EDF3077 · Curriculum in inclusive education

Overview

This unit prepares you to teach effectively in inclusive classrooms by exploring the various ways the curriculum can be adapted and individualised to meet the educational needs of learners with disabilities. You will learn about the key principles of curriculum adaptation and how these can be applied to the Australian Curriculum General Capabilities (Literacy and Numeracy) for students with disabilities in secondary settings. You will develop knowledge, insights, and practical skills as you design an individualised program of work based on an adapted numeracy curriculum, and teach this program using instructional strategies, behavioural supports, and academic supports to foster student engagement and learning. By trialling and reflecting on evidence-based teaching practices in a highly practical context, alongside peer and professional support, this unit will equip you to teach learners of all abilities to benefit from the school curriculum in personally meaningful and demonstrable ways.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. identify the key principles of adapting curriculum for students with intellectual disability
2. individualise a structured program of learning based on an adapted numeracy curriculum
3. utilise instructional strategies and supports to co-teach a program of learning
4. evaluate teaching impact based on evidence and in light of research.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements

Student experience, not official rules. Nothing here changes what the Handbook says.