| Effective Term: | 2025/20 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Inclusive Learning Contexts |
| Unit ID: | EDMST6030 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| 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. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| 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: |
| 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. | Investigate inclusion as a response to the diverse range of needs, within a social justice and human rights framework in a range of contexts. |
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| K2. | Examine legislative requirements, government initiatives, policies and standards that support participation and engagement of individuals who are considered to experience disadvantage. |
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| K3. | Explore disability theory and policy at state, national and international levels. |
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| K4. | Review assumptions, historical responses and practices for individuals with diverse and additional needs and apply these to notions of segregation, exclusion, integration and inclusion. |
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| K5. | Investigate and apply inclusive pedagogies and curricular responses to the principle of inclusion. |
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| Skills: |
| S1. | Critically question assumptions about diversity and inclusion. |
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| S2. | Examine and critique educational responses to diversity within the context of inclusion. |
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| S3. | Identify inclusive responses and practices that support participation and engagement. |
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| S4. | Discuss and explain the construction of inclusive communities that support wellbeing and development of all individuals. |
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| Application of knowledge and skills: |
| A1. | Develop and describe attributes and experiences of individuals with diverse needs, abilities and backgrounds. |
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| A2. | Design inclusive responses to, and for, parents and children's abilities, needs and unique contributions to society. |
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| A3. | Identify and articulate social justice elements and requirements to support full participation, engagement and involvement. |
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| 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. |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate high-level skills to effectively communicate, interact and work with others both individually and in groups Students will be required to display (in person and/or online) high-level skills in-person and/or online in: • Effective verbal and non-verbal communication via a range of synchronous and asynchronous methods • Active listening for meaning and influencing • High-level empathy for others • Negotiating and demonstrating extended conflict resolution skills • Working respectfully in cross-cultural and diverse teams | 1 - Yes | FEDTASK 2
Leadership | Students will demonstrate the ability to apply leadership skills and behaviours Students will be required to display skills in: • Creating, contributing to, and enabling collegial environments • Showing self-awareness and the ability to self-reflect for personal growth • Inspiring and enabling others • Making informed and evidence-based decisions through consultation with others • Displaying initiative and ability to solve problems | 1 - Yes | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complex and ambiguous environments, using their imagination to create new ideas Students will be required to display skills in: • Reflecting critically on complex problems • Synthesising, evaluating ideas, concepts and information • Proposing alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts through deep inquiry • Proposing creative solutions in problem solving | 1 - Yes | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work proficiently across a range of tools, platforms and applications to achieve a range of tasks Students will be required to display high-level skills in: • Finding, accessing, collating, evaluating, managing, curating, organising and appropriately and securely sharing complex digital information at a high-level • Receiving and responding to messages in a range of digital media • Using digital tools appropriately to conduct research • Contributing proficiently to digital teams and working groups • Participating in and utilising digital learning opportunities | 1 - Yes | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to think ethically and sustainably. Students will be required to display skills in: • The responsible conduct of research • Making informed judgments that consider the impact of devising solutions in multiple global economic environmental and societal contexts • Demonstrating commitment to social responsibility as a professional and a citizen • Generating research solutions which are sustainable,ethical, socially responsible and/or sustainable • Extending lifelong, life-wide and life-deep learning to be open to diverse others • Demonstrate extended actions to foster sustainability in their professional and personal life. | 1 - Yes |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K4, K5, S1, S2, S3, S4, A1, A2, A3 |
Develop a differentiated learning experience or activity based on universal design principles and present it with justification and rationale, to peers. |
Peer presentation of learning activity |
40-60% |
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| 2. |
K1, K2, K3, K4, S2, S3, S4 |
Interactive digital resource that explores diversity and a range of abilities within a range of contexts; compares and contrasts historical, cultural and political underpinnings of diversity and includes recommendations for inclusive practice. |
Digital learning resource |
40-60% |
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