EDUC1237 Introduction to Teaching Learners with Complex Needs

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Overview

This topic introduces preservice teachers to work effectively with students who have complex needs and learning difficulties. It explores research informed pedagogies, resources and practices aimed at enhancing learning and it develops knowledge about the roles and responsibilities of paraprofessionals and allied professionals who work in education settings. The construct … For more content click the Read More button below.

This topic introduces preservice teachers to work effectively with students who have complex needs and learning difficulties. It explores research informed pedagogies, resources and practices aimed at enhancing learning and it develops knowledge about the roles and responsibilities of paraprofessionals and allied professionals who work in education settings. The construct of evidenced‐based practice (EBP) and the use and application of explicit and systematic instruction is a focus.

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Aims

This topic aims to:

Prepare preservice teachers to know, understand and apply evidence‐based pedagogical practices designed for learners with complex needs
Build preservice teacher knowledge and skills in authentic assessment, monitoring and evaluation of personalised pedagogical practices for learners with complex needs
Prepare preservice teachers to understand the roles and responsibilities of diverse professionals who support learners with complex needs and how varied disciplines collaborate to develop highly personalised instructional programs.

Learning outcomes

On completion of this topic you will be expected to be able to:

Determine what constitutes evidence‐based teaching practice for learners with complex needs such as explicit and systematic instruction

Apply evidence‐based pedagogical practices to the design of personalised instructional programs for learners with complex needs

Develop authentic methods of informal assessment to inform the design and application of personalised instructional programs (e.g., observational baseline assessment)

Describe how to monitor, evaluate and review the effectiveness of personalised instructional programs for learners with complex support needs as an approach to formative assessment of learning and assessment of application of evidence‐based practice

Describe the role and responsibilities of the specialist educator, the roles of support staff and the roles of other disability related professionals in the design and/or implementation of highly personalised instructional programs

Assessments

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Requisites information

Pre-requisites:

Handbook

Introduction to Teaching Learners with Complex Needs

EDUC1237