EDUC 7555 - Education for Inclusion
North Terrace Campus - Quadmester 4 - 2021
General Course Information
Course Code EDUC 7555 Course Education for Inclusion Coordinating Unit School of Education Term Quadmester 4 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact 3 hours per week Available for Study Abroad and Exchange N Prerequisites Successful completion of Curriculum and Methodology A & Curriculum and Methodology B courses in 2 subject specialisation areas Course Description In this course, students will plan and deliver a presentation in a two to three day Diversity and Differentiated Teaching student - developed and led conference that focuses on differentiated teaching for a broad range of student learners. These include students with English as an Additional Language, international, migrant, refugee and culturally diverse students, Gifted and Talented and High Intellectual Potential students, Aboriginal and Torres Strait Islander students, students with disabilities, LGBTIQ students and students at risk due to isolation, trauma and/or other axes of difference that could lead to exclusion. Students will be required to engage with and demonstrate understanding of two streams of learning: Aboriginal and Torres Strait Islander Students and students with disabilities. Engagement with the conference planning is also required.
Course Coordinator: Dr Samantha Schulz
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
On successful completion of this course students will be able to: APST
1 Understand and appreciate cultural diversity and the different kinds of exceptionality encountered in the classroom 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.4, 4.3, 2 Understand the specific contexts and needs of Indigenous students 1.2, 1.3, 1.4, 1.5, 2.4, 3.1, 3.5, 4.1, 6.4, 7.1, 7.2. 3 Understand, plan and develop inclusive teaching strategies for diverse learners, particularly those with disabilities. 1.3, 1.5, 1.6, 2.2, 2.5, 2.6, 3.5, 3.6, 4.1, 4.2, 4.5, 6.4 4 Understand and evaluate the value of resources and research available to teachers for professional learning 1.2, 4.5, 5.4, 6.1, 6.2, 6.3 5 Analyse data and develop a research-based conference paper relating to inclusion/exceptionality 1.2, 1.5 2.2, 2.3, 2.6, 3.4, 4.5, 5.3 6 Demonstrate understanding of the Keeping Safe: Child Protection Curriculum. 1.1, 1.4, 1.6, 2.4, 2.6, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2, 5, 6 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
3, 4, 5 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
4 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1, 3, 4, 6 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1, 2, 3, 4, 5, 6 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesThere are no required resources, however students should bring their own device to all workshops.
Online LearningStudents should be familiar with Canvas: online learning will include recordings uploaded to this LMS.
Learning & Teaching Activities
Learning & Teaching ModesLearning modes are in-person for the workshops. Students may review subject matter of lectures online, however, in-person attendance is preferred.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.4 x 10 hours of lectures and workshops: 40
10 hours of conference setup and attendance (or equivalent online): 10
10 x 7 hours Individual study and research: 70
4 x 9 hours conference preparation: 36
Learning Activities Summary
Pre-Lecture (Key Topics)
APST Graduate Level
Workshop and Assessment Schedule
1 Introducing the Keeping Safe:Child Protection Curriculum
People and Young People (Safety) Act 2017
1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 2.6, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4. Introduction to diversity and Inclusion
Keeping Safe: Child Protection Curriculum
Education Policy Assessment requirements
Hour 1: KS:CPC
Middle and Secondary focus.
Consider the 4 focus areas in relation to student wellbeing and the teacher's role in Protection strategies.
Hour 2: Conference:
What needs to happen?
Conference structure and Delegation of roles
Identification of themes (set) – groupings
Setting up responsibilities Identification of keynotes
Abstract review process and creation of conference program
Hosting sessions – roles Online
Folio presentation - editing and collation
2 First Nations content in the curriculum
plus the Racial Discrimination Act (RDA; 1975)
1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 2.6, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4.
