Details for Inclusive Education
This subject critically analyses the developmental stages of childhood to adolescence as these relate to inclusive education. It provides an opportunity for pre-service teachers to understand their responsibilities to develop strategies to differentiate teaching to meet the specific learning needs of students across a full range of abilities.
- Currently offered by Alphacrucis: Yes
- Course code: EDU223
- Credit points: 10
- Subject coordinator: Jim Twelves
The following courses are prerequisites:
Awards offering Inclusive Education
This unit is offered as a part of the following awards:
- Bachelor of Arts (Education Studies)
- Bachelor of Education (Primary)
- Undergraduate Certificate in Teacher Preparation
- Associate Degree in Education Studies
- Diploma of Arts
- Diploma of Education Studies
This subject critically analyses the developmental stages of childhood to adolescence as these relate to inclusive education. It provides an opportunity for pre-service teachers to understand their responsibilities to develop strategies to differentiate teaching to meet the specific learning needs of students across a full range of abilities. Appropriate assessment and evaluation strategies are examined in the context of a range of learning and teaching strategies for individuals with special needs. Legislative, policy and educational requirements for students with special needs from from diverse socioeconomic, cultural and religious backgrounds, including Aboriginal and Torres Strait Islander backgrounds, will be examined. The pre-service teacher is given the opportunity to review their own attitudes to diversity and disability in the light of their own faith and professional responsibilities.
- With reference to the current literature, demonstrate in-depth knowledge and understanding of the uniqueness and value of individuals, including those with disabilities or special needs, relating how the literature informs practice in Christian and alternate school contexts and their responsibility to develop strategies to differentiate teaching to meet the specific learning needs of students across a full range of abilities;
- Critically analyse the diverse range of special needs, considering the impact of culture and identity on inclusive education and the learning needs of students from diverse socioeconomic, cultural and religious backgrounds including Aboriginal and Torres Strait Islander backgrounds;
- Appraise legislation, policies, ethics and current issues regarding inclusive education;
- Promote equity in classrooms and the dignity and worth of every student through inclusive teaching and behaviour management; integrate learning experiences which incorporate a variety of strategies and technologies through an understanding of differentiated instruction and layered curricula including the use of ICT;
- Describe ‘at risk’ factors in children, the application of IEPs, strategies for working effectively and sensitively with parents/care-givers, professionals and support staff and the community.
- Child and adolescent development, issues affecting students with special needs, including learning difficulties, disability, language delays and disorders, social and emotional disorders, giftedness, gender, learning styles;
- Sociology of family, including parenting styles and control and regulation in the home; rural, remote and urban communities and implications for the educational success of Australian Indigenous communities and marginalised groups;
- Inclusivity, including history of segregation, integration, inclusion; Christian worldviews; the National Professional Standards for Teachers; legislative and policy requirements and whole school policies, including whole school behaviour management policies to support students with special needs, including Australian Indigenous and EAL/D students;
- Strategies to meet the learning needs of students across the full range of abilities through behaviour management, differentiated instruction and integrated curriculum, including Gagne’s model; understanding the use of AUSLAN in a variety of contexts;
- Responses that promote educational success, considering a range of marginalisation issues connected to gender, culture and race 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 involvement, direct instruction and peer tutoring;
- Strategies for engaging parents, caregivers and the community in the educative process, including teacher’s aides and external professionals; referral processes, contracts and IEP’s; jointly negotiated plans for management of behaviour and learning; child protection and substitute care.
This course may be offered in the following formats
- Distance/ Global Online
- Essay 1 (40%)
- Critical Reflection (20%)
- Essay 2 (40%)
- References will include the most current curriculum requirements for schools.
Check with the instructor each semester before purchasing any prescribed texts or representative references