Unit Guide

General Information

Unit convenor and teaching staff	Unit convenor and teaching staff Unit Convenor Alison Madelaine alison.madelaine@mq.edu.au Contact via Dialogue X5A 108 By appointment
Credit points	Credit points 4
Prerequisites	Prerequisites
Corequisites	Corequisites SPED821 and SPED826
Co-badged status	Co-badged status
Unit description	Unit description This unit examines current issues in special education and practice. Students will gain an understanding of current research in special education, particularly research carried out at Macquarie University and other Australian organisations. Students will be encouraged to critically consider the application of research to classroom practice, program design and policy in contemporary special education.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

Critically evaluate the research projects presented during the unit and the theories underpinning them.
Investigate and analyse the application of the theories and principles of quality research design in special education.
Reflect in depth on the evidence base for practices in special education.
Analyse, synthesise and apply recent research findings to classroom practice.
Discuss and effectively communicate the policy implications of research in special education.
Communicate to an academic audience, applying appropriate academic conventions.
Communicate to the wider community regarding research based practices in special education.

General Assessment Information

Rationale for Modes of Assessment

Online participation – participation in on-line discussion assists students to develop an understanding of each Topic, provides an opportunity for self and peer assessment and provides a means of regular feedback on academic progress.

Assignments are designed to enable you to reflect more deeply on a particular problem or scenario and to write a considered response.

Problem Solving Exercises are designed to assess understanding, problem solving and application of concepts, principles and strategies covered in the unit. The Problem Solving Exercises may address skills such as assessment, writing objectives and selecting, applying and justifying intervention and assessment strategies.

Assessment Weighting

There are several components of the assessment in this unit. All components must be completed. You must get an overall pass in the assignment and two problem solving exercises.

Marking Criteria and Performance Descriptors for Assignments

In general, markers will be looking for the following qualities in your responses to the questions and scenarios in problem solving exercises and assignments:

Appropriate critical analysis and justification where needed.
Integration of information from relevant content in the unit.
Quality of critical analysis

You are encouraged to evaluate your work against these criteria.

Performance Descriptors

High Distinction

There is pervasive address of critical points in all responses and a demonstration of deep understanding of all key principles. There are appropriate and concise justifications, descriptions or analyses integrating relevant information. There is no evidence of consequential gaps in understanding of basic principles and a clear ability to generalise concepts and principles to the most difficult examples.

Distinction

There is extensive address of the critical points in all responses and a demonstration of deep understanding of all key principles. There are appropriate and concise justifications or analyses integrating relevant information. There is no evidence of consequential gaps in understanding of basic

principles, although students may have difficulty in applying some concepts and principles to the most difficult examples.

Credit

There is strong address of the critical points in the vast majority of responses and a deep understanding of the majority of key principles. There are appropriate and concise justifications, descriptions or analyses integrating relevant information. There may be a small number of consequential gaps in understanding of basic principles. Students may have difficulty in applying some concepts and principles to a limited number of examples.

Pass

There is solid address of the critical points in the majority of responses and a demonstration of deep understanding of most key principles. There are appropriate and concise justifications, descriptions and analysis integrating relevant information. Students may have difficulty in applying some concepts and principles to some examples.

Fail

There is poor address of the critical points in the majority of responses. There is little evidence of deep understanding of principles. Justifications, descriptions and analyses would often be incomplete and/ or unclear. Students demonstrate a poor understanding of the majority of concepts and principles and are only able to apply these to a minority of examples.

Resubmission

Students are required to gain an overall pass on the unit, but do not have to pass all assessment components. If you perform poorly on one component, you may compensate for this with an improved performance in the other component(s). You must, however, gain an overall pass on the two problem solving exercises and the assignment.

Resubmission of assessments and assignments is not permitted.

Disruption to studies and extensions for assignments

In extenuating circumstances, students may apply to the unit coordinator for an extension to the assignment due date or a later date for completion of an assignment. Reasons for the extension need to be documented through the disruption to study process through ask@mq.edu.au and supported (e.g., a Professional Authority Form in the case of illness).

Extension will only be granted in receipt of the completed form submitted through askMQ, plus documentation.

Disruptions due to work commitments require a statutory declaration from a work supervisor (eg. School Principal) stating that the work commitment was not known at the time of enrolment.

Note that:

It is advisable that students contact the unit convenor via Dialogue prior to submitting their request through ask@mq.edu.au
Extensions will only be granted in receipt of the completed form submitted through askMQ, plus documentation.
Emails are not appropriate means of extension requests.
It is essential that you plan ahead and organise your study time effectively. Poor time management is not grounds for an extension.

• Extensions are usually not granted on the due date.

University Disruption to Studies Policies and Procedures

You should read these documents and follow the policy and procedures.

