Designing Learning for Diversity and Inclusion (9869.2)

Please note these are the 2019 details for this unit
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Designing Learning for Diversity and Inclusion
Available teaching periods Delivery mode Location
View teaching periods On-Campus
Online
 Bruce, Canberra
UC Sydney Hills, Castle Hill, NSW
EFTSL Credit points Faculty
0.125 3 Faculty Of Education
Discipline Study level HECS Bands
Academic Program Area - Education Level 2 - Undergraduate Intermediate Unit Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
During this unit students will explore the social and political underpinnings of inclusion through exploring who we mean when we refer to diverse students and what their learning needs are. Students will explore cultural identity and appropriate language use when working with diverse students. Research statistics on diversity and challenges associated with diversity and inclusion in different educational contexts will be explored. International and national policies and practices, including, the Australian Language Policy, the Disability Discrimination Act (DDA), Universal Declaration of Human Rights and the UN Convention on the Rights of Persons with Disabilities and Reconciliation Australia Programmes will be drawn upon to support teachers in being change agents for inclusive practices for diverse students.

Important note: Due to accreditation-related attendance requirements, students enrolled in an Initial Teacher Education (ITE) course must enrol in the on-campus mode for this unit. Enrolling in the online mode may cause future issues with teacher registration.

Learning outcomes

On successful completion of this unit, students will be able to:
1. Identify characteristics of learners in diverse educational settings and demonstrate how to cater for their learning needs;
2. Compare models and frameworks for designing learning and teaching; and
3. Identify and analyse appropriate technology to incorporate learning for diversity.


Graduate attributes

1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - be self-aware
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - apply their knowledge to working with Indigenous Australians in socially just ways


Prerequisites

None.

Corequisites

None.

Incompatible units

None.

Equivalent units

None.

Assumed knowledge

None.
Availability for enrolment in 2025 is subject to change and may not be confirmed until closer to the teaching start date.
Year Location Teaching period Teaching start date Delivery mode Unit convener
2024 Bruce, Canberra Winter Term 27 May 2024 On-Campus Mrs Gem Clutton
2024 Bruce, Canberra Semester 2 29 July 2024 On-Campus Mrs Michaela Vergano
2024 Bruce, Canberra Semester 2 29 July 2024 Online Mrs Michaela Vergano
2025 Bruce, Canberra Winter Term 26 May 2025 On-Campus Mrs Gem Clutton
2025 UC Sydney Hills, Castle Hill, NSW Semester 2 28 July 2025 On-Campus Mrs Katy Meeuwissen
2025 Bruce, Canberra Semester 2 28 July 2025 Online Mrs Michaela Vergano
2025 Bruce, Canberra Semester 2 28 July 2025 On-Campus Mrs Michaela Vergano
Not available

Required texts

Highly recommended texts:

Ashman, A. (Ed.). (2019). Education for Inclusion and Diversity (6th ed.). Pearson

Mitchell, D. & Sutherland, D. (2020). What really works in Special and Inclusive Education: USing Evidence-Based Teaching Strategies (3rd ed.). Routledge

McLeskey, J., Maheady, L., Billingdley, B., Bronwell, M.T., & Lewis, T.J. (Eds.). (2022). HIgh Leverage Practices for Inclusive Classrooms.  Routledge

Recommended texts:

Graham, L. (Ed.). (2019). Inclusive Education for the 21st Century: Theory, Policy and Practice. Routledge

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. Where this is not possible, exceptions may be sought from the Faculty Associate Dean Education (ADE). 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, or if no submission has been made by the due date and time, a standard late penalty of 10% of the total marks possible for the task may be applied per day, for three days, after which the submission will receive as score of '0' in keeping with UC's Assessment Policy.

Special assessment requirements

All assessment items need to be submitted and an aggregate mark of 50% is required to pass the unit.

Academic integrity

Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.

To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.

Use of Text-Matching Software

The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.

Provision of valid documentation

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.

Learner engagement

A proposed breakdown for the workload for this unit is as follows

Online lectures and tutorials =       30 hours

Weekly readings and research =   45 hours

Assessment preparation =             75 hours

Participation requirements

There is a strong correlation between participation and success in higher education. Your participation in  tutorials and engagement with the activities will enhance your understanding of this unit's content and therefore the quality of your assessment responses. Lack of participation may result in your inability to satisfactorily pass assessment items.

Required IT skills

Students are expected to have access and be familiar with the UCLearn CANVAS platform. The assessments involve the creative use of technology so students require access to a Smart device, whether a tablet, iPad, laptop or similar.

Artificial intelligence services must not to be used for assessment or assessment preparation by students unless explicitly allowed in the assessment instructions for an assessment task published with the assessment task and/or in the unit outline. That is, an artificial intelligence services may only be used if:

  • its use is authorised by the unit convener as part of a specified
    assessment task, and
  • it is used in the way allowed in the assessment instructions and/or unit outline, and
  • its use is appropriately referenced, meaning that students must reference the use of AI in their assessment in the same way as they reference other source material.

In-unit costs

Nil

Work placement, internships or practicums

None.

Additional information

Provision of information to the group

Notifications through Canvas Announcements or Canvas Discussions are deemed to be made to the whole class. It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website. Students should ensure they check their university email regularly.

Theoretical Foundations: All teaching involves inclusive pedagogies. This unit is founded on the core-elements of inclusive practices, social justice and human rights principles and socio-cultural understandings.

Research-led Education: 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.