Course Structure
Learning Outcomes:
- Identify and use the main principles of the child development (0-11 years)
- Identify the different stages of physical, psycho-social-emotional and cognitive (language, memory, information processing, writing, reading and speaking) development of children
- Identify the developmental needs of the children with diverse needs
- Develop strategies within the classroom to enhance inclusivity in order to promote the learner’s development;
- 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
Learning Outcomes:
- 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.
- Explain and adapt various learning models to the needs of children with diverse needs.
- 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
Learning Outcomes:
- Build professional relationships both within and outside the classroom setting with the allocated students, parents/relatives/guardians and other professionals;
- Use communication and coaching skills.
- 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
Learning Outcomes:
- Describe and interpret the main rights of children
- Describe and use the Universal Design for Learning (UDL)
- Identify, describe use the principles of Equality, Diversity and Inclusion
- Describe and use theories of Inclusion in the classroom
- Collaborate in ensuring that the children respect each other at all times and are inclusive during all activities
- Organise together with the teacher classroom to ensure that children respect the diverse rules
- Identify if any children are different for whatever reason and ensure that they are treated like other children
- Organise activities that support and promote equity and diversity
- 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
Learning Objectives:
- Identify and understand the different conditions and learning difficulties including behaviour difficulties, communication difficulties and other major disabilities
- Identify the major characteristics of learners with various conditions
- Differentiate between disability, impairment and different needs
- Identify and differentiate between different conditions
- Describe and identify the major causes and prevalence of various diverse needs
- Differentiate between different classifications of diverse needs.
- Describe the Bio-psycho-social implications of diverse needs
- 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
Learning Outcomes:
- Identify and use the core components of literacy (reading, writing, comprehension) and Numeracy
- Identify and describe how literacy and numeracy develops in children in line with their development
- Identify and explain the potential barriers to the development of literacy and numeracy in children with learning difficulties and diverse needs
- Identify and use the correct methodology and techniques for the development of literacy and numeracy
- Use and assess the Core Competencies document, Learning Outcomes Framework and checklists for children with learning difficulties and diverse needs
- Provide support and assistance to parents and children in relation to any literacy and numeracy difficulties
- 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
Learning Outcomes:
- Organise and be aware of the importance of having an effective and SMART IEP and good Provisional Mapping in place
- Use the principles of planning, setting goals and designing a plan
- Compose, set up, write and review an IEP and Provisional Mapping according to the Universal Learning Design
- Identify the strategies and methods on how to implement an IEP and Provisional Mapping
- 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;
- Provide personal assistance to children, parents and other professional teachers to ensure that the IEP is used to its maximum capacity
- 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
Learning Objectives:
- Compose, set up and write an excellent learner portfolio
- Explain the importance of personal development even during practice.
- Be reflective and able to evaluate work done with the children with diverse needs, learning difficulties and disability
- Write SMART goals
- Demonstrate through self-reflection the importance to develop the potential of children with diverse needs.
- Work professionally under supervision of other professionals
- 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
- 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
Learning Outcomes:
- Identify and explain the main development (physical, cognitive, socio-emotional) stages of adolescent development from (11-18 years)
- 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
- Identify possible gaps between ‘normal’ development and ‘delayed’ development and develop strategies to deal with the diverse needs
- Be aware of the different assessment methods encountered by an LSE and how these are used during adolescence
- Interpret correctly assessments regarding children with diverse needs issued by various professionals
- 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
Learning Outcomes:
- Explain the importance of know pedagogy and how this is applied in the classroom
- Design adapted interventions, resources and handouts using the VARK method according to the readiness of children with diverse needs for learning new knowledge
- Use pedagogical tools for one-to-one sessions for children with diverse needs
- 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
Learning Outcomes:
- Use professional boundaries both within and outside the classroom setting with the assigned students, parents/relatives/guardians and other professionals;
- Use the ethical standards both within and outside the classroom setting with the assigned students, parents/relatives/guardians and other professionals;
- Identify and practice school policies and procedures for children with diverse needs;
- Identify critical and problem-solving skills within the classroom
- 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
Learning Objectives:
- Define health behaviours, health habits, and primary prevention with regards to nutrition, physical exercise and other attitudes promoting well-being
- Promote health and well-being and describe the influencing factors with special reference to children with diverse needs and the Maltese context
- Summarize how nutrition and other health activities affect learning and how this is particular to the Maltese context
- 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.