Disruption to studies policy: http://www.mq.edu.au/policy/docs/disruption_studies/policy.html

Disruption to studies procedures: http://www.mq.edu.au/policy/docs/disruption_studies/ procedure.html

Disruption to studies supporting evidence schedule: http://www.mq.edu.au/policy/docs/ disruption_studies/schedule_evidence.html

Disruption to studies outcome schedule: http://www.mq.edu.au/policy/docs/disruption_studies/ schedule_outcomes.html

Appeals

Appeals against grades for individual assessment components.

If any student has concern about the marking of an assessment, they must:

Consult the member of staff who marked the work.

If there is no satisfactory resolution, an appeal should be made in writing to the unit convenor within one week of the marked assessment being returned or of results being made available. The student should explicitly state the basis of the appeal.

The unit convenor will review the marking and may, at their discretion, ask for a re-marking by a second marker. If re-marking by a second marker is judged appropriate, the final mark will normally be the average of the two marks awarded for the assessment task. Students should note that the revised mark for the task may be higher, the same, or lower than the original mark.

Please note that it is MUSEC policy to double mark all failing assessments. The decision of the unit convenor is final.

Appeals against final unit grades

Students should refer to the Grade Appeal Policy at http://www.mq.edu.au/policy/docs/gradeappeal/ policy.html and the Grade Appeal Procedures at http://www.mq.edu.au/policy/docs/gradeappeal/ procedure.html

Grade Appeals must be submitted within 20 days of the release of the unit results. Grade Appeals are submitted through ask.mq.edu.au

Academic Honesty and Plagiarism

You must read the University's practices and procedures on Academic Honesty.

These are on the web at: http://www.mq.edu.au/policy/docs/academic_honesty/policy.html The policies and procedures explain what academic honesty and plagiarism are, how to avoid

plagiarism, the procedures that will be taken in cases of suspected plagiarism, and the penalties if you are found guilty. Penalties may include a deduction of marks, failure in the unit, and/or referral to the University Discipline Committee. Details of possible penalties are at http://www.mq.edu.au/policy/ docs/academic_honesty/schedule_penalties.html

Other important points:

Close paraphrasing of another persons’ writing is considered to be plagiarism. You must express ideas using your own words.
Claim of ignorance of the University policy on plagiarism is NOT a defence within MUSEC. If you do not understand the preceding information, please seek advice from a member of the academic staff.

University Assessment Policies

The University Assessment Policy, Code of Practice and Procedures are available at

http://www.mq.edu.au/policy/docs/assessment/policy.html

http://www.mq.edu.au/policy/docs/assessment/policy_code_of_practice.html

http://www.mq.edu.au/policy/docs/assessment/procedure.html

Standardised Transcript Marks

Your overall unit result will be assigned a standardised numerical grade (SNG) on your University transcript. High Distinction grades are assigned a mark between 85 and 100, Distinction grades between 75 and 84, Credit grades between 65 and 74, Pass grades between 50 and 64, Pass Conceded grades between 45 and 49 and Fail grades below 45. For further information, see the Grading Policy.

Grade Descriptors

The following generic grade descriptors provide university-wide standards for awarding final grades.

High Distinction: Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.

Distinction: Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.

Credit: Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.

Pass: Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes.

Fail: Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study;

missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.

Fail Grades

Entry into units in the postgraduate coursework program requires a clear pass (i.e., a final unit grade of at least “C” or “P”) in all previously completed SPED units. That is, you will not be granted automatic entry into units if you have failures in previously attempted SPED prefixed units. If you have failing grades on our record (1) you may be allowed to continue at the discretion of the Director of MUSEC (or nominee) with a special approval (waiver), or, (2) You may be required to reattempt the relevant units until a clear pass is obtained.

Students with fail grades MUST seek academic advice before attempting to re-enrol.

Satisfactory Progress

Students are expected to maintain satisfactory progress in a course/program of study. Normally, students will be asked to show cause why their candidature should not be terminated if they fail any unit twice. Further, students may be asked to show cause if they receive more than two conceded passes and/or failures in a course/program of study.

Assessment Tasks

Name	Weighting	Due
Online participation	15%	10/6/2016
Assignment	60%	25/5/2016
Quizzes	25%	Dates nominated in schedule

Online participation

Due: 10/6/2016
Weighting: 15%

What does online participation involve?

Online participation involves making posts on the Topics Discussion Forums of the unit website. Once a post is made in a topic Discussion Forum, anybody in the unit can read or respond to it. Staff will post questions periodically or you may ask your own questions, give answers or offer comment. Only posts to Topic Forums will be counted.

Online participation allows you to give feedback and receive feedback from other students and staff, to explore issues in discussion with other students and staff and to practice required skill competencies.

When can I contribute?

Topic discussion forums will close progressively through the semester. All forums will close at 11.55pm.

