Inclusive Learning Contexts

Unit Outline (Higher Education)

Level of Unit in Course

AQF Level(s) of Course

Level of Unit in Course

Introductory

Intermediate

Effective Term:

2025/20

Institute / School :

Institute of Education, Arts & Community

Unit Title:

Inclusive Learning Contexts

Unit ID:

EDMST6024

Credit Points:

15.00

Prerequisite(s):

Nil

Co-requisite(s):

Nil

Exclusion(s):

(EDMST6030)

ASCED:

070303

Other Change:

Brief description of the Unit

This unit is designed according to contemporary research and evidence that enables already qualified teachers to build specialised knowledge and expertise about catering for diversity in educational contexts. Students engage in research that explores legislative documents and policy that informs inclusion and examines responses to diversity by service providers. Inclusive approaches are interrogated as a way to support, extend and manage diversity in a range of contexts. Theoretical, political and cultural practices are explored to ground and examine diversity, abilities and inclusions to gain insights as to how notions of disability and diversity are shaped by social, political and cultural perspectives. Five days of professional experience provide opportunities for students to observe, consider and implement inclusive pedagogies in an authentic learning setting.

Grade Scheme:

Graded (HD, D, C, P, MF, F, XF)

Work Experience Indicator:

Placement Component: No

Supplementary Assessment:Yes

Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment

Course Level:

Learning Outcomes:

Knowledge:

Skills:

Application of knowledge and skills:

Unit Content:

• Notions of disability and diversity: Defining diversity in educational contexts.
• Social, political and cultural perspectives of disability.
• Legislative documents and policies that inform inclusion such as Disability Discrimination Act, Disability
• Standards in Education.
• Inclusive approaches to support, extend and manage diversity in a range of contexts.
• Theoretical, political and cultural practices.
• Inclusive pedagogies and curricular responses to the principle of inclusion, such as differentiated
• instruction, universal design, inquiry based learning, design thinking
• Five days of professional experience in an authentic learning setting.

Graduate Attributes:

Learning Outcomes Assessed

Assessment Tasks

Assessment Type

Weighting

Professional Standards

Adopted Reference Style:

Professional Standards / Competencies:

Standard / Competency