BED year 1

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BED year 1

  • December 6, 2021
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Introduction to Child Development (0-11 years) (3 ECTS)

Learning Outcomes:

      1. Identify and use the main principles of the child development (0-11 years)
      2. Identify the different stages of physical, psycho-social-emotional and cognitive (language, memory, information processing, writing, reading and speaking) development of children
      3. Identify the developmental needs of the children with diverse needs
      4. Develop strategies within the classroom to enhance inclusivity in order to promote the learner’s development;
      5. Create, prepare and implement adapted handouts and activities according to the developmental needs of the child.

Mode of Teaching:

Lectures/online

 

Mode of Assessment:

Assignment

 

Total Contact Hours:

18

 

Supervised Placement and Practice Hours:

0

 

Self-Study Hours:

42

 

Assessment Hours:

15

Psychology of Learning I (3 ECTS)

Learning Outcomes:

      1. 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.
      2. Explain and adapt various learning models to the needs of children with diverse needs.
      3. Explain the cognitive process in relation to learning and apply the necessary models according to the needs of children with diverse needs.

Mode of Teaching:

Lectures/online

 

Mode of Assessment:

Assignment

 

Total Contact Hours:

18

 

Supervised Placement and Practice Hours:

0

 

Self-Study Hours:

42

 

Assessment Hours:

15

Development as Professional Learning Support Educator I (2 ECTS)

Learning Outcomes:

      1. Build professional relationships both within and outside the classroom setting with the allocated students, parents/relatives/guardians and other professionals;
      2. Use communication and coaching skills.
      3. Work within a team setting of professionals for the benefit of children with diverse needs, learning difficulties and disabilities.

Mode of Teaching:

Lectures/online

 

Mode of Assessment:

Assignment

 

Total Contact Hours:

12

 

Supervised Placement and Practice Hours:

0

 

Self-Study Hours:

28

 

Assessment Hours:

10

Equal Opportunities, Inclusion and Diversity in the classroom (4 ECTS)

Learning Outcomes:

      1. Describe and interpret the main rights of children
      2. Describe and use the Universal Design for Learning (UDL)
      3. Identify, describe use the principles of Equality, Diversity and Inclusion
      4. Describe and use theories of Inclusion in the classroom
      5. Collaborate in  ensuring that the children respect each other at all times and are inclusive during all activities
      6. Organise together with the teacher classroom to ensure that children respect the diverse rules
      7. Identify if any children are different for whatever reason and ensure that they are treated like other children
      8. Organise activities that support and promote equity and diversity
      9. Know the principles of differentiated teaching for children with diverse needs, learning difficulties and disability

Mode of Teaching:

Lectures/online

 

Mode of Assessment:

Examination

 

Total Contact Hours:

25

 

Supervised Placement and Practice Hours:

0

 

Self-Study Hours:

55

 

Assessment Hours:

20

Understanding Various Difficulties in Children with Diverse Needs (2 ECTS)

Learning Objectives:

      1. Identify and understand the different conditions and learning difficulties including behaviour difficulties, communication difficulties and other major disabilities
      2. Identify the major characteristics of learners with various conditions
      3. Differentiate between disability, impairment and different needs
      4. Identify and differentiate between different conditions
      5. Describe and identify the major causes and prevalence of various diverse needs
      6. Differentiate between different classifications of diverse needs.
      7. Describe the Bio-psycho-social implications of diverse needs
      8. Articulate and evaluate disability knowledge within professional practice.