The content of each forum will remain accessible, but no further posts can be made after the closing date.

Closing Dates for Discussion Forums

Topic Closing Date

Topic 1 13th March

Topic 2 20th March

Topic 3 27th March

Topic 4 4th April

Topic 5 1st May

Topic 6 8th May

Topic 7 15th May

Topic 8 22nd May

Topic 9 29th May

Topic 10 5th June

How much do I have to contribute?

Each student is expected to make a minimum of ten (10 ) contributions to the topic discussions over the course of the semester.

You should post in at least eight of the ten topics

Instructions on how to compile and submit posts will be provided on the iLearn website. If you fail to submit your compiled posts by the due date, you will be subject to 5% penalty of the total mark per day late, up to a maximum of 10 days.

Do discussion posts count towards assessment?

Yes. Discussion contributions are weighted at 15% of your final grade. Only contributions to Topic Forums are counted, social posts and general questions and comments do not count towards your assessment. If you make fewer than ten posts to topic forums, your maximum possible mark will correspond to the number of posts made. If you fail to submit your compiled posts by the due date, you will be subject to 5% penalty of the total mark per day late, up to a maximum of 10 days.

How do I know my submission was successful?

There are two options for you to see your uploaded Assignments/Post compilations.

1. Return to the Assignment activity submission point where the uploaded file will be viewable.

2. If the Activities block is available for the unit, click on the Assignments link. All Assignment activities,

including those that are ‘already open’ and ‘closed’, will be viewable here.

Students should print a copy of one of these screens after submission. No claims regarding

missing post compilation submissions will be considered under any circumstances without a

copy of this printout.

What happens if do not submit my compilation by the due date?

Post compilations received after the due date will be accepted provided they are received no later than ten working days late. No compilations will be accepted after this time, except when an extension has been applied for before the due date and granted. After the due date (unless an extension has been granted) a late penalty will be applied, leading to a reduction in the awarded mark. The late penalty is 5% of the total mark for each day the compilation is outstanding beyond the due date, up to a maximum of 10 days. These penalties are imposed in fairness to students who submit compilations on time.

How do I get an extension?

Please see the “General Assessment Information” for details on how to apply for an extension.

On successful completion you will be able to:

Critically evaluate the research projects presented during the unit and the theories underpinning them.
Investigate and analyse the application of the theories and principles of quality research design in special education.
Reflect in depth on the evidence base for practices in special education.
Analyse, synthesise and apply recent research findings to classroom practice.
Discuss and effectively communicate the policy implications of research in special education.
Communicate to an academic audience, applying appropriate academic conventions.
Communicate to the wider community regarding research based practices in special education.

Assignment

Due: 25/5/2016
Weighting: 60%

Assignment information will be available from the Unit website from Monday 8th March 2016 and will be due Wednesday 25th May 2016 by 11.55pm, either Australian Eastern Standard Time or Australian Eastern Daylight Saving time (whichever is applicable). The Assignment should be submitted on the iLearn website as a Word or pdf file with the completed MUSEC coversheet (see the Assessment section on the web site).

HOW DO I CHOSE A TOPIC?

Choose a topic or a question to investigate from the two broad areas below.

If you are unsure that your topic fits within the guidelines, please contact the unit convenor to discuss your options.

1. Any controversial intervention or assessment strategy used in special education (apart from those specifically covered in the unit). This topic could include interventions and assessments marketed to parents and teachers through the internet or other media.

2. Any specific intervention or assessment strategy that has shown to be effective or promising for students with special education needs (apart from those specifically addressed in this unit). Topics here should be specific , and not more generic practices such as explicit instruction or functional assessment.

Sample topics or questions: Effective strategies to teach handwriting to students who are having difficulty. Effective strategies to improve the vocabulary of students with special education needs. What are the benefits of inclusion for students with high support needs? Is there a research base for the claims made for XXXX intervention strategy? (insert the name of the particular strategy of interest).

HOW DO I FIND JOURNAL ARTICLES?

Conduct a search of the literature on your topic or question (1995 - Present) using Google Scholar and/or one or more of the databases available through the library.

In some cases it may be appropriate to include literature older than 1995. Please consult your convenor for guidance.

Information about using the library databases to locate journal articles is available at

http://infoskills.mq.edu.au/index.html

WHAT ARTICLES DO I INCLUDE IN MY BIBLIOGRAPHY?

a. From your search results, select 10 (ten) journal articles relevant to your chosen topic. You should choose the most salient and relevant articles for your selected topic. Articles must be experimental studies or literature reviews (not descriptive studies).

b. Provide the full reference (in APA style) and a copy of the abstract for each article. These are to be submitted as part of this assessment task.

