Students

ECED830 – Early Intervention: Theory and Practice

2018 – S2 External

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Lecturer
Aliza Salvador
Lecturer
Katie Wright
Lecturer
Kathy Cologon
Loraine Fordham
Credit points Credit points
4
Prerequisites Prerequisites
[Admission to (MTeach(Birth to Five) or GradCertEChild) and (ECED600 or ECED817) and (ECED602 or ECED819)] or [admission to MEChild or MEd or MEdLead or PGDipEdS or GradCertIndigenousEd or MIndigenousEd or MSpecEd or MSocEntre or GradCertEdS]
Corequisites Corequisites
Co-badged status Co-badged status
ECHX830
Unit description Unit description
This unit provides students with opportunities to extend their understanding of appropriate responses to the diverse needs of young children in early childhood practice including consideration of personal and social attitudes towards people who experience disability. Students will be able to integrate their knowledge of child developmental processes and early childhood curriculum into a framework focusing on the social and educational development of young children who experience disability or difference, including inclusive approaches to teaching. Both theory and research-based practice will be explored, as well as the needs of families and how these intersect through social policy, service provision, early intervention and inclusive 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:

  • Have become familiar with the issues of individual rights and equity of access to education for children who experience disability
  • Link principles of child development to the rationale for early intervention
  • Have a developing understanding of concepts of disability and impairment and the impact these can have on the lives of children and families
  • Be able to identify the essential roles of the family in setting priorities for and implementing early intervention for children who experience disability or difference
  • Have become familiar with appropriate terminology required for sharing information with peers and other professionals and for supporting inclusive early childhood settings
  • Have developed the ability to research and critically review a range of sources of information in order to maintain up to date and appropriate practice as the field changes and progresses over time
  • Have developed a clear understanding of inclusion and the role of the early childhood teacher in facilitating inclusive early childhood education

General Assessment Information

Assignment extensions and late penalties

 

Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a Special Consideration request before the submission date. Students who experience a disruption to their studies through ill-health or misadventure are able to apply for this request. Extensions can only be granted if they meet the Special Considerations policy and are submitted via https://ask.mq.edu.au/. This will ensure consistency in the consideration of such requests is maintained.

 

In general, there should be no need for extensions except through illness or misadventure that would be categorised as unavoidable disruption according to the University definition of same, see:  https://students.mq.edu.au/study/my-study-program/special-consideration

 

Late submissions without extension will receive a penalty of 5% reduction of the total possible mark for each day late (including weekends and public holidays). You are reminded that submitting even just 1 day late could be the difference between passing and failing a unit. Late penalties are applied by unit convenors or their delegates after tasks are assessed.

 

No assessable work will be accepted after the return/release of marked work on the same topic. If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set.

 

Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.

 

Requesting a remark of an assignment

 

If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark.  To request a re-mark you need to contact the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment of your script against the task criteria. Evidence from your assignment must be provided to support your judgements.

 

Note: Failed assessments can not be re-submitted as they are all double-marked as a part of the moderation process.

Please note: The outcome of a re-mark may be a higher/lower or unchanged grade. Grades are standards referenced and effort is NOT a criterion.

Assessment Presentation & Submission Guidelines

 

Please follow these guidelines when you submit each assignment:

 

  • Allow a left and right-hand margin of at least 2cm in all assignments.

  • Please type all assignments using 12-point font and 1.5 spacing.

  • All assessments must be submitted through Turnitin in .doc or .pdf format

  • It is the onus of the student to ensure that all assessments are successfully submitted through Turnitin.

  • Faculty assignment cover sheets are NOT required.

 

Draft Submissions & Turnitin Originality Reports

 

  • Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.

  • Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report.

  • The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date.

  • Generally, one Originality Report is generated every 24 hours up to the due date.

 

Please note:

 

  • Students should regularly save a copy of all assignments before submission,

  • Unless there are exceptional circumstances, no assessment will be accepted after the date that the assessment has been returned to other students.

  • Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.

 

University policy on grading

 

Criteria for awarding grades for assessment tasks

 

Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. The following descriptive criteria are included for your information.

Criteria for awarding grades in the unit

 

Students will be awarded grades ranging from HD to F according to guidelines set out in the policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016

 

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

 

Grade

Descriptor

HD

(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.

D

(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.

Cr

(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.

P

(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

F

(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.

