Year
2024Credit points
10Campus offering
Prerequisites
Nil
Incompatible
EDFD261 Creating Inclusive, Safe and Supportive Learning Environments , EDFD340 Diversity and Inclusive Education , EDFD478 Catering for Diversity and Inclusion in the Classroom
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.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Describe the complex nature of diversity and disability, and identify educational implications for supporting inclusive learning | GC1, GC5, GC6, GC11 |
| 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 | GC2, GC3, GC5, GC9, GC10, GC11 |
| LO3 | Construct responsive differentiated teaching, learning and assessment planning using data-driven, evidenced-based approaches | GC1, GC2, GC8, GC9, GC11 |
| LO4 | Evaluate strategies for building respectful collaborative relationships to support students with disability across home, community and educational contexts | GC4, GC6, GC7, GC8, GC10, GC12 |
| 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 | GC1, GC2, GC3, GC7, GC12 |
ACECQA Curriculum Specifications
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:
| Industry Standard | Relating to | Relevant Learning Outcome |
|---|---|---|
| ACECQA -A5 | Early intervention | LO1 |
| ACECQA -A6 | Diversity, difference and inclusivity | LO1 |
| ACECQA -A7 | Learners with special/additional needs | LO1 |
| ACECQA -A8 | Transitions and continuity of learning (including transition to school) | LO4 |
| ACECQA -B1 | Early Years Learning Framework | LO1, LO2 |
| ACECQA -B2 | The Australian curriculum | LO1, LO2 |
| ACECQA -B5 | English as an additional language | LO1, LO2 |
| ACECQA -B9 | Curriculum planning, programming and evaluation | LO1, LO3 |
| ACECQA -C1 | Alternative pedagogies and curriculum approaches | LO3 |
| ACECQA -C5 | Children with diverse needs and backgrounds | LO3 |
| ACECQA -C6 | Working with children who speak languages other than, or in addition to, English | LO3 |
| ACECQA -C7 | Contemporary society and pedagogy | LO2 |
| ACECQA -D1 | Developing family and community partnerships | LO4 |
| ACECQA -D2 | Multicultural education | LO4 |
| ACECQA -D3 | Aboriginal and Torres Strait Islander perspectives | LO4 |
| ACECQA -D4 | Socially inclusive practice | LO4 |
| ACECQA -D5 | Culture, diversity and inclusion | LO4 |
| ACECQA -E2 | Contemporary theories and practice | LO3 |
| ACECQA -E3 | Ethics and professional practice | LO2 |
| ACECQA -F3 | Professional identity and development | LO5 |
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
| Industry Standard | Relating to | Relevant Learning Outcome |
|---|---|---|
| APST(GA)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. | LO1, LO2, LO3, LO5 |
| APST(GA)1.6 | Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. | LO1, LO2 |
| APST(GA)2.1 | Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. | LO3 |
| APST(GA)2.3 | Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. | LO3 |
| APST(GA)2.5 | Know and understand literacy and numeracy teaching strategies and their application in teaching areas. | LO3 |
| APST(GA)3.1 | Set learning goals that provide achievable challenges for students of varying abilities and characteristics. | LO3 |
| APST(GA)3.2 | Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. | LO3 |
| APST(GA)3.3 | Include a range of teaching strategies. | LO3 |
| APST(GA)3.4 | Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. | LO3 |
| APST(GA)3.5 | Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. | LO3 |
| APST(GA)3.6 | Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. | LO4 |
| APST(GA)3.7 | Describe a broad range of strategies for involving parents/carers in the educative process. | LO4 |
| APST(GA)4.1 | Identify strategies to support inclusive student participation and engagement in classroom activities. | LO3 |
| APST(GA)4.3 | Demonstrate knowledge of practical approaches to manage challenging behaviour. | LO3 |
| APST(GA)4.4 | Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. | LO2, LO3 |
| APST(GA)5.4 | Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. | LO3 |
| APST(GA)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. | LO4 |
| APST(GA)6.1 | Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. | LO5 |
| APST(GA)6.2 | Understand the relevant and appropriate sources of professional learning for teachers. | LO5 |
| APST(GA)6.3 | Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. | LO5 |
| APST(GA)6.4 | Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. | LO4, LO5 |
| APST(GA)7.1 | Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. | LO5 |
| APST(GA)7.2 | Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. | LO5 |
| APST(GA)7.3 | Understand strategies for working effectively, sensitively and confidentially with parents/carers. | LO4 |
| APST(GA)7.4 | Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. | LO4, LO5 |
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)
- Differentiated teaching 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
Learning and teaching strategy and rationale
The learning and teaching strategy for this unit is based on a Constructivist approach that recognises that learning builds on pre-existing understandings and is shaped by a learner’s sociocultural context. In line with the chosen learning and teaching strategy, this unit includes: content delivery designed to encourage active learning and engagement, and teaching methods designed to consolidate the learning of content, apply knowledge to problem-solving tasks and develop analytical and evaluating skills. The learning and teaching strategy is achieved through a range of learning activities such as reading, reflection, discussion, and engagement with webinars, podcasts and video resources.
