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Unit Summary

Unit type

UG Coursework Unit

Credit points

12

AQF level

7

Level of learning

Intermediate

Former School/College

Former School of Education

Unit aim

Introduces students to inclusive education and application of inclusive pedagogy, with a focus on the complex interaction of instructional, behavioural, curricular, community and legislation in school and classroom educational practice. Students are required to demonstrate knowledge of relevant legislative requirements and of teaching strategies that support participation and learning by students with diverse abilities, including students with special learning or behaviour needs.

Unit content

Module 1: Knowledge base and policies

  • Setting the scene - teachers and inclusion
  • Legislation, policies and inclusive practices
  • Meeting diverse needs through an inclusive curriculum and inclusive teaching practice 

Module 2: Needs analysis

  • Assessment, diagnosis and evaluation of students with additional learning needs
  • Planning effective teaching strategies
  • Instructional methodology and content
  • Understanding specific disabilities and learning difficulties 

Module 3: Encouraging positive interactions

  • Communicating together
  • Instigating change

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.

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
On completion of this unit, students should be able to: GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 analyse the range of students with learning and support needs and demonstrate how to meet these specific learning needs through inclusive education practices Intellectual rigour Knowledge of a discipline
2 discuss early childhood/child/adolescent development and the implications for student learning and student behaviour and reflect on the likely impact on learning of a disability, behaviour disorder or difficulties Knowledge of a discipline Communication and social skills
3 synthesise knowledge of disability legislation and educational policies for early childhood, primary and secondary education Intellectual rigour Knowledge of a discipline
4 plan, implement and evaluate programs to address the specific learning needs of students and develop a range of relevant procedures and strategies to use in all classrooms, practical classes and excursions for early childhood, primary and secondary education Knowledge of a discipline Communication and social skills
5 demonstrate skills in working with other professionals, including the Learning and Support Teacher, and the role of Early Intervention for the early childhood area, to identify learning outcomes for students and reasonable curriculum adjustments and learning accommodations Knowledge of a discipline Communication and social skills
6 implement relevant curriculum documents: for Primary and Secondary students, implement the Board of Studies (BOS) syllabus documents including Life Skills outcomes and content, and additional literacy and numeracy support. For early childhood students implement the Early Years Learning Framework (EYLF) Knowledge of a discipline Communication and social skills
7 analyse instructional design strategies for assisting the learning and support needs of students with diverse abilities, including the use of ICT and adaptive technologies for early childhood, primary and secondary education. Knowledge of a discipline Communication and social skills

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

  1. analyse the range of students with learning and support needs and demonstrate how to meet these specific learning needs through inclusive education practices
    • GA1: Intellectual rigour
    • GA4: Knowledge of a discipline
  2. discuss early childhood/child/adolescent development and the implications for student learning and student behaviour and reflect on the likely impact on learning of a disability, behaviour disorder or difficulties
    • GA4: Knowledge of a discipline
    • GA6: Communication and social skills
  3. synthesise knowledge of disability legislation and educational policies for early childhood, primary and secondary education
    • GA1: Intellectual rigour
    • GA4: Knowledge of a discipline
  4. plan, implement and evaluate programs to address the specific learning needs of students and develop a range of relevant procedures and strategies to use in all classrooms, practical classes and excursions for early childhood, primary and secondary education
    • GA4: Knowledge of a discipline
    • GA6: Communication and social skills
  5. demonstrate skills in working with other professionals, including the Learning and Support Teacher, and the role of Early Intervention for the early childhood area, to identify learning outcomes for students and reasonable curriculum adjustments and learning accommodations
    • GA4: Knowledge of a discipline
    • GA6: Communication and social skills
  6. implement relevant curriculum documents: for Primary and Secondary students, implement the Board of Studies (BOS) syllabus documents including Life Skills outcomes and content, and additional literacy and numeracy support. For early childhood students implement the Early Years Learning Framework (EYLF)
    • GA4: Knowledge of a discipline
    • GA6: Communication and social skills
  7. analyse instructional design strategies for assisting the learning and support needs of students with diverse abilities, including the use of ICT and adaptive technologies for early childhood, primary and secondary education.
    • GA4: Knowledge of a discipline
    • GA6: Communication and social skills