Through case studies, contemporary research and practical examples students are introduced to inclusive education. The application of inclusive pedagogy in K–12 educational practice is explored, with a focus on the complex interaction of instructional, behavioural, curricular, community and legislation. Students are required to demonstrate knowledge of relevant legislative requirements and teaching strategies that support participation and learning by students with diverse abilities, including students with special learning or behaviour needs.
The practical requirements for teachers to be able to support learners with diverse abilities will be examined within the following key ideas.
- Legislation, policies and practice
- Designing an inclusive curriculum with inclusive teaching practices
- Assessment, diagnosis and evaluation of students with additional learning needs
- Encouraging positive interactions through communication
- Identifying and removing barriers to inclusion
- Understanding specific disabilities and learning difficulties
- Developing best practice for a learning environment that supports all children
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||analyse the range of students with learning and support needs and demonstrate how to meet these specific learning needs through inclusive education practices||Intellectual rigour||Knowledge of a discipline|
|2||discuss early childhood/child/adolescent development and the implications for student learning and student behaviour and reflect on the likely impact on learning of a disability, behaviour disorder or difficulties||Knowledge of a discipline||Communication and social skills|
|3||synthesise knowledge of disability legislation and educational policies for early childhood, primary and secondary education||Intellectual rigour||Knowledge of a discipline|
|4||plan, implement and evaluate programs to address the specific learning needs of students and develop a range of relevant procedures and strategies to use in all classrooms, practical classes and excursions for early childhood, primary and secondary education||Knowledge of a discipline||Communication and social skills|
|5||demonstrate skills in working with other professionals, including the Learning and Support Teacher, and the role of Early Intervention for the early childhood area, to identify learning outcomes for students and reasonable curriculum adjustments||Knowledge of a discipline||Communication and social skills|
|6||implement relevant curriculum documents for Primary and Secondary students, implement syllabus documents, policies and support materials and additional literacy and numeracy support. For early childhood students implement the Early Years Learning Framework (EYLF)||Knowledge of a discipline||Communication and social skills|
|7||analyse instructional design strategies for assisting the learning and support needs of students with diverse abilities, including the use of ICT and adaptive technologies for early childhood, primary and secondary education||Knowledge of a discipline||Communication and social skills|
- No prescribed texts.
Study Period 1
- No prescribed texts.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2020 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.