Not currently available in 2020
Inclusion is an often-stated aspiration for contemporary schools, leading and developing Inclusive Education in a range of unique contexts poses a complex professional challenge for teachers and school leaders. An informed and nuanced understanding of core concepts, theoretical frameworks and implications of legislation and policy is needed to support decision-making and professional practice that provides genuine and authentic opportunities for all students to learn in a regular school setting. This unit engages students in critical reflection about about inclusion, critical disability perspectives, difference and diversity, and pedagogy and policy to support Inclusive Education. Students will draw on this critical review to define and justify an individual philosophy of Inclusive Education, and to identify and plan for action on strategic priorities to advance the cause of inclusion in school settings.
Topic 1: Key concepts of Inclusive Education - issues, evidence and literature
Topic 2: Diversity as a context for inclusion and effective teaching - learning for all
Topic 3: Theoretical frameworks for Inclusive Education
Topic 4: Policy, politics and legislation - information and analysis
Topic 5: Models of inclusive practice - best practice, factors that facilitate inclusive teaching, and barriers
Topci 6: The ecology of Inclusive Education
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 analyse current Inclusive Education literature and discourses, and the concepts of inclusion and effective teaching for all learners, with a view to advancing authentic educational inclusion in school settings||Intellectual rigour||Cultural competence|
|2||Critically evaluate the utility of theory, research, and policy, relevant to Inclusive Education||Communication and social skills||Cultural competence|
|3||Demonstrate the capacity to critically apply insights to evaluate contemporary professional perspectives, practices, and priorities relevant to Inclusive Education||Intellectual rigour||Communication and social skills||Cultural competence|
Study Period 5
- Prescribed text information is not currently available.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2020 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.