Designing Learning for Diversity and Inclusion (9869.2)
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) |
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 skills1. 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.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 |
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.
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.
Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.
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.
- Semester 2, 2024, On-campus, UC - Canberra, Bruce (218096)
- Semester 2, 2024, Online, UC - Canberra, Bruce (218090)
- Winter Term, 2024, On-campus, UC - Canberra, Bruce (221329)
- Semester 2, 2023, On-campus, UC - Canberra, Bruce (214477)
- Semester 2, 2022, On-campus, UC - Canberra, Bruce (207873)
- Semester 1, 2022, On-campus, UC - Canberra, Bruce (209881)
- Semester 2, 2021, On-campus, UC - Canberra, Bruce (201965)
- Semester 2, 2020, On-campus, UC - Canberra, Bruce (195900)
- Semester 2, 2019, On-campus, UC - Canberra, Bruce (186934)
- Semester 2, 2018, On-campus, UC - Canberra, Bruce (182683)