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013404 Inclusive Education

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2019 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp

Subject level:

Postgraduate

Result type: Grade, no marks

There are course requisites for this subject. See access conditions.

Description

This subject explores issues of inclusive education and the ways in which secondary teachers can meet the needs of diverse learners within their classrooms. The subject provides strategies for identifying students with additional needs and developing instructional approaches that ensure all students can access relevant learning experiences. Subject content includes: legal and human rights obligations; Universal Design for Learning and adjustments; behaviour and the learning environment; accessing texts; assessment and error analysis; explicit instructional techniques; explicit strategy instruction; resources and assistive technologies; communication and collaboration.

Subject learning objectives (SLOs)

a. Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability (GTS 1.1, 1.6, 4.4, 7.1, 7.2) (PA2.9, PA5.2, 5.3)
b. Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches, to assess student learning; use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans; set learning goals that provide achievable challenges for students of varying abilities and characteristics; demonstrate skills in analysis of assessment results to develop specific learning objectives with aligned monitoring techniques (particularly in relation to literacy) (GTS 2.3, 3.1, 3.6,5.1, 5.2, 5.3, 5.4, 5.5) (PA4.13, 4.16, PA5.4, 5.6)
c. Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities; demonstrate knowledge of practical approaches to manage challenging behavior; apply principles of Universal Design for Learning and make adjustments to curriculum and classroom activities to support diverse student abilities and manage behaviour (GTS 1.5, 3.2, 3.3, 4.1, 4.3) (PA2.1, 2.5, PA 5.7)
d. Include a range of teaching strategies in teaching; identify strategies to support inclusive student participation and engagement in classroom activities; design and deliver instruction using explicit teaching techniques and critique the effectiveness of various strategies to maximize student outcomes (particularly in relation to literacy) and manage behaviour (GTS 2.2, 2.5, 4.1, 3.3, 4.3, 6.3) (PA2.1, 2.5, PA4.9, 4.11, PA5.7)
e. Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning; demonstrate a range of verbal and non-verbal communication strategies to support student engagement; demonstrate technical competence and evaluate assistive technologies and mobile devices to support learning (GTS 2.6, 3.4, 4.5) (PA3.1, 3.4, 3.11, PA5.8)
f. Describe a broad range of strategies for involving parents/carers in the educative process; understand strategies for working effectively, sensitively and confidentially with parents/carers; understand the role of external professionals; (GTS 3.7, 7.3, 7.4) (PA2.7, PA5.5)
g. Understand the relevant and appropriate sources of professional learning for teachers; present work of high academic quality with reference to quality sources and appropriate use of language when referring to individuals with a disability (GST 1.2, 6.2)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional readiness

1.1) Know students and how they learn, with an advanced ability to critically evaluate the physical, social and emotional dimensions of learners

1.2) Know the content and how to teach it, demonstrating an advanced knowledge of a teaching program in one or more disciplines to critically evaluate its delivery

1.3) Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems

2. Critical and creative inquiry

2.1) Enquire into and research practice to improve educational experiences and outcomes

4. Indigenous competencies

4.1) Understand and appreciate Aboriginal and Torres Strait Islander cultures and histories, policies and priorities and their implications for teaching and inclusion

6. Effective communication

6.1) Assess, provide feedback and report on student learning

6.2) Possess literacy and numeracy skills across a broad range of communication modes and technologies

This subject makes a major contribution to the following National Graduate Teacher Standards:

  • Professional Knowledge
    • Know students and how they learn – GTS 1.3, 1.5, 1.6
    • Know the content and how to teach it – GTS 2.3, 2.5, 2.6
  • Professional Practice
    • Plan for and implement effective teaching and learning – GTS 3.1, 3.2, 3.3, 3.4, 3.5
    • Create and maintain supportive and safe learning environments – GTS 4.1, 4.2, 4.3, 4.4, 4.5.
    • Assess and provide feedback and report on student learning – GTS 5.1, 5.2, 5.4.
  • Professional engagement:
    • Engage in professional learning
    • Engage professionally with colleague, parents/carers and the community – GTS 7.2, 7.3, 7.4

Teaching and learning strategies

This subject includes a flipped learning lecture which must be completed prior to attending your tutorial each week. Students are to bring to each tutorial the activities completed whilst engaged with the online lecture. Tutorials will be used to apply learning from the online lectures through discussion, analysis of readings/videos, collaborative group work, demonstrations and role-plays.

