| CODE | INE1705 | ||||||
| TITLE | Students with Diverse Learning Needs | ||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||
| MQF LEVEL | 5 | ||||||
| ECTS CREDITS | 4 | ||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||
| DESCRIPTION | 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 diverse developmental disabilities and relevant specific inclusive strategies. The trainee facilitators will gain a deeper understanding of different developmental conditions 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 IFSP/IEP within an inclusive setting. Study-unit Outline: • Universal Design for Learning • Learning disabilities • Social, emotional or behavioural disorders • Attention deficit hyperactivity disorder • Giftedness • Intellectual impairments • Severe and multiple disabilities • Autism Spectrum Disorders • Physical disabilities • Traumatic brain injuries • Communication disorders • Hearing loss • Blindness and low vision Study-unit Aims: This study-unit aims to assist the students to: • identify different types of developmental impairments and relevant learning needs; • learn the main characteristics of such impairments and how we recognize them; • obtain a basic framework of knowledge on how to address specific needs in an effective manner in the inclusive classroom context; • apply UDL concepts so as to enhance effectiveness of intervention. Learning Outcomes: 1. Knowlege & Understanding By the end of the study-unit the student will be able to: • list the basic characteristics of the main impairments related to human development; • list the basic information re-causes, prevalence of the disabilities discussed; • identify specific strategies to make use of in the classroom in order to address specific learning needs. 2. Skills By the end of the study-unit the student will be able to: • apply knowledge of impairments in practical classroom contexts; • work with other teaching personnel to advocate for students who have diverse learning needs; • apply teaching strategies that respect the learning needs and styles of students within an inclusive setting. Required Text: • Turnbull, A., Turnbull, R., S. Wehmeyer M.L. (2010). Exceptional lives: Special education in today’s schools (6th edition). Prentice Hall. Reading List: • WHO: ICF International classification of functioning. |
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| ADDITIONAL NOTES | Pre-requisite Study-units: INE1701; INE1702; INE1703 | ||||||
| STUDY-UNIT TYPE | Lecture | ||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Juan 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 2025/6. It may be subject to change in subsequent years. |
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