Taylor’s University Education Degree Majoring in Special Educational Needs

Programme Structure for the Bachelor of Education (Honours) (Special Educational Needs) at Taylor’s University

This Special Educational Needs specialisation enables students to learn and practice methods to address the learning needs of young learners using a variety of curricula.

Upon completion of this specialisation, students should be able to teach special educational needs students and provide high-quality special education and care to support children’s learning and development.

Subjects Taught in the Bachelor of Education (Honours) (Special Educational Needs) at Taylor’s University

PRIMARY MAJOR

This component consists of Common Core subjects, which are common modules across a discipline that provides the fundamental knowledge of the discipline.

Common Core

• Philosophy and Curriculum Design
• Education, School and Society
• Teaching and Managing Diverse Learners in the Classroom
• Learning, Assessment and Feedback
• New Pedagogies – Digital Tools and Resources
• The Reflective Practitioner: Teachers Investigate Their Work
• Action Research Project
• Academic Reading & Writing
• Practicum
  • Professional Practice 1 (PP1)
  • Professional Practice 2 (PP2)
  • Theory into Practice

Specialisation – Special Educational Needs

• Introduction to Children with Special Educational Needs
• Supporting Children with Specific Learning Difficulties
• Policy and Legislative Framework on Special Education
• Assessment and Intervention for Children with Special Education Needs
• Managing Behaviour and Safety
• Behavioural Management in Special Education
• Inclusive Education
• Entrepreneurship & Small Business
• Capstone Project

INTRODUCTION TO CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

This module focuses on the concepts of special educational needs and the types of exceptionalities. For each exceptionality (disabled, impaired or who are at risk for learning needs), a very concise definition will be presented containing details of etiologies, observable behaviours, symptoms, and physical characteristics associated with the conditions. Students will also learn to work with a multidisciplinary team on how to work with a child who fits the profile of exceptionality for a referral or early identification and to meet the unique needs.

The module is delivered via face-to-face, online and blended learning modes. Lectures, discussions, forums, and independent learning time will be conducted to facilitate students’ learning and inquiries pertaining to course assessments. This module is assessed via a case study project, community base webinar, presentations, and examination.

Course assessments include both group and individual tasks. Students will be assessed in the domains of discipline-specific knowledge, social competencies skills, creative and critical thinking skills, and problem-solving skills.

SUPPORTING CHILDREN WITH SPECIFIC LEARNING DIFFICULTIES

This module focuses on foundational knowledge and the assessments an integral part of the identification and education of children with Specific Learning Difficulties (SLD). Students will discover the general teaching techniques that will actually raise the quality of teaching in the classroom and how the roles played by people in the interest to support children with Specific Learning Difficulties (SLD) as in the Multi-Tiered Support System (MTSS) model. The module also covers the potential effectiveness of the use of assistive technologies to support the learning needs of children with Specific Learning Difficulties (SLD). Both guided (synchronous and asynchronous) sessions will be conducted to ensure optimal engagement and learning opportunities.

The delivery methods of the module include lectures, discussions, and guided learning. The use of multimedia will be incorporated into the teaching and learning process. Course assessments include both group and individual tasks. The assessment tasks are final assessment (open book exam), product-based learning project, design thinking project, and visual presentation. Students will be assessed in the domains of discipline-specific knowledge, personal competencies, lifelong learning skills, and entrepreneurialism skills.

POLICY AND LEGISLATIVE FRAMEWORK ON SPECIAL EDUCATION

This module focuses on the historical events which have shaped the evolution of various special education and support services for children with special educational needs (SEN). This module provides a broad overview of international and local legislatives, policies, and international human rights standards that govern the delivery of a sustainable special education programme for children with special needs. It also examines a wide variety of issues which are barriers to accessing special education.

Guided sessions (synchronous and asynchronous) will be conducted to ensure optimal engagement and learning opportunities. Course sessions will include lectures, group discussions, media clip instructions, and demonstrations. Students will also be involved in self-regulated learning to explore special education policy frameworks.

