Details for EDU523 Inclusive Education

This subject critically analyses inclusive philosophy from a biblical perspective 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 additional learning needs and/or disability.  Differentiation strategies, behaviour support models and technologies, assessment and evaluation strategies are examined in the context of learning and teaching strategies for individuals with additional needs and/or disabilities. Legislative requirements, for people with disabilities are reviewed and students 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

• EDU407 Foundations in Christian Education  
• EDU408 Teaching and Learning Evidence and Practice 

Unit Content

Outcomes

1. Critically analyse and discuss attitudes, perspectives and ethics relevant to the education of students with special education needs and consider these within a biblical worldview perspective.  
2. Articulate and apply knowledge of legislative requirements, educational policies and syllabus documents that relate to teaching students with additional needs and/or with a disability.   
3. Select and integrate teaching, learning and behavioural strategies, including the involvement of parents/carers and the broader community, to support students with additional needs and/or a disability into practice.  
4. Develop individual learning programs that support the needs of specific students with additional needs and/or a disability 

Subject Content

1. An overview of inclusive philosophy
2. 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.
3. Defining the scope and nature of disability
4. 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.
5. Inclusive pedagogies; Planning for Inclusion
6. 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).
7. 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.
8. 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.
9. Inclusive, evidence-based practices for promoting access, participation, and achievement for individual students with a disability requiring substantial or extensive adjustments. Different teaching strategies for specific additional needs/disabilities. Responses that promote educational success, consider the concept of marginalisation.
10. 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.
11. 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.
12. 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. Critical Reflection: Forum Posts (20%)
2. Inclusive Education Presentation (30%)
3. Case Study – Individual Plan and Lesson Plan with justification (50%)

Prescribed Text

No prescribed texts applicable.