EDF5842 · Diversity and inclusive education

Overview

In this unit, inclusion is positioned as a core component of effective teaching to address diversity and achieve participation of all learners. Throughout the unit EDF5842, you will explore a range of models and approaches designed to support the full participation of diverse learners. You will learn various teaching strategies that will enable you to work inclusively and to differentiate your teaching to meet the specific needs of learners across the full range of abilities, including supporting the participation of learners with disabilities. You will examine key policies, legislative requirements, and theoretical frameworks that encourage and mandate attention to diversity, inclusion, and participation, and use these to inform your planning and the design of teaching and learning practices to provide achievable challenges for learners and support their participation and engagement. You will develop practical strategies to manage challenging behaviour and understand the importance of inclusive approaches in encouraging positive behaviour within learning environments.

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

Learning outcomes

1. identify the learning needs of a diverse range of learners, with a focus on learners with disabilities
2. compare and critique theories, models and frameworks used to inform inclusive teaching approaches
3. apply knowledge of and critically assess teaching strategies that support differentiation across the full range of abilities
4. identify legislative and policy requirements relating to inclusion in educational settings (including requirements relating to learners with disabilities) and outline how these influence teaching approaches
5. outline a range of teaching and learning practices and partnerships that can assist in managing challenging behaviour (applicable to semester 1 students only).

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.