Course assessments include both grouped and individual tasks.This module is assessed via media presentations, written reflections, demonstrations, and examinations. Students will be assessed in the domains of global perspectives skills, critical thinking skills, life-long learning skills, and discipline-specific knowledge.

ASSESSMENT AND INTERVENTION FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

The focus of this module is to identify and administer a variety of assessment tools for planning and determining special education eligibility and to assess academic, cognitive, communication, social, emotional, mental/physical health and sensory functioning. Emphasis is placed on differentiated instruction, modification, adaptations, and intervention activities for SEN children. Students will also be exposed to their responsibilities as an interventionist in the special education setting.

Guided sessions (synchronous and asynchronous) will be conducted to ensure optimal engagement and learning opportunities. The delivery methods of the module include lectures, tutorials, discussions and technology integration. Students will also investigate specific learning difficulties in the Response to Intervention (RtI) framework through case-based learning.

Course assessments include both group and individual tasks. Course assessments include problem-based learning projects, concept mapping lesson plans, therapeutic interventions and quizzes. Students will be assessed in the domains of discipline-specific knowledge, entrepreneurialism, critical and creative thinking skills as well as global perspective.

MANAGING BEHAVIOUR AND SAFETY

This module focuses on managing children’s behaviour and safety based on the stages of development, theories and behaviour modification strategies. Students also learn how children self-regulate their behaviours and the importance of a supportive environment to avoid unwanted behaviours.

Effective and ineffective behaviour management strategies used in early years setting and home environment are also discussed to ensure effective teaching and learning as well as to establish and maintain a safe environment for children. This module is delivered via face-to-face, online, and blended learning modes. Lectures, tutorials, discussions and independent learning modes will be used to facilitate discussions on the theories and practice of managing children’s behaviour and safety.

Both guided (synchronous and asynchronous sessions) will be offered to ensure optimal engagement and learning opportunities. This module is assessed via course assessments namely case study, project and activity planning. Course assessments include both grouped and individual tasks. Students will be assessed in the domains of knowledge, critical and creative thinking skills and entrepreneurism.

BEHAVIOURAL MANAGEMENT IN SPECIAL EDUCATION

This module focuses on defining the concept of behaviour challenges and the emergence of challenging behaviour among children with Special Educational Needs (SEN). The module also includes behaviour management as well as educational psychology theories for fostering appropriate behaviours and also when and how to use them proactively for behavioural assessment purposes. The module also provides effective behaviour management strategies and practical guides for students on how to approach challenging behaviours and create a positive learning environment for SEN Children.

Guided sessions (synchronous and asynchronous) will be conducted to ensure optimal engagement and learning opportunities. The delivery methods of the module include lectures, demonstrations, practice, and guided learning (online). Students will also be involved in a case study to explore challenging behaviour types in SEN children. Course assessments include both group and individual tasks. Course assessments include simulation, IEP planning, case study report, and examination. Students will be assessed in the domains of discipline-specific knowledge, problem-solving skills, critical and creative thinking skills as well as lifelong learning skills.

INCLUSIVE EDUCATION

This module focuses on identifying children with special education needs (SEN) and education programmes that suit children’s needs. The module will introduce the categories of SEN children including the risk factors causing the disabilities or disorders, symptoms and characteristics. With the information about the disorders, a screening activity can be planned.

This module also explores students to the education programmes that suit the needs of SEN children with an emphasis on inclusive education. This will be the basis of planning an individual education plan (IEP) for SEN children. This module is delivered via face-to-face, online, and blended learning modes. Lectures, tutorials, consultation sessions and independent learning are conducted to facilitate student learning. Students will also be supported with resources such as research articles and technological tools.

Students will be assessed in terms of knowledge and 21st century skills, including problem-solving, critical and creative thinking. The assessment approaches used to support learning are case analyses, presentation as well as the development of a screening activity and individual education plan. Course assessments include both individual and group tasks.

