EDF1551 - Foundation to inclusive education - 2019

6 points, SCA Band 1, 0.125 EFTSL

Undergraduate - Unit

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

Faculty

Education

Chief examiner(s)

Penny Round

Coordinator(s)

Penny Round

Unit guides

Offered

Clayton

  • First semester 2019 (On-campus)

Synopsis

This introductory unit lays the foundation for studies of Inclusive Education and the subsequent units in this discipline stream. The unit develops pre-service teachers' capacity to demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities, in order to maximise their learning and participation in schooling. They explore key issues related to the education of learners with disabilities including those who may be disadvantaged because of social and/or personal circumstances. These students may experience exclusion and/or lack of opportunities for success in schooling because of ethnicity, gender, socio-economic disadvantage, chronic health conditions and/or a range of other circumstances. In the unit students visit and build understanding of various learning settings in which learners with disabilities are educated. Students explore policies, legislation and research on inclusive education practice in Victoria, Australia and worldwide, to inform their ability to show evidence of understanding the complexities of inclusive education.

Outcomes

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

  1. demonstrate understanding and critically analyse how society and schools understand and respond to individual differences to ensure inclusive education
  2. build understanding of how a range of educational settings support the learning of students with disabilities
  3. recognise how policies, legislation and research impacts on schools' and teachers' varied approaches to the education of students with disabilities
  4. show evidence of understanding the critical roles educators play in ensuring the positive experiences and successful learning of learners with disabilities in various educational settings.

Assessment

Research essay (1600 words, 40%)

Class presentation (2400 words equivalent, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2 contact hours per week

    Additional requirements:

    • 10 hours of independent study per week

See also Unit timetable information

This unit applies to the following area(s) of study