Details for Inclusive Education

This subject critically analyses the developmental stages of the child to adolescence as they impact ‘at risk’ factors’ influence in inclusive education. Appropriate assessment and evaluation strategies are examined in the context of a range of learning and teaching strategies for individuals with disabilities.

Awards offering Inclusive Education

This unit is offered as a part of the following awards:

• Master of Teaching (Primary)
• Master of Teaching (Secondary)

Unit Content

Curriculum Objective

This subject critically analyses the developmental stages of the child to adolescence as they impact ‘at risk’ factors’ influence in inclusive education. Appropriate assessment and evaluation strategies are examined in the context of a range of learning and teaching strategies for individuals with disabilities. Legislative requirements, for people with disabilities and gifted and talented opportunities are reviewed and the pre-service teacher is given the opportunity to review their own attitudes to diversity and disability in the light to their own faith and professional responsibilities.

Outcomes

1. Integrate one’s personal attitude regarding disability to Christian faith as well as profession as an education;
2. Critically analyse the impact of cross cultural and indigenous issues on inclusive education;
3. Identify in detail ‘at risk’ factors in children;
4. Construct learning experiences incorporating ICT for inclusive education including the application of IEPs;
5. Critically evaluate the role of government regulation in policy and management of student welfare and people with disability in particular.

Subject Content

1. Child and adolescent development, including Australian Indigenous Communities and marginalised groups’ educational success; life skills development; differentiated instruction, integrated curriculum.
2. Inclusivity: including the history of segregation, integration, inclusion; strategies to support inclusive participation and engagement in classroom activities that support students’ well-being and safety; Christian worldviews; social expectations of disabled youth, elite, gifted and talented; language delays and disorders; referral processes; whole school policies to support students with special needs; understanding the range of applications and adaptive technologies available to support students with special needs;
3. Sociology of family, including parenting styles; rural, remote and urban communities, open and closed religious communities, Australian Indigenous communities; and control and regulation in the home; effect of puberty and adolescence.
4. Education, work and welfare, including high school retention, transition to vocational education and higher education, accelerated learning; state intervention, the stolen generation; child care and Australian social policy.
5. Working and communicating with family and the community, including contracts and IEP’s; jointly negotiated plans for management of behaviour and learning; whole school behaviour management policies; bullying, harassment, violent behaviour, truancy Identification, problem-solving, peer adjudication; Strategies for engaging parents and caregivers 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

• Face-to-Face
• Intensive
• Distance/ Global Online

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis University College.

Assessment Methods

1. Minor Essay (25%)
2. Essay and Podcast (25%)
3. Major Essay (50%)

Prescribed Text

• References will include the most current curriculum requirements for schools.

Check with the instructor each semester before purchasing any prescribed texts or representative references