Assessment name

Case Study

Task description

Students will develop a case study report using the required structure. The purpose of the case study report is to demonstrate your ability to apply principles and concepts of special and inclusive education to a practical situation.

Due Date

12th January 2024

Length

TOTAL: 2000 words (+/- 10%)

Weighting

50% of overall course grade

Individual or Group

Individual

Formative or Summative

Summative

How will I be assessed

Rubric (HD – F)

Task context and purpose

Based on a provided case study, you will prepare a report using the following structure.

Part 1

Part 1: Evaluation of Inclusive Education

Discuss inclusion in contemporary Australian educational contexts (including a definition of terms)

Establish the context for this case study – year level, school

,

and class demographics, teaching area (if relevant)

Consider how these inclusive education policies and practices can support the inclusion of the case study student and meet the needs of other stakeholders within the educational context – including the parents, community, school staff and peers

Part 2

Part 2: Profile of strengths/needs

Consider the type and nature of the student’s disability and impacts this may have on all areas of education – academic, social, emotional, and physical

Discuss the student’s background in relation to both family and school contexts

Consider the individual student’s particular strengths, challenges and needs and the way these can be supported within the educational context

Part 3

Part 3: Identification of assessment and data collection methods

Consider the additional information needed to inform decision-making and instruction for the student.

Discuss appropriate assessment and data collection methods that would be used to gather this information

Part 4

Part 4: Identification and analysis of appropriate short-term goals and support strategies

Identify at least 2 appropriate short-term goals for the individual student

Discuss appropriate educational strategies, differentiation /adjustments and resources that may be used to support the student in achieving these learning goals

Part 5

Part 5: Presentation of proposed program (as an Appendix)

Prepare a document where you will provide details of the proposed program of learning for the student to the parent and/or other support staff

This document will use the ‘Learner Profile’ format provided and should include a summary of the information presented in the report (there should be no new information included in the learner profile)

Extension policy

It is expected that all assessment tasks will be submitted by the due date. Extension requests are to be submitted through the Assignment Extension Request process. Such requests are to be made prior to the due date for the assignment. Please note that the grounds for assessment extensions and the procedure for applying for extensions adhere to the requirements outlined in the relevant USQ Policies and Procedures – these links can be found in the Assessment tab.

Submission

Th

e online quizzes are available on

Study Desk

, under the Assessment tab. Each quiz must be completed

NO LATER

than 11.55pm on the identified due date as per the course specifications

It is

YOUR

responsibility

to

complete

by

the correct

due date

Marking and Moderation

Markers have 3 weeks (working days only) from the published due date

, or from your date of submission,

to complete the marking

of the long answer question. The

multiple

-

choice marks will be automatically marked.

The final quiz mark will be released

3 weeks (working days only) from the pu

b

lished quiz due date

No marked assignments will be returned earlier regardless of your individual submission dates

All results are returned to you via the

online quiz

All staff who are assessing your work

participate in a moderation process that includes

meet

ing

to discuss and compare their judgements before marks or grades are finalised

Course objectives assessed

Objective 1 – Identify relevant legislation, administrative, and organisational policy, and resources regarding learners with additional needs, and apply these guidelines and practices across educational contexts (APST 1.6, 7.2)

Objective 2 – Describe a range of characteristics of learners with additional needs, and explain how these characteristics impact on learning and teaching across educational contexts (APST 1.1, 1.6)

Objective 3 – Analyse personal and societal attitudes and beliefs, legislation and administrative and organisational policy and critically reflect on how these impact the access and participation of learners with additional needs across educational contexts (APST 1.6, 4.1, 7.2)

Objective 5 – Analyse and discuss the effectiveness of specific teaching strategies used to support participation and improve learning for learners with additional needs in inclusive educational contexts (APST 1.5, 1.6, 3.1, 4.1)

Objective 6 – Apply knowledge and understanding of assessment and planning practices to develop challenging learning goals and inclusive educational programs for learners of varying abilities, characteristics, and needs (APST 1.5, 3.1, 4.1)

Academic Integrity

As a student of the USQ academic community, you are asked to work to uphold the principles of academic integrity during your course of study. USQ sets expectations and responsibilities of students, more specifically it states that students “will commit to engage in behaviour that is consistent with the University’s values of integrity and honesty in academic endeavours particularly when undertaking Assessment. (Academic Integrity Policy - Principles).

At university, students are expected to demonstrate their own understanding and thinking using the ideas provided by ‘others’ to support and inform their work, always making due acknowledgement to the source. While we encourage peer learning, it is not appropriate to share assignments with other students. If you do share your assignment with another student, and they copy part of or all of your assignment for their own submission, this is considered collusion and you may also be reported for academic misconduct. If you are unsure and need further information you can find this in the Academic Integrity Policy.