Foundations of Inclusive Education

Abstract

The purpose of this subject is to develop teacher education students' understanding of inclusion and inclusive teaching practice, and the knowledge and skills to enable them to effectively differentiate their instruction in educational settings. This includes understanding the intent of the relevant legislation and evidence-based foundations of inclusive practice. Important to this is the adoption of non-discriminatory approaches, and the creation of safe and positive classroom environments that support, value, and encourage participation (DEEWR, 2005). Teacher education students will develop strategies to engage and collaborate with other professionals, support services, learners, parents and/or caregivers in planning for inclusion and that maximise the potential for children and young people of a range of abilities to achieve success. A critical part of addressing the wide range of learner abilities is the development and documentation of appropriate goals, outcomes, and teacher actions. The subject includes a focus on explicit teaching and other effective strategies for the teaching of literacy and numeracy and other curriculum areas to cater for the needs of a range of student abilities. The potential of Information and Communication Technologies (ICTs) to be used for supporting participation and engagement is also explored.

Syllabus

Inclusive education: legislation and policy, access and participationDisability Studies in EducationPrinciples of inclusion: creating inclusive environments in early childhood and primary contextsDisability and giftedness: inclusive needs-based strategies and processes for achieving successDifferentiation: evidence-based approaches to making reasonable adjustments to process (teaching & learning), product (assessment) and content (topics, concepts etc.)Universal … For more content click the Read More button below.

Inclusive education: legislation and policy, access and participation
Disability Studies in Education
Principles of inclusion: creating inclusive environments in early childhood and primary contexts
Disability and giftedness: inclusive needs-based strategies and processes for achieving success
Differentiation: evidence-based approaches to making reasonable adjustments to process (teaching & learning), product (assessment) and content (topics, concepts etc.)
Universal Design for Learning (UDL)
Planning for inclusion and participation: evaluating programs and learner needs, strategies and process for collaborating with children and young people, parents/caregivers, support services and other professionals
Developing Individualized Family Service Plans (IFSPs) and Individual Learning Plans (ILPs) / Individual Education Plans (IEPs): setting disability affirming goals and planning inclusive adjustments
Pedagogies appropriate for a range of learner abilities: play-based, explicit teaching and other effective approaches and strategies for achieving learner success
Program and lesson development: sequencing instruction with a focus on literacy and numeracy needs
ICT and other strategies to support inclusive learner participation and engagement

Assessment items

1. Planning for inclusive teaching

2. Enacting inclusion: Designing lessons

Learning outcomes

Upon successful completion of this subject, students should:

outline the implications for teaching and learning arising from legislative requirements and policies that support the inclusion and participation of children and young people with disabilities in educational settings;

describe strategies and processes for collaborating with learners, parents/caregivers and other professionals in planning for inclusion and participation;

describe appropriate learning goals and outcomes for learners with varying abilities and characteristics (learning difficulties and giftedness), and detail actions and learning conditions that identify and respond to the students' learning goals and progress based on an IFSP/ILP meeting;

apply the essential characteristics of explicit teaching and other effective teaching strategies to address the specific literacy and numeracy needs for a wide spectrum of learner abilities;

explain the research-based evidence of a tiered approach to differentiation;

differentiate lesson outcomes and designs using three categories of differentiation (process, product and content);

describe ICT and other strategies in their planning to support inclusive learner participation and engagement.

Enrolment restrictions

This subject is only available to students enrolled in a course within the Faculty of Arts and Education.

Incompatible

Learning resources

Additional resources required by students

Convention on the Rights of Persons with Disabilities (2005) https://www.un.org/disabilities/documents/convention/convoptprot-e.pdf The Disability Discrimination Act (1992) https://www.legislation.gov.au/C2004A04426/2018-04-12/text Disability Standards for Education (2005) https://www.education.gov.au/disability-standards-education-2005 Alice Springs (Mparntwe) Education Declaration (2019) https://www.education.gov.au/alice-springs-mparntwe-education-declaration NSW's Disability Inclusion Plan 2021-2025 https://dcj.nsw.gov.au/community-inclusion/disability-and-inclusion/nsw-disability-inclusion-plan.html AITSL Australian Professional Teaching Standards for Teachers https://www.aitsl.edu.au/standards

Convention on the Rights of Persons with Disabilities (2005) https://www.un.org/disabilities/documents/convention/convoptprot-e.pdf
The Disability Discrimination Act (1992) https://www.legislation.gov.au/C2004A04426/2018-04-12/text
Disability Standards for Education (2005) https://www.education.gov.au/disability-standards-education-2005
Alice Springs (Mparntwe) Education Declaration (2019) https://www.education.gov.au/alice-springs-mparntwe-education-declaration
NSW's Disability Inclusion Plan 2021-2025 https://dcj.nsw.gov.au/community-inclusion/disability-and-inclusion/nsw-disability-inclusion-plan.html
AITSL Australian Professional Teaching Standards for Teachers https://www.aitsl.edu.au/standards

Handbook

ESS206 - Foundations of Inclusive Education