Diploma in Education (Facilitating and Adapting Education for Students with Diverse Needs)

Course Description

The course is intended to give candidates the necessary competencies to work professionally as Learning Support Educators (LSEs) especially with those children having diverse needs. This qualification will provide the necessary theoretical knowledge, skills and competencies for candidates in the specialised area of educating and supporting children with diverse needs during their learning. Candidates will be able to understand child development, the nature and challenges of various diverse, and the appropriate pedagogical strategies.. The course will enable candidates to develop and deepen their knowledge and skills in particular issues pertaining to inclusive education focusing specifically on various conditions that they might encounter in their everyday work as LSEs. Moreover, the programme of studies will enable them to develop their skills to work professionally with learners with diverse needs enabling them to be resilient, flexible and conversant with various pedagogical methodologies able to handle everyday difficulties that might arise especially with certain particular cases.

Overall Competences

Upon completion of studies, candidates will have:

a) Awareness and ability to assess issues related to child development and education with special

emphasis on diverse needs and its application with a school setting

b) Awareness of the various diverse needs and their effect on learning and differentiate between

the various diverse needs.

c) Best practice abilities in education of children with learning difficulties and diverse needs.

d) Ability to assess different levels of Literacy and Numeracy outcomes according to the National

Curriculum (NMC) and its application for children with learning difficulties and diverse needs

e) Have the necessary skills to practice inclusion, valuing of diversity and equality

f) Be effective and efficient educators of children with diverse needs

g) Become fully professional in their work as Learning Support Educators abiding with their

boundaries in collaboration with other professionals both in class and out of class Assess health

and safety of children with diverse needs and take the necessary measures

h) Awareness on various issues related with education such as the effect of multiculturism, gifted

children and apply the appropriate pedagogical strategies and resources

i) Ability of conducting basic research in the field of education related with children with diverse

needs and disabilties

j) Ability to use and teach the use of AAC devices to children with diverse needs.

k) Ability to conduct sound research in inclusive education using various research methodologies

Every level of this qualification will enhance further the qualities required for a LSEs working with children with diverse needs preparing them to act professionally in various situations both in the classroom and in the school.

ECTS 60 ECTS Duration

MQF Level 5 Price €1500 Hrs/week 3 hrs

Awarding Body

Malta Leadership Institute

Accredited Country

Malta & EU Accreditation Body NCFHE

Entry Requirements

Entry requirements for Undergraduate Diploma in Education (Facilitating and Adapting Education for

Students with Diverse Needs) (Level 5) 1. ECDL or equivalent

2. Matsec level in English, Maltese, Maths and a fourth (4th) subject or equivalent or a

proficiency test equivalent to Matsec in the three subject areas earning (MQF Level 3) – (all

minimum Grade 5)

3. Advanced Matriculation Level (minimum grade E) (MQF level 4) or equivalent including VET

qualifications

4. Present working as a Supply for the duration of the course or has worked or intends to work

as an Supply/LSE in the near future (for placement purposes, the latter learner would need

to find a voluntary placement)

5. Valid First Aid Certificate (lasting till till when the certificate is issued) or else the student

makes a committment that s/he will provide one by the end of this course.

6. Exception: For non-native English speakers, they will be exempted from Maltese, however

they need to present another subject at the same level. Moreover, if they do not have an ‘O’

Level in English, they would need to present an English certificate in TOFL or IELTS.

Lecturers Jesmond Friggieri and others

Blended Yes

Progression MQF Level Type of Assessment Length

Bachelor in Education Level 6 Assignment & Dissertation

50 weeks

Exit Points

Undergraduate Certificate in Education (Facilitating and Adapting Education for Students with Diverse Needs) (Level 5) Undergraduate Diploma in Education (Facilitating and Adapting Education for Students with Diverse Needs) (Level 5)

30 ECTS 60 ECTS

8 Modules 18 Modules

Module No: 1 Type Compulsory Code BED001 Title Introduction to Child Development (01-11years) Lecturer: Jesmond

Friggieri and others

No of ECTS

3 ECTS

No of Hrs 33hrs

Course Description This module focuses on the principles of child development and the main theories depicting the ‘normal’ physical, psycho-social and cognitive development of children from 0 years to 11 years. The LSE should be conversant with the normal development in order that s/he will be able to assess informally during observations the gaps between normal development and delayed development or when the child overperforms. The LSE would be able to adapt activities according to the development age of the child and would not expect higher results than the proper development of that particular child (Glass, Retrieved from: https://theeducatorsroom.com/importance-understanding-child-development/) During this module the following content will be delivered: 1. Principles of child development 2. Physical development in children (0-11yrs) 3. Cognitive development in children (0-11yrs) 4. Socio-Emotional development in children (0-11yrs) 5. Assessment of children educational needs according to the child development Competences

a) Identify and use the main principles of the child development (0-11 years)

b) Identify the different stages of physical, psycho-social-emotional and cognitive (language,

memory, information processing, writing, reading and speaking) development of children

c) Identify the developmental needs of the children with diverse needs

d) Develop strategies within the classroom to enhance inclusivity in order to promote the learner’s

development;

e) Create, prepare and implement adapted handouts and activities according to the developmental

needs of the child. Assessment This module will be assessed through a 2000-word assignment whereby the learner needs to show his/her understanding of child development theories, describe the main development theories, critically reflect and analyse on those theories, identify when the proper development does not occur and promote the development of the child who did not achieve the proper development through the development of educational activities and strategies in order to stimulate learners with diverse needs to achieve as much as possible the school learning outcomes and hence their development. The learner needs to show his/her understanding when to refer such cases to other professionals and how to network with these professionals. The pass mark will be 50/100. Referencing of assignments should be according to APA style.

Module No: 2 Type Compulsory Code BED002 Title Introduction to Adolescent Development (11-18 years) Lecturer: Jesmond

Friggieri and others

No of ECTS

2 ECTS

No of Hrs 16hrs

Course Description This module builds on Module 1 where while the focus remains on adolescent development (0-18yrs), however emphasis will be on diverse needs of adolescents who do not reach development according to the norm. The module aims at presenting the present criteria for assessing diverse needs and the assessment tools usually used by other professionals such as Psychologists, Speech Language Pathologists, Occupational Therapists, Psychiatrists and others to determine the proper diagnosis of the children they work with. It is important for LSEs to understand by which criteria adolescents are assessed on for a condition and also the correct interpretation of the assessment so that the LSE can adapt correctly and accurately materials and implement behaviour strategies for these children that would be useful. In fact, due to increasing demands, Bowles et al (2016) “propose a three tier model of assessment functions that includes educational psychologists, special educators and teachers”.

