EDF5632 - Understanding inclusion in learning communities - 2019

This unit considers key issues relevant to inclusive education and its relationship with learning across different educational 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, disability and/or social disadvantage. The unit addresses three major areas related to inclusive education. First, the unit demonstrates how various social, political, 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 various ways in which barriers to participation and learning could be addressed and inclusive practices developed in different educational contexts.

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

1. identify the key aspects influencing inclusive practice
2. interpret and critically evaluate the reasons that result in some members (particularly those with a disability) of the society are excluded from participation in a range of educational and social activities
3. communicate evidence that explains the basis of exclusion from educational contexts
4. evaluate practices that strengthen inclusion across different educational contexts
5. analyse responsive inclusive practice for all learners including those with disabilities within a particular educational context.

Critical reflection project (4000 words, 50%)

Inclusive practice analysis (4000 words, 50%)

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 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:

1. 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
2. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 14 hours of online study per term
3. Additional requirements (all students):
   • independent study to meet the minimum required hours per semester

See also Unit timetable information

Required for Master of Education in:

Early childhood education

Inclusive and special education

Option for Master of Education in:

Adult learning

Applied behaviour analysis

Digital learning

Educational leadership and policy

Expert teaching practice

General education studies

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education