Required texts

You may purchase the required text through the several book retailers such as: Amazon, Book Depository and Booktopia amongst others.

Required

Howard, J.A. (2013) Distressed or deliberately defiant? Managing student behaviour due to trauma and disorganised attachment.  Australian Academic Press Group Pty Ltd. (Available online)

Online course: Nationally Consistent Collection of Data on School Students with Disability. Disability Standards for Education for pre-service teachers: https://www.nccd.edu.au/professional-learning/disability-standards-education-pre-service-teachers   

Online course: Australian Childhood Foundation.  Trauma Responsive Practice in Education: https://professionals.childhood.org.au/training-development/trauma-responsive-practice-in-education/  

Online course: Positive Partnerships. Introduction to Autism: https://learninghub.positivepartnerships.com.au/login/index.php 

Highly Recommended Texts

Burns, J. R. (2024). The no-nonsense guide to mental health in schools.  Routledge

Ewing, R., Glass, C., Kervin, L., Gobby, B., & Le Cornu, R. (2020). Teaching: Dilemmas, challenges and opportunities (6th ed). Cengage. 

McLeskey , J., Maheady, L., Billingsley, B., Bronwell, M. T., & Lewis, T. (2022). High leverage practices for inclusive classrooms.  Routledge.

Mitchell, D. & Sutherland, D. (2020). What really works in special and inclusive education. Routledge.

 Recommended Texts

             Ashman, A., (2019). Education for inclusion and Diversity. Pearson.

             Australian Childhood Foundation. (2018). Making space for learning.  Trauma Informed Practice in Schools (online).

Blaustein, M. E., & Kinninburgh, K. M. (2018). Treating traumatic stress in children and adolescents: How to foster resilience through attachment, self-regulation and competency (2nd ed.). Guilford Press.

Dunlap, G et al. (2019).  Prevent -Teach - Reinforce: The school-based model of individualized positive behaviour support.  Brookes. 

Eller, J. & Hierck, T. (2022). Trauma-sensitive instruction: Creating a safe and predictable classroom environment. Hawker Bronlow Education.

Graham, L. (Ed.). (2024). Inclusive Education for the 21^st century: Theory, policy and practice (2nd ed). Routledge.   

Matusz, P. J. (2024).  Tenaciously teaching teenagers. Routledge

Quinzio-Zafran, A., & Wikins, E. (2021).  The new teacher's guide to overcoming common challenges.  Routledge.

Ralph, T. (2024).  Student voice, behaviour, and resistance in the classroom environment.  Routledge.

Submission of assessment items

Extensions & Late submissions

Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.

All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. Where this is not possible, exceptions may be sought from the Faculty Associate Dean Education (ADE). It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, or if no submission has been made by the due date and time, a standard late penalty of 10% of the total marks possible for the task may be applied per day, for three days, after which the submission will receive a score of '0' in keeping with UC's Assessment Policy. 

Special assessment requirements

Submission of all assessments, and an aggregate mark of 50% is required to pass the unit.

Provision of valid documentation

Please note that the 麻豆村 takes student conduct very seriously. All documentation provided to 麻豆村 staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the 麻豆村. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.

Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.

Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.

UC students have to complete the annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).

UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.

Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and 麻豆村 of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.

Learner engagement

Indicative student workload

Reading and private study: 60 hours

Lectures and flexible tutorials: 30 hours

Assessment tasks: 60 hours

Inclusion and engagement

Some of the content of this unit has the potential to be emotionally challenging and may be triggering for some.  Students are encouraged to talk with the unit convenor and seek out support from Student Wellbeing if required.

Participation requirements

Active engagement in all online modules enhances your learning and is strongly advised. Unless specifically stated in the unit outline, there is no mandatory attendance requirement. However, you may elect to attend timetabled activities, as they allow you to ask 'real time' questions to develop your understanding for the relevant assessment tasks.

As a unit of study offered in Flexible mode, attendance at scheduled sessions is not a mandatory requirement of this unit. Students who enrol in the 鈥榮elf-paced study' option (in lieu of tutorials) effectively have no tutorials to attend, and students who are enrolled in on-campus or remote tutorials may wish to re-allocate to 鈥榮elf-paced study' as the semester progresses. There is, however, a strong correlation between participation and success in higher education. With this in mind, we encourage and expect students to actively participate in all module activities to enhance their learning opportunities.

Required IT skills

Only basic IT skills are required to complete this unit

Artificial intelligence services must not to be used for assessment or assessment preparation by students unless explicitly allowed in the assessment instructions for an assessment task published with the assessment task and/or in the unit outline. That is, an artificial intelligence services may only be used if:

• its use is authorised by the unit convener as part of a specified
  assessment task, and
• it is used in the way allowed in the assessment instructions and/or unit outline, and

its use is appropriately referenced, meaning that students must reference the use of AI in their assessment in the same way as they reference other source material.

In-unit costs

Please note that the Australian Childhood Foundation online course Trauma Responsive Practice in Education has a cost of $33.   When registering online for the course, students will be required to pay using a credit card.  

Work placement, internships or practicums

None

Additional information

• Semester 2, 2024, Flexible, UC - Canberra, Bruce (222711)
• Semester 2, 2024, On-campus, UC - Canberra, Bruce (218134)
• Winter Term, 2024, On-campus, UC - Canberra, Bruce (216402)
• Semester 2, 2023, On-campus, UC - Canberra, Bruce (214480)
• Winter Term, 2023, On-campus, UC - Canberra, Bruce (215477)
• Semester 2, 2022, On-campus, UC - Canberra, Bruce (207876)
• Winter Term, 2022, On-campus, UC - Canberra, Bruce (209889)
• Semester 2, 2021, On-campus, UC - Canberra, Bruce (201968)
• Semester 2, 2020, On-campus, UC - Canberra, Bruce (195903)
• Semester 2, 2019, On-campus, UC - Canberra, Bruce (186937)
• Semester 2, 2018, On-campus, UC - Canberra, Bruce (182754)