TCHR6003 - Inclusive Education, Theory, Policy and Practice (2023)

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Unit description

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.

Unit content

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

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.

Prescribed Learning Resources