| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Diversity and Inclusion: Teaching Strategies for Diverse Learners |
| Unit ID: | EDBED2010 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (EDECE1013) |
| ASCED: | 070113 |
| Other Change: | |
| Brief description of the Unit |
This course examines elements of teaching and learning within a social justice and human rights framework. Students will explore learning environments, differentiation and practical strategies which support the access, participation and engagement of diverse learners, including students with disability. Emphasis is placed on strategies that support wellbeing and safety within the educational setting and align with expectations of policy, curriculum and legislation. Particular attention is directed toward building the capacity of students to identify and accommodate attributes of difference within their planning. Opportunities will be provided for students to explore barriers that may impact wellbeing and educational success, and identify teaching strategies that are responsive to the strengths and needs of learners from diverse backgrounds. Students will consider academic, social and personal needs along with the purpose and benefits of a range of educational strategies, scaffolds and supports to design safe, supportive and effective learning environments. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:No |
| Supplementary assessment is not available to students who gain a fail in this Unit. |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Explain educational inclusion as a response to the diverse strengths and needs of all learners. |
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| K2. | Recognise the philosophical differences between inclusion, integration, segregation and exclusion within an educational context. |
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| K3. | Describe ways in which effective responses to attributes of difference, including diverse linguistic, cultural, religious and socioeconomic backgrounds, can support educational access, participation and engagement. |
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| K4. | Identify legislative requirements, government initiatives and teaching strategies that support equitable outcomes for all learners, including students with disability |
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| K5. | Explain potential influences on behaviour and explore practical teaching approaches to prevent and respond to challenging behaviours. |
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| Skills: |
| S1. | Investigate the impact of environmental, relational and intrapersonal factors on social and learning behaviours. |
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| S2. | Plan and justify inclusive classroom activities in response to diversity of learner strengths and needs with a focus on wellbeing for all learners, including students with disability. |
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| S3. | Collaborate with others to develop and justify an inclusive approach to creating a positive, safe and supportive learning environment. |
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| S4. | Set achievable learning goals and plan differentiated and achievable challenges within educational activities to enable access, participation, engagement and achievement opportunities for all learners. |
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| Application of knowledge and skills: |
| A1. | Use knowledge of diverse characteristics, differentiated teaching strategies and classroom management options to design inclusive learning activities and educational supports that promote positive behaviour and wellbeing for all learners, including students with disability. |
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| A2. | Demonstrate the capacity to address barriers to learner success through the provision of appropriate curricula, teaching strategies and organisational elements. |
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| A3. | Generate informative material that explains and advocates inclusive purposes, processes and practices. |
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| Unit Content: |
Topics to be covered:
• Philosophical differences between inclusion, integration, segregation and exclusion.
• Obligations and requirements related to diversity and inclusion: legislation (Disability Discrimination Act (DDA), Disability Standards for Education (DSE), Child Safe Standards, Codes of Conduct and Ethics), policy, curriculum, social justice, human rights.
• The impact of culture, cultural identity, religion, linguistics and socioeconomic status on the education of learners from diverse backgrounds.
• Practical strategies to support the access, participation, engagement and achievement of diverse learners, including students with disability.
• Inclusive approaches to learning and teaching including multi-tiered systems of support, universal design for learning, differentiation and personalised learning.
• Organisation of classroom activities and operations through differentiation of content, process, product and environment.
• Understanding social-emotional wellbeing and influences on behaviour
• Positive preventative practices and managing safety, risk and challenging behaviour. |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K3, S2, A2, APST: 1.3, 4.1 | Learner Profiles - create a description of a learner cohort that demonstrates diverse strengths, needs and backgrounds (linguistic, cultural, religious and socio-economic) and list teaching strategies for supporting participation and engagement. | Individual Written Task | 10-20% | | 2. | K2, K4, K5, S2, S4, A1, A2, APST: 3.1, 4.1, 4.2 | Differentiated Lesson Plan and Justification - design and organise an activity sequence for the cohort described in Task 1, describing how directions, organisational factors, teaching approach and achievable challenges will support participation and engagement. | Individual Written Task | 30-50% | | 3. | K4, K5, S1, S3, A1, A3, APST: 1.3, 1.6, 4.3, 4.4, | Multimodal Project - in small collaborative groups research, plan and demonstrate a range of inclusive teaching strategies and processes that support learning, wellbeing and safety within an educational setting. Part A: Individual Task – Appraise and select, inclusive teaching strategies and supports Part B: As a group, deliver an oral presentation on teaching strategies for diverse learners including students with disability Part C: Individual reflection on the relevance, purpose and benefits of the demonstrated teaching strategies and the links to inclusive frameworks, legislation and policy. | Multimodal Project | 30-50% |
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