This module will cover the following topics: 1. Principles of adolescent development 2. Physical development in adolescents (11-18 years) 3. Cognitive development in adolescents (11-18 years)Socio-Emotional development in

adolescents (11-18 years)Assessment of adolescent educational needs according to the adolescent development

4. The three tier model (Bowles, et al, 2016) 5. Interpreting educational and psychological assessments 6. Referring students for re-assessments in collaboratin with the teacher

Competences a) Identify and explain the main development (physical, cognitive, socio-emotional) stages of

adolescents development from (11-18 years)

b) Identify the educational needs of the children with diverse needs, compared to normal development during adolescence and develop educational resources according the identified needs

c) Identify possible gaps between ‘normal’ development and ‘delayed' development and develop strategies to deal with the diverse needs

d) Be aware of the different assessment methods encountered by an LSE and how these are used during adolescence

e) Interperet correctly assessments regarding children with diverse needs issued by various professionals

f) Identify situations when to refer children with diverse needs for assessment or re-assessment Assessment This module will be assessed through a 1 hour examination whereby candidates would need to answer a number of short answer questions and multiple choice questions. The pass mark will be 50/100. The assessment should cover all the three main areas (physical, psycho-emotional and cognitive) of child development with practical reference to diverse needs including the assessments and areas of development. The exam will not hold any negative marking. The learner needs to show that s/he has a critical mind towards how to understand child development in relation to different needs and able to analyse children with different needs in relation to development of educational resources. Short Questions – 40% MCQ – 60%

Module No: 3 Type Compulsory BED101 Psychology of Learning I Lecturer: Jesmond

Friggieri and others

No of ECTS

3 ECTS

No of Hrs 33hrs

Course Description Psychology has provided various theories of how people learn throughout life and these assist the educator to understand better the processes involved in learning. As Wilson and Peterson say: “The [learning] theories we briefly explore here have enormous potential both for helping teachers explain why they teach in the ways they do and for disturbing those patterns and prompting teachers to rethink their practice.” (2006, p,2). The understanding of learning theories by the educator, enable to decipher how to develop the correct resources and strategies for children with different needs. They would contribute to the choice of teaching strategy with children with diverse needs. The Support Educator would be able to critically explain the reasoning why choosing one strategy and not another according to the special and different needs of the child. Thus, having the knowledge and critically understand the various ways how student assimilate new learning with different needs will assist to the Support Educator to choose the appropriate strategy and resource in collaboration with other professionals. During this module the following content will be delivered: 1. Main Theories of Learning

2. Various Models of Learning 3. Application of development of cognitive processes to theories of learning 4. Communication with parents and other professionals how the children the Support Educator is supporting learns Competences a) Explain and adapt the various theories of learning and how this knowledge is applied in various

methods in order to encourage learning in children with diverse needs.

b) Explain and adapt various learning models to the needs of children with diverse needs.

c) Explain the cognitive process in relation to learning and apply the necessary models according to

the needs of children with diverse needs.

Assessment This module will be assessed through a 2000-word assignment whereby the learner needs to distinguish, compare and critically contrast the different theories of learning and be able to show how these are critically applied through development of resources and strategies with situations of children with diverse needs. (Theory description - 30%/Compare & Critically Contrast two theories – 40%/ Application of those theories in two case situations such as Autism and ADHD and justify the position taken 30%) The pass mark will be 50/100. Referencing of assignments should be according to APA style.

Module No: 4 Type Compulsory Code BED102 Title Psychology of Learning II Lecturer: Jesmond

Friggieri and others

No of ECTS

2 ECTS

No of Hrs 25hrs

Course Description This module builds on Module 3 that is Psychology of Learning I and aims at putting the theoretical perspective in more practical terms, , taking the subject more from transversal perspective: The LSE should have good understanding of what is pedagogy and how the various perspectives of learning intertwines in practice. In fact, definitions of learning vary from ‘acquisition’, ‘participation’ and/or ‘knowledge creation’ (Sfard 1998, Qvortrup & Wiberg, 2013 in Qvortrup, Wiberg, Christenssen & Hansbol, 2016, p.8). While all could be considered aspects of learning on their merit, these need to be integrated in the everyday life of the educator. The module will take a critical perspective of the integrative process with special focus for students with diverse needs, even if these perspectives can stand alone in certain contexts. During this module the following content will be delivered:

1. What is pedagogy?

2. The application of pedagogy for children according the needs of the students.

a) Learning as a Process of Active Engagement

b) Learning as a Social Phenomenon

c) Learner Differences as Resources

d) Knowing What, How, and Why (Wilson & Peterson, 2006)

3. Conducting one-to-one interventions

4. Understanding curriculum design and application

5. Observations (prior to IEPs)

Resources and handouts according to the student’s readiness Competences a) Explain the importance of know pedagogy and how this is applied in the classroom

b) Design adapted interventions, resources and handouts using the VARK method according to the

readiness of children with diverse needs for learning new knowledge

c) Use pedagogical tools for one-to-one session for children with diverse needs.

Organise activities that will aid any child who may have academic and psychological difficulties that are affecting learning Assessment This module will be assessed through two part assignment: a presentation (40%)to the whole class whereby s/he shows strategies pertaining to learning models such as VARK according to a particular case study. The student will need to develop appropriate resources. This will be done as part of a groupwork. A 1000 word assignment (40%) consisting of a critical analysis of what could have been improved and validating the approach taken during the presentation. The analysis has to be backed up with reference to current literature and research giving valid reasons why such methods are effective and help improve learning in students with diverse needs according to the particular case study. The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.

Module No: 5 Type Compulsory Code BED401 Title Development as Professional Learning Support Educator I Lecturer: Jesmond

Friggieri and others

No of ECTS

2 ECTS

No of Hrs 22hrs

Course Description This module aims at developing the intra and interpersonal skills that an Support Educator should embrace in order to work with children with diverse needs. Since “communication skills have significant role in the academic achievement of the students” (Khan, Khan, Zia-UI-Islam, Khan, 2017), the Support Educator has be conversant in how to be assertive and emotionally intelligent (Goleman, 1995) in all his/her work. This enables him/her to control impulsiveness and moods and direct the energies towards the academic and holistic development of the student in this context with different needs. Being professional also entails that the Support Educator is able to collaborate within a team of professionals, deal with difficult situations and has self-reflection skills. The latter enhances self-critical skills towards improvement and behavioural change (Smith & Yates, 2012). Without the development of above the Support Educator might be affected negatively physically, psychologically and socially. During this module the following content will be delivered: 1. Communication Theory 2. Dynamics of Communication 3. Emotionally Intelligent Support Educator 4. Introduction to Coaching and Mentoring 5. Teamwork skills 6. Adapting the various skills when supporting children with diverse needs Competences a) Build professional relationships both with within and outside the classroom setting with the

allocated students, parents/relatives/guardians and other professionals;

b) Use communication and coaching skills.

