303322 (v.2) Ed 507 - Special Education Needs

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Area:	Department of Education
Credits:	25.0
Contact Hours:	10.0
Individual Study:	1 x 10 Hours Weekly
Syllabus:	Principles and practice addressing the special education needs of adolescent and adult learners disadvantaged in gaining success and participating equitably in vocational education and training. Targeted groups include women, indigenous peoples, people with disabilities, people from non-English speaking backgrounds and residents of rural and remote communities. Theoretical and applied focus relevant to current Vocational and Education Training (VET) context.
Unit Outcomes:	On successful completion of this unit, students will have - Outlined special education, access and equity principles within the broader contexts of social justice policy and the Australian vocational education and training sector. Defined relevant characteristics and special education needs of key equity target groups, and discussed the issues associated with conceptualising individuals and groups as 'disadvantaged'. Recognised and assessed the barriers to access, participation and outcomes in vocationaleducation for each target group and across groups. Analysed existing provision and propose new educational strategies and policies that address barriers, meet educational needs and enhance access and equity for identified target groups. Demonstrated expertise in identifying barriers, appraising special education needs and developing responsive educational strategies in two projects situated in your vocational education or workplace content.
Text and references listed above are for your information only and current as of September 30, 2003. Please check with the unit coordinator for up-to-date information.
Unit References:	ACTRAC, (1994), National Framework of Adult English Language, Literacy and Numeracy Competence. Canberra, Australian Committee for Training Curriculum. ANTA, (1996), Equity 2001 - Strategies to Achieve Success and Equity in Vocational Education and Training for the New Millennium. Canberra, Australian National Training Authority. ANTA, (1996), The National Women's Vocational Education and Training Strategy (and Implementation Guide). Canberra, Australian National Training Authority. Ashman, A. and Elkins, J. (1994), Educating Children with Special Needs (second edition). Sydney, Prentice Hall. Bailey, J, and du Plessis, D. (1996), Isolated Parents' and Service Providers' Perceptions of the Education of their Children with Disabilities. Sydney, Australian Association of Special Education. Groome, H. (1995), Working Purposefully with Aboriginal Students, NSW, Social Science Press.
Unit Texts:	ANTA. (1997), Stocktake of Equity Reports and Literature in Vocational Education and Training. June 1997. ANTA. (1996), The National Women's Vocational Education and Training Strategy (and Implementation Guide). September 1996. ANTA. (1996), Equity 2001- Strategies to Achieve Success and Equity in Vocational Education and Training for the New Millenium. September 1996.
Unit Assessment Breakdown:	Evaluation Report 40%, Interview project 30%, Strategy paper 30%. This is by grade/mark assessment.
Year Location Period Internal Area External Central External 2004 Bentley Campus Semester 1 Y