EDPD6016: Semester 1, 2022

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Units EDPD6016 Semester 1 2022 [Normal day]

Unit of study_

EDPD6016: Students with Autism and Complex Needs

Semester 1, 2022 [Normal day] - Camperdown/Darlington, Sydney

Overview

The education of students with autism and complex needs is an integral part of education. In recent years, a growing body of reliable and valid knowledge has emerged related to (a) the development of rigorous, relevant and engaging learning experiences for students with special education needs, (b) implementation of education programs using evidence-based instruction, and (c) the provision of positive behaviour support for students with special educational needs. Teachers need to be familiar with this literature, and acquire the skills that will give them the confidence to develop meaningful, individualised educational programs that meet the needs of students with autism and complex needs, and allow them to access the curriculum on the same basis as their peers. This unit of study aims to equip teachers with the knowledge, skills and confidence to address these important educational needs of students with autism and complex educational needs

Unit details and rules

Unit code	EDPD6016
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	None
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
Assignment	Online activities - 10% each x 3 n/a	30%	Multiple weeks	1750 words
Outcomes assessed:
Assignment	Film review and critique n/a	35%	Week 04 Due date: 14 Mar 2022 at 23:00	2000 words
Outcomes assessed:
Assignment	Scenario review n/a	35%	Week 13 Due date: 23 May 2022 at 23:00	2250 words
Outcomes assessed:

Assessment summary

Film review and critique: You are to select a movie that explores the issue of autism or high support needs and/or one or more of the main characters are a person on the autism spectrum or lives with high support needs. The aim of this assignment is to allow you to explore the different beliefs, attitudes and stereotypes related to autism and high support needs and their influence in cultural representations.
Online activities – 10% each x 3: Of great significance in working effectively with autistic student and those living with complex needs are the elements of understanding the nature of the students specifc needs and of being able to collaborate and share knowledge with others. To this end, three online activities have been set, which seek to address your understanding of the material presented in this unit of study, and which demonstrate your efforts in the collaborative process.
Scenario review: Teachers who work with students on the autism spectrum or those who live with complex needs either in integrated or special classroom settings, require specialised knowledge and understanding about the learning needs of their students. An awareness of contemporary research related to evidence-based teaching and learning strategies, instructional and assessment supports, and technological practices are needed for teachers to make sound professional judgements about the learning experiences they will design for their students.

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	1. Course outline and assessment requirements 2. An introduction to autism and high support needs	Seminar (2 hr)
Week 02	Evolution of Autism	Seminar (2 hr)
Week 03	Communication and engagement	Seminar (2 hr)
Week 04	Social interactions and social skills	Seminar (2 hr)
Week 05	Behaviour support in the inclusive learning environment	Seminar (2 hr)
Week 06	Mental health and wellbeing	Seminar (2 hr)
Week 07	Sensory processing and strategies for success	Seminar (2 hr)
Week 08	Educational considerations for inclusive practice	Seminar (2 hr)
Week 09	Personalised planning: Who, what and how?	Seminar (2 hr)
Week 10	Working with families; advocacy and support	Seminar (2 hr)
Week 11	Technology for teaching and learning	Seminar (2 hr)
Week 12	Supporting students with chronic illness	Seminar (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

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 Library’s reading list system Leganto, 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.

Outcomes
Graduate qualities

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

LO1. demonstrate skills in the use of effective strategies for managing students who demonstrate high support needs, including sensory impairments
LO2. demonstrate knowledge and understanding of the characteristics of ASD, with particular reference to social interaction, language and communication and the restricted, repetitive and stereotyped patterns of behaviour, interests, and activities of students with ASD
LO3. discuss the major issues related to the inclusion of students with high support needs, sensory impairment, and ASD, with reference to and familiarity with recent research in the area
LO4. demonstrate an understanding of the special health care, medical conditions, physical and ethical issues involved in educating students with high support needs
LO5. analyse aspects of teaching and learning in light of the knowledge and understandings of the characteristics of students with ASD and of recent relevant research
LO6. select appropriate technology and acquire skills for using technological supports in meeting the needs of students with high support needs, including students with sensory impairment
LO7. demonstrate an awareness of appropriate teaching and learning and assessment strategies for students with a range of high support needs
LO8. apply knowledge, skills and values in accordance with appropriate aims and outcomes of the University of Sydney Graduate Qualities.

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

Responding to student feedback

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

No changes

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

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

Additional information

Additional information

Site visit guidelines

Disclaimer

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