Sites providing information about APA style (for providing references ) are at

http://www.library.mq.edu.au/on_campus/library/research/referencing

You may also consult the APA manual (6th edition). American Psychological Association. (2009).Publication manual of the American Psychological Association (6th ed.) Washington, DC: Author

c. For each article, state in two sentences or less why you have selected it and its relevance to your selected topic.

d. Select the five articles you believe are most salient to your topic.

HOW DO I PREPARE THE ANNOTATED BIBLIOGRAPHY?

Prepare an annotated bibliography (using the five most salient articles). Each annotation should be a maximum of 300 words in length and should describe and critically evaluate the article. Provide the exact word count at the end of each annotation. The purpose of the annotation is to summarise the article content and to provide an evaluation of the content in relation to your topic or question.

HOW DO I PREPARE THE BRIEFING SUMMARY?

Write a one page summary of the main research findings, using the format and headings of a MUSEC Briefing. The summary should be easily understood by an intelligent parent or classroom teacher. To make it easier to understand do not cite references in the summary. It should stand alone and should synthesise the findings of the annotated bibliography.

The template for the Briefing can be downloaded from the unit website in the Assessment section.

MUSEC Briefings as examples are available at

http://www.musec.mq.edu.au/community_outreach/musec_briefings

WHAT DO I SUBMIT FOR ASSESSMENT/ WHAT ARE THE COMPONENTS?

The full references (in correct APA format) and abstracts of ten journal articles relevant to your topic.

A two sentence justification for the selection of each of the ten articles.

An annotated bibliography of FIVE of your articles.

A briefing presenting your findings to teachers and parents.

What is required for the assignment?

In general good presentation, correct grammar, spelling and appropriate word choice will be expected. Express your ideas concisely and clearly, and observe any stated word limits. Please use single spacing.

You must complete the cover sheet provided for each assignment.

How do I submit my assignment?

You will submit your assignment through the iLearn website. Detailed instructions will be provided on the website.

You should follow the detailed instructions carefully. Marks (up to 5% of the total mark) may be deducted, for example, for failing to name submitted files correctly or for failing to write your name on the assignment.

KEEP A COPY OF YOUR ASSIGNMENT

How do I use the assignment cover sheet?

The cover sheet will be attached to the assignment (available on the iLearn website). Note that the checklist on the assignment must be completed or your assignment will not be accepted. You will be notified through Dialogue that your assignment was not acceptable and you will need to submit the assignment again with a completed cover sheet. Note that typing your student number on the coversheet is considered equivalent to providing a signature.

Can I submit a late assignment?

Assignments received after the due date will be accepted provided they are received no later than five working days late. No assignment will be accepted after this time, except when an extension has been applied for before the due date and granted. After the due date (unless an extension has been granted) a late penalty will be applied, leading to a reduction in the awarded mark. The late penalty is 5% of the total mark for each day the assignment is outstanding beyond the due date. These penalties are imposed in fairness to students who submit assignments on time.

How do I get an extension?

Please see the “General Assessment Information” for details on how to apply for an extension.

What if I exceed the word limit or sentence limits? What if I submit more than the required number of articles?

Components of answers beyond the stated word limit will not be marked. That is, answers will only be marked up to the stated word limit. Answers will only be marked up to the stated sentence limit. Only the stated number of articles will be marked.

How will I get feedback on my assignment?

Individual feedback will provided through the iLearn site. Assignment marks will be available in GRADES.

Can I resubmit an unsatisfactory assignment?

Resubmission of unsatisfactory assignments is not permitted.

WHAT ELSE DO I NEED TO CONSIDER?

Use the template supplied for the briefing summary.

CAN I CHANGE THE BRIEFING SUMMARY TEMPLATE?

No. If you change the briefing summary template, it will result in a reduction of your mark.

On successful completion you will be able to:

Investigate and analyse the application of the theories and principles of quality research design in special education.
Reflect in depth on the evidence base for practices in special education.
Analyse, synthesise and apply recent research findings to classroom practice.
Discuss and effectively communicate the policy implications of research in special education.
Communicate to an academic audience, applying appropriate academic conventions.

Quizzes

Due: Dates nominated in schedule
Weighting: 25%

ASSESSMENT QUIZZES

WHAT ARE ASSESSMENT QUIZZES?

Assessment quizzes are online assessments in multiple-choice format. There is one quiz for each topic in the unit. Each Assessment quiz will be open for FOUR DAYS -Friday to Monday. See the Open dates in the Unit Schedule. Assessment quizzes are located on the iLearn page, the section called Assessment.

HOW DO I DO ASSESSMENT QUIZZES?

The quizzes may be taken by logging on to the unit website and scrolling down to the ASSESSMENT section. Click on the link to the quiz that you need to complete.

I AM CONCERNED ABOUT DOING AN ONLINE QUIZ. WHAT SHOULD I DO?

