EDF5016 - Inclusive teaching - 2019

This unit positions inclusion as a core component of effective teaching. It addresses learner diversity as an approach to achieve participation of all learners. Students explore and critically evaluate theories of diversity alongside the historical and contemporary experiences of cultural, linguistic and socially diverse minority groups. As students develop their understanding of planning, goal setting and design to improve learning engagement, they consider how digital technologies may promote inclusion in the learning environment. Key policy and legislative requirements which encourage attention to diversity, inclusion and participation are examined. In these ways, students build knowledge of a repertoire of positive teaching and learning practices to manage classrooms and/or student behaviour within differentiated learning educational settings and among students with additional needs. They evaluate and apply these to develop their skills in supporting inclusive learning across contexts and students.

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

1. understand theories of diversity, inclusion and exclusion as these influence the creation of caring, purposeful and democratic societies
2. evaluate the assumptions and metaphors associated with inclusion, e.g. 'safe' classroom, 'level playing field'
3. recognise the historical and contemporary experiences of cultural, linguistic and socially diverse minority groups
4. identify the policies and legislative requirements which support diversity, inclusion and participation
5. understand curriculum aspects and teaching approaches to support inclusive learning for differentiated educational settings and students with additional needs
6. apply the principles of inclusion in planning, goal setting and design to improve learning engagement across diverse student groups and contexts
7. build a repertoire of positive learning practices to manage classrooms and/or student behaviour within educational settings
8. consider how digital technologies may promote inclusion in the learning environment.

Literature review examining diversity in educational settings (1600 words, 40%)

Situated case of practice examining teacher's practices of inclusion or a case identifying practices that respond to the learning needs of a particular student (2400 words, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Contact hours for off-campus students:
   • equivalent to 24 hours engagement in online or blended platforms
3. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Early years education

Early years and primary education

Primary education

Primary and secondary education

Secondary education