Educating for Inclusion PG (9094.3)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Post Graduate Level|| Band 1 2013-2020 (Expires 31 Dec 2020)
Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn completion of this unit, students will be able to:
1. Demonstrate an understanding of the theoretical framework for understanding social justice, empowerment, learning diversity and inclusive education;
2. Use needs assessments and other tools to contextualise change and intervention from individual and group perspectives;
3. Prepare, implement and evaluate individualised practices and supports that are practical, ethical and feasible;
4. Demonstrate evidence-based professional insights or skills that link theory, international research and practice in relation to the topics studied; and
5. Demonstrate skills in developing responsive curricula, policy, procedures and /or professional learning that take into account individual, family, professional and workforce issues related to both people who provide and receive support.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2021||UC - Canberra, Bruce||Semester 1||08 February 2021||On-Campus||Dr David Paterson|
|2021||UC - Canberra, Bruce||Semester 2||02 August 2021||On-Campus||Mrs Megan Watts|
|2022||UC - Canberra, Bruce||Semester 1||07 February 2022||On-Campus||Dr David Paterson|
|2022||UC - Canberra, Bruce||Semester 2||01 August 2022||On-Campus||Dr David Paterson|
There is no required text for this unit.
Alur, M. & Timmons, V. (2009). Inclusive Education Across Cultures: Crossing Boundaries, Sharing Ideas. New Delhi, India: SAGE Publications India.
Graham, L., Berman, J., & Bellert, A. (2015) Sustainable Learning: Inclusive practices for 21st century classrooms. Cambridge, UK: Cambridge University Press.
Hyde, M., Carpenter, L.R., & Dole, S. (2017). Diversity, Inclusion and Engagement (3rd ed.). South Melbourne: Oxford University Press.
Mitchell, D., & Sutherland, D. (2020). What Really Works in Special and Inclusive Education. Using Evidence-Based Teachign Strategies. Abingdon, Oxon.: Routledge.
The above texts are a guide to the more recent texts that apply to this unit. Further readings and resources will be provided on the unit Canvas site.
Submission of assessment items
Extensions & Late submissions
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.
Special assessment requirements
Normally an aggregate mark of 50% is required to pass this unit.
Use of text matching software
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.
Approximate breakdown of workload:
Reading and private study 80 hours
Workshop (intensive) participation: 20 hours
Assessment tasks: 50 hours
Online learning will take place during the Pre-Intensive and Post-Intensive phases of the unit. Students are expected to attend and participate in the three full days of intensive workshops 6th - 8th April 2021.
Required IT skills
Students in this unit are expected to be able to access information from online sources, prepare work and engage electronically with others in the unit. They will be using iPads, laptops and the Canvas learning site during workshop time.
Work placement, internships or practicums
This unit draws heavily on recent research in the field of inclusive and special education from Australia and international sources. In particular, research in the areas of multi-tiered and Universal Design models of learning and teaching are fundamental to this unit.
Research led Unit
This unit involves research-led education and learning. There are active researchers delivering this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.