Unit rationale, description and aim
This unit will explore trans-disciplinary strength-based and family-centred early intervention approaches for children with a range of needs, such as autism spectrum disorder and other disabilities, giftedness, and child protection. Through exploring evidence based practice and current research pre-service teachers will develop expertise in early intervention approaches.
The aim of this unit is to assist pre-service teachers to develop an advanced understanding of early intervention aims, practices and outcomes for children birth to age 8 years.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Apply a broad understanding of the theory of trans...
Learning Outcome 01
Synthesise coherent and advanced knowledge of earl...
Learning Outcome 02
Critically analyse and evaluate current early inte...
Learning Outcome 03
Content
Topics will include:
- Definition, aims and research-informed outcomes of trans-disciplinary, strength-based, family-centred early intervention.
- Early intervention practices for young children with complex, multiple or profound disabilities, including autism spectrum disorder, intellectual, physical, sensory disabilities, giftedness in the early years, and child protection.
- Diverse approaches to identification and assessment;
- Inclusive and specialised approaches;
- Policy, programs and provisions in early intervention, including specialist staff and services;
- Key issues, including funding; access to services; misdiagnosis and missed diagnosis; misunderstandings; social rejection; diverse cultural perspectives of disability and parenting; poverty.
- Useful evidence-based resources and key services to support professional practice and learning.
Assessment strategy and rationale
The assessment tasks and their weightings are designed to allow pre-service teachers to progressively demonstrate achievement against the unit learning outcomes and demonstrate attainment of professional standards.
Minimum Achievement Standards
The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, students are required to participate in and submit all assessment tasks.
Overview of assessments
Assessment Task 1 Case Study of an organisation...
Assessment Task 1
Case Study of an organisation providing early intervention services (note this could be undertaken through review of online information), including description of the organisation and its aims, the specific services provided, eligibility to access services from this organisation, the costs to families or other users (e.g. teachers) to use services, transdisciplinary and family-centred practices, and other key information. The case study should include recommendations for consolidation and improvement
50%
Assessment Task 2 Annotated bibliography and rec...
Assessment Task 2
Annotated bibliography and recommendations for a specific area of early intervention practice - either an area of service delivery focus such as ASD or child protection, or an issue influencing early intervention, e.g. assessment, cultural perspectives, or misdiagnosis.
50%
Learning and teaching strategy and rationale
Pre-service teachers will be involved in a variety of teaching-learning strategies to progress and demonstrate their understandings in this unit. Participants will be involved in a variety of teaching-learning strategies to support learning, including online engagement, lectures, tutorials, seminar presentations and group discussions, both online and face-to-face, self-directed study activities and assessment tasks.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester (or equivalent in intensive mode). There is a normal expectation of 36 hours of directed study and the total contact hours should not exceed 36 hours. This may involve a combination of face to face, online and multi-mode delivery, on a weekly basis across a 12-week semester or in intensive mode. Directed study might include lectures, tutorials, webinars, podcasts etc. The balance of the hours then become private study.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
ACECQA CRITERIA
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge: