EDF5656 · Practising inclusion

Overview

This unit addresses the inclusion of learners with diversities (e.g. sexual orientation, ethnicity, behavioural manifestations or disability) and how they are often excluded from participation in learning and social activities, from pre-school to tertiary education and in workplaces. A key focus of this unit is on the education of learners with disabilities. This unit addresses the reasons that such learners are excluded and identifies what can be done to enhance their participation in different contexts. This includes how we undertake authentic assessment so that everyone is included across different learning and social contexts. It also focuses on evidence-based strategies which could be applied to ensure that everyone is fully included in educational, social and physical activities.

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 reasons some members of the society are excluded from teaching and learning
2. assess learners and their learning environment
3. use evidence-based strategies to enhance participation of excluded learners (including learners with behavioural issues and autism spectrum disorders)
4. acquire skills to work with key stakeholders (e.g. parents and paraprofessionals)
5. design and implement effective educational plans to deepen inclusive teaching and learning practices.

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.