Year
2022Credit points
10Campus offering
No unit offerings are currently available for this unitIncompatible
EDFD340 Diversity and Inclusive Education , EDFD478 Catering for Diversity and Inclusion in the Classroom , EDFD261 Creating Inclusive, Safe and Supportive Learning Environments
Unit rationale, description and aim
Pre-service teachers need to be able to support all children/students with disability as unique learners with diverse strengths, backgrounds, challenges, interests and capabilities. Understanding all students and how they learn and knowing how to adapt and teach curricula effectively are essential to teachers’ professional knowledge and inclusive practice.
This unit promotes positive attitudes towards understanding students with disability and developing wider socio-cultural perspectives. Human rights, social justice and ethical principles are analysed within policy frameworks and international, national and state legislative requirements. Society and education systems are constantly changing, and pre-service teachers need to be flexible, open-minded and reflexive life-long learners in developing differentiated and responsive teaching, learning and assessment. Universal design for learning is an approach that supports all learners across varying ages and requires careful planning in differentiated teaching and suitable adjustment strategies that embrace student differences within safe, inclusive, collaborative home, community and whole-school/centre educational contexts.
The unit is designed to equip pre-service teachers with high-quality research-informed, evidence-based knowledge, innovative pedagogical skills and practical student-centred experiences so that they can take responsibility for supporting all their students with disability to access, participate and thrive.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1 - Describe the complex nature of diversity and disability, and identify educational implications for supporting inclusive learning (GA1, GA4; APST 1.5, 1.6; ACECQA A5, A6, A7, B1, B2, B5, B9)
LO2 - Explain how relevant policy, legal and curriculum frameworks, and research inform the adoption of ethical practice to support students with disability and inclusive learning (GA2, GA3, GA5; APST 1.5, 1.6, 4.4; ACECQA B1, B2, B5, C7, E3)
LO3 - Construct responsive differentiated teaching, learning and assessment planning using data-driven, evidenced-based approaches (GA4, GA5, GA7; APST 1.5, 2.1, 2.3, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.3, 4.4, 5.4; ACECQA B9, C1, C5, C6, E2)
LO4 - Evaluate strategies for building respectful collaborative relationships to support students with disability across home, community and educational contexts (GA1, GA4, GA5, GA7; APST 3.6, 3.7, 5.5, 6.4, 7.3, 7.4; ACECQA A8, D1, D2, D3, D4, D5)
LO5 - Exercise critical thinking and judgements through a systemic approach in relation to the educational needs of students with disability; enabling pre-service teachers as lifelong learners to Identify and evaluate their own professional learning needs in supporting inclusive learning, and appropriate sources of professional learning (GA4, GA5, GA7; APST 1.5, 6.1, 6.2, 6.3, 6.4; 7.1, 7.2, 7.4; ACECQA F3)
Graduate attributes
GA1 - Demonstrate respect for the dignity of each individual and for human diversity
GA2 - Recognise their responsibility to the common good, the environment and society
GA3 - Apply ethical perspectives in informed decision making
GA4 - Think critically and reflectively
GA5 - Demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA7 - Work both autonomously and collaboratively
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. |
1.6 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. |
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
3.3 Include a range of teaching strategies. |
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. |
3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. |
3.7 Describe a broad range of strategies for involving parents/carers in the educative process. |
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. |
4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour. |
4.4 Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements. |
5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. |
6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. |
6.2 Understand the relevant and appropriate sources of professional learning for teachers. |
6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. |
6.4 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learnings. |
7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. |
7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. |
7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers. |
7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. |
ACECQA Curriculum Specifications
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:
A. Child development and care A5. early intervention A6. diversity, difference and inclusivity A7. learners with special needs A8. transitions and continuity of learning (including transition to school) |
B. Education and curriculum studies B1. Early Years Learning Framework B2. the Australian curriculum B5. English as an additional language B9. curriculum planning, programming and evaluation |
C. Teaching pedagogies C1. alternative pedagogies and curriculum approaches C5. children with diverse needs and backgrounds C6. working with children who speak languages other than, or in addition to, English C7. contemporary society and pedagogy |
D. Family and community contexts D1. developing family and community partnerships D2. multicultural education D3. Aboriginal and Torres Strait Islander perspectives D4. socially inclusive practice D5. culture, diversity and inclusion |
E. History and philosophy of early childhood E2. contemporary theories and practice E3. ethics and professional practice |
F. Early childhood professional practice F3. professional identity and development |
Content
Topics will include:
- Contexts– philosophy underpinning inclusive practice, special education and inclusive policy and legislation including Disability Discrimination Act (1992), Disability Standards for Education (2005), National Disability Insurance Scheme, Nationally consistent collection of data (NCCD) of students with disability and defined levels of adjustments
- Human Rights legislation, United Nations Convention on the Rights of People with Disability (2008), and the NSW Disability Inclusion Act (2014)
- Differentiating and Universal Design for Learning; explicit teaching, cooperative learning
- Personalised Planning, support strategies and effective adjustments across a full range of disabilities including literacy and numeracy
- Safety, Wellbeing and Child Safe principles
- Collaborating with parents/carers and other professionals, and consultation with stakeholders including advocacy
- Inclusive School Communities
- Big Picture
Learning and teaching strategy and rationale
The unit will be taught in a variety of teaching and learning modes during on campus semester weeks or equivalent in intensive and online modes. In each case, the teaching and learning strategy is designed to be flexible and promote self-regulated and guided learning, underpinned by adult learning principles will include:
- Lectures face-to-face or online to enhance knowledge
- Seminars, tutorials or workshops; online activities to engage in active learning
- Reading guides which involve directed reading as well as self-directed online study materials
- Discussion Forum online postings and responses designed to encourage peer collaboration
- Webinars and podcasts for lecturer and student communication and for further information
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment approaches include a range of methods to support learning such as reading, reflection, discussion, webinars, podcasts, video etc.
