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This course is for people working in school and/or community settings with children, adolescents and adults who have developmental disabilities. The focus of the course is the application of the principles, practices and research which underpin the inclusive model of teaching, learning and support for people with developmental disabilities in education and community settings.
Participants who have passed the course will be able to:list, define and distinguish between the key concepts, terms and techniques contained in the course materials;examine the key concepts, terms, theories and critical issues related to the discourses of disability, inclusion, self-determination and the ecological paradigm;compare and evaluate the strengths and weaknesses of the different models of curriculum delivery for people with developmental disabilities;use specific processes, strategies and techniques to adapt regular curriculum and to identify and generate appropriate alternative curriculum for students with developmental disabilities;analyse the issues pertaining to the different roles, relationships and needs of students, families and professionals in the processes of person-centred planning;implement individual education processes to meet the individual needs of students with developmental disabilities;explain and use strategies designed to support and enhance the effectiveness of the communication and social skills of people with developmental disabilities and their communication partners;design and implement behaviour support programmes that incorporate the key characteristics of the positive behaviour support model for students who have developmental disabilities.
EDEM622, EDTL855
Trish McMenamin
Downing, June; Including students with severe and multiple disabilities in typical classrooms : practical strategies for teachers ; 3rd ed; Paul H. Brookes Pub, 2008.
Fraser, Deborah. , Moltzen, Roger., Ryba, Ken; Learners with special needs in Aotearoa New Zealand ; 2nd ed; Dunmore Press, 2000.
Hilton, Alan , Ringlaben, Ravic; Best and promising practices in developmental disabilities ; PRO-ED, 1998.
Janney, Rachel. , Snell, Martha E., Elliott, Johnna; Behavioral support ; Paul H. Brookes Pub, 2000.
Janney, Rachel. , Snell, Martha E., Elliott, Johnna; Modifying schoolwork ; Paul H. Brookes Pub, 2000.
Snell, Martha E. , Janney, Rachel; Social relationships and peer support ; P.H. Brookes Pub. Co, 2000.
Wehmeyer, Michael L. et al; Teaching students with mental retardation : providing access to the general curriculum ; P.H. Brookes, 2002.
Recommended JournalsAmerican Journal on Mental RetardationBritish Journal of Special EducationEducation and Training in Mental RetardationExceptional ChildExceptional ChildrenFocus on Exceptional Children.International Journal of Disability, Development and EducationInternational Journal of Inclusive EducationIntervention in School and ClinicJournal of Applied Behaviour AnalysisJournal of Autism and Developmental DisordersJournal of Behavioural EducationJournal of Learning DisabilitiesJournal of Special EducationJournal of the Association for Persons with Severe HandicapsMental RetardationTeaching Exceptional ChildrenThe Australasian Journal of Special EducationThe Behaviour Analyst
Library portalOn-line course content Aegrotat considerations Recommended Websites http://www.aamr.org/index.shtml http://www.abilityinfo.com/ http://www.autismnz.org.nz http://www.ccs.org.nz http://www.dyspraxia.org.nz http://www.ihc.org.nz http://www.nzds.govt.nz http://www.thearc.org/ http://www.uic.edu/orgs/sds/
All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations.
Final results for this course will be reported using:A+, A, A-, B+, B, B-, C+, C, D, and E.
N/A
Formal and informal evaluation will take place in accordance with the relevant Course Evaluation Policy, to provide feedback to teaching staff about the relevance and validity of what has been learned as well as the quality of course delivery.
The College undertakes a process of internal and external moderation of assessment. This is to ensure the assessment system is fair, equitable, consistent and manageable.
Work is late if it is handed in after the due date without an extension having been granted. No credits will be given for work submitted late unless prior approval for an extension is given by the lecturer. All work must be completed by the end date of the course. FLO students – refer to the Assessment Guidelines for Students.http://www.education.canterbury.ac.nz/documents/assessment_guidelines_for_students_09.pdf
Under exceptional circumstances students may be granted an extension of the due date for an assignment. Extensions are not granted automatically. If you require an extension, you must apply in writing to the course lecturer prior to the due date for submission of the assignment. Extensions are normally given for no longer than two weeks after the advertised due date for the assignment.
Where a student fails to meet the requirements she or he may be given the opportunity to resubmit the work to achieve the desired standard. The lecturer will give a date by which the assignment must be resubmitted. Please note:• Resubmissions will be permitted only in situations where the student has achieved most, but not all, of the requirements outlined on the marking rubric for that assessment task.• Work may be resubmitted only once.• Late work, that is work submitted without gaining a prior extension, will not be given an opportunity to be resubmitted.
In normal circumstances marked work will be returned to on-campus students within four weeks of the due date and distance students no later than five weeks after the due date. Distance students submit their work to the Distance material & Assignments Centre. The Centre will return marked work.
Domestic fee $1,197.00
International fee $5,506.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see School of Educational Studies and Leadership .