A "dummy quiz" has been set up to give you some practice and allow you to get used to the quiz module. You may attempt the dummy quiz as many times as you like and will receive "dummy" feedback. It is strongly recommended that every student attempt the dummy quiz each semester. The dummy quiz is in the "Start here! IMPORTANT INFORMATION" section. The dummy quiz is under the headings "THINGS YOU SHOULD DO" AND "Attempt the Dummy Quiz". Click on the link to open the quiz.

HOW DO I KNOW MY ATTEMPT AT A QUIZ HAS BEEN SUCCESSFUL?

You will receive confirmation that your quiz has been submitted. Your mark will not be available in "Grades" until after the quiz has been closed on Monday night. The unit convenor will send an announcement when the scores have been released, typically it will be the following day, sometimes longer.

HOW DO I GET FEEDBACK?

Since the quizzes contribute to your formal assessment specific feedback will not be given.

HOW MANY TIMES MAY I ATTEMPT A QUIZ?

Since quiz marks contribute to your final grade, you may attempt each assessment quiz ONLY ONCE. Be sure you are ready to complete the quiz before you open it. Once you open the quiz, you must complete it.

CAN I REVISE A QUIZ AFTER IT HAS CLOSED?

No, the quizzes are deliberately only open for a fixed window of time to encourage students to stay on track with topic coverage. Consequently, once closed they will not be reopened.

DO THE ASSESSMENT QUIZZES COUNT TOWARD ASSESSMENT?

Yes, assessment quizzes are weighted at 0.25 of your final grade.

WHAT IS EACH QUIZ WORTH?

There are 10 assessment quizzes and each quiz is weighted evenly.

WHAT IF I CAN'T ACCESS THE QUIZ OR IT WON'T WORK CORRECTLY?

Such problems are ALMOST ALWAYS RELATED TO USING AN INCORRECT BROWSER. Firefox is the recommended Browser for iLearn.

WHAT IF I HAVE PROBLEMS WITH ACCESS TO THE WEBSITE?

It is YOUR responsibility to ensure that each quiz is completed within the window of time allowable. If your Internet connection is not very reliable, it is strongly suggested that you do not leave the quiz until the last minute. If you lose your connection during a quiz, you should attempt to reconnect as soon as possible and finish the quiz. DON'T LEAVE IT UNTIL THE LAST MINUTE. There will be no allowances for students who do not complete quizzes on time due to Internet access problems.

WHEN DO I DO ASSESSMENT QUIZZES?

They must be completed within the period that each topic is open. Quizzes close at 11.55pm on a Monday, either Australian Eastern Time or Australian Eastern Daylight Saving Time (whichever is applicable). The exact closing dates may be found in the Topic Assessment Quizzes section of this guide. Please note that Assessment quizzes are only available for limited time and this window will not be extended. Each Assessment quiz will be open for FOUR days-Friday to Monday. Make sure you put these deadlines in your diary.

IS THERE A TIME LIMIT ON EACH QUIZ?

There is a time limit of 15 minutes to complete each quiz. You must submit the quiz within the time limit or your submission will be rejected. It is important to note that as soon as you open a quiz, the time clock starts. DO NOT open a quiz before you are ready to attempt it.

WHAT IF THE WEBSITE BECOMES UNAVAILABLE?

At times the iLearn sites will not be available due to routine maintenance. These dates and times are advertised well in advance in the Announcements section of the log in page and you will also be notified through your student email. Updates and notices are available at http://students.mq.edu.au/home and at http://informatics.mq.edu.au/informatics_news

You should take these times into account as you plan your work. Extra open time for Quizzes will NOT be provided for advertised outages.

If iLearn becomes unavailable unexpectedly for any length of time due to other causes, the cut-off dates for Assessment Quizzes may be extended by the equivalent time.

On successful completion you will be able to:

Critically evaluate the research projects presented during the unit and the theories underpinning them.
Investigate and analyse the application of the theories and principles of quality research design in special education.
Reflect in depth on the evidence base for practices in special education.
Analyse, synthesise and apply recent research findings to classroom practice.
Discuss and effectively communicate the policy implications of research in special education.

Delivery and Resources

Delivery and resources

General Organisation of the Unit

The unit is offered in External mode only, and is organised in a flexible delivery format. A combination of seminars (for on campus students), readings, and Internet delivery may be employed. Note the there are no classes offered this semester, but students may consult with the unit convenor as necessary.

Due to staffing restrictions this unit will be run in external mode only this semester. All material will be available online and the only attendance will be for problem solving exercises and feedback.

It is very important to note that most components of the unit will be conducted on the web site. This means that internet access is essential to the completion of the unit.

Delivery is designed such that students may seek as much or as little assistance as required in completing the unit. In flexible delivery units, it is critical that students are organised and disciplined. It is suggested that you allocate a total of 8-12 hours per week to study for this unit. If you get significantly behind in your topic coverage, it may be impossible to catch up. Please start your study as soon as possible.

