University of Technology Sydney

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 2022 is available in the Archives.

UTS: Education: Professional Learning
Credit points: 6 cp

Subject level:

Postgraduate

Result type: Grade, no marks

Requisite(s): 96 credit points of completed study in spk(s): C10404 Bachelor of Science Master of Teaching Secondary Education OR 96 credit points of completed study in spk(s): C10405 Bachelor of Communication (Writing and Publishing) Master of Teaching Secondary Education OR 96 credit points of completed study in spk(s): C10406 Bachelor of Engineering Studies Master of Teaching Secondary Education OR 96 credit points of completed study in spk(s): C10449 Bachelor of Business Master of Teaching Secondary Education OR 96 credit points of completed study in spk(s): C10450 Bachelor of Economics Master of Teaching Secondary Education
These requisites may not apply to students in certain courses. 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

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 requires students to engage in three phases of learning. Firstly, there are pre-workshop activities that need to be completed through Canvas prior to each virtual workshop. This includes activities such a readings, responding to discuss questions, polls and viewing media. Each student then attends an virtual workshop (via ZOOM) which explores pre-workshop learning in more depth and incorporates practice-based and collaborative activities. Finally, consolidation activities are undertaken through Canvas for each module. Activities include online quizzes and responses/reflections to challenge questions.

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 lesson plan/workplace document

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, d, e and g

Weight: 40%
Length:

1 x adapted lesson plan/workplace document and 1,000 word report

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Adjusted lesson plan/workplace document demonstrates appropriate adaptation of texts (or alternate strategies) to cater for student/colleague with dyslexia 20 e 1.2
Adapted lesson plan/workplace document includes quality explicit instruction component to re-teach key concepts to target students/colleagues 20 d 1.3
Adapted lesson plan/workplace document evidences Universal Design for Learning 20 a 6.1
Report justifies adjustments with reference to at least 4 quality sources (in addition to subject readings) 30 g 2.1
Acceptable level of academic literacy and appropriate use of inclusive and non-discriminatory language 10 g 6.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Topic 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 (5%)

4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour (5%)

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 – Universal Design for Learning and Reasonable Adjustments (5%)

5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice (5%)

3.3 Include a range of teacher strategies. Apply evidence-based practice: Explicit Instruction (5%)

2.5 Know and understanding literacy teaching strategies and their application in teaching areas (5%)

2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students (5%)

7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice (5%)

Objective(s):

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

Weight: 60%
Criteria:
  1. Quality of pre-workshop activities to demonstrate progress toward achievement of the related Professional Teaching Standards (see intent above)
  2. Pre-workshop activities completed prior to each online workshop
  3. Post-module quiz marks
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Completion of pre-learning activities prior to your tutorial and quality of submissions 40 a, b, c, d, e, f, g 1.3
Quality/accuracy of each post-tutorial activity submitted by 5pm Friday after each module 60 a, b, c, d, e, f, g 2.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Attendance at virtual workshops each week is important because it is your opportunity to apply learning and engage in practical and collaborative activities to enhance your understanding of concepts.

Required texts

Required readings will be available on UTSOnline.

References

See UTSOnline