengths related to the goal/s, strategies to achieve this goal, people involved in achieving this goal, evaluation procedures (required to monitor the process and outcome of the plan).
You will discuss the quality of the educational data that was provided for you to analyse (your discussion should be 200 – 300 words).
- Positive aspects of the data
- Limitations of the data
• Description of the child (based on the data provided, course material and readings) is effectively written and it demonstrates understanding of the child’s learning, development and relationships
• Positive aspects of the data provided are discussed (100 - 150 words)
• Limitations of the data provided are discussed (100 - 150 words)
• Individual Education Plan shows an understanding of Inclusive Education pedagogy
• Individual Education Plan Form (IEPF) suggests effective inclusive learning experiences
that are clearly linked to the child’s interests, strengths and learning needs
• Overall work is written well - correct grammar, spelling and expression;
it has a clear organisation and structure
Assessment Task 2 - due date: 26th April, 2016, 11.59pm.
You and your colleague (fellow-student) will research information and write a paper on two conditions selected from the following list:
Down Syndrome, Hearing Impairment, Cerebral Palsy, Prader-Willi Syndrome, Fragile X, Epilepsy, Vision Impairment, Cystic Fibrosis
• You will describe each condition’s characteristics and discuss how it may affect children from birth to 8 years old.
This part word count equivalent: 1000 (each condition 500 words equivalent, including an image/figure or a diagram; you do not have to include image/figure/diagram but if you do every image/figure/diagram =25 words; you can include maximum 2 images/diagrams per condition).
• You will suggest and discuss effective inclusive strategies to engage children with this condition in a general early childhood setting (Birth to 5).
This part word count equivalent: 1000 (each condition 500 words equivalent, including an image/figure, if you include some; every image/figure =25 words; maximum 2 images per condition).
• The paper describes the characteristics and how it may affect children aged from birth to 8 years old (500 words equivalent for each condition) supported by relevant references
• The paper suggests and discusses the effective inclusive strategies to engage children in a general early childhood settings (Birth to 5; 500 words equivalent for each condition)
• Quality of written documentation, spelling, grammar and organisational lay out and the use of academic references (APA style)
Grades for each piece of assessment will be combined to give a final grade for the course as follows:
80 – 100 HDH High Distinction
70 – 79 DID Distinction
60 – 69 CRC Credit
50 – 59 PAP Pass
0 – 49 NNN Fail
代写 RMIT TCHE2559 Inclusive Education in Early Childhood
Other Relevant Information
Extension of time for assessment tasks may be granted where circumstances beyond your control have prevented submission by the published due date. An application for extension of time must be lodged with your tutor or the course coordinator, preferably prior to, but no later than one working day before the due date for submission. The application form provided by the University must be used. Supporting evidence must be supplied with your application.
An extension of up to seven calendar days may be granted if good reason can be demonstrated according to the eligibility criteria specified in University Policy. Grounds normally considered for extension include serious illness or psychological condition, loss or bereavement, and hardship/trauma. You will be notified within no more than 2 working days of the date of lodgement as to whether the extension has been granted.
Work submitted within 7 calendar days of a due (or an approved amended due) date may be accepted in exceptional circumstances but will only be assessed as Pass (50%) or Fail. Work submitted beyond 7 calendar days of a due date will not be accepted or assessed.
Extensions beyond seven calendar days are not granted by tutors or the School. To apply for an extension of time greater than 7 calendar days students must lodge an application for Special Consideration.
Extension of Time Policy: www.rmit.edu.au/students/assessment/extension
Extension Application Form: http://mams.rmit.edu.au/seca86tti4g4z.pdf
Students seeking an extension of more than 7 calendar days (from the original due date) must lodge an Application for Special Consideration form under the provisions of the Special Consideration Policy, preferably prior to, but no later than 2 working days after the official due date. Late applications will only be accepted in exceptional circumstances.
An application for Special Consideration must be lodged Online or at The Hub. The application must be accompanied by documentary evidence. Applications made on medical or psychological grounds must include a completed Impact Assessment Statement from a relevant qualified practitioner, registered with a recognised body, for example a doctor, psychologist, psychiatrist or social worker.
An expert panel convened by the Academic Registrar will consider applications for Special Consideration. Applications will be considered on the basis of the impact the documented incident is perceived to have had on your academic performance. The expert panel will consult with a relevant Program Coordinator where academic advice is deemed to be required. A decision on the outcome of the application will be made within 10 working days.