Content (topics)

- Inclusion: legislation, policies, principles, statistics and language

- Assessment and Error Analysis

- Behaviour and the Learning Environment

- Accessing texts

- Universal Design for Learning (UDL) and adjustments

- Explicit instructional techniques

- Explicit strategy instruction

- Resources, assistive technologies and mobile devices to support learning

- Communication and collaboration

Assessment

Assessment task 1: Differentiated Instruction

Intent:

This assessment task addresses Professional Teaching Standards:

1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

2.5 Know and understand literacy teaching strategies and their application in teaching areas.

3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

3.3 Include a range of teaching strategies in teaching.

4.1 Identify strategies to support inclusive student participation and engagement in classroom activities.

6.2 Understand the relevant and appropriate sources of professional learning for teachers.

Objective(s):

a, b, d, e and g

Weight: 50%
Length:

1 x lesson plan and 1,000 word report

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Lesson Plan includes basic information required in pro forma 10 d 1.3
Lesson Plan includes appropriate adaptation of texts (or alternate strategies) to cater for student with dyslexia 15 e 1.2
Lesson Plan includes quality explicit instruction component to re-teach key concepts of the lesson to target students 30 d 1.3
Lesson Plan includes appropriate multiple forms of response for students to demonstrate their understanding of content 15 b 6.1
Report justifies instructional decisions with reference to at least 4 quality sources (in addition to subject readings) 20 g 2.1
Acceptable level of academic literacy and appropriate use of inclusive and non-discriminatory language 10 a 6.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Weekly Learning Tasks

Intent:

This assessment task addresses numerous Professional Teaching Standards, including but not limited to:

1.6 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disabilities - Week 1 – (5%) online quiz - Disability Discrimination Act (1992) and Disability Standards for Education (2005) and person-first language.

4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour - Week 2 – (5%) online quiz on preventing challenging behaviour; managing challenging behaviour and crisis management

1.5 Demonstrate knowledge and understanding or strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities - Week 3 – (5%) Critique and apply Universal Design for Learning to your teaching area to support students with additional needs

5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice - Week 4 – (5%) error analysis of student assessment work sample to identify strengths, challenges and starting point for instruction.

1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching - Week 5 & 6 – (5%) identify research articles/evidence-based practice for the use of explicit instruction in your subject area and critique this literature with your peers.

2.5 know and understanding literacy teaching strategies and their application in teaching areas -Week 7 – (5%) improve the ‘readability’ of a text used in your content area using an online tool to ensure this text can be accessed by a student reading below their expected grade level

2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students - Week 8 – (5%) identify accessibility features on devices and explain how these could be incorporated into teaching and learning to support participation of students with a range of learning challenges and disabilities

5.1 Demonstrate understanding of assessment strategies including informal and formal, diagnostic, formative and summative approaches to assess student learning - Week 9 – (5%) develop an assessment tool for your peers to determine their knowledge and understanding of key concepts of inclusive education

Objective(s):

a, b, c, d, e, f and g

Weight: 50%
Criteria:
  • Quality of weekly submissions to demonstrate progress toward achievement of the related Professional Teaching Standards (see Intent above)

  • Submission of each weekly task prior to the associated tutorial – this is an essential criteria as the tasks will form the bases of tutorial activities to apply and extend your knowledge and understanding.

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Completion of each item (8) by each due date/time 20 a, b, c, d, e, f, g 1.1
Quality of each (8) pre-tutorial submission to demonstrate thoughtful preparation for further learning 80 a, b, c, d, e, f, g 4.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Attendance at tutorials each week is important because it is your opportunity to apply learning from the online flipped learning lectures. An attendance roll will be taken at each class. Students should advise their tutor prior to class if they are unable to attend. Students must not miss more than one tutorial during the semester.

Required texts

Required readings will be available on UTSOnline.

References

Alberto, P. A. & Troutman, A. C. (2008). Applied behaviour analysis for teachers (8th ed.). Upper Saddle River, NJ: Pearson Education.

Ashman, A. Elkins, J. (2014) Education for Inclusion and Diversity (5th ed.). Frenchs Forest: Pearson Australia.

Attwood, T. (2008). The complete guide to Asperger’s Syndrome. London, UK: Jessica Kingsley Publishers.

Bauer, A. & Brown, G. M. (2001) Adolescents and inclusion: transforming secondary schools. Baltimore, US: Paul H. Brookes.

Emmer, E. & Evertson, C. (2009) Classroom Management for Middle and High School Teachers, Frenchs Forest: Pearson Australia

Klinger, J & Vaughn , S. (2007). Teaching Reading Comprehension to Students with Learning Difficulties (What Works for Special-needs Learners). New York, US: Guildford Publications.

Lyons, G., Ford, M. & Arthur-Kelly, M. (2011) Classroom Management: Creating positive learning environments (3rd ed.). South Melbourne: Cengage Learning.

Mastropieri, M. & Scruggs, T. E. (2009) The inclusive classroom: Strategies for effective instruction (4th ed.) NJ: Prentice Hall.

Simpson, C. & Spencer, V. (2009). Teaching Children with Autism in the General Classroom: Strategies for Effective Inclusion and Instruction. US: Prufrock Press.

Smith, T. E. C., Polloway, E. A., Patton, J. R. & Dowdy, C. A. (2012). Teaching Students with Special Needs in Inclusive Settings. Upper Saddle River, NJ: Pearson Education.

Vaughn, S., Bos, C. S. & Schumm, J. S. (2010). Teaching Students who are Exceptional, Diverse, and at Risk in General Education Classroom. Upper Saddle River, NJ: Pearson Education.

Westwood, P. (2000). Numeracy and learning difficulties: Approaches to teaching and assessment. Camberwell: Acer Press.