|Semester 3, 2020 Online|
|Short Description:||Promoting Inclusive Practices|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||National Priority - Teaching|
|ASCED code :||070100 - Teacher Education|
|Grading basis :||Graded|
|Version produced :||29 February 2020|
Examiner: Tracey Chamlin
Pre-requisite: ESP3100 or EDC3100
Enrolment is not permitted in ESI4100 if EDX3250 has been previously completed
Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.
Today’s classrooms are environments inclusive of a diverse group of learners. Diversity of learners, means diversity of individual needs including physical, social, and intellectual, as well as unique cultural and linguistic needs. Providing quality teaching with consideration of the concepts of social justice and equity to support and effectively ensure participation and engagement of all learners is the job of every educator. Awareness and understanding of learner diversity in the classroom is fundamental to establishing a culture of inclusion where the individual needs of all learners are catered for. At all levels of career development educators must demonstrate, with practical examples, their competency in relation to the Australian Professional Standards for Teachers (APST), one of which outlines the need for differentiated teaching to meet the additional needs of all learners. National expectations and legislation guide curriculum delivery and mandate educator accountabilities, reflecting expectations of social justice and inclusive practice across global educational contexts.
This course will focus on developing an awareness and understanding of learner diversity, and the knowledge, skills and attitude pre-service teachers will need to cater for this diversity within an inclusive learning environment. Exploration of current evidence-based approaches, including socially just and equitable practices, legislation, policies, and professional contexts that inform inclusive education will be studied along with their implications for teaching and learning. A key focus within the course is developing an understanding of the range of learner diversity and the implications of this diversity for planning, teaching, and assessing participation and learning. Inclusive pedagogy will be explored to help pre-service teachers develop their understanding and skills to implement effective teaching and learning strategies, managing challenging behaviours and promote positive outcomes for all learners. As part of course assessment a case study approach will be considered to support pre-service teachers in developing a `real life' understanding of classroom diversity. Assessment in this course will focus on knowing learners and how they learn; planning, and implementing effective teaching and learning; and creating and maintaining supportive and safe learning environments.
The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:
- describe the physical, social, and intellectual development and characteristics of learners from diverse backgrounds and needs (consideration of cultural, religious and socioeconomic), and discuss the implications of these characteristics for teaching and learning (APST 1.1, 1.2, 1.3);
- identify, describe, and justify differentiated teaching strategies to support learner participation and engagement, and meet the learning goals of a diverse range of learners in an inclusive classroom setting (APST 1.5, 3.1, 4.1, 4.3);
- identify and describe the relevant legislative, administrative, and organisational policies and processes relevant to teaching, learning and participation for diverse learners including those with disabilities (APST 1.6, 7.2);
- identify, describe and justify practical approaches, including classroom organisation and clear directions, to manage challenging behaviour within an inclusive learning environment (APST 4.2, 4.3);
- identify, describe and justify practical approaches to support students’ wellbeing and safety within an inclusive learning environment (APST 4.4).
|1.||Foundations of inclusive practice||20.00|
|2.||Diversity in the learning environment||30.00|
|3.||Teaching and learning for diversity||50.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2020&sem=03&subject1=ESI4100)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 2||45||45||23 Dec 2020|
|ASSIGNMENT 3||40||40||27 Jan 2021|
|ASSIGNMENT 1||15||15||29 Jan 2021|
Important assessment information
It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
Penalties for late submission of required work:
Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There is no examination in this course, there will be no deferred or supplementary examinations.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at http://www.usq.edu.au/library/referencing.
Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
Evaluation and benchmarking
In meeting the University's aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:
- internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
- Queensland College of Teachers
- Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).
E-mail and Internet access: Students will require access to e-mail and have Internet access to UConnect for this course.
Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.