Special Consideration Information: www.rmit.edu.au/students/specialconsideration
Online Application Process & Advice: www.rmit.edu.au/browse;ID=qa5rg0fg3y5l1 (unresolved)
Special Consideration Application Form: http://mams.rmit.edu.au/8a5dgcaqvaes1.pdf
Assignments can be submitted either by e-Submission through Blackboard or Hard Copy Submission. You will be informed by your lecturer/tutor which method is preferred.
When you submit work electronically for assessment you are required to do so from a secure RMIT account. You will be directed to the Assessment declaration website where you will be required to ‘click through’ this website, declaring authorship of the work. e-Submission does not require the submission of a separate cover sheet.
When submitting a hard copy for assessment, you are to attach a Cover Sheet to the submitted work. All details on the cover sheet are to be completed. You may use the RMIT University Cover Sheet that can be downloaded from: www.rmit.edu.au/students/forms/assessment
You (or each member of your group) must sign the declaration at the bottom of the cover sheet in accordance with the policy on Academic Integrity outlined below. Assignments where the declaration is not signed will not be assessed.
Assignments should be handed in during class time or at a time and place advised by the lecturer/tutor. If the above is not possible due to exceptional circumstances, then you may go to the Program Administrator on your campus to submit the assignment. For example, at the Bundoora campus you may go to the Program Administration Office (Room 220.02.44); at the Brunswick campus you may go to your relevant Program Administrator (in Building 514 Level 2).
A reference list and (if required) a bibliography of resources is to be included with each item of assessment. APA style must be used for all referencing. Footnotes or endnotes can be used but these do not replace a reference list.
A guide to referencing and a link to information about the APA Referencing Style can be accessed via the RMIT Library: www.rmit.edu.au/browse;ID=8rwjnkcmfoeez (unresolved)
The Student Charter’s principles and structure reflect RMIT’s core values. The Student Charter recognises and reflects the complex and diverse nature of the University and its community. It provides an overview of key responsibilities of RMIT students to ensure a successful experience of university life. The charter can be accessed at: www.rmit.edu.au/about/our-education/supporting-learning-and-teaching/student-charter/
Appeals against Assessment
If you believe you have grounds for review, for Stage One of the appeals process you must seek a review from the Course Coordinator within 5 working days after the publication of the result. The review must be submitted through email.
Please consult the Assessment: Conduct of Assessment and Appeals policy for guidance and procedures (section 4): www.rmit.edu.au/browse;ID=ikqkqdh2zf5n1 (unresolved)
Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Further information on academic integrity at RMIT can be found on the University website:www.rmit.edu.au/academicintegrity
Plagiarism and Collusion and Student Discipline
Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. Plagiarised material can be drawn from and presented in written, graphic and visual form, including electronic data, and oral presentations. Plagiarism also occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.
Collusion (or unauthorised collaboration) constitutes joint effort between students or others, in preparing material submitted for assessment, except where this has been approved by the coordinator of the course.
You are responsible for ensuring that your work is kept in a secure place. It is also a disciplinary offence for you to allow your work to be plagiarised by another student.
Should staff detect plagiarism or collusion in any assessment it will be regarded as a serious matter and dealt with according to School of Education, Design and Social Context College and RMIT University policy and student discipline regulations.
Academic Integrity and Plagiarism Procedure: www.rmit.edu.au/browse;ID=sg4yfqzod48g1 (unresolved)
RMIT Statute No. 1: www1.rmit.edu.au/browse;ID=2z9jz5794qndz
Student Academic Progress
Academic Progress Policy provides the opportunity for the School to monitor your progress through the program to ensure you have access to appropriate support for timely completion of the program. The policy also outlines the process for identifying unsatisfactory academic progress. Course Assessment Committees and Program Assessment Boards are responsible for management of academic standards through implementing the Academic Progress Policy and Procedures.
Unsatisfactory academic progress includes, but is not limited to, failing 50% or more of an enrolled course load in a semester, failing the same course more than once, and failing or demonstrating unsafe practice, or performing in a manner deemed professionally unacceptable in a professional experience course.
Academic Progress Procedure: www.rmit.edu.au/browse;ID=vj2g89cve4uj1 (unresolved)
Course Assessment Committees & Program Assessment Boards Procedure:www.rmit.edu.au/browse;ID=q3dve00vnuix1 (unresolved)
代写 RMIT TCHE2559 Inclusive Education in Early Childhood