Mode of Teaching:

Lectures/online

 

Mode of Assessment:

Examination(MCQ)

 

Total Contact Hours:

12

 

Supervised Placement and Practice Hours:

0

 

Self-Study Hours:

37

 

Assessment Hours:

1

Introduction to Literacy and Numeracy (3 ECTS)

Learning Outcomes:

      1. Identify and use the core components of literacy (reading, writing, comprehension) and Numeracy
      2. Identify and describe how literacy and numeracy develops in children in line with their development
      3. Identify and explain the potential barriers to the development of literacy and numeracy in children with learning difficulties and diverse needs
      4. Identify and use the correct methodology and techniques for the development of literacy and numeracy
      5. Use and assess the Core Competencies document, Learning Outcomes Framework and checklists for children with learning difficulties and diverse needs
      6. Provide support and assistance to parents and children in relation to any literacy and numeracy difficulties
      7. Describe the role of Literacy Agency, the role of the Literacy Support Teacher and Heads of Department (HODs)

Mode of Teaching:

Lectures/online

 

Mode of Assessment:

Assignment

 

Total Contact Hours:

18

 

Supervised Placement and Practice Hours:

0

 

Self-Study Hours:

42

 

Assessment Hours:

15

Understanding Provisional Mapping & IEPs (4 ECTS)

Learning Outcomes:

      1. Organise and be aware of the importance of having an effective and SMART IEP and good Provisional Mapping in place
      2. Use the principles of planning, setting goals and designing a plan
      3. Compose, set up, write and review an IEP and Provisional Mapping according to the Universal Learning Design
      4. Identify the strategies and methods on how to implement an IEP and Provisional Mapping
      5. 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;
      6. Provide personal assistance to children, parents and other professional teachers to ensure that the IEP is used to its maximum capacity
      7. Collaborate with teachers and INCO in the formulation of the IEPs and Provisional Mapping

Mode of Teaching:

Lectures/online

 

Mode of Assessment:

Assignment

 

Total Contact Hours:

24

 

Supervised Placement and Practice Hours:

0

 

Self-Study Hours:

56

 

Assessment Hours:

20

Practical in Supportive Work in the Classroom I (9 ECTS)

Learning Objectives:

      1. Compose, set up and write an excellent learner portfolio
      2. Explain the importance of personal development even during practice.
      3. Be reflective and able to evaluate work done with the children with diverse needs, learning difficulties and disability
      4. Write SMART goals
      5. Demonstrate through self-reflection the importance to develop the potential of children with diverse needs.
      6. Work professionally under supervision of other professionals
      7. 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
      8. 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.

Mode of Teaching:

Placement/Practical

 

Mode of Assessment:

Reflective Diary & Logbook

 

Total Contact Hours:

20

 

Supervised Placement and Practice Hours:

180

 

Self-Study Hours:

20

 

Assessment Hours:

5

Introduction to Adolescent Development (11-18 years) (2 ECTS)

Learning Outcomes:

      1. Identify and explain the main development (physical, cognitive, socio-emotional)  stages of adolescent development from (11-18 years)
      2. Identify the educational needs of the children with diverse needs,  compared to  normal development during adolescence and develop educational resources according to the identified needs
      3. Identify possible gaps between ‘normal’ development and ‘delayed’ development and develop strategies to deal with the diverse needs
      4. Be aware of the different assessment methods encountered by an LSE and how these are used during adolescence
      5. Interpret correctly assessments regarding children with diverse needs issued by various professionals
      6. Identify situations when to refer children with diverse needs for assessment or re-assessment

Mode of Teaching:

Lectures/online

 

Mode of Assessment:

Examination (MCQ & Short Questions)

 

Total Contact Hours:

15

 

Supervised Placement and Practice Hours:

0

 

Self-Study Hours:

34

 

Assessment Hours:

1

Psychology of Learning II (2 ECTS)

Learning Outcomes:

      1. Explain the importance of know pedagogy and how this is applied in the classroom
      2. Design adapted interventions, resources and handouts using the VARK method according to the readiness of children with diverse needs for learning new knowledge
      3. Use pedagogical tools for one-to-one sessions for children with diverse needs
      4. Organise activities that will aid any child who may have academic and psychological difficulties that are affecting learning

Mode of Teaching:

Lectures/online

 

Mode of Assessment:

Assignment

 