ENTREPRENEURSHIP AND SMALL BUSINESS

This course is for students who wish to learn the principles and processes of small business and entrepreneurship. It is designed for individuals interested in starting a new business venture, acquiring an existing business, or working in industries that serve entrepreneurs. The course provides an overview of the many principles and processes of entrepreneurship and small business management.

The assessment strategy will be both formative and summative. Formative assessment strategies are used to test the current level of understanding and progress at any in a learning programme and provide feedback to teacher and learner and to guide the next phase of learning. Types of formative assessments for this course will be discussions on tutorial questions and short quizzes. Summative assessment is used at the end of the programme formally to assess a learner’s skill, knowledge and understanding gained in this course.

This course is delivered via Lectures, Tutorials, Fieldwork/Research and Information Retrieval/Self-Study. This course is assessed via three learning strategies.

(a) Action Learning. Learning is achieved by engaging students in activities that have elements of problem-solving combined with intentional learning. Students will go through a reflective process within small cooperative learning. groups.

(b) Case-Based Learning. Students will discuss specific situations, typically real-world examples. This method is learner-centred and involves intense interaction between the participants. Case-based learning focuses on the building of knowledge, critical thinking skills and team spirit. Authentic Learning. Students will be presented with activities that are framed around “real-life” contexts in which students will find learning more meaningful and motivating. Thus they will be more engaged in the process of acquiring knowledge.

The small business sector contributes to the economy of a country by creating job opportunities and new products/services. The number of small businesses is growing rapidly and there is an increasing interest in small business entrepreneurs in the country. This course intends to broaden the horizon of students to the possibilities, challenges and rewards of owning a business and being an entrepreneur.

CAPSTONE PROJECT

The inclusion of this course in the programme is to enable students to identify a problem in a real-world setting and develop the means to address it through the integration of various disciplines. Students will be expected to carry out an independent project which builds on and contributes to their specialization. Students will be guided to plan and develop a project that is relevant to their programme of study. In doing so, students will draw from the various bodies of knowledge acquired throughout their programme of study. Students will continuously be involved in discussions, self-directed learning and project-based learning. The mode of delivery includes face-to-face lectures and discussions, as well as online learning, where students get to work independently and also in groups. Both guided (synchronous and asynchronous sessions) will be offered to ensure optimal engagement and learning opportunities. This module is assessed via course assessments. Course assessments include proposal and project report. Students will be assessed in the domains of knowledge, problem-solving, and lifelong learning.

FLEXIBLE EDUCATION
[Choose ONE (1) of the packages:]

The Flexible Education component provides student the flexibility to study modules in a related or unrelated field from the same or different school to complement the Primary Major. It may be completed in a form of free electives, an extension, minors or a second major that typically requires at least one (1) semester of student learning time.

Minor

• Choose any Minor package* offered by Taylor’s University. Refer to the Complementary Study Guide for the list of Minor packages.

AND

Free Elective Modules

• Choose any TWO (2) Free Electives* offered by Taylor’s University. Refer to the Complementary Study Guide for the list of Free Electives.

*Subject to availability.
*Meet min. module pre- & co-requisite.

UNIVERSITY CORE

This component aims to develop critical thinking, build up social intelligence and cultivate civic responsibility as well as broaden cultural knowledge. These consist of compulsory and nationally-mandated study modules required by the Malaysian Ministry of Higher Education.

• Social Innovation Project
• Falsafah dan Isu Semasa
• Life Skills for Success & Well-Being / Bahasa Kebangsaan A
• Millennials in Malaysia: Team Dynamics & Relationship Management
• Penghayatan Etika dan Peradaban / Bahasa Melayu Komunikasi 2

*Students are requested to take Bahasa Kebangsaan A if they do not obtain a Credit for Bahasa Malaysia in SPM.
**All information is subject to change. Readers are responsible for verifying information that pertains to them by contacting the university.

Careers & Prospects

• Special Education Needs Teacher
• SEN and Childcare Centre Director
• Content Developer
• Edupreneur