First Nations contexts and Students, Race and Racisim
Melbourne Declaration Mparntwe Declaration
First Nations Education Policies current
Teaching First Nations Students: geographical isolation, cultural violence and assimilation; teaching for wellbeing
Pedagogy and inclusion - the Australian Curriculum and Melbourne/Mparntwe
Indigenising teaching, pedagogy and the curriculum
Abstract [300–400 words] To be included in final research paper
Online submission, draft for formative feedback (10% of the 50% for the full paper)
Peer review process (10% of 50%) Allocation of Peer review
3 Cultures, Diasporas and Hybridity
1.1, 1.2, 1.3, 2.2, 3.5, 4.1, 4.4.
Languages in Australia Teaching for Language Diversity
Migrant Experiences: teaching to support students at risk (eg. war trauma); seeking expert help and support.
Peer review of colleague paper [300–500 words] both review and paper submitted to LW online.
Allocation of Conference streams
Constructing your presentation: the template
1.1, 1.2, 1.3, 1.4, 1.5, 3.1, 3.5, 4.1, 4.1, 4.4, 5.3, 5.4, 6.1, 7.1, 7.2.
Giftedness; Intellectual Disabilities Enrichment, extension and Acceleration; Strugglers; teaching for abilities
Teaching for supporting and including students with mental ill-health (eg.depression); building resilience.
Hour 1: Abilities and inclusion
Review and Feedback on Peer review
Genre exemplars of article construction.
5 Disabilities that affect Learning
1.1, 1.2, 1.3, 1.5, 1.6, 2.2, 2.6, 3.1, 5.3, 5.4, 7.1, 7.2.
ASD, ADHD and Dyslexia
Disability Standards for Education (2005) and the Disability Discrimination Act (1992)
Strategies for the inclusion of students with disabilities; using Technology to support learning.
Hour 1: Pedagogy for inclusion; physical disabilities ILPs
Creation of Academic Bio
Finalise collation of conference handbook
Paper construction [2500 words] (30% + abstract = Peer review above = 50%)
Catering; HSW; Registration
6 Religion and learning 1.1, 1.3, 3.5, 3.7, 4.1, 4.4, 7.3, 7.4. School Diversity Ontologies
Culturally sustaining pedagogies.
Supporting students with Cultural Differences - families (eg. extended; parent pressure; radicalisation). Reflective practices and mindfulness. Hour 1:
Teaching for religious inclusion
Hosting of sessions – finalise Paper construction
1.1, 1.3, 3.4, 4.1, 4.4, 4.5, 7.1.
Sexualities; bullying; teen parenthood Relationships and inclusion
Hour 1: External school support: organisations, networks.
Hour 2: Paper construction
8 Supporting teachers in the workplace
6.1, 6.2, 6.3, 6.4, 7.1, 7.2.
Keeping safe: Teacher safety; Burnout; workplace bullying.
Flourishing as a Teacher; fostering wellness.
Hour 1: Final Conference things
Hour 2: Final Conference things
9 Conference Conference Conference Conference 10 No lecture No lecture No lecture Post Conference Feedback
Reflection: My participation in the Conference and why I should be awarded marks [200 words]
(10% attendance and participation at conference)
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment must maintain academic standards.
- Understand and appreciate cultural diversity and the different kinds of exceptionality encountered in the classroom
- Understand the specific needs of Indigenous students
- Understand, plan and develop inclusive teaching strategies for diverse learners
- Understand and evaluate the value of resources and research available toteachers for professional learning
- Analyse data and develop a research-based conference paper relating to inclusion/ exceptionality
- Assess and provide feedback on teaching-based research
Assessment Task Task Type Weighting Learning Outcome APST Individual Research Paper (2000 Words)
Individually negotiated inquiry grounded in sociological course literature.
Summative 50% 1,2,3,4,5 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.3, 3.4, 3.6, 4.1, 4.3, 4.5, 5.3, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4. Group Theory-into-Practice Presentation
Collaborative focus inquiry based on key reading, which engages the class in learning activties that translate theory into practice.
Summative 30% 5,6 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.3, 3.4, 3.6, 4.1, 4.3, 4.5, 5.3, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4. Reflexive Writing Piece
Reflexive engagement with a key framework on social justice, incorporating the pre-service teacher's own educational experiences.