Work within a team setting of professionals for the benefit of children with diverse needs, learning difficulties and disability. Assessment

This module will be assessed through 1500 word assignment whereby the candidates have to record show their understanding and application of self-reflection and coaching skills. They will critically analyse and reflect on the importance of self-reflection and appropiate communication strategies and skills within their roles of support Educator. They have to critically demonstrate how self-relfection and solid interpersonals contribute to professional development of the Support Educator when supporting the children with diverse needs and also collaborating with the teacher, other professionals and the parents. The pass mark will be 50/100. Referencing of assignments should be according to APA style.

Module No: 6 Type Compulsory Code BED403 Title Development as Professional Learning Support Educator II Lecturer: Jesmond

Friggieri and others

No of ECTS

2 ECTS

No of Hrs 22hrs

Course Description This module aims continue to build on the skills acquired in Module 5 whereby the Support Educator would delve into more specific skills that would enable him/her to deal professionally in his/her work. Such relationships need to be based on solid professional boundaries and ethical considerations safeguarding the safety of the child and his/her own health and safety while promoting learning. The skills development during this module will strengthen the Support Educator’s resilience in front of difficulties that they might encounter in their relationships with students Educators “who experience difficulties in their personal lives or are socially or emotionally immature may be particularly susceptible to engaging in ‘at risk’ conduct/behaviours with students. The attention, admiration and sometimes adoration bestowed by students on a teacher can be overwhelming and may be the catalyst for teachers to engage in inappropriate conduct, particularly when a teacher is emotionally vulnerable” (Government of Western Australia, 2017, p. 3). While keeping an ethical stance and setting the boundaries, the Support will understand better how to deal with Health and Safety issues including conducting an informal Risk Assessment, dealing with violent behaviour and follow School policies and standards with regards to difficult behaviour. During this module the following content will be delivered:

1. Introduction to Professional Ethics 2. Principles of Ethics of Support Students with Diverse needs 3. Principles of Health and Safety 4. School Policies and Standards 5. Dealing with Violent behaviour and descalation

Risk Assessment of Health and Safety in the Classroom Competences a) Use professional boundaries both with within and outside the classroom setting with the

assigned students, parents/relatives/guardians and other professionals;

b) Use the ethical standards both with within and outside the classroom setting with the assigned

students, parents/relatives/guardians and other professionals;

c) Identify and practice school policies and procedures for children with diverse needs;

d) identify critical and problem solving skills within the classroom

ensure health and safety measures to protect children with diverse needs. Assessment This module will be assessed through a three part assignment: 750 word assignment demonstrates the importance of ethical principles in the role of Support Educator and how to setting the right

boundaries enable the him/her to support professionally children with diverse needs (50%). 2nd part of the assignment would be a health and safety risk assessment of the classroom according to a case study or a particular situation (25%) (250 words) and the third part of the would focus on a critical analysis of a standard procedure in relation to violent behaviour in schools and how the Support Educator should act in such a situation. (25% (500 words) The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.

Module No: 7 Type Compulsory Code BED003 Title Equal Opportunities, Inclusion and Diversity in the Classroom Lecturer: Jesmond

Friggieri and others

No of ECTS

4 ECTS

No of Hrs 45hrs

Course Description The learner will explore issues related to further understanding of inclusion and diversity with special focus on the teaching methodologies and application of these principles in the classroom. The Support Educator will become aware of the Rights of Children (United Nations Charter) and their implications in the classroom. This would be linked to the concepts of Equality, Diversity and Inclusion both from the legal and philosophical perspectives. These concepts will be explored from various aspects, including religion, gender, disability, sexual orientation, race, ethnicity and political opinion. The importance in covering these aspects emanates from the fact that the National curriculum and the Learning Outcomes Framework is based on ‘the principles of diversity and inclusion” (Ministry of Education and Employment, Learning Outcomes Framework, p. 31). Moreover, the same document, states that “ Education for diversity ensures inclusion of multiple perspectives and voices within the learning environment” (Ministry of Education and Employment, p. 48). It also insists that “an inclusive approach to teaching and curriculum planning needs to be ensured.” (p. 32). In view of this principle, the Universal Design for Learning (UDL) which is considered a comprehensive model for teaching will be presented in this module, that it would be also used in subsequent modules such as Module 21, 22, 23. The UDL has been proven to be useful tool for improved lesson planning (Courey, Tappe, Siker & LePage, 2016) and “allows teachers the flexibility to personalize learning for all students”(Evans, Humphreys & Gray, 2015, p. 3) amongst other benefits. During this module the following content will be delivered:

1. The main rights of children (charter for the Rights of Children) 2. Concepts of Equality, Diversity, Inclusion 3. The Principles of the Universal Design for Learning 4. Theories of Equality, Diversity and Inclusion 5. Strategies how to include all students in the classroom

Competences a) Describe and interpret the main rights of children b) Describe and use the Universal Design for Learning (UDL) c) Identify, describe usethe principles of Equality, Diversity and Inclusion d) Describe and use theories of Inclusion in the classroom e) Collaborate in ensuring that the children respect each other at all times and are inclusive

during all activities f) Organise together with the teacher classroom to ensure that children respect the diversity

rules g) Identify if any children are different for whatever reason and ensure that they are treated as

other children h) Organise activities that support and promote equity and diversity

i) Know the principles of differentiated teaching for children with diverse needs, learning difficulties and disability

Assessment This module will be assessed through a 2 hour examination whereby candidates would need to answer a number of short answer questions linked to a case study and multiple choice questions. The pass mark will be 50/100. The assessment should cover the concepts of inclusion, equal opportunities and diversity. The exam will not hold any negative marking. The learner needs to show that s/he has a critical mind towards these concepts and their application in the work of the LSE. Short Questions – 40% MCQ – 60% The pass mark will be 50/100. Referencing of assignments should be according to APA style.

