Details for EDU523 Inclusive Education

This subject critically analyses inclusive philosophy while exploring the specific learning needs for students ‘at risk’ of exclusion. This includes an understanding of the challenges faced by students experiencing marginalisation due to disability, ethnicity, religion, gender or other forms of diversity.  Differentiation strategies, behaviour support models and technologies, assessment and evaluation strategies are examined in the context of learning and teaching strategies for individuals with disabilities. Legislative requirements, for people with disabilities and gifted and talented opportunities, are reviewed and the Teacher Education Students (TES) are given the opportunity to review their own attitudes to diversity and disability in the light of their own faith and professional responsibilities. 

Quick Stats

• Currently offered by Alphacrucis: Yes
• Course code: EDU523
• Credit points: 10

Subject Coordinator

Prerequisite

The following subject is a prerequisite:

• EDU407 Foundations in Christian Education  

This can also be taken as a co-requisite.

Unit Content

Outcomes

1. Analyse and discuss issues, attitudes, and concepts relevant to the education of students with special education needs and consider these within a biblical worldview perspective.
2. Appraise the implications and application of legislative requirements, educational policies and syllabus documents that relate to teaching students with additional needs and students with a disability. 
3. Critically analyse the impact of cross-cultural and diversity issues on inclusive education with specific focus on students with additional needs and students with a disability. 
4. Describe a broad range of teaching, learning and assessment approaches, strategies and resources, including ICT, designed to maximise the learning experiences of students with additional learning needs and disabilities. 
5. Create inclusive learning processes, systems and environments that model best inclusive education teaching , learning and behavioural strategies and practices including the  involvement of parents/carers and the broader community for students with additional needs and students with a disability

Subject Content

1. An overview of inclusive philosophy including; the Imago Dei and comparative concepts in other religions, the social model of disability, the least restrictive environment, normalisation, ableism, stigma, discrimination, implicit bias, labelling practices, micro exclusions, prejudice, ethnocentrism, history of segregation, eugenics, integration, partial inclusion, and full inclusion. Implications for the educational success of a diverse cultural and linguistic society, including but not limited to; Australian Indigenous communities, students with disabilities and other marginalised groups including students from other language speaking and religious groups. Ethical issues related to education in culturally and linguistically diverse society including differing religious values. Developing initiatives and strategies in values education, civic and citizenship education, international initiatives, national and local legislative and policy requirements i.e. the Disability Discrimination Act and the Disability Standards for Education (2005), including teachers’ responsibilities.   
2. The range of additional education needs and disabilities. Issues affecting students with additional needs including developmental differences, executive functioning, theory of mind, social learning, learning difficulties, physical disabilities, sensory disabilities, language delays and disorders, and social and emotional disorders.  Different learning strategies for different forms of disability; different “ways of knowing”, sociology of the family, rural, remote, urban communities, EAL/D and how these forms of diversity inform teacher practice. Understanding of the broader implications of disability on teaching and learning including use of appropriate ICT supports. 
3. Inclusive pedagogies including collaborative curriculum planning, utilising teacher’s aides and external professionals; referral processes, contracts and individualised education plans (IEP); Sense Perception as a “way of knowing” and the implications for differentiating teaching to meet the specific learning needs and access to participation of students across a full range of abilities; through behaviour management, differentiated instruction, learning content and teaching strategies; and integrated curriculum, understanding the use of AUSLAN and EALD education in a variety of contexts; different models and approaches for working with students with a disability. The Nationally Consistent Collection of Data (NCCD) on students with disability, Teachers’ ethical responsibilities. The relationship of the above upon whole school policies, including whole school behaviour management policies to support students with special needs. The use of ICT and other resources to maximise teaching and learning for students with a disability (including an understanding of the range of applications available and adaptive technologies used). 
4. Inclusive, evidence-based practices to design programs that cater for student diversity, such as universal design for learning (UDL), differentiation, response to instruction (RTI), whole-school positive behaviour support, and inclusive educational technologies. Education and whole-school policies, reasonable adjustments, education ‘on the same basis’, direct and indirect discrimination, strategies for engaging parents, caregivers and the community in the educative process; Graduate Teacher Standard Descriptors. and implications for supporting Australian Indigenous and EAL/D students under the social model of disability. Conceptual frameworks and how these support the implementation of strategies and approaches for equity and quality of school education. 
5. Inclusive, evidence-based practices for promoting access, participation, and achievement for individual students with a disability requiring substantial or extensive adjustments.  Responses that promote educational success, consider the concept of marginalisation. Consider whole school behaviour management policies to support students with special needs (including documentation and reporting), jointly negotiated plans for management of behaviour and learning; child protection and substitute care, issues connected to gender, culture and race and language such as bullying, harassment, violent behaviour, truancy, including reconciliation responses to students of Aboriginal and Torres Strait Islander backgrounds; evidence-based problem-solving approaches such as social skills training, parent/carer involvement, direct instruction and peer tutoring. 
6. Working and communicating with specialist teachers, family and the community regarding adjustments to teaching, learning and assessment activities for some students with disability, including contracts and IEPs; jointly negotiated plans for management of behaviour and learning; whole school behaviour management policies; bullying (including cyberbullying), harassment, violent behaviour, strategies for specific behavioural needs of students with disability, truancy identification, problem-solving, peer adjudication; strategies for engaging parents and caregivers plus external providers in the educative process, child protection and substitute care; working with teacher’s aides and external professionals. 

This course may be offered in the following formats

• E-learning (online/asynchronous) 
• ​E-learning (online/synchronous) 

Please check the timetable to see when this subject will next be offered at Alphacrucis University College.

Assessment Methods

1. Forum Posts (20%)
2. Inclusive Education Presentation (30%)
3. Major Essay (50%)

Prescribed Text

No prescribed texts applicable.