Investigates issues of diversity, equity and inclusion in the Australian education system with a focus on Aboriginal and Torres Strait Islander students, students from backgrounds of socio-economic disadvantage, rural and remote students, and students from non-English speaking backgrounds. Critically reviews relevant legislation and education policy frameworks for promoting access, participation and success for learners from diverse backgrounds. Promotes understanding and efficacy around creating culturally safe learning environments, and around teaching, learning, and assessment strategies that promote high expectations for all learners. Evaluates emerging research, notions of leadership, and ongoing professional learning in relation to inclusive teaching practices.
The following topics will be explored with particular reference to Aboriginal students, students from backgrounds of socio-economic disadvantage; rural and remote students; and students from non-English speaking backgrounds.
- The influences of culture, language, identity and history on students’ learning and behaviour in educational settings
- Access and equity in the Australian education system: the politics; the data; and the research
- Legislation and education policies to improve access and equity in the Australian education system
- Critically reflecting on self – cultural awareness and cultural competence
- Inclusive teaching – designing curriculum elements, resources, assessments, and teaching and learning strategies for creating an inclusive classroom
- Creating culturally safe learning environments for Aboriginal and Torres Strait Islander students and for students from diverse cultural backgrounds including EAL/D students
- Teacher support within school and community – where to find it and how to use it
- Identifying opportunities for leadership and for creative and professional approaches to promoting inclusive teaching
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||Critically examine factors related to culture, language, identity and history influencing students’ learning and behaviour in educational settings||Intellectual rigour||Knowledge of a discipline|
|2||Critically examine the issues and national and state data relating to the experience of students from diverse backgrounds – Aboriginal and Torres Strait Islander; cultural; socio-economic; religious; rural or remote - in terms of access to, participation in, and success within the Australian education system||Intellectual rigour||Knowledge of a discipline|
|3||Evaluate current national and state legislation and educational policies aimed at improving access, participation and success within the Australian education system for Aboriginal and Torres Strait Islander students; students from different religious and socio-economic backgrounds; rural and remote students; and students from non-English speaking backgrounds and refugee circumstances, and assess their implications for the profession||Intellectual rigour||Knowledge of a discipline|
|4||Develop a deep understanding and efficacy around the attitudes and cultural competencies required of teachers to provide culturally safe and inclusive learning environments for learners from Aboriginal and Torres Strait Islander and diverse cultural backgrounds, including the EAL/D dimension of their learning||Intellectual rigour||Cultural competence|
|5||Evaluate curriculum, and teaching, learning and assessment strategies that promote high expectations and success for Aboriginal and Torres Strait Islander students; students from different religious and socio-economic backgrounds; rural and remote students; and students from non-English speaking backgrounds and refugee circumstances, and the skills required of teachers to successfully integrate these elements into their practice||Intellectual rigour||Knowledge of a discipline||Cultural competence|
|6||Identify networks, organisations and personnel both within schools and in the wider community for the support of students from diverse backgrounds and the teachers who teach them||Knowledge of a discipline||Cultural competence|
|7||Demonstrate advanced skills in documenting, researching, and presenting contemporary understandings of and approaches to inclusive education||Cultural competence|
- The eBook is available through the Coop website. The normal process for payment will apply. Students are able to print up to 10% of the eBook at a time. There is no limit on how many pages in total may be printed. The only restriction is 10% per printing session: SCU, 2016, Inclusive Teaching - custom text, Cengage.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2016 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.