| CODE | INE1713 | ||||||
| TITLE | Designing and Evaluating IEPs in the Secondary Classroom | ||||||
| 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 IEPs, placing special emphasis on the secondary classroom. This study-unit looks at all aspects of the IEP process,accessing the curriculum and transitioning from secondary to post secondary school. A key component of designing and implementing an IEP in secondary school is involving the student and his peers in the IEP process. Study-Unit Aims: This study-unit aims to assist the students to: - utilise their knowledge and experience to develop an educational programme that will help their students to be successful in the school's curriculum; - look at all aspects of effective instruction through the social model and Universal Design for Learning. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to plan, implement and evaluate an IEP taking into account seven essential components: Assessment, Collaboration, Writing, Introducing, Monitoring, Reviewing and Reporting. 2. Skills By the end of the study-unit the student will be able to: - develop IEPs based on the general education curriculum; - collaborate among team members; - take an active role in planning and managing programme changes in differentiation; - implement diversified instruction; - choose appropriate learning objectives; - create an environment that fosters acceptance and friendship; - create a classroom that promotes positive behaviour; - conduct a functional behavioural assessment; - use individualised adaptations; - implement alternative testing techniques; - participate the transition from school to post-secondary; - identify vocational experiences and interests; - implement social skills training; - share information among professionals, community agencies, school and family; - collaborate with the community. Main Text/s and any supplementary readings: Main Texts: - Ministry for Education and Employment. (2019). A Policy on Inclusive Education in Schools. Route to Quality Inclusion. Malta: Ministry for Education and Employment. Supplementary Readings: - Siegel, L.M. (2014). The Complete IEP Guide. California: NOLO - Ministry for Education and Employability. 2012. A National Curriculum Framework for All. Malta: Ministry of Education and Employment. - Ministry for Education and Employment. 2015. Framework for the Education Strategy for Malta 2014-2014: Sustaining Foundations, Creating Alternatives, Increasing Employability. Malta: Ministry for Education and Employment. - World Education Forum. 2015. Education 2030 Incheon Declaration: Towards Inclusive and Equitable Quality Education and Lifelong Learning for All. Incheon: World Education Forum. - UNESCO. 1994. The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO. - United Nations. 2006. Convention on the Rights of Persons with Disabilities. Geneva: United Nations. - Tanti Burlo, E. 2017. “Working toward Inclusion without Ifs and without Buts.” Malta Review of Educational Research 11 (2): 165–170. |
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| STUDY-UNIT TYPE | Lecture | ||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Marie Georgette Bajada |
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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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