Module No: 8 Type Compulsory Code BED601 Title Introduction to Literacy and Numeracy Lecturer: Jesmond

Friggieri and others

No of ECTS

3 ECTS

No of Hrs 33hrs

Course Description Literacy is considered as one of the core competences in the Maltese curriculum and in 2009 it has become one of the competences that all children should achieve (Ministry of Education, Employment & Sport, 2009). “Appropriate literacy skills contribute to the individual’s well being and personal development as well as the country’s economic and social development. Becoming literate is a complex activity that involves a range of skills which are acquired in a variety of contexts” (p. 17). Though some students with diverse needs might have difficulty in attaining the required levels however, research shows that there are trends in students diagnosed with some form of disability attain the required literacy levels (Male & Wodon, 2007, p.10) . The role of the Support Educator is to collaborate with the teacher to create adapted educational resources and work for the student. Thus children with diverse needs could be benefit from adapted educational resources, if the need arises and the prognosis shows that when helped, these can attain the expected levels like other students. Thus the Support Educator needs to be equipped with the necessary basic Literacy framework in order that s/he can collaborate in creating and using adapted work with students with diverse needs. Together with Literacy, Numeracy is considered a core competence that all students should attain. “Numeracy is a proficiency which involves confidence and competence with numbers and measures. It requires an understanding of the number system, a repertoire of computational skills and an inclination and ability to solve number problems in a variety of contexts. Numeracy also demands practical understanding of the ways in which information is gathered by counting and measuring, and is presented in graphs, diagrams, charts and tables.”(DQSE, 2009). Haylock (2010) mentions 5 reasons why numeracy is important: “1. its importance in everyday life and society; 2. its importance in other curriculum areas; 3. its importance in relation to the learner’s intellectual development; 4. its importance in developing the child’s enjoyment of learning; 5. place in human knowledge and culture.” (p. 13). Thus, facilitating and adapting numeracy according to the needs of students with diverse needs is core not only for attainment purposes, but also for the inclusion in society as it has an important impact on the everyday integration in society and becoming independent. Thus, this module will focus on understanding and applying the main core competences taught in schools in literacy and numeracy and how children develop literacy and numeracy skills. Moreover, the module explores different modes how literacy and numeracy is taught and how these can be

applied to needs of children with diverse needs. During this module the following content will be delivered: Part 1: Literacy 1. Introduction to Literacy 2. Literacy vs Language Development 3. Literacy development in children 4. Development of reading, writing and comprehension 5. Modes of delivering literacy Part 2 Numeracy 6. Introduction to Numeracy 7. History of Mathematics 8. Numeracy development in children 9. Development of mathematical competences 10. Different methodologies of teaching mathematics. Competences a) Identify and use the core components of literacy (reading, writing, comprehension) and

Numeracy b) Identify and describe how literacy and numeracy develops in children in line with their

development c) Identify and explain the potential barriers to the development of literacy and numeracy in

children with learning difficulties and diverse needs d) Identify and use the correct methodology and techniques for thedevelopment of literacy and

numeracy e) Use and assess the Core Competences document, Learning Outcomes Frameworkand check lists

for children with learning difficulties and diverse needs f) Provide support and assistance to parents and children in relation to any literacy and numeracy

difficulties g) Describe the role of Literacy Agency, the role of the Literacy Support Teacher and Heads of

Department (HODs) Assessment This module will be assessed in two part assignment Part 1: Literacy and Numeracy – Presentation (35%) – 500 words a presentation (300 words) (35%)to the whole class whereby the learner demonstrates his/her understanding of two case studies: first case in relation to literacy for instance a student who was diagnosed with SpLD or Dyslexia, compares the Literacy levels of the student according to the Learning Outcomes Framework and justifies his/her position through reference to current literature and the second the same in relation to Numeracy Part 2: Literacy and Numeracy: development a of a number of resources (65%)(1000 words) In the second part of the assignment the student needs to propose a number of educational resources and strategies to help the two students in the case studies including a critical analysis justifying why the proposed resources and strategies can be effective and appropriate in the context of literacy (700 words) (30%) The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.

Module No: 10 Type Compulsory Code BED402 Title Understanding Provisional & IEPS Lecturer: Jesmond

Friggieri and

No of ECTS

4 ECTS

No of Hrs 44hrs

others Course Description Two aspects of the role of the LSE are that: 1. Reviewing IEPs, including recording and reporting progress of such IEP implementation on a regular basis; and 2. Participating fully in Provisional Mapping. MAPs and IEPs developed in the United States in late 1970s and early 1980s in order to help educators understand and plan better for scholastic year of the student. They also enable LSEs to differentiate the teaching of various subjects taught to other students in class according to the students with diverse needs. (Understood Team, 2018, Retrieved from https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/5-benefits-of-inclusion-classrooms). Moreover, the use of IEPS has “shown positive effects on academic achievement and functional living students with disabilities.” (Maher (1983) in Schrag, 1996, p.15; MacQuarrie, n.d.). The IEP has developed along the years and though the same methods are still being used, the writing of goals in SMART format has be become an important development in the IEP’s success rate. Recently MAPs has evolved in what is now called Provisional Mapping which is a web-based tool. Thus, this module will focus on understanding the importance of IEPs, their writing and the implementation. The candidate will also learn how to be critical towards the writing of goals and how to formulate transition reports based on the outcomes of the IEP at the end of the scholastic year as these are essential in order that the LSE fulfils his/her role. During this module the following content will be delivered:

1. Definition of the IEP & Provisional Mapping 2. History of IEP & Provisional Mapping 3. The Importance and Effects of the IEP & Provisional Mapping 4. Principles of planning, setting goals and reviewing IEP 5. Writing SMART goals 6. Choosing the right strategies for the IEP goals 7. Reviewing and evaluating the IEPS

Competences a) Organise and be aware of the importance of having an effective and SMART IEP and good

Provisional Mapping in place

b) Use the principles of planning, setting goals and designing a plan

c) Compose, set up, write and review an IEP and Provisional Mapping according to the Universal

Learning Design

d) Identify the strategies and methods on how to implement an IEP and Provisional Mapping

e) Evaluate and observe when the IEP needs adjustments and adapt the IEP as per the needs and

progress of the children that are being supported;

f) Provide personal assistance to children, parents and other professionals teachers to ensure that

the IEP is used to its maximum capacity

g) Collaborate with teachers and INCO in the formulation of the IEPs and Provisional Mapping Assessment This module will be assessed through an assignment of 1500 words where the student will be expected to demostrate good knowledge of the IEP, its formulation and the ability to critically analyse goals and an IEP. The learner would need to present an IEP on a case study and critically analyse the goals whether they were SMART and giving valid reasons for his/her statements why the goals are SMART in relation to the condition of the child. The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.

