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LocationDomesticInternational
OnlineSession 2N/A

Unit description

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 or an early childhood setting to support students with diverse abilities, including students with special learning or behaviour support needs.

Unit content

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, Disability Standards for Education (DSE) 2005
  • Child welfare, child protection, WH&S policies and procedures including risk assessment and prevention in educational environments.

Meeting diverse needs through an inclusive curriculum and inclusive teaching practice

  • Appropriate adjustments required in educating students with diverse abilities
  • Range of learners and learning support 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 Learning and Support

  • Developing Personalised Learning Plans (PLPs)and/or Individualised Educational Plans (IEPs)

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 to support inclusion of a student with a specific disability
  • Behaviour management and social skills training for children and/or adolescents.

Communication for Learning

  • Normal course of children’s language development and implications for delay or disorder for learning; functional communication in the classroom

Instigating Change

  • 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 personalised learning plans.

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
1Research and critically analyse the range of students with learning and support needs and demonstrate problem based solutions for specific learning needs through inclusive education practicesKnowledge of a discipline
2Demonstrate advanced understanding of child and adolescent development and exercise critical analysis to develop support frameworks for students with disabilities, learning difficulties and/or challenging behaviour disorderCultural competence
3Synthesise knowledge of disability legislation and educational policies in early childhood and secondary educationCultural competence
4Use 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 needsCultural competence
5Demonstrate 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 TeacherCommunication and social skills
6Effectively implement relevant syllabus documents, policies and support materials for children and adolescents who have learning and support needs including additional literacy and numeracy support.Cultural competence
7Research 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 early childhood and secondary education. Cultural competence

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

  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
    • GA4: Knowledge of a discipline
  2. Demonstrate advanced understanding of child and adolescent development and exercise critical analysis to develop support frameworks for students with disabilities, learning difficulties and/or challenging behaviour disorder
    • GA7: Cultural competence
  3. Synthesise knowledge of disability legislation and educational policies in early childhood and secondary education
    • GA7: 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
    • GA7: 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
    • GA6: Communication and social skills
  6. Effectively implement relevant syllabus documents, policies and support materials for children and adolescents who have learning and support needs including additional literacy and numeracy support.
    • GA7: 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 early childhood and secondary education.
    • GA7: Cultural competence

Prescribed texts

  • No prescribed texts.
Prescribed texts may change in future study periods.

Teaching and assessment

Teaching method
Structured online learning 2 hours (10 weeks)
Lecture online 30 mins (10 weeks)
Assessment
Report50%
Presentation40%
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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