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, pre-service teachers 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 and video resources.
The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between content and educational experiences.
Mode of delivery: This unit may be offered in different modes to cater to the learning needs and preferences of a range of participants.
On Campus
Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
Multi-mode
Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
Online unscheduled
Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
Online scheduled
All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.
ACU Online
In ACU Online mode, this unit is delivered asynchronously, fully online using an active, guided learning approach. Pre-service teachers are encouraged to contribute to asynchronous weekly discussions and receive regular and timely feedback on their learning.
Assessment strategy and rationale
The assessment tasks and their weightings allow pre-service teachers to progressively demonstrate achievement against the course learning outcomes by demonstrating academic and professional standards. This Effective Teaching unit will focus on developing understanding of, and skills across the professional knowledge, practice and engagement needed to meet expectations of the Graduate Attributes and the Australian Professional Standards for Teachers: Graduate level.
The assessment tasks are sequenced to allow feedback and progressive development of content knowledge and skills.
Minimum Achievement Standard
The assessment tasks and their weighting for this unit are designed to demonstrate achievement of each learning outcome. To pass this unit, pre-service teachers are required to submit all assessment tasks, meet the learning outcomes of the unit and achieve a minimum overall Pass grade.
Assessment in EDET300 includes a Critical Task: Assessment Task 2 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 2 to pass this unit.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Capabilities | Standards |
|---|---|---|---|---|
Assessment Task 1: Evaluation of inclusive practice Using a range of contemporary academic literature and relevant legal and policy frameworks, describe how human rights and principles of social justice have informed the delivery of inclusive education; evaluate a range of stakeholder perspectives on inclusive education including those of a focus student; and reflect on key understandings of inclusive education to inform your future teaching practice. | 50% | LO1, LO2 | GC1, GC2, GC3, GC5, GC6, GC9, GC10, GC11 | ACECQA -A5, ACECQA -A6, ACECQA -A7, ACECQA -B1, ACECQA -B2, ACECQA -B5, ACECQA -B9, ACECQA -C7, ACECQA -E3, APST(GA)1.5, APST(GA)1.6, APST(GA)4.4 |
Assessment Task 2: Case Study on Differentiation CRITICAL TASK 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. | 50% | LO1, LO2, LO3, LO4, LO5 | GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12 | ACECQA -A5, ACECQA -A6, ACECQA -A7, ACECQA -A8, ACECQA -B1, ACECQA -B2, ACECQA -B5, ACECQA -B9, ACECQA -C1, ACECQA -C5, ACECQA -C6, ACECQA -D1, ACECQA -D2, ACECQA -D3, ACECQA -D4, ACECQA -D5, ACECQA -E2, ACECQA -E3, ACECQA -F3, APST(GA)1.5, APST(GA)1.6, APST(GA)2.1, APST(GA)2.3, APST(GA)2.5, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, APST(GA)3.6, APST(GA)3.7, APST(GA)4.1, APST(GA)4.3, APST(GA)4.4, APST(GA)5.4, APST(GA)5.5, APST(GA)6.1, APST(GA)6.2, APST(GA)6.3, APST(GA)6.4, APST(GA)7.1, APST(GA)7.2, APST(GA)7.3, APST(GA)7.4 |
Representative texts and references
Required text(s)
Australian Curriculum https://www.australiancurriculum.edu.au/.
Early Years Learning Framework https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
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.). Pearson Australia.
Foreman, P., & Arthur-Kelly, M. (Eds.). (2017). Inclusion in action (5th ed.). Cengage Learning Australia.
Gargiulo, R., & Metcalf, D. (2017). Teaching in today’s inclusive classrooms: A universal design for learning approach (3rd ed.). Cengage Learning Australia.
Graham, L. J., & Graham, L. J. (2020). Inclusive education for the 21st century: Theory, policy and practice (L. J. (Linda J. Graham, Ed.). Allen & Unwin.
Hyde, M., Carpenter, L., & Dole, S. (2021). Diversity, inclusion and engagement (4th ed.). Oxford University Press.
Reid, A. (Ed.). (2018). The Australian school: Promises, problems and possibilities. Australian Curriculum Studies Association.
Sailor, W. (2017). Equity as a basis for inclusive educational systems change. Australasian Journal of Special Education, 41, 1-17. https://doi.org/10.1017/jse.2016.
Scorgie, K., & Sobsey, R. (Eds.) (2017). Working with families for inclusive education: Navigating identity, opportunity and belonging. Emerald.
Tomlinson, C. (2014). The differentiated classroom responding to the needs of all learners (2nd ed.). Association for Supervision and Curriculum Development (ASCD).