EDUC 7555 - Education for Inclusion

North Terrace Campus - Quadmester 4 - 2018

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.

  • General Course Information
    Course Details
    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 Staff

    Course Coordinator: Mr Michael Colbung

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:
    Learning Outcome APST
    (Graduate)
    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 needs of Indigenous students 1.2, 1.3, 1.4, 1.5, 2.1, 2.4, 3.1, 3.3, 3.5, 4.1, 6.4, 7.3
    3 Understand, plan and develop inclusive teaching strategies for diverse learners 1.3, 1.5, 1.6, 2.1, 2.2, 2.5, 2.6, 3.3, 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 Assess and provide feedback on teaching-based research 3.6, 5.2, 5.5, 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
    1, 2
  • Learning Resources
    Required Resources
    There are no required resources, however students should bring their own device to all workshops.
    Online Learning
    Students should be familiar with Canvas:  online learning will include recordings uploaded to this LMS.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Learning modes are in-person for the workshops.  Students may review subject matter of lectures online, however, in person attendance is preferred.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    4 x 9 hours of lectures and workshops: 36
    3 x 5 hours of conference attendance: 15
    6 x 10 hours Individual study and research: 60
    5 x 9 hours conference preparation: 45

    =156 hours
    Learning Activities Summary
    Week
    Pre-Lecture (Key Topics)
    APST Graduate Level
    (Key Topics)
    Lecture 1
    Lecture 2
    Workshop
    1 No lecture Introduction to diversity and Inclusion

    Education Policy Assessment requirements
    Conference preparation

    Attendance expectations
    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 Indigenous content in the curriculum Indigenous contexts and Students,  Race and Racisim

    Melbourne Declaration (etc)

    Indigenous Education Policies current
    Teaching Indigenous Students

    Disabilities,Cultural differences, Inclusion and legislation
    Hour 1:
    Indigenising teaching, pedagogy and the curriculum  

    Hour 2:
    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 Languages in Australia Teaching for Language Diversity Hour 1:
    Language Diversity  

    Hour 2:
    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
    4 Ability Giftedness Intellectual Disabilities Enrichment, extension and Acceleration; strugglers; teaching for abilities Hour 1: Abilities and inclusion  

    Hour 2:
    Review and Feedback on Peer review
    Invitations to other interested parties

    Genre exemplars of article construction (begins)
    5 Disability ASD, ADHD and Dyslexia Strategies for including students with disabilities Technology Hour 1: Pedagogy for inclusion; physical disabilities ILPs 

    Hour 2:
    Creation of Academic Bio
    Finalise collation of conference handbook
    Network event
    Paper construction [2500 words] (30% + abstract = Peer review above = 50%)
    Catering – Staff club booking
    6 Religion and learning School Diversity Ontologies Strategies for including students with disabilities Technology Hour 1:
    Teaching for religious inclusion  

    Hour 2:
    Hosting of sessions – finalise Paper construction
    7 MigrationTrauma Migrant experiences

    War trauma
    STTARS Hour 1: Ex-school support: organisations, networks

    Hour 2: Paper construction
    8 LGBTQI Sexualities Relationships and inclusion
    SHINE SA

    Hour 1: Final Conference things

    Hour 2: Quiz 10%
    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 [500 words]
    (10% attendance and participation at conference)
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Learning Outcomes:
    • 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)

    Topic to be either Indigenous Perspectives or Disability, whichever is not the topic of the Conference Paper
    Summative 30% 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, 4.2, 4.3, 4.5, 5.2, 5.3, 5.4, 5.5
    Online Quiz

    Multiple Choice Assessment on:
    1. Indigenous perspectives
    2. Disability
    Summative 10% 1,2,3,4 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, 4.2, 4.3, 4.5
    Presentation

    Conference paper: Topic to be either Indigenous Perspectives or Disability, whichever is not the topic of the Research Paper. Includes:
    - abstract (10%)
    - Peer review (10%)
    - 20 minute conference paper (30%)
    Summative 50% 5,6 1.4, 2.4, 5.2, 5.3, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4
    Personal Reflection
    (500 Words)

    For Conference attendance and contribution

    Summative
    10% 4,5,6 4.1, 4.2, 4.3, 4.5, 5.2, 5.3, 5.4, 5.5, 6.1,  6.2, 6.3, 6.4
    Assessment Detail
    Online Quiz (10%)
    This is a multiple choice quiz on aspects of Education for Inclusion particularly focusing on:
    • Standards 1.4 (Strategies for teaching Aboriginal and Torres Strait Islander students: Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds) and
    • 2.4 (Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians: Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages).
    Submission

    No information currently available.

    Course Grading

    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.

  • Student Feedback

    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 (linda.westphalen@adelaide.edu.au), and she will address the issue as quickly and effectively as possible.
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