Total Contact Hours:

15

 

Supervised Placement and Practice Hours:

0

 

Self-Study Hours:

25

 

Assessment Hours:

10

Development as Professional Learning Support Educator II (2 ECTS)

Learning Outcomes:

      1. Use professional boundaries both within and outside the classroom setting with the assigned students, parents/relatives/guardians and other professionals;
      2. Use the ethical standards both within and outside the classroom setting with the assigned students, parents/relatives/guardians and other professionals;
      3. Identify and practice school policies and procedures for children with diverse needs;
      4. Identify critical and problem-solving skills within the classroom
      5. Ensure health and safety measures to protect children with diverse needs.

Mode of Teaching:

Lectures/online

 

Mode of Assessment:

Assignment

 

Total Contact Hours:

12

 

Supervised Placement and Practice Hours:

0

 

Self-Study Hours:

28

 

Assessment Hours:

10

Introducing Health Psychology and Health Education (2 ECTS)

Learning Objectives:

      1. Define health behaviours, health habits, and primary prevention with regards to nutrition, physical exercise and other attitudes promoting well-being
      2. Promote health and well-being and describe the influencing factors with special reference to children with diverse needs and the Maltese context
      3. Summarize how nutrition and other health activities affect learning and how this is particular to the Maltese context
      4. 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.
      5. Prevent health-habit factors from undermining health practices especially with regards to children with diverse needs and within the schooling system.
      6. Summarize the findings of research investigating the success of health promotion and primary prevention efforts across child development with special reference to children with diverse needs.
      7. Describe gender differences in health behaviours in the Maltese context with special reference to children with diverse needs
      8. Identify the effectiveness of attitudinal approaches and differentiate between the different approaches.
      9. Define and discuss self-efficacy and explain the relationship between self-efficacy and health behaviours.
      10. Explain the role of the LSE in promoting healthy attitudes and how these are implemented within the classroom
      11. Describe and implement the Education policies with regards to Health and Well-being such as healthy eating, etc.

Mode of Teaching:

Lectures/online

 

Mode of Assessment:

Assignment

 

Total Contact Hours:

15

 

Supervised Placement and Practice Hours:

0

 

Self-Study Hours:

25

 

Assessment Hours:

10

Inclusive communities beyond schooling (2 ECTS)

Learning Objectives:

      1. Define the importance of community involvement of persons with disabilities beyond schooling
      2. Be conversant with the numerous ways how the student can be integrated and active in the community as a person with disability
      3. Use teaching practices that will enhance the child’s involvement in the community
      4. Be acquainted with numerous community projects which children with diverse needs might benefit
      5. Propose community projects into school to enhance inclusion of persons with disabilities within society

Mode of Teaching:

Lectures/online

 

Mode of Assessment:

Examination

 

Total Contact Hours:

15

 

Supervised Placement and Practice Hours:

0

 

Self-Study Hours:

25

 

Assessment Hours:

10

Supporting Learners with Autism Spectrum Disorder (3 ECTS)

Learning Objectives:

      1. Identify the characteristics of learners with autism spectrum disorders
      2. Explain the Causes and prevalence of autism
      3. Assess the educational and behavioural levels of children with Autism Spectrum Disorder (ASD)
      4. Choose best teaching strategies specific to Autism Spectrum Disorder (ASD)
      5. Become familiar with the process of creating a lesson plan for students with Autism Spectrum Disorder (ASD)
      6. Discuss and collaborate with other professionals and the parents for the benefit of children with Autism Spectrum Disorder (ASD)
      7. Suggest and use technology in order to support and enable learning of  children with Autism Spectrum Disorder (ASD) in the appropriate manner;
      8. Suggest possible goals for the IEP for children Autism Spectrum Disorder (ASD)
      9. Record and communicate the progress of children with Autism Spectrum Disorder (ASD) to parents and other professionals.
      10. Be aware of the role Autism Spectrum Support Team within the National Support School Services (NSSS)

