Study-Unit Description

Study-Unit Description


CODE IAL4204

 
TITLE Diverse Learners in Secondary Schools

 
UM LEVEL 04 - Years 4, 5 in Modular UG or PG Cert Course

 
MQF LEVEL 6

 
ECTS CREDITS 2

 
DEPARTMENT Inclusion and Access to Learning

 
DESCRIPTION The aim of this study-unit is to provide students with an overview of the various conditions leading to learning difficulties. Perspectives and issues will be discussed within the context of secondary and post secondary schooling. Ways through which teachers and other professionals may respond to the needs of children within an inclusive context implementing Universal design for Learning and trans-disciplinary teamwork will be explored including working with parents as partners. Students will be presented with an outline of various developmental conditions (Emotional and Behavioural Disorders; ADHD/ADD; School Refusal; Depression; General Learning Difficulties; Specific Learning Difficulties; Physical Disability; Autism spectrum; Visual and hearing Impairment; Giftedness and Medical Conditions) and the importance of Working with parents as partners will be discussed.

Study-unit Aims:

Through this study-unit the lecturer will present different developmental conditions students in secondary schools may experience, their strengths and difficulties and the necessary accommodations for access to the general curriculum. Access to the general curriculum will be explained in the light of the framework of Universal Design for Learning supported by transdisciplinary teamwork with parents as partners. The study-unit also aims at presenting the general ingredients for the success of the inclusion of students with diverse needs in secondary and post-secondary schools.

Learning Outcomes:

1. Knowledge & Understanding:

By the end of the study-unit the student will be able to:
- Demonstrate knowledge of the principles of Universal design for learning in an inclusive classroom setting.
- Demonstrate knowledge of the different conditions which lead to learning difficulties and their implications for learning in the secondary school.
- Identify the basic elements needed for the setting up of an age appropriate IEP.
- Demonstrate the ability of designing and implementing a task analysis.
- Demonstrate knowledge with regard to the necessity of implementing transition programmes keeping in mind the psycho-educational issues involved.

2. Skills:

By the end of the study-unit the student will be able to:
- Implement a person centred educational plan within a Universal design for learning frame work in secondary school
- Participate (with parents, LSA and other professionals) in the drawing up of an IEP
- Design and implement a task analysis of specific learning objectives in the classroom and school
- Incorporate other professionals' educational objectives within a classroom and school setting
- Participate in the implementation of a behavioural functional analysis for learners with challenging behaviour.
- Participating actively in the learner's transition programmes
- Create a classroom and school which values friendships and the developmental of intimate relationships
- Participate in the students' life design, the development of adaptability and self-determination
- Report on learners' behaviour within the classroom and school setting
- Describe and analyze peer relationships at school and in the community
- Explain how Life design, adaptability and self-determination are key elements for growth into adulthood.

Main Text/s and any supplementary readings:

Required Text:

- Turnbull A., Turnbull R.,Wehmeyer M. (2012). Exceptional lives. Special education in today’s schools. (7th ed.).Merrill.

Other Readings:

- Tanti Burlo’ E., (2010) Inclusive education, a qualitative leap in Lifespan and disability. XIII, 2 , 203-221. http://www.lifespan.it/client/abstract/ENG211_5.pdf
- Tanti Burlo’ E., in Azzopardi A. (2010) Making sense of inclusive education. Where everyone belongs, Chp. 6 Progress in the general curriculum through Universal Design for Learning, pp.55-67. VDM Verlag, Germany.
- Vianello, R., & Lanfranchi, S. (2009). Genetic syndromes causing mental retardation: Deficit and surplus in school performance and social adaptability compared to cognitive functioning. Life Span and Disability, 12, 41-52.
- Sapon-Shevin, M., (1999) Because we can change the world: a practical guide to building co-operatvie, inclusive classroom communities USA: Pearson Education.

Web Sites:

- British Columbia, Ministry of Education http://www.bced.gov.bc.ca/specialed/
- www.leeds.ac.uk/disability-studies/
- http://www.disabilitaintellettive.it/index.php
- http://cda.psy.unipd.it/ze-index.php

 
ADDITIONAL NOTES This study-unit is offered to B.Ed. (Hons) Secondary students only.

 
STUDY-UNIT TYPE Discussion, Grp Learn, Direct Study & Presentation

 
METHOD OF ASSESSMENT
Assessment Component/s Sept. Asst Session Weighting
Presentation Yes 100%

 
LECTURER/S Elena Tanti Burlo'

 

 
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.

https://www.um.edu.mt/course/studyunit