EDF3211 - Inclusive education: Teaching diverse learners - 2017

This unit develops students' understanding of how they can respond to increasing diversity in classrooms based on a range of characteristics and factors including students' physical, social and intellectual characteristics, as well as linguistic, cultural, language, religious and socio-economic factors, students with English as an additional language and differentiate their teaching to meet the needs of student with a range of ability needs including gifted, talented and special needs. Students learn why and how inclusive classroom communities can be created. Students are supported to develop an inclusive disposition to student differences. They develop knowledge and understanding of repertoire of inclusive strategies for differentiating teaching in order to meet the specific learning needs of students across the full range of abilities and to ensure they can maximise the learning outcomes and full participation of all students. They also develop and demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.

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

1. critically analyse their own professional practice to identify and address beliefs, attitudes and practices that exclude and disadvantage some students (based on their gender, race or learning abilities) from achieving academic success and learning outcomes
2. develop understanding of a range of characteristics and factors including physical, social and intellectual characteristics, gender, language, religion, culture, race, sexual orientation, socio-economic status or disabilities, that have an impact of students' access to, participation in and learning outcomes at school
3. identify strategies to support student participation and engagement in classroom activities
4. demonstrate understanding of legislative requirements and teaching strategies that support participation and learning of students with a disability
5. evaluate teaching strategies that support the academic achievement and learning outcomes of all students.

Reflective practice journal (2000 words, 50%)

Group presentation on inclusive teaching and learning strategies (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 contact hours per week comprising of lectures, tutorials and online activities
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Dr Christine Grove

Primary education

Primary and secondary education

Primary and secondary health and physical education