EDF5656 · Practising inclusion

Overview

This unit builds on students’ foundational understanding of inclusive education by focusing on how inclusion is enacted through planning, teaching and assessment in real school contexts. You will begin by examining how curriculum, assessment practices, pedagogy and school structures can create barriers to participation for students with disability and those experiencing intersectional disadvantage, and consider how these barriers can be identified and designed using universal design principles with specific reference to the design of assessment tasks. You will then be introduced to the core components of the multi-tiered system of supports framework, learning to collect and interpret robust screening data and develop personalised learning and support plans that align instruction and intervention across tiers. You will learn key skills regarding the development, implementation and review of multi-tiered plans including authentic consultation with students and families, collaboration with other professionals, and ensuring support is targeted with precision to enable all students to receive what they need to make progress 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 how the design of curriculum, assessment practices, pedagogy and school structures can create or remove barriers to participation, learning and engagement at school
2. design accessible assessment tasks using universal design principles (including emerging technologies) and evidence-informed reasonable adjustments so that all students can demonstrate what they know and can do
3. use data from universal screening and ongoing assessment to make decisions about instruction and intervention across the tiers within a multi-tiered system of supports
4. develop personalised learning and support plans that align instruction and intervention across tiers and draw on evidence-based practices to target support with precision
5. collaborate and consult with students, families and other professionals to implement, review and refine multi-tiered supports so that all students receive what they need to make progress 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.