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Unit of Study EDUC3023 - Inclusive and Special Education: The Responsive Teacher (2023)

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Unit Snapshot

  • Enrolment information

    Bachelor of Education students must complete all first year units (96 CP) prior to enrolling in this unit to meet NESA Accreditation requirements.

Unit description

Uses case studies, contemporary research and practical examples to introduce inclusive education for students with disabilities and other additional learning needs. Explores theories and practical applications of teaching students with disability in inclusive and special education classrooms, with a focus on interactions between legislation and policy, differentiation and learning adjustments, communication, collaboration, community consultation and professional leadership. Students demonstrate and apply knowledge of inclusive teaching strategies for learners with a disability or other additional learning needs.    

Unit content

The key concepts, theoretical frameworks and practical requirements for teachers to be able to support students with disabilities and other additional learning needs will be examined within the following topics. 
 
Module 1. Teaching for Inclusion: Social, Historical and Theoretical Perspectives  
 
Module 2. Legislation and Policies to improve access and equity in Australian Education  
 
Module 3. Differentiation and Adjustments 
 
Module 4. Communication for Learning and Effective Teaching  
 
Module 5. Collaboration and Consultation to Support Inclusion  
 
Module 6. Professional Leadership for Inclusive Teaching 

Availabilities

Location Domestic International
Coffs Harbour
Term1
Term1
Gold Coast
Term1,3
Term1,3
Online
Term1,3
Term1

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

On completion of this unit, students should be able to:

learn about students with a disability and the conditions needed in classroom and whole-school settings in order for them to be able to access and fully participate in curriculum and learning opportunities, and feel a sense of belonging in the school community

demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support inclusion, participation and engagement in classroom and school activities for students with a disability

demonstrate knowledge and understanding of a range of teaching strategies including differentiation and providing reasonable adjustments to meet the specific learning needs of students with a disability or other special learning and support needs

demonstrate skills in working collaboratively with other professionals, including learning support teachers, special education staff, teacher assistants, specialist and advisory teachers, external professionals and community representatives; also in consulting and collaborating with parents/ carers and community.

Prescribed learning resources

Prescribed Texts
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Prescribed Resources/Equipment
  • No prescribed resources/equipment.

Prescribed Texts
  • No prescribed texts.
Prescribed Resources/Equipment
  • No prescribed resources/equipment.

Prescribed Learning Resources may change in future Teaching Periods.