Unit delivery: Teaching and Learning Activities

Readings are designed to prepare students for the seminars as well as broaden their understanding of topics.

All seminars are available on ECHO.

Students participate in Discussion Forums on the subject web site, complete the Assessment Quizzes for each topic on the web site, complete the assigned readings and activities in the Study Guides and seminars.

There is a practicum component associated with this subject, please refer to the Practicum Handbook which is available on the unit website.

Changes Made Since the Last Offering of the Unit.

This is a new unit.

Response to Student Feedback

Student feedback to our units is generally very positive, and we retain practices that students appreciate. We have made some changes to units as a result of feedback.

Discussion forum posts and Quizzes are a required component.

Assessment Quizzes

There are Assessment quizzes for this Unit and all information relating to these quizzes may be found by looking in the Assessment Section of the Unit Guide under Assessment Quizzes.

Downloadable Documents

ALL study guides and resource materials must be downloaded from the website. Readings must be downloaded from the Multisearch website in the library, or from other sites as indicated in the study guides.

ECHO

What is ECHO?

Topics in this unit will involve a seminar recording via ECHO and will be accessed through links on the relevant topic pages. These presentations will typically consist of video or audio. They are accessed from the unit website. The presentation may include elucidation of the readings, additional information and practical exercises. Seminars should be viewed after you have completed the relevant reading for the topic.

Information about using ECHO is available at

http://www.mq.edu.au/iLearn/student_info/lecture_recordings.htm

and

http://www.mq.edu.au/iLearn/student_info/podcasts.htm

What do I need to do before I access ECHO?

In order to use ECHO you will need QuickTime or other video player software (iTunes, VLC or Windows Media Player) and Flash for streaming playback or for downloading. You can download QuickTime through the iLearn site and you will be prompted to install Flash when you first access ECHO, if it is not already installed on your computer.

What if I can't get ECHO working?

Don't panic. Contact the Student IT Helpdesk

Phone: (02) 9850 HELP (4357) (Option 1) or freecall 1800 67 4357

Email: help@mq.edu.au

Face to face: Building C5C Room 244, Macquarie University

Website: http://www.mq.edu.au/onehelp/

IT Onehelp ticket lodgement: https://help.mq.edu.au/cgi-bin/WebObjects/OneHelp.woa

Discussion Forums

Important information about the unit will be posted in Discussions in the “General” section. You should check it regularly –AT LEAST ONCE EVERY 48 HOURS.

There will also be a Discussion Forum for each topic where students can post questions or comments and discuss the issues raised during the unit. These topics will close progressively through the unit (see Assessment Tasks). Students are required to contribute 10 posts across eight of the ten topics to these Topic Forums as part of the assessment requirements for this unit. (see Assessment Tasks).

Although unit convenors typically check the Discussion Forums daily (on weekdays), they will not respond to all posts, as discussion between students may be more appropriate.

Dialogue

Important information for all students will be sent through Dialogue. You should check it regularly- AT LEAST ONCE EVERY 48 HOURS.

Preferably, unit related messages should be directed to unit staff using Dialogue on the website. Questions that you have that are relevant to others in the unit should be posted in Discussion Forums. If you send such questions using Dialogue, they may be posted anonymously and answered in Discussions.

Unit Schedule

Note that as the unit is running in external mode only, there will be no classes this semester.

The following table gives an overview of topics covered in the unit and the open dates for the assessment quizzes. Open dates indicate when the topic quiz can be completed.

Topic	Open Dates for Assessment Quizzes (Inclusive)	Content	Format
1	11/3-14/3	Research-based practice in special education	Echo Associate Professor Jennifer Stephenson
2	18/3-21/3	The use of perceptual-motor programs in special education	Echo Associate Professor Jennifer Stephenson
3	25/3-28/3	Hyperlexia	Echo Dr Toni Hopper
4	1/4-4/4	Multisensory environments	Echo Associate Professor Jennifer Stephenson
5	29/4-2/5	IPads in the classroom	Echo Associate Professor Jennifer Stephenson
6	6/5-9/5	NSW literacy benchmarks	Echo Dr Meree Reynolds
7	13/5-16/5	Surveying Practices used in Special Education	Echo Professor Mark Carter
8	20/5-23/5	iPad Research	Echo Ying Sng
9	27/5-30/5	Literacy instruction for indigenous students	Echo Dr Robyn Beaman
10	3/6-6/6	Assessments and behaviour intervention	Echo (audio) Michaela Rafferty and Jill Hellemans

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:

Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html

New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/

Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html

Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html

Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html

Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html

Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.

