Monash University Handbook 2010 Postgraduate - Unit

Synopsis

Inclusion of students with disabilities into regular school programs is a worldwide trend. This unit covers information on why inclusion is a better option for students with disabilities and what is required to make schools inclusive. The critical roles that school educators and parents play in making schools inclusive are also examined in the unit. The unit is primarily delivered using online mode.

Objectives

It is anticipated that by completing the requirements of the unit students should:

1. be aware of the implications of disabilities from an educational and developmental perspective,
2. understand of the importance of educators' positive attitudes towards the inclusion of students with disabilities,
3. be familiar with adaptations necessary for the school setting and instructional style,
4. be familiar with the research and conceptual evidence in support of and against inclusive schooling,
5. understand the critical role played by teachers, principals and parents to make inclusive education a realistic possibility for ALL students,
6. be aware of physical and psychological characteristics of an inclusive classroom,
7. be informed about policy at the school, state and national level.

Assessment

The formal assessment for this unit includes one written assignment (3000 words): 40% and one class presentation (equivalent to 3000 words): 35%. Additional tasks will include reading tasks and on-line discussions (flexibly delivered) (equivalent to 2000 words): 25%

Chief examiner(s)

Dr Umesh Sharma

Contact hours

3 hours per week (flexibly delivered including on-line discussion)

Prohibitions

GED0134