Year
2022Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
NilIncompatible
EDTS615 Inclusive Teaching Practice, EDTS616 Inclusive School Community Practice
Unit rationale, description and aim
At a time of rapid ongoing change in society and education, the role of an educator or allied professional with specialist knowledge and skills is critical to helping all children, especially those with diverse and/or atypical needs attain the knowledge and skills they need for successful, lifelong learning. In this unit, within the Inclusive Practice specialisation of the Graduate Certificate in Education and Master of Education, students will explore classroom-based and whole school community collaborative approaches to supporting students with diverse learning needs and approaches to inclusive education including individualised learning plans, "differentiation", "adjustments", "universal design" and "personalised learning". The roles of the teacher and paraprofessionals in successful inclusion will be examined. Therefore, the aim of this unit is to support students in developing the required advanced knowledge, understanding and skills they need in order to develop inclusive environments that will support the learning of all children, especially those with diverse and/or atypical needs.
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 - Review, analyse and synthesise current literature in relation to the successful collaborative inclusive education of children and young people with diverse learning needs (GA4, GA5, GA8, GA9, GA10; APST 1.2, 1.3, 1.5, 3.1, 3.2)
LO2 - Critique widely-used evidence-based approaches to differentiating curriculum and instruction effectively for all students, including those with diverse learning needs (e.g., Individualised Learning Plans (ILPs) or Education Adjustment Profiles (EAPs), “differentiation”, “adjustments”, “universal design” and “personalised learning” (GA4, GA5, GA8, GA9, GA10; APST 1.2, 1.3, 1.5, 3.1, 3.2)
LO3 - Develop an appropriate plan or profile for a case study student that includes strategies that will effectively meet the student’s individual needs in literacy, numeracy, language development and/or behaviour (GA1, GA3, GA4, GA5, GA8, GA9, GA10; APST 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.5, 3.1, 3.2, 3.4, 5.1, 5.4)
LO4 - Critically review widely-used approaches (e.g., inquiry-based problem solving, school-based teams, and community partnerships) to collaborating effectively with students, their parents or guardians, allied professionals, and members of the school community to plan and support all students, including those with diverse learning needs (GA4, GA5, GA8, GA9, GA10; APST 1.2, 1.3, 1.5, 3.1, 3.2)
LO5 - Formulate a whole school community plan effectively for supporting a case study student, the student’s parents, and an hypothesised network of allied professionals and members of the school community to provide “wrap-around” services and effectively support the student with diverse learning needs (GA1, GA3, GA4, GA5, GA8, GA9, GA10; APST 1.1, 1.2, 1.3, 3.4, 3.7)
Graduate attributes
GA1 - demonstrate respect for the dignity of each individual and for human diversity
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
GA8 - locate, organise, analyse, synthesise and evaluate information
GA9 - demonstrate effective communication in oral and written English language and visual media
GA10 - utilise information and communication and other relevant technologies effectively.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS
On successful completion of this unit, students should have gained evidence towards the following standards
1.1 Physical, social and intellectual development and characteristics of students (Lead) Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students |
1.2 Understand how students learn (Highly Accomplished) Expand understanding of how students learn using research and workplace knowledge. |
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds (Lead) Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds. |
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students (Highly Accomplished) Provide advice and support colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge of and support from community representatives. |
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities (Lead) Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities. |
1.6 Strategies to support full participation of students with disability (Highly Accomplished) Work with colleagues to access specialist knowledge, and relevant policy and legislation, to develop teaching programs that support the participation and learning of students with disability. |
2.1 Content and teaching strategies of the teaching area (Highly Accomplished) Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs. |
2.2 Content selection and organisation (Highly Accomplished) Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs. |
2.5 Literacy and numeracy strategies (Lead) Monitor and evaluate the implementation of teaching strategies within the school to improve students’ achievement in literacy and numeracy using research-based knowledge and student data. |
3.1 Establish challenging learning goals (Lead) Demonstrate exemplary practice and high expectations and lead colleagues to encourage students to pursue challenging goals in all aspects of their education |
3.2 Plan, structure and sequence learning programs (Lead) Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills. |
3.4 Select and use resources (Lead) Model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school. |
3.7 Engage parents/carers in the educative process (Lead) Initiate contextually relevant processes to establish programs that involve parents/carers in the education of their children and broader school priorities and activities |
5.1 Assess student learning (Highly Accomplished) Develop and apply a comprehensive range of assessment strategies to diagnose learning needs, comply with curriculum requirements and support colleagues to evaluate the effectiveness of their approaches to assessment. |
5.4 Interpret student data (Lead) Co-ordinate student performance and program evaluation using internal and external student assessment data to improve teaching practice. |
Content
Topics will include:
- Inclusive approaches (access, engagement, participation, respectful relationships, collaborative partnerships, diversity as a resource, creating safe environments where all school community members feel safe and free from discrimination, bias and harassment)
- Differentiating curriculum and instruction (Individualised Learning Plans (ILPs) or Education Adjustment Profiles (EAPs), “differentiation”, “adjustments”, “universal design” and “personalised learning”)
- Evidence-based strategies for effectively meeting individual student needs in literacy, numeracy, language development and behaviour
- Widely-used approaches to collaborate effectively with students, their parents or guardians, allied professionals, and members of the school community to plan and support all students including those with additional needs (e.g., inquiry-based problem solving, family-school partnerships, school-based teams, community partnerships, cross-agency collaboration, networks of support)
Learning and teaching strategy and rationale
This unit is offered in multi-mode and will be supported by a unit LEO (learning environment online) site. Engagement for learning is the key driver in the delivery of this curriculum. The unit will facilitate active participation in pedagogical approaches that demonstrate alignment of teaching, learning and assessment and may incorporate a combination of strategies including individual and group work, activity-based workshops, formal presentations and online activities and engagement.