- Prevent health-habit factors from undermining health practices especially with regards to children with diverse needs and within the schooling system.
- 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.
- Describe gender differences in health behaviours in the Maltese context with special reference to children with diverse needs
- Identify the effectiveness of attitudinal approaches and differentiate between the different approaches.
- Define and discuss self-efficacy and explain the relationship between self-efficacy and health behaviours.
- Explain the role of the LSE in promoting healthy attitudes and how these are implemented within the classroom
- 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
Learning Objectives:
- Define the importance of community involvement of persons with disabilities beyond schooling
- Be conversant with the numerous ways how the student can be integrated and active in the community as a person with disability
- Use teaching practices that will enhance the child’s involvement in the community
- Be acquainted with numerous community projects which children with diverse needs might benefit
- 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
Learning Objectives:
- Identify the characteristics of learners with autism spectrum disorders
- Explain the Causes and prevalence of autism
- Assess the educational and behavioural levels of children with Autism Spectrum Disorder (ASD)
- Choose best teaching strategies specific to Autism Spectrum Disorder (ASD)
- Become familiar with the process of creating a lesson plan for students with Autism Spectrum Disorder (ASD)
- Discuss and collaborate with other professionals and the parents for the benefit of children with Autism Spectrum Disorder (ASD)
- 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)
- Record and communicate the progress of children with Autism Spectrum Disorder (ASD) to parents and other professionals.
- 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
Learning Objectives:
- Identify the characteristics of learners with ADHD/ADD
- Explain the Causes and prevalence of ADHD/ADD
- Assess the educational and behavioural levels of children with ADHD/ADD
- Choose best teaching strategies specific to ADHD/ADD
- 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
- Suggest and use technology in order to support and enable learning of children with ADHD/ADD in the appropriate manner;
- Suggest possible goals for the IEP for children with ADHD/ADD
- Develop an Inclusive Behaviour Plan
- 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
Learning Objectives:
- Identify the characteristics of learners with SpLD
- Explain the Causes and prevalence of SpLD
- Assess the educational and behavioural levels of children with SpLD
- Choose best teaching strategies specific to SpLD
- Become familiar with the process of creating a lesson plan for students with SpLD
- Discuss and collaborate with other professionals and the parents for the benefit of children with SpLD
- Suggest and use technology in order to support and enable learning of children with SpLD in the appropriate manner;
- Suggest possible goals for the IEP for children with SpLD
- Record and communicate the progress of children with SpLD to parents and other professionals.
- 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
Learning Objectives:
- Identify and understand the importance of providing inclusive education to achieve equal opportunities for all;
- Describe and discuss the importance of ICT in relation to the educational needs of children with diverse needs
- Identify, evaluate and analyse the role of ICT in providing inclusive education for students with SEN;
- Understand and critically and reflectively select and use ICT and AAC according to exclusive needs of students;
- Identify and understand the appropriate educational conditions for successful application of ICT and AAC for children with diverse needs
- Use correctly ICT and AAC devices with children with diverse needs for educational purposes
- 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
Learning Objectives:
- Compose, set up and write an excellent learner portfolio
- Explain the importance of personal development even during practice.
- Be reflective and able to evaluate work done with the children with diverse needs, learning difficulties and disability
- Write SMART goals
- Demonstrate through self-reflection the importance to develop the potential of children with diverse needs.
- Work professionally under supervision of other professionals
- 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
- 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
