028236 Special Education: Inclusion

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 2025 is available in the Archives.

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

Subject level:

Undergraduate

Result type: Grade, no marks

Requisite(s): 24 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education OR 24 credit points of completed study in spk(s): C10349 Bachelor of Education (Primary) Bachelor of Arts International Studies OR 24 credit points of completed study in spk(s): C10209 Bachelor of Arts Educational Studies OR 24 credit points of completed study in spk(s): C09082 Bachelor of Arts Bachelor of Education (Honours) OR 24 credit points of completed study in spk(s): C10444 Bachelor of Education Bachelor of Languages and Cultures

Description

This subject explores key principles of inclusion and introduces the Disability Discrimination Act 1992 and the Disability Standards for Education 2005. The foundations of understanding are constructed through critical analysis of the ways in which the educational needs of a diverse student population are meet within inclusive school contexts. Evidence-based educational practices are used to illustrate and apply key concepts of assessment and error analysis, explicit instructional techniques, monitoring progress, adjustments and building collaborative partnerships, including with school learning support officers.

Subject learning objectives (SLOs)

a.	Describe and critically analyse key principles of Inclusive Education with application of legislation and policy with regard to students with a disability (GTS 1.1, 1.6, 4.4, 7.1, 7.2)
b.	Explain principles underpinning school-wide approaches to positive behaviour support and identify underlying causes of behaviour exhibited by individual students
c.	Analyse assessment results to develop specific learning objectives with aligned monitoring techniques (GTS 2.3, 3.1, 3.6, 5.1, 5.2, 5.3, 5.4, 5.5)
d.	Apply principles of Universal Designs for Learning and make adjustments to curriculum and classroom activities to support diverse student abilities (GTS 1.5, 3.2, 3.3, 4.1)
e.	Design and deliver instruction using explicit teaching techniques and critique the effectiveness of various strategies to maximise student outcomes and manage behaviour (GTS 2.2, 2.5, 4.1, 3.3, 4.3, 6.3)
f.	Deploy and evaluate assistive technologies and mobile devices to support learning (GTS 2.6, 3.4, 4.5)
g.	Work collaboratively with parents/carers, colleagues, support staff and other professionals to meet the needs of students with additional needs (GTS 3.7, 7.3, 7.4)
h.	Present work of high academic quality with reference to quality sources and appropriate use of language when referring to individuals with a disability (GTS 1.2, 6.2)

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5) (1.2)
Make judgements about their own learning and identify and organise their continuing professional development (GTS 3, 6) (1.3)
Act as a developer of learning with colleagues and possess collaborative skills (GTS 7) (1.4)
Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
Respond critically to national and global changes that affect learners, learning and the creation of a well-informed society (GTS 3) (3.1)
Communicate effectively using diverse modes and technologies (GTS 2, 3, 4) (6.1)
Exhibit high-level numeracy and literacies (GTS 2) (6.2)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness
1.2 Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5)
1.4 Act as a developer of learning with colleagues and possess collaborative skills (GTS 7)
1.5 Employ contemporary technologies effectively for diverse purposes (GTS 2, 4)

2. Critical and Creative Inquiry
2.1 Analyse and synthesise research and engage in inquiry (GTS 3)
2.2 Make well-informed contributions to contemporary debates pertinent to education (GTS3)

3. International and Intercultural Engagement
3.2 Respect diverse societies and cultures and demonstrate inclusive practices (GTS 1, 3, 4)

6. Effective Communication
6.2 Exhibit high level numeracy and literacies (GTS 2)

Teaching and learning strategies

This subject will engage students through Canvas and will include pre-workshop learning activities, such a reading articles, viewing online content and responding to questions on the discussion board. Weekly synchronous online workshops will include lecture content, group discussions, small group collaborative work, posting (sharing) responses to workshop tasks and research activities. Post-workshop consolidation activities will include online quizzes and contributions to group discussion boards and padlets.

Content (topics)

Issues of inclusion and special education in K-12 classrooms (local, national and international perspectives) (PA2.1, PA5.2, PA5.3, PA5.8, PA5.9);
Common characteristics of a range of disabilities and learning difficulties present in K-12 schools and potential impacts on development/teaching/learning, including Gifted and Talented Students, students with Autism Spectrum Disorder, students with a mental health disability and students from an EALD background (PA5.1, PA5.4);
Assessment, monitoring and evaluation as part of the teaching continuum (PA4.16, PA4.18, PA5.4, PA5.6);
Programming (and adapting existing programs) for students experiencing difficulty academically, socially, physically and/or behaviourally, including risk assessment and risk management plans for those with mental health issues (PA4.15, PA5.7, PA5.8);
Explicit teaching strategies (PA4.15, PA5.4);
Adjustments and accommodations to support learning (PA4.9, PA4.15, PA5.3, PA5.4);
Assistive technologies (PA3.4, PA3.11, PA5.8);
Working with parents/carers, colleagues, support staff and other professionals (PA5.4, PA5.5).

Assessment

Assessment task 1: Online quiz and peer-lead discussion

Objective(s):

a, b, e, f and h

Weight:

50%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Accuracy of responses to online quiz	40	a, b	3.1
Quality of selected readings as evidence to support explicit instruction and concise summaries capturing key points	20	h	2.1
Quality of provocation statements/questions to facilitate robust peer discussions	20	f	1.4
Depth of reflection on issues around the use of explicit instruction	20	e	1.3

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Differentiated Instruction

Objective(s):

a, d, e and h

Weight:

50%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Lesson Plan includes basic information required in pro forma	10	d	1.3
Lesson Plan includes appropriate adaptations, accommodations and/or assistive technologies	15	e	1.2
Lesson Plan includes quality explicit instruction component to reteach key concepts of the lesson to target students	30	d	1.3
Lesson Plan includes evidence of Universal Designs for Learning	15	d	6.1
Report justifies instructional decisions with reference to at least 4 quality sources (in addition to subject readings)	20	h	2.1
Level of academic literacy and appropriate reference to students with a disability	10	a	6.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

It is expected that students will complete all online activities available on Canvas prior to attending weekly workshops. Any student who misses one workshop will be required to complete additional activities to demonstrate their understanding of missed content.

Required texts

All required readings are available through Canvas.

Other resources

You may request to join the LinkedIn group run by Dr Kirsty Young - Inclusive and Special Educators Australia (ISEA) https://www.linkedin.com/groups/13923062/

Kirsty will use this space to share information such as workshops, events and job opportunities.