EDMT6631: Semester 2, 2021

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Units EDMT6631 Semester 2 2021 [Normal day]

Unit of study_

EDMT6631: Inclusion and Early Intervention in EC

Semester 2, 2021 [Normal day] - Remote

Overview

The establishment of positive engagement with children and families is essential in creating an inclusive environment and curriculum. This subject will explore current theories of diversity, social education and inclusion in the early childhood context. An investigation of the social and historical context of inclusion in Australia provides a framework for the discussion and focus on issues of disability, family engagement, attitudes and the promotion of interagency collaboration. Throughout this unit of study students will be encouraged to examine their own beliefs and values in the consideration of the issues above, as well as others. Further, students will look at early childhood intervention as family-cented practice when providing for children with additional needs.

Unit details and rules

Unit code	EDMT6631
Academic unit	Education
Credit points	6
Prohibitions ?	EDMT6502
Prerequisites ?	60 credit points including EDMT6641 EC Professional Experience 3-5
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Cathy Little, cathy.little@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	In-class presentation	35%	Week 03	1000 words + 500 word handout
Outcomes assessed:
Assignment	Personal statement on diversity and inclusion	25%	Week 04	1000 words
Outcomes assessed:
Assignment	Situational analysis	40%	Week 05	2000 words
Outcomes assessed:
= group assignment ?

Assessment summary

In-class presentation: In groups of 3, you will create a presentation which will be delivered to the rest of the class. You will also develop a handout (1 A4 page, single-sided) that succinctly outlines the chosen area of need, provides an overview of characteristics and implications for teachers.
Personal statement on diversity and inclusion: This is a personal statement on diversity and inclusion based on the seminars, readings and your own understanding and experience. The aim of this assignment is to provide you with an opportunity to draft a personal statement about how you will address diversity issues as part of your professional role.
Situational analysis: The Situational Analysis will allow you to examine how issues of diversity, inclusion and early intervention are addressed in early childhood settings. The aim of this assignment is to give you the opportunity to observe, comment, and critically reflect on a setting’s organisation, administration and practices that relate to diversity and inclusion.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to unit, overview of Canvas, Assessments.	Online class (1 hr)
	Principles of inclusion, diversity and family-centred practice	Online class (2 hr)
	Developing an inclusive early childhood curriculum	Seminar (3 hr)
	Language and Communication development workshop	Workshop (2 hr)
	Situational Analysis preparation	Individual study (1 hr)
Week 02	Child development and assessment profiles	Seminar (2 hr)
	Group presentation and personal statement preparation	Online class (1 hr)
	Using drama and play to support early childhood development	Online class (3 hr)
	Social/emotional development and behaviour development workshop	Workshop (3 hr)
Week 03	Partnerships with families, developing and maintaining relationships	Online class (2 hr)
	Group presentation and personal statement preparation	Online class (1 hr)
	Group Presentations and feedback	Presentation (3 hr)
	Fine and Gross motor development and sensory development workshop	Workshop (3 hr)
Week 04	Planning and teaching for intervention; Individual Family Service Planning, Interagency collaboration	Online class (3 hr)
	The process of transition across multiple contexts	Seminar (2 hr)
	Teacher as researcher/advocate	Lecture (1 hr)
	Cognitive development workshop	Workshop (3 hr)

Attendance and class requirements

Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.
Preparation: Students should commit to spend approximately three hours’ preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Reading List, available on Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. explore the nature of diversity and inclusion in relation to early childhood education
LO2. analyse the conceptual, theoretical and philosophical frameworks around family-centred practice
LO3. articulate an understanding of the nature and scope of inclusion in facilitating learning
LO4. demonstrate knowledge of a wide range of strategies when working with infants, toddlers and young children with additional needs through support of an inclusive early childhood curriculum
LO5. establish and extend understandings in working with families as part of ethical and appropriate practice, which includes recognising the necessity of partnering with families to design, develop and implement individual family service plans
LO6. engage and reflect on beliefs and attitudes toward inclusion and how these inform practice
LO7. demonstrate communication strategies that facilitate continuities between early childhood ¿settings and other services
LO8. engage with and understand the nexus between practice, theory and research in relationship to early intervention in early childhood.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Australian Children's Education & Care Quality Authority -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Learning, development and care
1.5		Early intervention
1.6		Diversity, difference and inclusivity.
1.7		Learners with special needs
1.8		Transitions and continuity of learning (including transition to school).
2.3		Guiding behaviour / engaging young learners
2.5		Children with diverse needs and backgrounds
4.1		Developing family and community partnerships
4.5		Culture, diversity and inclusion

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No changes have been made since this unit was offered in 2020.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

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