Module No: 11 Type Compulsory

Code BED106 Title Understanding Various Difficulties in Children with Diverse Needs Lecturer: Jesmond

Friggieri and others

No of ECTS

2 ECTS

No of Hrs 13hrs

Course Description This module will be an introduction to subsequent modules that will focus on the various specific conditions classified as diverse needs and whereby further and adaptation during their educational process and different needs encountered in children. During this module candidates will understand the framework and classification of the different conditions, outlining commonalities and differences according to international classification (e.g. DSM V, ICD-11) It is essential for the Support Educator to know the conditions in order to adjust and adapt work according to the needs of the student. Moreover, the learner will become familiar with the Bio-psycho-social model which “takes the focus beyond the individual and addresses issues that interact to affect the ability of the individual to maintain as high a level of health and wellbeing as possible and to function within society. This approach is consistent with the WHO’s revised definitions of disability.”(Smeltzer, 2007,) During this module the following content will be delivered:

1. Definition of Disability and Impairment 2. Introduction to various diverse needs in children 3. Introduction to DSM V/ICD-11 classifications of various conditions 4. The application of the Bio-psycho-social Model to diverse needs 5. Differentiating between the different conditions

Competences a) Identify and understand the different conditions and learning difficulties including behaviour difficulties, communication difficulties and other major disabilties b) Identify the major characteristics of learners with various conditions c) Differentiate between disability, impairment and different needs d) Identify and differentiate between different conditions e) Describe and identify the major causes and prevalence of various diverse needs f) Differentiate between different classifications of diverse needs. g) Describe the Bio-psycho-social implications of diverse needs h) Articulate and evaluate disability knowledge within professional practice. Assessment This module will be assessed through a Multiple Choice Question Examination (40%) including 6 short questions (60 %). The duration of examination is that of 1hour. The learner would need to be able to identify and show good understanding of:

1. The main principles of mental health and various related educational conditions 2. the differences between the various conditions, their signs and symptoms, 3. The approaches applied in order identify such differences.

The pass mark will be 50/100 overall.

Module No: 12 Type Compulsory Code BED004 Title Inclusive communities beyond schooling Lecturer: Jesmond

Friggieri and others

No of ECTS

2 ECTS

No of Hrs 25hrs

Course Description Education is a part of the process of assisting children to develop their skills in order to be fully

integrated in society. The role of the LSE is to assist students together with the teacher not only to be included within the class but in collaboration with the parents in the community, What happens and is learnt in class should always carry the perspective of how the skills developed will help the student to be integrated in society at present and in the future. “Appropriate integration may help to successfully solve social and education problems of children with disabilities, as well as achieve their equal rights and possibilities to participate in school community.” (Lelinjgienơ, Kaušylienơ, 2012, 103) In order to accelerate this integration, the LSE has to collaborate with all the other stakeholders: teachers, specialists, parents, classmates and also people outside of the school. (Lelinjgienơ, Kaušylienơ, 2012). Moreover: “inclusive education has to integrate school and extra school dimensions. At school, inclusive education is interpreted as inclusive teaching methodologies; in the extra school environment, it has to be interpreted as community education, disabled persons empowerment, empowerment of disabled persons’ associations.” (Italian Cooperation Action Plan for Disability, 2013, 10). The LSE shall encourage the school and the parents to create opportunities out of school in order to help in the integration of the student within society. Thus the aim of the module is to assist candidates to learn how to develop strategies and provide skills development to the students with diverse needs that help the student integrate both within the community while s/he is at school and also in the future. Every skill might prove to be valuable for that student to integrate as much as possible in society. The LSEs need to be aware that helping students acheive certain core competences for instance for dyslexia, will enable them to integrate much easier on the work place. During this module the following content will be delivered: 1. Principles of the Partnership between Schooling, Community and Families 2. Benefits of this partnership 3. Strategies how students with diverse needs can be integrated in society Effects of strategies that are used during school serve for community Integration Competences a) Define the importance of community involvement of persons disability beyond schooling b) Be conversant with the numerous ways how the student can be integrated and active in the

community as a person with disability c) Use teaching practices that will enhance the child’s involvement in the community d) Be acquainted with numerous community projects which children with diverse needs might

benefit e) Propose community projects into school to enhance inclusion of persons with disability within

society Assessment This module will be assessed through a 1 hour examination divided as follows: 1. Short Questions (60%) 2. MCQ: questions related to how to promote learning in order to help students integrate in the community (40%) The pass mark will be 50/100 overall.

Module No: 13 Type Compulsory Code BED005 Title Introducing Psychology of Health and Health Education Lecturer: Jesmond

Friggieri and others

No of ECTS

2 ECTS

No of Hrs 25hrs

Course Description Any educator needs to be conscious of the well-being of children from all perspectives, including from a mental health and physical perspectives. This module aims at helping the educator to

understand the importance of health impact on the learning process. It also enhances the holistic perspective towards education where it does not only revolve on the academic success only but also on other aspects of life including health. The course bring awareness that healthy students are more ready and able to learn and are less likely to experience negative academic impact than students who engage in risky health behaviors (academic failure, lower test scores, truancy, absenteeism, etc.). (Robert Wood Johnson Foundation, 2016, Retrieved from https://www.rwjf.org/en/library/research/2016/09/the-relationship-between-school-attendance-and-health.html). Furthermore the Directorate for Educational Services promotes a healthy lifestyle through its policies on the four pillars proposes by UNESCO ‘Education for All’. The Healthy Lifestyle Policy (Ministry for Education and Employment, 2005) believes that ‘an integral component of the ‘learning to be’, is learning how to make healthy choices and live a healthy life’ (p. 3). The LSE needs to be aware of this vision of promoting healthy lifestyle schools, being health literate and gives a good example within the parameters of this framework. Health education directly contributes to students’ ability to practice behaviours that protect and promote health and avoid or reduce health risks. Providing students time to practice and master health education skills better positions them to achieve academic success, develop healthy lifestyle habits, make healthy and informed decisions and improve health literacy throughout their lives. During this module the following content will be delivered: 1. Definition of Health Psychology 2. Health and child development especially with reference cognitive and social development 3. Effects of health on child’s learning 4. Health Policies (Directorate for Educational Services) 5. Strategies how to promote healthy living for children with diverse needs Competences a) Define health behaviours, health habits, and primary prevention with regards to nutrition,

physical exercise and other attitudes promoting well-being b) Promote health and well-being and describe the influencing factors with special reference to

children with diverse needs and the Maltese context c) Summarize how nutrition and other health activities affect learning and how this is particular to

the Maltese context d) Summarize the relationship of individual difference variables, social factors, emotional factors,

cognitive factors, perceived symptoms, and factors related to access to medical care to health behaviours.

