| CODE | IAL2008 | ||||||||
| TITLE | Designing and Evaluating IEP in the Primary Classroom: Advanced | ||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 5 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||||
| DESCRIPTION | This study-unit builds on INE1712 placing special emphasis on the primary classroom. This study-unit looks at all aspects of effective instruction which includes skills in planning, facilitation, managing, assessing and reflection. Another key component to designing and implementing an IEP is to develop the skills to draft complementary documents which would include cumulative student profiles, progress reports and collaborating in the drafting of behaviour support plans in collaboration with psychologists and other behaviour specialists. Study-unit Aims: This study-unit aims to assist the students to: - Develop and evaluate strength-based IEPs on a Universal Design for Learning framework based on the general education curriculum; - Develop and implement testing techniques; - Develop the ability to draft student profiles and progress reports in a cumulative fashion that would serve the purposes of complementing the IEP as part of the transition plan; - Draft a behaviour support plan as part of a collaborative process in building a more formal behaviour report; - Develop reflexivity in their role as learning support educators. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Describe the building process of an IEP within a UDL framework; - Identify flexible ways of monitoring both short-term and long-term goals; - Employ ways for taking an active role in planning and managing IEP programme change; - Develop an understanding in using extended documentation in providing detailed feedback on the main IEP document; - Integrate literature on task-oriented/people-oriented leadership skills as part of an LSE’s interpersonal development. 2. Skills: By the end of the study-unit the student will be able to: - Formulate a goal-setting journal; - Implement alternative testing techniques; - Engage Teacher/LSE teamwork in drafting UDL-based lesson-planning; - Apply transdisciplinary team strategies in implementing diversified instruction; - Use reflexive description to report daily activity plans for students; - Apply a reflexive stance to individualized adaptations, modifications and accommodations; - Appraise positive behavior in the classroom through the process of identifying target behaviours; - Practise reflexive writing. Main Text/s and any supplementary readings: Main Text - Kelly, P. (2016) Your UDL Lesson Planner: The Step-by-Step Guide for Teaching all Learners. USA: Paul H Brookes Publishing. Supplementary texts - Brillanet, P & Nemeth, K. (2018) Universal Design for Learning in the Early Childhood Classroom: Teaching Children of All Languages Cultures and Abilities, Birth – 8 years. New York:Routledge. - Johnson - Harris, K. M. & Mundschenk, N.A. (2014) Working Effectively with Students with BD in a General Education Classroom: The Case for Universal Design for Learning. A Journal of Educational Strategies, Issues and Ideas, 2014, Vol.87(4), p.168-174. - Lieberman,L.A. (2017) The Need for Universal Design for Learning. Journal of Physical Education, Recreation & Dance, 24 March 2017, Vol.88(3), p.5-7. - Riffel, L.A. (2016) Writing a Behavioural Intervention Plan Based on a Functional Behaviour Asssessment Two Day Seminar. Behaviour Doctor Seminars. - Siegel, L.M. (2017) The Complete IEP Guide – How to Advocate for your Special Ed Child (9th ed.). USA:Nolo. - Vitell, E.M. (2015). Universal Design for Learning. Journal of special EducationTechnology. Vol 30 (3), pp. 166-178. - Bassot, B. (2013) The Reflective Journal. London: Palgrave Macmillan. - Tanti Burlò, E. (2001) Transition from primary to secondary: parental perspective. - http://curriculum.gov.mt/syllabus.htm - http://curriculum.gov.mt/eau/articles.htm - Mercieca, D.P. (2011) Making-sense of intensities of disability through writing and reading - contributing to more inclusive communities.International Journal of Inclusive Education.15 (1): 5-14. - Mercieca, D.P. (2013) Engaging with student-teachers on reflective writing: reclaiming writing. In Social theory and Educational Research: understanding Foucault, Habermas, Derrida and Bourdieu, (ed) Mark Murphy. London: Routledge. - Novak, K, (2014) UDL Now!: A Teacher's Monday Morning Guide to Implementing the Common Core Standards Using Universal Design for Learning. CAST Inc. - Rapp,W.H. (2014) Universal Design for Learning in Action: 100 ways to teach all learners. USA: Paul H Brookes Publishing. |
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| STUDY-UNIT TYPE | Lecture | ||||||||
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| LECTURER/S | Jonathan Borg |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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