UWA Handbook 2024

Unit Overview

Description

Module 1 (Classrooms in Context)—considers the broader social and legal contexts of education, as they are relevant to the classroom. It examines the national goals of schooling which highlight the need for both quality and equity in education. Other themes include the development of the national Australian Curriculum; changing ideologies in education and what they mean for the classroom; issues of social justice for students related to divisions in society based on class, gender, rurality and ethnicity; development of the teaching profession to meet the demands of twenty-first century; and the role of teachers in building 'communities of practice'. This module also provides pre-service teachers with guidelines regarding their legal responsibilities, including their duty of care to their students. In addition to understanding this concept, teachers need to be aware of their legal requirements relating to physical contact and family law. Module 2 (Special Education)—provides pre-service teacher students with an introduction to the characteristics of some high-incidence disabilities and the resources available within the education system to assist with meeting the educational needs of students with disability. It introduces students to aspects of cognitive, social, emotional and learning problems as experienced by children and adolescents with disability.

Credit

6 points

Outcomes

Module 1 (Classrooms in Context)—students are able to (1) explain the concept of a 'global knowledge economy/society'; (2) identify global trends in education; (3) apply the national goals of schooling; (4) appreciate the issues involved in the development of a national Australian Curriculum; (5) analyse ideological influences in education; (6) define 'social justice'; (7) analyse the potential impact of class, gender, rurality and ethnicity on the educational outcomes of students; (8) identify key issues around the professional development of teachers for the twenty-first century; (9) outline the concept of a 'community of practice' in education; and (10) identify the principles and practices required of teachers with regard to duty of care. Module 2 (Special Education)—students gain an understanding of (1) the effects of cognitive disability; (2) the impact of disability on the classroom and school; (3) behaviour and the functions of behaviour; (4) the resources available to assist the classroom teacher to manage the needs of the child with disability; and (5) the social impact of disability.

Assessment

This comprises an in-class closed book 90-minute test and an essay of no more than 1500 words on an experience the student had during their second practicum. The experience must relate to a student with a disability in a regular or support class. Students who are part-time or who have not yet been on their practicum are invited to write on retrospective observations of their own school days or issues at work or in the community where people who may have a disability may have been disadvantaged or advantaged. Alternatively, part-time students may write an essay (1500 words) on a chosen disability taking into account its characteristics and how those characteristics may impact on the school, classroom and teacher as well as other students. Supplementary assessment is not available in this unit except in the case of a student who has obtained a mark of 45 to 49 and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.

Student may be offered supplementary assessment in this unit if they meet the eligibility criteria.

Unit Coordinator(s)

Assistant Professor Ken Glasgow and Winthrop Professor Lesley Vidovich

Contact hours

lectures/seminars: 6 hrs per week for 5 weeks