e) Prevent health-habit factors from undermining health practices especially with regards children with diverse needs and within the schooling system.

f) Summarize the findings of research investigating the success of health promotion and primary prevention efforts across the child development with special reference to children with diverse needs.

g) Describe gender differences in health behaviours in the Maltese context with special reference

to children with diverse needs

h) Identify the effectiveness of attitudinal approaches and differentiate between the different

approaches.

i) Define and discuss self-efficacy and explain the relationship between self-efficacy and health behaviors.

j) Explain the role of the LSE in promoting healthy attitudes and how these are implemented within the classroom

k) Describe and implement the Education policies with regards to Health and Well-being such as healthy eating, etc.

Assessment This module will be assessed by a 1500 word assignment where the learner needs to demonstrate:

1) The relation between Health and Learning 2) Research in the fields of the Health and Education 3) Strategies to promote healthy living especially in relation to children with diverse needs.

The pass mark will be 50/100 overall.

Module No: 15 Type Compulsory Code BED202 Title Supporting Learners with Autism Spectrum Disorder Lecturer: Jesmond

Friggieri and others

No of ECTS

3 ECTS

No of Hrs 33hrs

Course Description Diagnosis of Children with Autism Spectrum Disorder (ASD) has become a very common occurrence and statistics show that more children are being diangosed with this condition (Charron, 2017). In fact WHO considers that globally one child in 160 is diagnosed with Autism. In the United States it is one child in 68. In Malta we do not have the number but ‘it not uncommon’ (Bezzina Wettinger, 2017). Moreover this has been re-defined in the (DSM 5, 2015) whereby the idea of spectrum disorder has been reinforced while certain conditions that were diagnosed apart now are being classified under this disorder. Support Educators are allocated students with ASD and thus they need first and foremost to understand the condition and severity level of that condition and how this condition migth affect the student. Children diagnosed with Autism highly differ in their abilities ranging from profound disability to high functioning. This module aims at presenting the variety and diversity of the manifestation of the ASD and how the Support Educator is able to support these students in such a variety in the severity of this condition. It will also focus on understanding the specific needs of the children with ASD and how they can be helped academically according to the level of severity together to the prognosis in such variety. This module will be an introduction to various strategies that according to evidence prove to be effective with such group of children such as Augmentative and Alternative Communication, Applied Behaviour Analysis and others. During this module the following content will be delivered: 1. Definition and Characteristics of Autism Spectrum Disorder (ASD) 2. Causes of Autism Spectrum Disorder (ASD) 3. Diagnosis and Assessment of Autism Spectrum Disorder (ASD) 4. Introduction to ABA and Positive Behavior Supports 5. TEACCH Model 6. Other Models and strategies Competences

a) Identify the characteristics of learners with autism spectrum disorders b) Explain the Causes and prevalence of autism c) Assess the educational and behavioural levels of children with Autism Spectrum Disorder

(ASD) d) Choose best teaching strategies specific to Autism Spectrum Disorder (ASD) e) Become familiar with the process of creating a lesson plan for students with Autism

Spectrum Disorder (ASD) f) Discuss and collaborate with other professionals and the parents for the benefit of

children with Autism Spectrum Disorder (ASD) g) Suggest and use technology in order to support and enable learning of children with

Autism Spectrum Disorder (ASD) in the appropriate manner;

Suggest possible goals for the IEP for children Autism Spectrum Disorder (ASD) h) Record and communicate progress of children with Autism Spectrum Disorder (ASD) to

parents and other professionals. i) Be aware of the role Autism Spectrum Support Team within the National Support School

Services (NSSS)

Assessment This module will be assessed through a 2000-word assignment where students will work individually or as a group in order to demostrate their understanding of Autism Spectrum Disorder (ASD). The candidates will be presented with a case study from the local context, asked to show understanding of a case study (25%), critically analyse the case study, identify the needs of the particular child in the case and develop a number of educational/behavioural goals, strategies and resources for a student in the case study (55%). Moreover they will be required to critically analyse the choice of the strategies to be used with reference to current literature (20%). The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.

Module No: 16 Type Compulsory Code BED203 Title Supporting Learners with ADHD/ADD Lecturer: Jesmond

Friggieri and others

No of ECTS

3 ECTS

No of Hrs 33hrs

Course Description The condition of ADHD has been revised in the DSM 5 (2013), whereby a more clear classification of the condition have been identified. Students attending school could be diagnosed either with attention-deficit (ADD), or hyperactivity/impulsivity (ADHD) or combined. Moreover, the characteristics the DSM 5 has clarified the characteristics of those who are diagnosed with ADHD/ADD (Galea, Sciberras, Galea, 2014). The latter note the increase of the use of Ritalin (medication given for ADHD) between 2000 and 2013 whereby it means that more children have been diagnosed with the condition and are being treated for the condition which is also confirmed by Camilleri, Saliba, Calleja Stafrace (2017) whereby 5.4% of children have been diagnosed with ADHD/ADD. Thus LSEs are liable to have more students that are diagnosed with this condition and thus they need to have the necessary knowledge both to understand and deal in the correct manner. Moreover Camilleri, Saliba and Stafrace (2017) note that children under treatment with various interventions have improved. This might also apply to the educational settings. Moreover stories of persons with ADHD/ADD have shown that they can be fully successful as much as others without (Kessler, n.d) This module will specifically enable a better understanding of children with diverse needs due to ADHD/ADD and the differences between the three combinations and how they can develop the necessary and effective resources and strategies both on an academic and behavioural level according to the needs of the students through evidence-based practice. .. 1. Definition and Characteristics of ADHD/ADD 2. Understanding the three combinaitons of ADHD/ADD 3. Causes of ADHD & Diagnosis and Assessment of ADHD/ADD 4. Behavioural Control Strategies 5. Services Offered Competences a) Identify the characteristics of learners with ADHD/ADD b) Explain the Causes and prevalence of ADHD/ADD c) Assess the educational and behavioural levels of children with ADHD/ADD d) Choose best teaching strategies specific ADHD/ADD e) Become familiar with the process of creating a lesson plan for students with ADHD/ADDDiscuss

and collaborate with other professionals and the parents for the benefit of children with ADHD/ADD

f) Suggest and use technology in order to support and enable learning of children with ADHD/ADD in the appropriate manner;

g) Suggest possible goals for the IEP for children with ADHD/ADD h) Develop an Inclusive Behaviour Plan i) Record and communicate progress of children with ADHD/ADD to parents and other

professionals.

