Introduces students to inclusive education and application of inclusive pedagogy, with a focus on the complex interaction of instructional, behavioural, curricular, community and legislation in school and classroom educational practice. Students are required to demonstrate knowledge of relevant legislative requirements and of teaching strategies that support participation and learning by students with diverse abilities, including students with special learning or behaviour needs.
Module 1: Knowledge base and policies
- Setting the scene - teachers and inclusion
- Legislation, policies and inclusive practices
- Meeting diverse needs through an inclusive curriculum and inclusive teaching practice
Module 2: Needs analysis
- Assessment, diagnosis and evaluation of students with additional learning needs
- Planning effective teaching strategies
- Instructional methodology and content
- Understanding specific disabilities and learning difficulties
Module 3: Encouraging positive interactions
- Communicating together
- Instigating change
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|
- Forman, P & Arthur-Kelly, M (eds.), 2017, Inclusion in action, 5th edn, Cengage, South Melbourne.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2019 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.