Assessment Tasks

Name Weighting Hurdle Due
Student Project Part A 25% No 31/08/2018
Student Project Part B 35% No 28/09/2018
Student Project Part C 20% No 28/10/2018
Compilation of Blog Posts 20% No 9/11/2018

Student Project Part A

Due: 31/08/2018
Weighting: 25%

During this unit, you are required to undertake a student project in which you identify the area of greatest concern to you in being prepared to be an inclusive early childhood professional and in welcoming and supporting the education, development and care of all children in early childhood settings. The focus area of your student project will depend on you as an individual – as each of us comes from our own unique perspectives and life experiences. 

You are required to focus your project on your own learning and your role, or perceived role, as an early childhood professional. Please contact the unit convenor if you have questions regarding your focus area for your project. 

This first assignment (student project part A) requires you to develop and share a topic focus and rationale, and an annotated bibliography.


On successful completion you will be able to:
  • Have become familiar with the issues of individual rights and equity of access to education for children who experience disability
  • Link principles of child development to the rationale for early intervention
  • Have developed the ability to research and critically review a range of sources of information in order to maintain up to date and appropriate practice as the field changes and progresses over time

Student Project Part B

Due: 28/09/2018
Weighting: 35%

This assignment requires you to complete an analysis and review of relevant research and, drawing on this, to develop strategies to address this area of concern, including the development of practical ways to incorporate learning into everyday early childhood practice. This assignment is a review of the literature and articulation of strategies to address your chosen topic, including the development of practical ways to incorporate what you are learning through this project into everyday early childhood practice.


On successful completion you will be able to:
  • Have become familiar with the issues of individual rights and equity of access to education for children who experience disability
  • Link principles of child development to the rationale for early intervention
  • Have developed the ability to research and critically review a range of sources of information in order to maintain up to date and appropriate practice as the field changes and progresses over time

Student Project Part C

Due: 28/10/2018
Weighting: 20%

This assignment is intended to develop your ability to share your professional knowledge with peers in the field and, through this sharing, facilitate student-directed input into the learning outcomes for this unit. This assessment is also designed to facilitate self-reflection as you draw together your thoughts on the learning process you have undertaken throughout the semester. The final component of this project is to share and reflect on your own learning and the implications of your findings for inclusive early childhood practice. You will be required to do this by developing and sharing a teacher handout addressing your topic and leading a seminar discussion on your focus area on the second on campus day (ECED830) or online discussion (ECHX830). 


On successful completion you will be able to:
  • Have become familiar with the issues of individual rights and equity of access to education for children who experience disability
  • Link principles of child development to the rationale for early intervention
  • Have become familiar with appropriate terminology required for sharing information with peers and other professionals and for supporting inclusive early childhood settings
  • Have developed a clear understanding of inclusion and the role of the early childhood teacher in facilitating inclusive early childhood education

Compilation of Blog Posts

Due: 9/11/2018
Weighting: 20%

The final component of this project involves weekly online contributions (discussion posts) on the unit website. You are required to post a minimum of one ‘blog post’ (discussion post) per week on an issue related to your learning in this unit. You are strongly encouraged to engage in discussion with your peers and engage in collaborative learning through the blogging process. Questions will be posted online each week. You may also start discussion conversations on relevant issues. 

At the end of the semester you are required to choose five of your ‘blog posts’ to submit for this assessment. Each of these posts is expected to be approximately 250-400 words in length. 


On successful completion you will be able to:
  • Have become familiar with the issues of individual rights and equity of access to education for children who experience disability
  • Have a developing understanding of concepts of disability and impairment and the impact these can have on the lives of children and families
  • Be able to identify the essential roles of the family in setting priorities for and implementing early intervention for children who experience disability or difference
  • Have become familiar with appropriate terminology required for sharing information with peers and other professionals and for supporting inclusive early childhood settings
  • Have developed a clear understanding of inclusion and the role of the early childhood teacher in facilitating inclusive early childhood education

Delivery and Resources

Delivery

ECED830

  • External: The compulsory on campus sessions for this unit will be held on Saturday 1stSeptember and Saturday 27thOctober. More information will be available on the unit website closer to each.
  • Weekly lectures will be made available via the unit website.
  • Activities completed during on campus days (external) are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit. Attendance at all on campus days is expected and the roll will be taken.

 

ECHX830

  • The version of the unit is online only.

 

Important Information

Unit Expectations

  • Students are expected to read weekly readings before completing online tasks 

  • Students are expected to listen to weekly lectures before completing online tasks 

 

Note: It is not the responsibility of unit staff to contact students who have failed to submit assignments.  If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.

 

Electronic Communication

It is the student’s responsibility to check all electronic communication on a regular weekly basis.  Communication may occur via:

  • Official MQ Student Email Address

  • The Dialogue function on iLearn

  • Other iLearn communication functions

 

Withdrawing from this PG Unit

If you are considering withdrawing from this unit, please seek academic advice by writing to https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following semesters and may impact on your progression through the degree.