In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Portal

The Student Portal provides the gateway to information for current students. It has been designed to bring all student resources to one location. The Portal contains links to Student email and calender, online units, eStudent, askMQ and many other student and university resources.

Access the portal at http://students.mq.edu.au/home/

The link for First Time Login is on this page. You must complete this login to get access to other sites such as eStudent.

The link to eStudent is on the Student Portal page.

eStudent is where students can enrol online, change their study programs, view their academic record, receive announcements from the university, as well as change some personal information that may become out of date.

End of semester results can be found on the eStudent website. Semester 1 results will be released on 15th July.

If you are having problems accessing the site (e.g. password/browser/technical issues) contact the Helpdesk (see the IT Help section of this guide).

Check the eStudent Noticeboard and your university email weekly for important communication from the university such as advice of iLearn outages.

Visit http://ask.mq.edu.au to find answers to your student administration questions. Search the Q & A Section for answers and, if you can't find what you're looking for, submit an online enquiry and get a response to your official Macquarie University student email address.

Disruption to studies forms, grade appeals and grade reviews are submitted through AskMQ.

Student Services and Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

The Disability Service provides support and assistance to students with a disability/health condition in aiming to ensure that they do not experience disadvantage in reaching their academic potential.

Service provision is determined on a case-by-case basis following an assessment of a student's needs and the provision of supporting documentation. Service provision is also dependent on the availability of resources.

For information about registering with the Disability Service and to download the Campus Wellbeing Registration Form and Health professional form go:

http://students.mq.edu.au/campus_life/campus_wellbeing_support_services/disability_service/ how_to_register/

You must register annually, irrespective of whether a disability/health condition is temporary, long- term or permanent.

Students wishing to request support services from the Disability Service should make an appointment to see a Disability Advisor IMMEDIATELY AFTER ENROLLING at Macquarie University. If you are not registered with the Disability Service at the time of an assessment task, you may not be provided with any accommodations.

Phone: (02) 9850 7497 TTY (02) 9850 6493

Email: campuswellbeing@mq.edu.au

In person: Level 2, C8A (Lincoln Building).

It is strongly recommended that you contact convenors IMMEDIATELY AFTER ENROLLING (or as soon as possible for temporary disabilities) to discuss adaptations that may assist you in the successful negotiation of units with the Macquarie University Special Education Centre.

Typically, we require a minimum of three weeks notice to be able to ensure that accommodations for Problem Solving exercises or in-class assessments can be put in place. Please contact your unit convenors and Associate Professor Mark Carter BEFORE the 18th August to ensure your needs are met.

MUSEC DISABILITY LIAISON OFFICER: Associate Professor Mark Carter

MUSEC, Building X5A, Room 104

Phone (02) 9850 7880 email mark.carter.mq@gmail.com

Student Enquiries

For all student enquiries, visit Student Connect at ask.mq.edu.au

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Phone: (02) 9850 HELP (4357) (option 1) or Freecall: 1800 063 191

Email: help@mq.edu.au

Face to Face: Building C5C Room 244, Macquarie University

Website: http://mq.edu.au/about_us/offices_and_units/informatics/help/

IT Service Desk Request Form: https://help.mq.edu.au/cgi-bin/WebObjects/OneHelp.woa

Graduate Capabilities

PG - Capable of Professional and Personal Judgment and Initiative

Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.

This graduate capability is supported by:

Learning outcomes

Critically evaluate the research projects presented during the unit and the theories underpinning them.
Reflect in depth on the evidence base for practices in special education.
Analyse, synthesise and apply recent research findings to classroom practice.
Discuss and effectively communicate the policy implications of research in special education.
Communicate to an academic audience, applying appropriate academic conventions.
Communicate to the wider community regarding research based practices in special education.

Assessment tasks

Online participation
Assignment
Quizzes

PG - Discipline Knowledge and Skills

Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.

This graduate capability is supported by:

Learning outcomes

Critically evaluate the research projects presented during the unit and the theories underpinning them.
Investigate and analyse the application of the theories and principles of quality research design in special education.
Reflect in depth on the evidence base for practices in special education.
Discuss and effectively communicate the policy implications of research in special education.
Communicate to an academic audience, applying appropriate academic conventions.
Communicate to the wider community regarding research based practices in special education.

Assessment tasks

Online participation
Assignment
Quizzes

PG - Critical, Analytical and Integrative Thinking

Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.

This graduate capability is supported by:

Learning outcomes

Critically evaluate the research projects presented during the unit and the theories underpinning them.
Investigate and analyse the application of the theories and principles of quality research design in special education.
Reflect in depth on the evidence base for practices in special education.
Analyse, synthesise and apply recent research findings to classroom practice.
Discuss and effectively communicate the policy implications of research in special education.
Communicate to an academic audience, applying appropriate academic conventions.
Communicate to the wider community regarding research based practices in special education.