Assessment This module will be assessed through a 1.5 hour examination divided as follows: 1. Short Questions or MCQ: questions related to ADHD condition (40%) and 2. One long question (that might be split into different short questions) based on a case study (60%) The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.

Module No: 17 Type Compulsory Code BED204 Title Supporting Learners with Specific Learning Difficulties (SpLD) Lecturer: Jesmond

Friggieri and others

No of ECTS

3 ECTS

No of Hrs 33hrs

Course Description “Learning Disorder is recognized by health professionals as a cognitive neurobiological disorder and/ or language processing caused by atypical brain functioning” (Ferreira Lopes, Pinheiro Crinette, 2013, p. 1214). Having a module on SpLD (a specialised unit also exist under the Directorate for Educational Services to assess such conditions and support teachers) will enable Support Educators to be well-equipped to assist the teacher in helping these students. In fact, Ferreira Lopes, Pinheiro Crinette (2013) state that “the results evidenced that their knowledge about learning disorders is superficial and biased, because during their academic education, they did not have any courses about the theme.” (p,1224) and thus having knowledge on the conditions would enable Support Educators to work professionally with students in order to enhance their academic success. Some of the students with SpLD are not statemented; however it is known that these students need support along their academic progression whether because of dyslexia, dyscalculia or other correlated difficulties. Thus LSEs have an important role in assisting the teacher to help these students especially when it comes to adapted work and facilitating learning. This module will focus on understanding the specific needs of the children with diverse profiles with special focus on Specific Learning Difficulties (SpLD). The aim is to bring out the differences and commonalities and the best evidence-based strategies that help these children. The module will cover the following topics: 1. Definition and Characteristics of SpLD 2. Causes of SpLD 3. Diagnosis and Assessment of SpLD Teaching Strategies 4. Services Offered 5. Other Models and strategies Competences a) Identify the characteristics of learners with SpLD b) Explain the Causes and prevalence of SpLD

c) Assess the educational and behavioural levels of children with SpLD d) Choose best teaching strategies specific SpLD e) Become familiar with the process of creating a lesson plan for students with SpLD f) Discuss and collaborate with other professionals and the parents for the benefit of children with

SpLD g) Suggest and use technology in order to support and enable learning of children with SpLD in the

appropriate manner; h) Suggest possible goals for the IEP for children with SpLD i) Record and communicate progress of children with SpLD to parents and other professionals. j) Be aware of the role of Specific Learning Difficulties Unit within the College Setting Assessment This module will be assessed through a 2000-word assignment where students will work individually or as a group in order to demostrate their understanding of SpLD. The candidates will be presented with a case study from the local context, asked to show understanding of a case study by developing a 3 month strategy for the student in the case study (25%), critically analyse the case study, identify the needs of the particular child in the case and develop a number of educational/behavioural goals, strategies and resources for a student in the case study (55%). Moreover they will be required to critically analyse the choice of the strategies to be used with reference to current literature (20%). The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.

Module No: 37 Type Compulsory Code BED410 Title (Introducing) Educational Technology for the Inclusive Classroom I Lecturer: Jesmond

Friggieri and others

No of ECTS

2 ECTS

No of Hrs 25hrs

Course Description The use of technology has become an integral part of the classroom: interactive boards, tablet and laptops/computers. Students have raised their expectations and expect the teacher to use technology to present the subjects during lessons. While it increases concentration and interaction, it enhances the teacher’s explanations through visuals, learning through fun and play especially at the primary level. ICT helps student to connect and learn at their own pace apart from being fun (Cox, n.d. Retrieved from: http://www.teachhub.com/benefits-technology-classroom). ICT is an important tool in preparing adapted work and facilitate its implementation for students. Moreover, the LSE can personalise the learning experience for the student according to his/her needs (Mata, 2015, Retrieved from: https://centretechnologies.com/importance-of-technology-in-the-classroom/). Personalising the experience can be highly beneficial as it targets the academic levels of the student while using the best mode through which the student learns. Thus, it is essential for the LSE to know the benefits of technology, how to use the technology, how to connect on device to another as this would be part of the learning process within the classroom, Technology has advanced so much that devices specifically for persons with disability were developed using last technology to assist persons with severe disabilities to learn and communicate. This mostly refers to an alternative method to communicate. Augmentative and Alternative Communication which was mostly hard copy has become mostly technological with devices that help the student communicate. It is part of the learning process and the support that the LSE should offer to help the student learn to use such devices. Iacono, Trembath & Erickson (2016) say that there is growing evidence of the benefits of AAC for children with autism, but there is a need for more well-designed studies and broader, targeted outcomes (p. 2349). The non-technological AAC aspect will be taught as part of the strategies in the module on Autism, even this is used by students having other conditions such as sign language.

This module is split into two: the first part will focus on ICT in general while the second module (Module 42) will focus more on devices available for diverse needs that fall under AAC. During this module the following content will be delivered: a. The understanding of ICT developments in relation to children with diverse needs with special

focus on AAC devices b. Different technologies in ICT as Assistive technology c. Practical ICT activities and strategies that can be used in the classroom to motivate students d. Integration of ICT and AAC activities in the curriculum as a means towards learning for core

subjects Competences a) Identify and understand the importance of providing inclusive education to achieve equal

opportunities for all; b) Describe and discuss the importance of ICT in relation to education needs of with children with

diverse needs c) Identify, evaluate and analyse the role of ICT in providing inclusive education for students with

SEN; d) Understand and critically and reflectively select and use ICT and AAC according to exclusive

needs of students; e) Identify and understand the appropriate educational conditions for successful application of ICT

and AAC for children with diverse needs f) Use correctlyICT and AAC devices with children with diverse needs for educational purposes g) Describe and implement the ICT policy used with the Maltese educational system. Assessment This module will be assessed through an assignment of 1500 words where students will work individually or as a group. Students need to demostrate good understanding the importance of ICT as part and a means towards achieving inclusive education and also the implementation in practice how ICT devices are used with different students having diverse needs. They have also to show how to critically evaluate the technology that can be adaptable and that could facilitate learning for students having disability. The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.