Mode of Teaching:

Lectures/online

 

Mode of Assessment:

Assignment

 

Total Contact Hours:

18

 

Supervised Placement and Practice Hours:

0

 

Self-Study Hours:

42

 

Assessment Hours:

15

Supporting Learners with ADHD/ADD (3 ECTS)

Learning Objectives:

      1. Identify the characteristics of learners with ADHD/ADD
      2. Explain the Causes and prevalence of ADHD/ADD
      3. Assess the educational and behavioural levels of children with ADHD/ADD
      4. Choose best teaching strategies specific to ADHD/ADD
      5. 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
      6. Suggest and use technology in order to support and enable learning of  children with ADHD/ADD  in the appropriate manner;
      7. Suggest possible goals for the IEP for children with ADHD/ADD
      8. Develop an Inclusive Behaviour Plan
      9. Record and communicate the progress of children with ADHD/ADD to parents and other professionals.

Mode of Teaching:

Lectures/online

 

Mode of Assessment:

Examination

 

Total Contact Hours:

18

 

Supervised Placement and Practice Hours:

0

 

Self-Study Hours:

42

 

Assessment Hours:

15

Supporting Learners with Specific Learning Difficulties (SpLD) (3 ECTS)

Learning Objectives:

      1. Identify the characteristics of learners with SpLD
      2. Explain the Causes and prevalence of SpLD
      3. Assess the educational and behavioural levels of children with SpLD
      4. Choose best teaching strategies specific to SpLD
      5. Become familiar with the process of creating a lesson plan for students with SpLD
      6. Discuss and collaborate with other professionals and the parents for the benefit of children with SpLD
      7. Suggest and use technology in order to support and enable learning of  children with SpLD in the appropriate manner;
      8. Suggest possible goals for the IEP for children with SpLD
      9. Record and communicate the progress of children with SpLD to parents and other professionals.
      10. Be aware of the role of Specific Learning Difficulties Unit within the College Setting

Mode of Teaching:

Lectures/online

 

Mode of Assessment:

Assignment

 

Total Contact Hours:

18

 

Supervised Placement and Practice Hours:

0

 

Self-Study Hours:

42

 

Assessment Hours:

15

(Introducing) Educational Technology for the Inclusive Classroom I (2 ECTS)

Learning Objectives:

      1. Identify and understand the importance of providing inclusive education to achieve equal opportunities for all;
      2. Describe and discuss the importance of ICT in relation to the educational needs of children with diverse needs
      3. Identify, evaluate and analyse the role of ICT in providing inclusive education for students with SEN;
      4. Understand and critically and reflectively select and use ICT and AAC according to exclusive needs of students;
      5. Identify and understand the appropriate educational conditions for successful application of ICT and AAC for children with diverse needs
      6. Use correctly ICT and AAC devices with children with diverse needs for educational purposes
      7. Describe and implement the ICT policy used with the Maltese educational system.

Mode of Teaching:

Lectures/online

 

Mode of Assessment:

Assignment

 

Total Contact Hours:

15

 

Supervised Placement and Practice Hours:

0

 

Self-Study Hours:

25

 

Assessment Hours:

10

Practical in Supportive Work in the Classroom II (8 ECTS)

Learning Objectives:

      1. Compose, set up and write an excellent learner portfolio
      2. Explain the importance of personal development even during practice.
      3. Be reflective and able to evaluate work done with the children with diverse needs, learning difficulties and disability
      4. Write SMART goals
      5. Demonstrate through self-reflection the importance to develop the potential of children with diverse needs.
      6. Work professionally under supervision of other professionals
      7. 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
      8. 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.

Mode of Teaching:

Placement/Practical

 

Mode of Assessment:

Reflective Diary & Logbook

 

Total Contact Hours:

15

 

Supervised Placement and Practice Hours:

180

 

Self-Study Hours:

0

 

Assessment Hours:

5