Unit Outline

The unit will explore the nature of inclusive education in the 21st century with an emphasis on diversity and exceptionality. Based on a philosophical foundation that values every student and acknowledges the right of every student to the most appropriate educational opportunities, this unit involves independently researching and analysing the complex theoretical and practical issues associated with effective inclusive education. You will be required to develop an advanced and integrated understanding of learning and teaching approaches to suit the diverse educational needs of students. You will build on your understanding of theories of human development and learning in relation to student diversity and exceptionality, applying planning models to include all students.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1.	evaluate the implications of legislation and professional teacher standards that relate to inclusive education.
2.	analyse the diversity of students needs and abilities.
3.	design learning experiences that cater for student diversity and exceptionality.
4.	critically engage with content to create knowledge, and to communicate concepts and ideas to an intended audience.
5.	contribute to a professional learning community.

Requisites


REQUISITE TYPE	REQUISITES
Pre-requisite	EMT502

Alterations as a result of student feedback

•   Additional focus on students who are gifted;
•   Changes to the assessment tasks to address differentiation and universal design for learning more explicitly; and
•   Revised set of readings without requiring the purchase of a textbook.

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	What does it mean to be an inclusive educator?	Week 2	20 %	LO1, LO2, LO4
Assessment Task 2:	Inclusive education and learners who are gifted	Week 4	40 %	LO1, LO2, LO3, LO4, LO5
Assessment Task 3:	Inclusive practices for a learner with disability	Week 6	40 %	LO1, LO2, LO3, LO4, LO5

Assessment details

Assessment Task 1: What does it mean to be an inclusive educator?

Task Description:

AT1
This task invites you to articulate your personal philosophy on inclusive education, critically examining its relationship with the Australian Professional Standards for Teachers and substantiating your views with insights from current literature commentary.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 1.2, 1.3, 1.5, 1.6, 4.1

Task Length:

750-800 word academic paper

Due Date:

Week 2 (12/Jan/2024)

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Demonstrates an in-depth understanding of inclusive education principles and their significance in the context of Australian classrooms	LO1, LO2
2	Demonstrates a contextual alignment between personal philosophy and the Australian Professional Standards for Teachers, illustrating the multifaceted ways in which inclusive education principles underpin the standards	LO1, LO2
3	Critically analyses personal philosophy on inclusive education, considering different perspectives and integrating insights from current literature commentary	LO1, LO2
4	Effective communication of your personal philosophy of inclusive education while demonstrating proficiency in using APA 7 referencing for citations and references	LO4

Assessment Task 2: Inclusive education and learners who are gifted

Task Description:

AT2
Your task is to create a professional learning video for your colleagues that challenges the negative educator mindset on gifted education and clearly demonstrates the need for programming and provisioning for gifted students.
Your video should clearly articulate educators’ professional responsibilities in relation to students who are gifted or highly able; demonstrate the diversity of need within the gifted cohort; explain the ACARA accepted Differentiated Model of Giftedness and Talent (Gagné 2008); and educational pedagogies to support and promote the achievement of students who are gifted or highly able.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 1.2, 1.3, 1.5, 1.6, 3.1, 7.1, 7.2

Task Length:

An audio/visual presentation of up to a maximum of 15 mins in length (a video script of 1500-1600 words)

Due Date:

Week 4 (25/Jan/2024)

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Evaluate the implications of relevant legislation and standards that relate to inclusive education for Australian teachers/educators	LO1, LO2, LO3
2	Analyse the diversity of Australian children’s/students’ needs and abilities with a focus on learners who are gifted	LO2, LO3
3	Explore, propose, and justify educational strategies for learners who are gifted	LO3
4	Develop, create and apply knowledge by synthesizing and managing information	LO4
5	Communicate specialised knowledge, ideas and complex concepts	LO4, LO5

Assessment Task 3: Inclusive practices for a learner with disability

Task Description:

AT3
To complete this assignment, you will choose a student with disability for whom you will answer the following question: “How would I, as a teacher/educator, promote the student’s learning, development, and achievement?”
You are encouraged (but not required) to base your assignment on a real student, who has a significant disability impacting their access to, and engagement in education.
The student’s disability must require ‘substantial’ or ‘extensive’ adjustments, as outlined in the NCCD.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 1.2, 1.3, 1.5, 1.6, 3.1, 3.7, 7.1, 7.2, 7.3

Task Length:

Up to a maximum of 1600 words

Due Date:

Week 6 (09/Feb/2024)

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Apply terms and principles from the Disability Standards for Education 2005	LO1, LO2
2	Analyse the educational needs of a student with disability	LO2, LO3
3	Explore, propose, and justify strategies to involve parents/carers in the educative process	LO1, LO3, LO4
4	Design learning and teaching practices for a student with disability	LO2, LO3
5	Communicate specialised knowledge, ideas and complex concepts	LO4, LO5

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.

Required Resources

Required reading materials

No prescribed text