精东传媒app

The primary role of an educator is to facilitate opportunities for learners to access and participate in curriculum to their fullest potential. The Australian Curriculum has been envisioned on a continuum of learning development. How this curriculum can be delivered in inclusive learning environments that embrace a range of diverse learners is a necessary understanding and skill for all educators. Catering for learner diversity requires primary educators to firstly be able to recognise these needs, secondly, understand how these needs affect learning, and lastly, provide appropriate teaching strategies to support curriculum access and participation. Pre-service teachers will reflect on their own experiences and build new understandings that will be applied within primary schooling professional experience contexts.

This course will explore a range of learner developmental differences (atypical development) that may or may not be associated with a diagnosed disability but do impact upon the primary school learner's access to and participation in, the curriculum. Areas including but not limited to attention, motor skills, communication, sensory processing, and executive functioning, will be defined and their impact on learning illustrated through examples found within a primary school environment. Evidence-based teaching strategies specific to a primary school environment and relevant to these developmental differences will be explored as well as data collection methods to identify these diverse needs, and inform appropriate educational practices. Additionally, the role of motivation and self-regulation in learning will be considered.

This course contains a 15-day professional experience placement that will be within a special education setting (i.e. special school or special education program). For full details of the professional experience particulars, refer to the Professional Experience website and the Professional Experience Book.

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership鈥檚 (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:

1. identify and explain a range of developmental differences (atypical development) that are likely to be present within a learning environment, and how these differences may impact student learning (APST 1.1, 1.2, 1.5, 1.6);
2. describe appropriate data collection methods to identify student need in regard to identified developmental difference (APST 5.1, 5.4);
3. identify and justify appropriate evidence-based practice for teaching learners with
   specific developmental differences in an inclusive learning environment using a range of teaching strategies including an understanding of legislation regarding student wellbeing and ICT safety (APST 1.5, 1.6, 2.6, 3.3, 4.1, 4.4, 4.5);
4. seek and apply constructive feedback from supervisors and teachers to improve teaching practices (APST 6.3).