Module No: 40 Type Compulsory Code BED501 Title Practical in Supportive Work in the Classroom I Lecturer: Jesmond

Friggieri and others

No of ECTS

9 ECTS

No of Hrs 205hrs

Course Description When working with people, practice is an essential part of the learning process. In this module, the learner is expected to learn how to evaluate and reflect upon his/her everyday practice. “Teaching requires adapting. We need to continually reflect on our teaching and be ready to make changes when appropriate (e.g., something is not working, we want to try something new, the student population has changed, or there are emerging issues in our fields). Knowing what and how to change requires us to examine relevant information on our own teaching effectiveness.” (Carnegie Mellon University, 2018, Retrieved from https://www.cmu.edu/teaching/principles/teaching.html). The LSE who collaborates with the teacher needs to equally reflect and examine the resources developed, whether these are reaching the IEP goals and review together with the teacher, INCO and parents these goals if necessary. The LSE has to examine whether his/her practice is:

a) “learner-centred approaches to teaching and learning;

b) reflective teaching and learning; c) learning that is practical and active (as opposed to a passive transmission-absorption model

of learning); d) learning that links practice to theory (rather than vice versa); e) learning that encompasses ‘the community’, rather than delimited by the physical

boundaries of the school. (Ebbutt & Elliott, 1998) The LSE during this module is expected that to show that: a) s/he is able to develop and use the appropriate resources b) s/he has the right attitude when supporting learners c) s/he is able to review and evaluate in the correct his/her own practice d) s/he is able to reflect and see whether she is able to improve his/her own skills e) s/he is able to reflect on her own attitude and behaviour in relation to the student/s s/he is

supporting. In order to achieve the above the learner is expected to record the hours and self-reflections and evaluations on a weekly basis and include resources developed. This has to be supported with references to theories and current literature and research. (this is one the three modules that focus on the practical component of the course) The module will cover:

1. Aims and objectives of placement 2. Presentation of logbook 3. Formulating SMART Goals 4. Outcomes expected during placement

Competences a) Compose, set up and write an excellent learner portfolio b) Explain the importance of personal development even during practice. c) Be reflective and able to evaluate work done with the children with diverse needs, learning

difficulties and disability d) Write SMART goals e) Demonstrate through self-reflection the importance to develop the potential of children with

diverse needs. f) Work professionally under supervision of other professionals g) Compile and create a group of resources that are adapted to the diverse needs/learning

difficulties/disability of the child based on evidence and research h) Support learners with diverse needs for at least 180 hour placement in a suitable work setting,

therefore giving them an opportunity to put their in class learning into practice. Assessment This module will be assessed as follows:

1. Two visits where an external tutor will observe the learner how s/he is working with students with diverse needs (25%/25%)

2. The external tutor will check and verify that the learner knows how to build a student file according to the procedures of the Directorate for Quality Standards of Education (DQSE) (See no 4 in the the Core Reading list) including the Daily Schedules (25%)

3. The learner has to do a number of self-reflections and self-evaluations along the placement and how s/he can improve on her work. S/he will be assessed on the portofolio. (25%)

Module No: 41 Type Compulsory Code BED502 Title Practical in Supportive Work in the Classroom II Lecturer: Jesmond

Friggieri and

No of ECTS

8 ECTS

No of Hrs 200hrs

others Course Description When working with people, practice is an essential part of the learning process. In this module, the learner is expected to learn how to evaluate and reflect upon his/her everyday practice. “Teaching requires adapting. We need to continually reflect on our teaching and be ready to make changes when appropriate (e.g., something is not working, we want to try something new, the student population has changed, or there are emerging issues in our fields). Knowing what and how to change requires us to examine relevant information on our own teaching effectiveness.” (Carnegie Mellon University, 2018, Retrieved from https://www.cmu.edu/teaching/principles/teaching.html). The LSE who collaborates with the teacher needs to equally reflect and examine the resources developed, whether these are reaching the IEP goals and review together with the teacher, INCO and parents these goals if necessary. The LSE has to examine whether his/her practice is:

a) “learner-centred approaches to teaching and learning; b) reflective teaching and learning; c) learning that is practical and active (as opposed to a passive transmission-absorption model

of learning); d) learning that links practice to theory (rather than vice versa); e) learning that encompasses ‘the community’, rather than delimited by the physical

boundaries of the school. (Ebbutt & Elliott, 1998) The LSE during this module is expected that to show that:

a) s/he is able to develop and use the appropriate resources b) s/he has the right attitude when supporting learners c) s/he is able to review and evaluate in the correct his/her own practice d) s/he is able to reflect and see whether she is able to improve his/her own skills e) s/he is able to reflect on her own attitude and behaviour in relation to the student/s

s/he is supporting. In order to achieve the above the learner is expected to record the hours and self-reflections and evaluations on a weekly basis and include resources developed. This has to be supported with references to theories and current literature and research. (this is one the three modules that focus on the practical component of the course) The Competences and outcomes of this module are identical with the previous as this is a continuation of Module 40

1. Aims and objectives of placement 2. Presentation of logbook 3. Formulating SMART Goals 4. Outcomes expected during placement

Competences The learner will be able to: a) Compose, set up and write an excellent learner portfolio b) Explain the importance of personal development even during practice. c) Be reflective and able to evaluate work done with the children with diverse needs, learning

difficulties and disability d) Write SMART goals e) Demonstrate through self-reflection the importance to develop the potential of children with

diverse needs.

f) Work professionally under supervision of other professionals g) Compile and create a group of resources that are adapted to the diverse needs/learning

difficulties/disability of the child based on evidence and research h) Support learners with diverse needs for at least 180 hour placement in a suitable work setting,

therefore giving them an opportunity to put their in class learning into practice. Assessment This module will be assessed as follows:

1. Two visits where an external tutor will observe the learner how s/he is working with students with diverse needs (25%/25%)

2. The external tutor will check and verify that the learner knows how to build a student file according to the procedures of the Directorate for Quality Standards of Education (DQSE) (See no 4 in the the Core Reading list) including the Daily Schedules (25%)

3. The learner has to do a number of self-reflections and self-evaluations along the placement and how s/he can improve on her work. S/he will be assessed on the portofolio. (25%)