EDUC 7555 - Education for Inclusion
North Terrace Campus - Quadmester 4 - 2020
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: Mr Michael Colbung
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 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
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 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
Learning Activities Summary
Pre-Lecture (Key Topics)
APST Graduate Level
1 No lecture Introduction to diversity and Inclusion
Education Policy Assessment requirements
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
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 Languages in Australia Teaching for Language Diversity Hour 1:
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
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
Creation of Academic Bio
Finalise collation of conference handbook
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
Hosting of sessions – finalise Paper construction
7 MigrationTrauma Migrant experiences
STTARS Hour 1: Ex-school support: organisations, networks
Hour 2: Paper construction
8 LGBTQI Sexualities Relationships and inclusion
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)
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 practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- 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)
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
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
For Conference attendance and contribution
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
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).
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 (email@example.com), and she will address the issue as quickly and effectively as possible.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.