 

Other important policies

Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the policies listed in this/the Unit Guide with regard to Learning and Teaching.

 

For this Unit, students must also be aware of the following specific requirements:

- Students must meet the mandatory requirements to undertake placements as specified in this/the Unit Guide.  These may include both University requirements and mandatory requirements specified by the accrediting authority such as the Working with Children check.

- Macquarie University operates under a ‘Fit to Sit’ model as specified in the University's Special Consideration Policy.  For this Unit, this means that, when undertaking a placement, a student is declaring that they are fit to do so. It is the responsibility of the student to determine whether they are fit to undertake a placement. Therefore, if a student is feeling unfit to undertake a placement, they should not do so.

-  If a Student is identified by the Unit Convenor as being ‘At Risk’, the Department’s ‘At Risk’ procedure will be activated and they will not be able to withdraw themselves from this Unit.

- The timing of placements can vary. For placements early in the Session, Fail grades may be approved by the University prior to the end of Session for students who do not meet the placement expectations of the Unit.

 

Other policies that relate to Learning and Teaching (see Policy central):

Academic Honesty Policy

Assessment Policy

Grade Appeal Policy

Complaint Management Procedure for Students and Members of the Public

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 enquiry service

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

 

Equity 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.

 

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.

 

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/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/study/getting-started/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 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.

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.

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

  • Have become familiar with the issues of individual rights and equity of access to education for children who experience disability
  • Have a developing understanding of concepts of disability and impairment and the impact these can have on the lives of children and families
  • Be able to identify the essential roles of the family in setting priorities for and implementing early intervention for children who experience disability or difference
  • Have become familiar with appropriate terminology required for sharing information with peers and other professionals and for supporting inclusive early childhood settings
  • Have developed the ability to research and critically review a range of sources of information in order to maintain up to date and appropriate practice as the field changes and progresses over time
  • Have developed a clear understanding of inclusion and the role of the early childhood teacher in facilitating inclusive early childhood education

Assessment tasks

  • Student Project Part B
  • Student Project Part C
  • Compilation of Blog Posts

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

  • Link principles of child development to the rationale for early intervention
  • Have a developing understanding of concepts of disability and impairment and the impact these can have on the lives of children and families
  • Be able to identify the essential roles of the family in setting priorities for and implementing early intervention for children who experience disability or difference
  • Have become familiar with appropriate terminology required for sharing information with peers and other professionals and for supporting inclusive early childhood settings
  • Have developed the ability to research and critically review a range of sources of information in order to maintain up to date and appropriate practice as the field changes and progresses over time
  • Have developed a clear understanding of inclusion and the role of the early childhood teacher in facilitating inclusive early childhood education

Assessment tasks

  • Student Project Part B
  • Compilation of Blog Posts

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

  • Link principles of child development to the rationale for early intervention
  • Have a developing understanding of concepts of disability and impairment and the impact these can have on the lives of children and families
  • Have developed the ability to research and critically review a range of sources of information in order to maintain up to date and appropriate practice as the field changes and progresses over time
  • Have developed a clear understanding of inclusion and the role of the early childhood teacher in facilitating inclusive early childhood education

Assessment tasks

  • Student Project Part A
  • Student Project Part B
  • Student Project Part C
  • Compilation of Blog Posts

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 outcome

  • Have developed the ability to research and critically review a range of sources of information in order to maintain up to date and appropriate practice as the field changes and progresses over time

Assessment tasks

  • Student Project Part A
  • Student Project Part B
  • Student Project Part C

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

  • Have a developing understanding of concepts of disability and impairment and the impact these can have on the lives of children and families
  • Have become familiar with appropriate terminology required for sharing information with peers and other professionals and for supporting inclusive early childhood settings
  • Have developed a clear understanding of inclusion and the role of the early childhood teacher in facilitating inclusive early childhood education

Assessment tasks

  • Student Project Part A
  • Student Project Part B
  • Student Project Part C
  • Compilation of Blog Posts

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

  • Have become familiar with the issues of individual rights and equity of access to education for children who experience disability
  • Have a developing understanding of concepts of disability and impairment and the impact these can have on the lives of children and families
  • Be able to identify the essential roles of the family in setting priorities for and implementing early intervention for children who experience disability or difference
  • Have developed a clear understanding of inclusion and the role of the early childhood teacher in facilitating inclusive early childhood education

Assessment tasks

  • Student Project Part A
  • Student Project Part B
  • Student Project Part C
  • Compilation of Blog Posts