| CODE | EDU5823 | ||||||||||||
| TITLE | Teaching, Learning and Social, Emotional Behaviour Difficulties | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | Not Applicable | ||||||||||||
| ECTS CREDITS | 7 | ||||||||||||
| DEPARTMENT | Faculty of Education | ||||||||||||
| DESCRIPTION | This study-unit will provide participants with the knowledge and skills in ensuring that students with SEBD receive a quality education. The first part of the course seeks to provide participants with the requisite skills in teaching students with SEBD in the classroom, with particular reference to individual programming, literacy and numeracy skills, ICT, and social, emotional and behaviour skills. Participants will be trained in organising MAPS sessions and in developing, implementing and evaluating Individual Educational Plans, in the teaching of literacy and numeracy with SEBD students at various levels of skill, the practical use of ICT in teaching and learning with particular reference to students with SEBD, and the teaching of emotional literacy in the classroom, focusing on such skills as anger and conflict management, prosocial behaviour, self control, and self esteem enhancement. In the second part of the unit, participants will have the opportunity to critically observe and evaluate the various forms of provisions and schooling for students with SEBD. Students will keep portfolios of their observations. Learning Outcomes By the end of the study-unit participants should be able to - engage students SEBD in the classroom learning processes through the use of connective, meaningful and inclusive pedagogy, appropriate use of resources, and positive behaviour management - organise MAPS sessions, Individual Educational Programmes and Individual Behaviour Programmes for students with SEBD - plan and organise emotional literacy sessions for students in areas such as anger and conflict management, self control, and self esteem enhancement - evaluate the local provisions and schooling for students with SEBD and make recommendations on how such provision may become more effective Tentative Study-unit Outline - the acquisition and development literacy and numeracy skills - teaching literacy and numeracy skills with students with SEBD and assessing their level of progress - organising MAPS sessions - developing, implementing and evaluating Individual educational plans - the use of ICT in teaching and learning, including software for individual educational and behaviour programming and literacy and numeracy skills - emotional literacy in the classroom - fostering emotional literacy with students with SEBD - anger and conflict management, self esteem enhancement, communication skills, self control - local and overseas educational provision for students with SEBD Reading List Recommended Texts: - Cole, T., Visser, & Upton, G. (1998) Effective Schooling for Pupils with EBD. London: Fulton - Cornwall, J. & Tod, J. (2001) IEPs for EBD. London: David Fulton - DfES (2005) Excellence and Enjoyment: social and emotional aspects of learning: guidance. London: DfES Primary National Strategy Recommended Readings - Bartolo, P.A., Hofsaess, T., Mol Lous, A., Ale, P., Calleja, C., Humphrey, N., Janikova, V., Vilkiene, V., Wetso, G. (in press). Responding to Student Diversity: Teacher’s Handbook. Malta: University of Malta - Cooper, P. (2006) Promoting Positive Pupil Engagement: Educating Pupils with Social, Emotional, and Behavioural Difficulties. Faculty of Education Monograph. Agenda: Malta - Cooper, P. (2001) We can work it out: What Works in Educating Pupils with Social, Emotional and Behavioural Difficulties. London: Routledge - DfES (2005) Social and emotional aspects of learning for secondary schools: guidance. London: DfES Secondary National Strategy for School Improvement. - Gibb, G.S., & Taylor Dyches, T. (2000) Guide to writing quality individualized education programs. Massachusetts: Allyn & Bacon - Hook, P. & Vas, A (2003) Teaching with Influence. London: David Fulton - Mortimore, H. (2002) Developing IBPs in the early years. London: David Fulton - Mosley, J. & Sonnet, H. (2005) Better Behaviour Through Golden Time Wisbech: LDA - Sharp, P. (2005) Nurturing Emotional Literacy: A Practical for Teachers, Parents and those in the Caring. London: David Fulton Publishers - Stansfield, J. (1997) A First Handbook of IT and Special Educational Needs. UK:NASEN Enterprises Ltd - Taylor, J. (2006) Getting to Know Me. Encouraging Positive Attitudes in Children. London: David Fulton Publishers - Wood, J.W. (2002) Adapting instruction to accommodate students in inclusive settings. Ohio: Merrill Prentice Hall |
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| STUDY-UNIT TYPE | Lecture | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Paul A. Bartolo Philip Bonanno George Borg Carmel Cefai Christine Marie Firman Felicienne Mallia 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 2025/6. It may be subject to change in subsequent years. |
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