Postgraduate - UnitEDF5632 - Understanding inclusion in learning communities

This unit entry is for students who completed this unit in 2014 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Level	Postgraduate
Faculty	Faculty of Education
Offered	Clayton Second semester 2014 (Flexible)
Coordinator(s)	Dr Umesh Sharma (Clayton)

Synopsis

This unit considers key issues in relation to the concept of inclusion and its relationship with learning across different contexts. A central emphasis of the unit is on the ways in which education can be transformed to include all learners regardless of their age, sexuality, gender, class, ethnicity and disability. The unit addresses three major areas related to inclusion. First, the unit demonstrates how various social, global and economic forces underpin and influence inclusive education practices at global, national and local levels. Second, the unit explores how barriers to participation are created overtly and covertly at community, school and class levels for selected members of the society (particularly for those with a disability). Third, the unit offers information about various ways in which barriers to participation could be addressed to promote inclusion of excluded members (particularly those with a disability) across different contexts.

Outcomes

Upon successful completion of this unit students should be able to:

identify the key aspects influencing inclusion practice
interpret and critically evaluate the reasons that result in some members (particularly those with a disability) of the society being excluded from participation in a range of educational and social activities
communicate evidence that explains the basis of exclusion from educational contexts
evaluate approaches that strengthen inclusion across different contexts
create responsive strategies to promote inclusion of learners with disabilities within a particular context.

Assessment

Reflective essay on inclusion (4000 words, 50%)
Analytic review or inclusive strategy (4000 words, 50%)

Chief examiner(s)

Dr Umesh Sharma

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face to face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

(a.) Contact hours for flexible students:

12 contact hours and 24 hours equivalent of online activities over the semester or
36 hours equivalent of online activities over the semester

(b.) Additional requirements (all students):

independent study to meet the minimum required hours per semester