| CODE | IAL1004 | ||||||||||||
| TITLE | Students with Diverse Developmental Disabilities and Learning Needs | ||||||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||||||
| MQF LEVEL | 5 | ||||||||||||
| ECTS CREDITS | 6 | ||||||||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||||||||
| DESCRIPTION | This study-unit has a specific focus on the characteristics of diverse developmental disabilities and relevant specific inclusive strategies in line with the Universal Design for Learning (UDL) perspective. Study-Unit Aims: This study-unit builds on the introductory study-unit on the philosophy and implications of Inclusion in school where everybody belongs. Every child and educator has their own learning pattern which needs to be assessed and evaluated so that the curriculum makes sense for everyone. This study-unit looks at different learning patterns and differentiated learning, with a specific focus on the characteristics of various developmental disabilities and different learning needs together with relevant specific inclusive strategies. The trainee educators will gain a deeper understanding of different developmental profiles while understanding their major characteristics, causes, prevalence, evaluation procedures and strategies on how to address various learning needs associated with the creation and implementation of an IEP within an inclusive classroom and community. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - List the basic characteristics of the main difficulties related to human development, such as: Learning disabilities; Social, emotional or behavioral disorders; Attention deficit hyperactivity disorder; Giftedness; Intellectual impairments; Severe and multiple disabilities; Autism Spectrum Disorders; Physical disabilities; Communication disorders; Hearing loss; Blindness and low vision; - Describe the basic information re-causes and prevalence of the disabilities discussed; - Identify specific strategies to be used in the classroom in order to address specific learning needs; - Describe which elements should be included in an IEP. 2. Skills: By the end of the study-unit the student will be able to: - Apply specific strategies to remove barriers to learning in practical classroom contexts; - Demonstrate interpersonal skill to work with other professionals to advocate for students who have diverse learning needs; - Adapt and evaluate strategies to address the learning barriers, needs, and preferences of students within an inclusive setting. Main Text/s and any supplementary readings: Main Texts: - Turnbull, A., Rutherford Turnbull, H., Wehmeyer M., L., (2010). Exceptional Lives: Special Education in Today's Schools (6th Edition). Prentice Hall. Supplementary Readings: - WHO: ICF International classification of functioning disability and health http://www.who.int/classifications/icf/en/ - Papantuono, M., Portelli, C., Gibson, P., (2014) Winning Without Fighting, Teacher's handbook of Effective Solutions to Social, Emotional and Behavioural Difficulties in Children. Malta University Press - Available on Amazon Kindle. - Tomlinson, C. A. (2014) The differentiated classroom. Responding to the Needs of All Learners, 2nd Edition. - Novak, K., Rose, D. H. (2016) UDL Now!: A Teacher's Guide to Applying Universal Design for Learning in Today's Classrooms. |
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| STUDY-UNIT TYPE | Lecture | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Louis John Camilleri |
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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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