Details for Inclusive Education
This unit empowers future teachers to differentiate learning experiences to cater for student diversity and meet the specific learning needs of students across the full range of abilities, including students with disability. Effective assessment and evaluation strategies are examined in the context of a range of learning and teaching strategies for individuals with special needs. Legislative, policy and educational requirements for students with special needs from diverse backgrounds, will be examined. The Teacher Education Student is given the opportunity to review their own attitudes to diversity and disability in the light of their own faith, a biblically informed worldview, and professional responsibilities.
Quick Info
- Currently offered by Alphacrucis: Yes
- Course code: EDU224
- Credit points: 10
- Subject coordinator: Daniel Carrigy
Prerequisites
40 Credit Points.
Awards offering Inclusive Education
This unit is offered as a part of the following awards:
Unit Content
Outcomes
- Explore the ways in which a biblically informed worldview as well as current legislation, policies, standards, and professional ethics can inform an approach to inclusive education.
- Synthesise research on the diverse learning needs of students, with a specific focus on students with special learning needs.
- Articulate and justify educational approaches and the use of resources, including the use of ICT, to cater for student diversity across the full range of abilities.
- Collaboratively design approaches to educational programming and adjustments for individual students with disability that involve all relevant stakeholders, including, but not limited to, the student, parents/carers, paraprofessionals, and allied health professionals.
Subject Content
- Biblical perspectives on humanity as God’s image and New Testament teaching on community, with implications for diversity and inclusion.
- History of segregation, integration, inclusion at the international level and in the Australian context.
- Demographics and diversity across the community, sociology of family, including parenting styles.
- Student diversity and exceptionality in Australian schools.
- The Graduate Teacher Standard Descriptors
- Legislative and policy requirements (e.g. Disability Discrimination Act 1992 and the resulting Disability Standards for Education 2005);
- The Nationally Consistent Collection of Data (NCCD) on students with disability
- Teachers’ ethical responsibilities; and
- The relationship of the above upon whole school policies, including whole school behaviour management policies to support students with special needs.
- Inclusive, evidence-based practices designed to cater for student diversity, such as universal design for learning (UDL), differentiation, response to instruction (RTI), whole-school positive behaviour support, and inclusive educational technologies.
- Inclusive, evidence-based practices for promoting access, participation, and achievement for individual students with disability requiring substantial or extensive adjustments.
- Collaborative practices for inclusion, including strategies for engaging parents, caregivers and the community in the educative process; and
- Working with paraprofessionals (e.g. teacher’s aides) and external allied-health professionals.
This course may be offered in the following formats
- Face to Face (onsite)
- E-learning (online)
- Intensive
Assessment Methods
- Critical Reflection: Forum Posts (20%)
- Inclusive Education Presentation (35%)
- Individual Education Plan (45%)
Prescribed Text
Reference will also include the most current curriculum requirements for schools.
