EDF5632 · Understanding inclusion

Overview

This unit builds on your understanding of the rationale and conceptual basis of inclusive education and introduces you to key concepts and skills essential to understand how it should be implemented. A central emphasis of the unit is on the ways in which schools and systems can be transformed to ensure a high-quality and inclusive education is provided to all learners without exception. You will examine the various social, political, and economic forces that underpin and influence inclusive education practices at global, national and local levels. You will then explore how barriers to learning and participation can be understood through the social model of disability and consider the implications of this for practice. Finally, you will learn key skills in working with research evidence to select the most effective and appropriate practices for teaching all students to learn and engage positively at school.

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. analyse historical, legal and policy developments that have shaped inclusive education and explain their implications for schools and systems
2. explain and critically compare key concepts and frameworks in inclusive education, including models of disability and ideas of inclusion, exclusion, equity and justice
3. identify and analyse social, political and economic factors that produce educational exclusion and marginalisation at system, school and classroom levels
4. use the social model of disability and related frameworks to identify barriers to learning and participation and consider implications for transforming practice
5. locate, synthesise and critically evaluate research on inclusive education to inform decisions about effective practices that support all students to engage positively and learn at school.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 288 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 12 hours of scheduled learning delivered on campus via weekly/regular directed learning activities, 24 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities and the remaining hours to be allocated towards self-directed/independent study OR • 36 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities and the remaining hours to be allocated towards self-directed/independent study^ ^ International students studying in Australia are not permitted to undertake this scheduled learning delivery mode. Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

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