Assessment tasks

Online participation
Assignment
Quizzes

PG - Research and Problem Solving Capability

Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.

This graduate capability is supported by:

Learning outcomes

Critically evaluate the research projects presented during the unit and the theories underpinning them.
Investigate and analyse the application of the theories and principles of quality research design in special education.
Reflect in depth on the evidence base for practices in special education.
Analyse, synthesise and apply recent research findings to classroom practice.
Discuss and effectively communicate the policy implications of research in special education.
Communicate to an academic audience, applying appropriate academic conventions.
Communicate to the wider community regarding research based practices in special education.

Assessment tasks

Online participation
Assignment
Quizzes

PG - Effective Communication

Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.

This graduate capability is supported by:

Learning outcomes

Critically evaluate the research projects presented during the unit and the theories underpinning them.
Investigate and analyse the application of the theories and principles of quality research design in special education.
Reflect in depth on the evidence base for practices in special education.
Analyse, synthesise and apply recent research findings to classroom practice.
Discuss and effectively communicate the policy implications of research in special education.
Communicate to an academic audience, applying appropriate academic conventions.
Communicate to the wider community regarding research based practices in special education.

Assessment tasks

Online participation
Assignment
Quizzes

PG - Engaged and Responsible, Active and Ethical Citizens

Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues

This graduate capability is supported by:

Learning outcomes

Critically evaluate the research projects presented during the unit and the theories underpinning them.
Investigate and analyse the application of the theories and principles of quality research design in special education.
Reflect in depth on the evidence base for practices in special education.
Analyse, synthesise and apply recent research findings to classroom practice.
Discuss and effectively communicate the policy implications of research in special education.
Communicate to an academic audience, applying appropriate academic conventions.
Communicate to the wider community regarding research based practices in special education.

Assessment tasks

Online participation
Assignment

Required Unit Materials and Readings

TEXT

There are NO required texts for this unit.

OTHER REQUIRED READINGS

Compulsory readings may be downloaded from eReserve section of the Library web site at:http://www.library.mq.edu.au/reserve/ or from sites as advised in the study guide.

Required readings should be completed prior to viewing the relevant Echo recording and in conjunction with the study guide.

OTHER USEFUL RESOURCES

Information about using the library databases to locate journal articles is available at

http://mq.edu.au/on_campus/library/research/referencing/

You may also consult the APA manual (6th edition). American Psychological Association (2009). Publication manual of the American Psychological Association (6th Ed). Washington, DC: Author.

Guides to writing an annotated bibliography are at

http://olinuris.library.cornell.edu/ref/research/skill28.htm

http://en.wikipedia.org/wiki/Annotated_bibliography

(Note you are allowed a maximum of 300 words for your annotations in this unit).

UNIT WEB PAGE

Access

An iLearn website has been established to support this unit. The site will offer the option of discussion forums on specific topics and Dialogue (Private communication) within the unit. Required study materials and assessment information are available on the website.

You should check the website (General Discussion Forum and your Dialogue) at least ONCE every 48 hours. You will NOT receive any material in the mail.

ALL communication is through the website.

The website may be accessed at:

https://ilearn.mq.edu.au

Information about using iLearn is available at:

http://www.mq.edu.au/iLearn/student_info/

This page includes information and links (on the left hand side of the page) about topics such as: navigating iLearn, using discussion forums, getting started with iLearn.

How do I get a password?

Information on fIrst time log in and passwords is at

https://mypassword.mq.edu.au/index.php?screen=MQInitPW

You will need your Student OneID number, surname and data of birth.

What if I have password problems or need IT help?

If you have password problems or any other difficulties accessing the website, please contact:

Student IT Help

Phone: (02) 9850 HELP (4357) (option 1) or freecall 1800 67 4357

Email: help@mq.edu.au

Face-to-face: Building C5C, Room 244

Website: http://www.mq.edu.au/onehelp/

Onehelp TIcket Lodgement: https://help.mq.edu.au/cgi-bin/WebObjects/OneHelp.woa

PLEASE NOTE:

If you have contacted IT Help and still have difficulties obtaining your user name and password and are UNABLE to access unit websites at the end of the first week of semester, please contact Natalie Watson (natalie.watson@mq.edu.au) at MUSEC. Arrangements may be made to email you important study materials.

WHERE DO I START

To get you started in this unit, tick off each action as you complete it.

ACTION	Completed
Carefully read this unit guide
Carefully read this unit guide a second time
Note the open dates for the Assessment quizzes in your Diary.
Note the due date for your Assignment in your Diary.
Go to the unit website (from 26th February) and check Dialogue and Discussion Forums for messages.
If you have problems accessing the site contact IT Help urgently.
Go to the START HERE section of the website, read and follow the instructions.

Go to Topic 1 section of the website and follow the instructions.