20% 4,5,6 4.1, 4.3, 4.5, 5.4, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2.
Assessment DetailResearch Paper (40%)
Pick one of the following topics and provide a researched response of 2000 words. If you are doing a topic relating to Indigenous learners in your conference paper, please choose a topic around cultural inclusion and/or addressing the learning needs of students with disabilities/diff-abilities. If you are doing disability/diff-ability in your conference paper, then choose a topic relating to Indigenous learners.
1. You have a student (year 10, 11 or 12) beginning at your school who has one of the following differences which will involve
modifications in pedagogy to maximise their learning. As a teacher of this student, you will need to create a learning plan recommendation to the student's parents/carers. Choose one of the following topics and provide a researched response.
Attention Deficit Hyperactivity Disorder
Autism Spectrum Disorder
2. Migrants and refugees have particular needs in the classroom, especially relating to their language abilities. Apart from language, what are the particular challenges that migrants/refugees can face in 'mainstream' Australian classrooms? What strategies would you as a teacher use to address some of these challenges? How can you better support migrant students in one of your subject area specialisations?
3. You have a new permanent job in a remote Australian community where 23 of the 26 students are Indigenous. What steps would you take to establish relationships of care and trust with the students in your class and school? Why are these appropriate strategies?
4. There is a Australia-wide campaign in relationship to Aboriginal and Torres Strait Islanders called ‘Close the Gap.’ What is ‘the gap’ and what does it mean for educators in schools?
5. Indigenous, migrant and refugee parents may have completely different expectations of schooling, learning and your role as the
teacher of their child based their cultural heritage and experience. Choose one heritage and explore these different expectations. Keeping in mind that assimilation is not appropriate in culturally inclusive Australia, how would you address these expectations in a professional and respectful manner?
6. Develop your own researched response in consultation with the convener. This topic must relate to education, diversity and inclusion.
The student-led conference is the principle focus for EFI. This is because a teacher doesn't do a lot of essay writing, but they do do a lot of presenting and organising.
The conference has rooms booked and session times outlined: everything else is to be planned and organised by students in the course in discussion with the course coordinator.
There is a template for the conference presentation, but don't be limited or pushed into this - it's hard to get a template that will
You will need to cover either Indigenous perspectives OR a Disability/Diff-ability in the Conference. Whichever aspect is not covered in the conference has to be addressed in the research paper. This is to ensure you gain valuable insights into both areas.
Conference Abstract, plus Review (10% each)
You are writing a Descriptive Abstract of 300 to 400 words. It should relate to your conference presentation. All conferences require an abstract for two reasons:
1. to ascertain if the paper is relevant to the conference themes and of a good academic standard, and;
2. to include in the conference proceedings to enable participants to make choices about what session they attend.
Your abstract must relate to EITHER First Nations inclusion OR Disability inclusion. Within these two themes, you may write about any aspect, provided it relates to middle or secondary education. Your conference paper presentation will be about 15 - 20 minutes long.
Your abstract will be peer-reviewed by a colleague in EDUC 7555. Your review and reviewer will be anonymous. The reviewer will rate your paper against usual conference abstract criteria (including relevance and content) and give your paper a score out of ten. This mark will count toward 10% of your final result for EFI.
Conference: Reflection on Contribution (10%)
In 200 - 300 words, outline your contribution to the Conference in an informal letter. In your letter, tell me what mark you should
have out of 20 and why. Include an estimation of hours you have spent in your role. You may use dot points in your response if you wish. You can also outline areas where you think you could have improved in your participation. You need to make your case logically and defensibly.
No information currently available.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.This is the first time that this course has run, so there is no feedback about eSELTS to provide about this course. Please note that this is the first time that we will be running a student-led conference in the School of Education Masters and so there are likely to be things that don't quite work. In that event, please get in contact with the course cordinator, Dr Linda Westphalen, as soon as possible by her university email (firstname.lastname@example.org), and she will address the issue as quickly and effectively as possible.
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