Information on this page, including unit offerings, is from the 2020 academic year.
Inclusive Education (EDN449)
|Availability||MURDOCH: S2E-internal, S2E-external|
|Description||This unit focuses on the special educational needs of children who may be 'at risk' of developmental delay or educational difficulties, either through impairments or disabilities, or for other reasons. In doing so, this Unit considers whole school, community, classroom, early learning centres, and individual teaching and learning adjustments to meet diverse children's needs. The unit seeks to assist participants to identify and understand diverse learning needs, develop and implement strategies to enhance learning outcomes, and monitor progress.|
|Unit Learning Outcomes||1. Students develop the knowledge and skills to evaluate education settings in relation to their 'inclusiveness';
2. Students developed a sound understanding of many of the significant issues and the public policies surrounding the education of children who require teaching and learning adjustments in the Australian and international context;
3. Students analyse situations and select appropriate strategies for creating cognitively challenging and emotionally safe learning settings to meet the diverse need of children.
4. Students gain increased awareness of the notions of difference and disability and giftedness and talent;
5. Students develop knowledge and skills in identifying, assessing and planning for diverse learners;
6. Students gain increased understanding of particular disabilities and/or special needs and giftedness and talent and the possible impacts on development.
|Timetabled Learning Activities||Lectures: 1 hour per week; workshops: 2 hours per week.|
|Unit Learning Experiences||The unit combines lectures with interactive workshops that include group activities, collective and individual reflections, case-based or video-based discussions of practice, discussion of readings, and role-play.|
|Assessment||Assignment 1 (30%): Students complete weekly discussion tasks and reflect upon how these ideas and practices connect with their beliefs and learning in the unit. Aligned to Learning Objectives 1, 2 & 3.
Assignment 2 (40%): Students are asked to develop an Inclusive Education Information Research Poster with a focus on specific disabilities and strategies to cater for these children/learners. Aligned to Learning Objectives 4, 5 & 6.
Oral Presentation (30%): Covers critical unit content in the form of a workshop presentation. Aligned to all 6 Learning Objectives
Students should expect quantitative feedback as well as qualitative comments on their work with a focus on specific areas of improvement.
|Prerequisites||Enrolment in the Bachelor of Education and successful completion of or enrolment in EDU245 Learning and Assessment Processes or EDU241 Processes of Learning or EDU242 Learning and Assessment: Theory and Practice or equivalent; or EDN221/EDN208 Learning, Teaching and Assessment 1 or EDN222 Learning, Teaching and Assessment 2 or BED200 Assessment and Action Research or enrolment in Graduate Certificate in Inclusive Education, Graduate Diploma in Education (Secondary); Graduate Diploma in Education Studies. Students without the prerequisite should consult the Unit Coordinator.|
|Appears in these Courses/Majors:
see individual structures for context
|Appears in these Minors||Inclusive Education
|Internet Access Requirements||Murdoch units normally include an online component comprising materials, discussions, lecture recordings and assessment activities. All students, regardless of their location or mode of study, need to have access to and be able to use computing devices with browsing capability and a connection to the Internet via Broadband (Cable, ADSL or Mobile) or Wireless. The Internet connection should be readily available and allow large amounts of data to be streamed or downloaded (approximately 100MB per lecture recording). Students also need to be able to enter into online discussions and submit assignments online.|