¾«¶«´«Ã½app

Staffing

Examiner:

Rationale

As children grow and learn, development occurs across three domains – physical, cognitive, and psychosocial. While development in these areas generally occur in the same order and at similar rates, the development of individual children can progress very differently. As a result every classroom will have a percentage of students with developmental differences in one or more of these areas. Today’s teachers need to be able to identify developmental differences (atypical development) in each of the areas – physical, cognitive and psychosocial and recognize how they impact on student learning. Knowledge and understanding of these differences will ensure that teachers are better able to cater for the diverse learning needs of students in their classroom.

Synopsis

Students will be introduced to a range of developmental differences often seen in today's classrooms in the areas of motor and communication skills, sensory processing, executive functioning, social-emotional development and adaptive skills. This course will also consider transition issues and lifelong pathways. In addition to the topic content, each module will include a description of the developmental differences within each focus area, strategies for identification and screening, and evidence-based practice to support student learning as well as considerations for planning, implementation and assessment.

Objectives

Topics

Text and materials required to be purchased or accessed

Reference materials

Student workload expectations

Assessment details

Important assessment information

1. Attendance requirements:
   
   There are no attendance requirements for this course. However, it is the students’ responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration. Students are expected to actively contribute to the online learning community via regular contributions to discussion forums.
   
   
2. Requirements for students to complete each assessment item satisfactorily:
   
   To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item.
   
   
3. Penalties for late submission of required work:
   
   Students should refer to the Assessment Procedure (point 4.2.4)
   
   
4. Requirements for student to be awarded a passing grade in the course:
   
   To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
   
   
5. Method used to combine assessment results to attain final grade:
   
   The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course.
   
   
6. Examination information:
   
   There is no examination in this course.
   
   
7. Examination period when Deferred/Supplementary examinations will be held:
   
   Not applicable.
   
   
8. ¾«¶«´«Ã½app Student Policies:
   
   Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene ¾«¶«´«Ã½app policies and practices. These policies can be found at .
   
   

Assessment notes

1. Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library’s referencing guide. This guide can be found at .
   
   

Evaluation and benchmarking

In meeting the ¾«¶«´«Ã½app’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:

1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
2. forms part of the Master of Education program and is benchmarked against the internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.

Other requirements

1. Computer, e-mail and Internet access:
   Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at .
   
   
2. Students can expect that questions in assessment items in this course may draw upon knowledge and skills that they can reasonably be expected to have acquired before enrolling in this course. This includes appropriate communication, information literacy, analytical, critical thinking, problem solving or numeracy skills. Students who do not possess such knowledge and skills should not expect the same grades as those students who do possess them.