Introduces students to inclusive education and application of inclusive pedagogy, with a focus on research, synthesis and evaluation of effective Learning and Support Frameworks for students with additional support needs. Students learn to exercise critical analysis, problem solving and research based decision making in school and classroom educational practice to support students with diverse abilities, including students with special learning or behaviour support needs.
Setting the scene – teachers and inclusion
- History, philosophy and community background to special education theory and inclusive educational practice.
Legislation, policies and inclusive practices
- Commonwealth Disability Discrimination Act (DDA) 1992, Standards for Education (2005) and changes to the DDA, Improved rights protection for people with disability (2009)
- Child welfare, child protection, WH&S policies and procedures including risk assessment and prevention in educational environments.
- NSW DEC Every student, Every school initiative.
Meeting diverse needs through an inclusive curriculum and inclusive teaching practice
- Accommodations necessary in educating children with diverse abilities
- Range of learners and special education provisions for schools and early childhood settings, features of an inclusive setting, planning teams, responsibilities of teachers and the community and available services.
Assessment, diagnosis and evaluation in special education
- The role of curriculum-based assessment and differentiating the curriculum in an inclusive classroom
- Adapting curriculum, teaching and learning strategies.
- Developing Individualised Educational Program (IEP); Individual Learning and Support Plans (ILP); Individual Behaviour Plans (IBP); review of different educational systems; the NSW DEC Learning and Support Framework; NSW Board of Studies Life Skills Curriculum.
Learning and Support Frameworks
- Reasonable adjustments and accommodations, and the process of consultation with students, parents and/or caregivers
- Implementing curriculum-based assessment and developing an inclusive curriculum to meet diverse needs
- Using assessment and monitoring procedures and data for making instructional decisions
- Technologies and alternative physical education practical classes for inclusion of a student with a specific disability
- Management and planning in an inclusive educational environment
- Behaviour management and social skills training for children and/or adolescents.
- Normal course of children’s language development and implications for delay or disorder for learning; functional communication in the classroom
- The role of teachers in successful inclusion
- Communication and the development of an individual education plan
- The role of the Learning Support Team and other models for assisting with the development and implementation of Support and Learning plans
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||Research and critically analyse the range of students with learning and support needs and demonstrate problem based solutions for specific learning needs through inclusive education practices||Knowledge of a discipline|
|2||Demonstrate advanced understanding of adolescent development and exercise critical analysis to develop support frameworks for students with disabilities, learning difficulties and/or challenging behaviour disorder||Cultural competence|
|3||Synthesise knowledge of disability legislation and educational policies secondary education||Cultural competence|
|4||Use data informed decision making to inform professional decisions, generate theoretical propositions in order to plan, implement and evaluate programs to address the specific learning needs of students with a range of support needs||Cultural competence|
|5||Demonstrate an advanced ability to communicate and interpret theoretical propositions, methodologies and conclusions which inform professional decision making with other professionals, including the Learning and Support Teacher||Communication and social skills|
|6||Effectively implement relevant curriculum documents for children who require learning and support needs including Life Skills outcomes and content, and additional literacy and numeracy support.||Cultural competence|
|7||Research and 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 secondary education.||Cultural competence|
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2015 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.