| CODE | IAL1029 | ||||||||
| TITLE | Designing and Evaluating IEP in the Primary and Secondary Classroom | ||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 5 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||||
| DESCRIPTION | This study-unit is an introductory unit on IEPs placing special emphasis on the Primary and Secondary classroom. This study-unit looks at all aspects of effective instruction including skills in planning, facilitation, managing, assessing and reflection. A key component of designing and implementing an IEP is communication and collaboration within a team, especially with parents/carers and other professionals in and out of school, where building relationships is a focal part of this study. Study-Unit Aims: This study-unit aims to assist students to: - Develop IEPs on a Universal Design for Learning framework based on the general education curriculum; - Build relationships and collaborate among all team members; - Develop reflexivity in their role as Learning Support Educators. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - comprehend the building process of an IEP; - take an active role in planning and managing IEPs; - enhance collaboration among IEP members; - develop reflexivity by learning how to keep a goal-setting journal; - use IEP development techniques based on the SMART model. 2. Skills: By the end of the study-unit the student will be able to: - Support the teacher in implementing diversified instruction; - Work with parents and other professionals supporting the student; - Recognise appropriate learning objectives; - Write a legally-correct and appropriate IEP document; - Keep records; - Write daily lesson plans for students; - Recognise ways of individualizing adaptations; - Practise reflexive writing through evaluations. Main Text/s and any supplementary readings: Main Texts: - Hedin, L., & DeSpain, S. (2018). SMART or Not? Writing specific, measurable IEP goals. Teaching Exceptional Children, 51(2), 100-110. doi: 10.1177/0040059918802587 - Patti, A. (2015). Back to the basics. Intervention in School and Clinic, 51(3), 151-156. doi: 10.1177/1053451215585805 Supplementary Readings: - Sciberras, C. (2019). Applying a SWOT analysis to inform educational provision of learners on the autism spectrum. Advances in Autism, 5(4), 226-230. doi: 10.1108/aia-03-2018-0011 - Sciberras, C. & Schembri, H. (2020). A COACTION model to explore remote teacher and learning support educator collaboration during COVID-19 school closure in Malta. Malta Review of Educational Research, 14(2), pp 183-210. https://www.um.edu.mt/library/oar/handle/123456789/66446 - Thompson, N., & Pascal, J. (2012). Developing critically reflective practice. Reflective Practice, 13(2), 311-325. doi: 10.1080/14623943.2012.657795 - Kelly, P. (2016) Your UDL Lesson Planner: The Step-by-Step Guide for Teaching all Learners. USA:Paul H Brookes Publishing - Novak, K, (2014) UDL Now!: A Teacher's Monday Morning Guide to Implementing the Common Core Standards Using Universal Design for Learning. CAST Inc - Rapp,W.H. (2014) Universal Design for Learning in Action: 100 ways to teach all learners |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Marie Georgette Bajada (Co-ord.) Claire Sciberras |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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