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LocationDomesticInternational
OnlineN/A

Unit description

Through case studies, contemporary research and practical examples, students are introduced to inclusive education. The application of inclusive pedagogy in Early Childhood contexts and K–12 educational practice is explored, with a focus on the complex interaction of instructional, learning, curricular, community and legislation contexts. Students are required to demonstrate knowledge of relevant legislative requirements and teaching strategies that support social inclusion, authentic engagement and learning for students with diverse abilities, including students with a disability or other additional learning needs.

Unit content

The key concepts, theoretical frameworks and practical requirements for teachers to be able to support learners with diverse abilities will be examined within the following key ideas.

  • Teachers and the Inclusive School or Early Childhood Setting
  • Meeting Diverse Needs Through an Inclusive Curriculum and Inclusive Teaching Practice
  • Legislation, Policies and Inclusive Practices - Teachers' Obligations
  • Differentiation and Providing Reasonable Adjustments - Curriculum Content, Assessment, Teaching Methods, Resources
  • Communication for Learning and Effective Teaching
  • Collaboration and Consultation to Support Inclusion
  • Instigating Change to Support Inclusion

 

Learning outcomes

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.

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
On completion of this unit, students should be able to:GA1GA2GA3GA4GA5GA6GA7
1analyse the range of students with learning and support needs, reflect on the likely impact on learning of a disability or other additional learning need, and demonstrate how to meet these specific learning needs through inclusive education practicesIntellectual rigourKnowledge of a discipline
2demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support inclusive student participation and engagement in classroom and school activities. Intellectual rigourKnowledge of a discipline
3demonstrate knowledge and understanding of a range of teaching strategies including differentiation and providing reasonable adjustments to meet the specific learning needs of students with a disability or other learning and support needs Knowledge of a disciplineCommunication and social skills
4demonstrate skills in working collaboratively with other professionals, including specialist and advisory teachers, external professionals and community representatives; also in consulting and collaborating with parents/ carers. Knowledge of a disciplineCommunication and social skills

On completion of this unit, students should be able to:

  1. analyse the range of students with learning and support needs, reflect on the likely impact on learning of a disability or other additional learning need, and demonstrate how to meet these specific learning needs through inclusive education practices
    • GA1: Intellectual rigour
    • GA4: Knowledge of a discipline
  2. demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support inclusive student participation and engagement in classroom and school activities.
    • GA1: Intellectual rigour
    • GA4: Knowledge of a discipline
  3. demonstrate knowledge and understanding of a range of teaching strategies including differentiation and providing reasonable adjustments to meet the specific learning needs of students with a disability or other learning and support needs
    • GA4: Knowledge of a discipline
    • GA6: Communication and social skills
  4. demonstrate skills in working collaboratively with other professionals, including specialist and advisory teachers, external professionals and community representatives; also in consulting and collaborating with parents/ carers.
    • GA4: Knowledge of a discipline
    • GA6: Communication and social skills

Prescribed texts

  • Prescribed text information is not currently available.

  • Prescribed text information is not currently available.
Prescribed texts may change in future study periods.

Teaching and assessment

Teaching method
Structured online learning 3.33 hours (6 weeks )
Tutorial online 1 hour (4 weeks)
Assessment
Discussion board10%
Case study40%
Project50%

Teaching method
Tutorial online 1 hour (4 weeks)
Structured online learning 2 hours (10 weeks )
Assessment
Presentation50%
Case study40%
Discussion board10%
Notice

Intensive offerings may or may not be scheduled in every session. Please refer to the timetable for further details.

Southern Cross University employs different teaching methods within units to provide students with the flexibility to choose the mode of learning that best suits them. SCU academics strive to use the latest approaches and, as a result, the learning modes and materials may change. The most current information regarding a unit will be provided to enrolled students at the beginning of the study session.

Fee information

Domestic

Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2020 Commonwealth Supported only. Student contribution band: 1

Fee paying courses
For POSTGRADUATE or UNDERGRADUATE full fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees

International

Please check the international course and fee list to determine the relevant fees.

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