Technology Enhanced Learning
Lectures will be recorded and links will be provided on the Learning Environment Online (LEO).
Assessment strategy and rationale
Assessment tasks are criterion-referenced and designed to demonstrate that the unit learning outcomes have been met and match accreditation requirements for Professional Standards. Types of assessments involve a variety of tasks to challenge students’ learning and to enable differentiation of achievement and be equitable and ethical.
Minimum Achievement Standard
The assessment tasks and their weighting for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, students are required to submit all assessment tasks, meet the learning outcomes of the unit and achieve a minimum overall passing grade of 50%.
Assessment in EDET300 includes a Critical Task: Assessment Task 3 Case Study on Differentiation. This task is core to the demonstration of a number of Australian Professional Teacher Standards. Pre-service teachers must demonstrate mastery of every summative listed in the learning outcomes and attain a score of at least 50% in Task 3 in order to pass this unit.
Electronic Submission, Marking and Return
Electronic submission and marking of assignments through Turnitin will be used.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1 Using key research and experience, critically reflect on teaching children/students with disability with a focus on effective ways to support their learning. Consider issues of access and participation in learning. | 20% | LO1 | GA1, GA4 |
Assessment Task 2 Analyse legal and policy frameworks, stakeholders’ and focus student’s perspectives and other relevant sources informing support for students with disability learning needs. | 30% | LO2 | GA2, GA3, GA5 |
Assessment Task 3 CRITICAL TASK Case Study on Differentiation Report on a case study into the needs of a selected learner requiring differentiated teaching, learning and assessment planning, to provide support for their participation and achievement in learning activities. Reflect on the broader implications of disability on inclusive learning and teachers’ ethical and legal responsibilities to meet these needs, working collaboratively across contexts with parents/ carers and other professionals; and identify ongoing professional learning to support the engagement, learning and success of students with disability participating in inclusive learning. | 50% | LO1, LO2, LO3, LO4, LO5 | GA1, GA4, GA5, GA7 |
ASSESSMENT 3 CASE STUDY ON DIFFERENTIATION
Report on a case study into the needs of a selected learner requiring differentiated teaching, learning and assessment planning, to provide support for their participation and achievement in learning activities. Include in the report:
- Description of the learner
- Identification of the learner’s needs and strengths
- Analysis of the context
- Identification and understanding of legislation that supports the learner’s participation and learning
- Design of the differentiated curriculum and the learning and teaching strategies proposed
- A reflection on the broader implications of disability on inclusive learning and teachers’ responsibilities to meet these needs
- Working collaboratively across contexts with parents/ carers and other professionals
- Identification of ongoing professional learning to support the engagement, learning and success of students with disability participating in inclusive learning
Support your work with research and references relevant to the Australian context using APA referencing.
Representative texts and references
Required text(s)
Australian Curriculum https://www.australiancurriculum.edu.au/.
Early Years Learning Framework https://www.education.gov.au/early-years-learning-framework-0.
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au.
Australian Human Rights Commission https://www.humanrights.gov.au/.
Relevant State and Territory curriculum documents.
Recommended references
Ashman, A., (Ed.). (2019). Education for inclusion and diversity (6th ed.). Frenchs Forest, NSW: Pearson Education Australia.
Dempsey, I., & Dally, K. (2014). Professional standards for Australian special education teachers. Australasian Journal of Special Education, 38, 1-13. doi:10.1017/jse.2014.1
Forlin, C., & Loreman, T. (Eds.). (2014). Measuring inclusive education. West Yorkshire, England: Emerald.
Foreman, P., & Arthur-Kelly, M. (Eds.). (2017). Inclusion in action (5th ed.). South Melbourne, Vic: Cengage Learning Australia.
Gargiulo, R., & Metcalf, D. (2017). Teaching in today’s inclusive classrooms: A universal design for learning approach (3rd ed.). South Melbourne, Vic: Cengage Learning Australia.
Hyde, M., Carpenter, L., & Dole, S. (2017). Diversity, inclusion and engagement (3rd ed.). South Melbourne, Vic: Oxford University Press.
Reid, A. (Ed.). (2018). The Australian school: Promises, problems and possibilities. Deakin, ACT: Australian Curriculum Studies Association.
Sailor, W. (2017). Equity as a basis for inclusive educational systems change. Australasian Journal of Special Education, 41, 1-17. doi:10.1017/jse.2016.12.
Scorgie, K., & Sobsey, R. (2017). Working with families for inclusive education: Navigating identity, opportunity and belonging. Bingley, UK: Emerald.
Tomlinson, C. (2014). The differentiated classroom responding to the needs of all learners (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).