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 strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, video, workshops, and assignments etc.
Assessment strategy and rationale
The assessment tasks are used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements.
In order to successfully complete this unit, students need to complete and submit two graded assessment tasks. The assessment strategy used allows students to progressively develop their knowledge, understanding and analytical skills to the level of sophistication where they are able to evaluate ways inclusive teaching practices and apply them in specific contexts.
The first task is a case study the second task is the development of a collaborative support plan.
Assessment Tasks
There are two assessment tasks, each worth 50% of the final grade for the unit.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1 Case Study – Inclusive Teaching Students are required to analyse the needs of Case Study Student A and develop an instructional plan (based on the principles of Universal Design for Learning) to support the learning of the student in a particular learning context. Evidence is required of the graduate’s reasoning for the overall plan as well as for the selection of teaching and learning approaches, strategies and resources. Evidence should be drawn from a critical review of recent academic and professional literature. | 50% | LO1, LO2, LO3 | GA1, GA3, GA4, GA5, GA8, GA9, GA10 |
Assessment Task 2 Case Study – Inclusive School and Community Support Students are required to analyse the needs of Case Study Student B and develop a plan for the collaborative support of the student within the school and the community. Students must consider support networks and services that would facilitate the inclusion of students with additional and/or diverse learning needs. Students must also provide evidence of reasoning based on a critical review of recent academic and professional literature. | 50% | LO1, LO4, LO5 | GA1, GA3, GA4, GA5, GA8, GA9, GA10 |
Representative texts and references
Ashman, A. F. (Ed.). (2015). Education for inclusion and diversity (5th ed.). Melbourne, Vic: Pearson Australia.
Burns, M. K. & Gibbons, K. (2012). Implementing response-to-intervention in elementary and secondary schools: Procedures to assure scientific-based practices. New York: Routledge. (e-book).
Chambers, D. (Ed.). (2015). Working with teaching assistants and other support staff for inclusive education. Vol. 4, International perspectives on inclusive education. Bingley, UK: Emerald Insight. (e-book)
Deppeler, J., Loreman, T., Smith, R. & Florian, L. Eds.). (2015). Inclusive pedagogy across the curriculum. Vol. 7, International perspectives on inclusive education. Bingley, UK: Emerald Insight. (e-book)
Foreman, P., & Arthur-Kelly, M. (Eds.). (2014). Inclusion in action (5th ed.). South Melbourne, Vic: Cengage Learning Australia.
Gawaian Bodkin-Andrews & Bronwyn Carlson (2016) The legacy of racism and Indigenous Australian identity within education, Race Ethnicity and Education, 19:4, 784-807, DOI: 10.1080/13613324.2014.969224
Jones, B. (2012). Fostering collaboration in inclusive settings. Intervention in School and Clinic, 47(5), 297-306. doi: 10.1177/1053451211430113
Plows, V., & Whitburn, B. (Eds.). (2017). Inclusive education: Making sense of everyday practice. Rotterdam, The Netherlands: Springer. (e-book)
Scorgie, K., & Sobsey, D. (Eds.). (2017). Working with families for inclusive education: Navigating identity, opportunity and belonging. Vol. 10, International perspectives on inclusive education. Bingley, UK: Emerald Insight. (e-book)
Scully, P. A., Barbour, C., & Roberts-King, H. (2015). Families, schools and communities: Building partnerships for educating (6th ed.). Columbus, OH: Pearson.
Turnbull, A. P., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (2013). Exceptional lives: Special education in today’s schools (7th ed.). Upper Saddle River, NJ: Pearson.