EDUC 7555 - Education for Inclusion

North Terrace Campus - Semester 1 - 2024

In this course, pre-service teachers (PSTs) are positioned as co-learners and knowledge producers who are supported to engage in socio-cultural explorations of educational inclusion and exclusion. The course draws from a critical knowledge base that includes history, politics, and sociology of education, and applies lenses for analysis such as race and class. This enables PSTs? to explore contemporary educational issues while developing informed standpoints on questions of social justice and the fundamental purposes of education. Specific consideration is given to the educational experiences of First Nations and culturally diverse, high poverty students for whom educational policy has historically failed. PSTs will demonstrate understanding of these issues and implications for their teaching through individual and collaborative assessment pieces that bridge the research-teaching nexus.

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Course Details

Course Code	EDUC 7555
Course	Education for Inclusion
Coordinating Unit	School of Education
Term	Semester 1
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	3 hours per week
Available for Study Abroad and Exchange	N
Assessment	Reflexive writing piece (500 words), Group theory-into-practice presentation, Individual research paper (2000 words)

Course Staff

Course Coordinator: Professor Christopher Boyle

Course Timetable

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 (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 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)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1, 2, 5, 6
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	3, 4, 5
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	4
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	1, 3, 4, 6
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	1, 2, 3, 4, 5, 6
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	1,2,3,5
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	3
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	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 Modes

Delivery or Engagement Mode	Hours
Face-to-face workshops (8 x 2-hour workshops)	16
Lecture (online)	10
Weekly independent study (assignments, reading, research)	120
Online discussion	10
TOTAL	156 hours

Workload

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

See table above. This is a blended course delivered via a combination of online lectures and face-to-face theory-into-practice workshops, culminating in a final week of group presentations. Lectures, weekly readings, workshop activities, and assignments are all carefully structured to facilitate the gradual development of sociological awareness and theoretical understanding, which is translated into hands-on practice that brings the research-teaching nexus to life. The hours listed above are a guide.

Learning Activities Summary

WORKSHOP
SCHEDULE

Week 1: Introduction to Educational Inclusion

Week 2: Historical Exclusions

Week 3: Neoliberalism, Choice, and Diversity

Week 4: Class, Poverty, and Privilege (Assignment 1 due)

Week 5: Race and Whiteness

Week 6: Gender and Sexuality

Week 7: Reserach Project (Assignment 2 due)

Week 8: PLACEMENT

Week 9: PLACEMENT

Week 10: PLACEMENT

Week 11: PLACEMENT

Week 12: Course Consolidation

Week 13: Group presentations (Assignment 3)

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.

Assessment Summary

Assessment Task	Task Type	Weighting	Learning Outcomes	APST
Reflexive written piece, 500 words	Summative	20%	1, 5	1.3, 2.4
Individual research paper, 2000 words	Summative	50%	1, 2, 3, 4, 5	1.3, 1.4, 2.4, 3.3
Group presentation	Summative	30%	1, 2, 3, 4, 5	1.3, 1.4, 2.4, 3.3, 6.4

Assessment Detail

Assessment Task	Description	Due Date
Reflexive Written Piece, 500 words (20%)	To be reflexive is to think critically ‘about your thinking’. This assignment asks you to start thinking reflexively about your identity as a teacher and beliefs about teaching. You will: A) reflect on your educational experiences or some aspect of them. B) Draw on our first weeks of resources to refine your thinking. C) make an initial attempt to align with one of three standpoints on social justice. The assignment has a broad provocation, which should frame your inquiry: Looking back, looking forward: what is my emergent standpoint on education? The assignment is intended to reflect your emergent philosophy and it is anticipated that you will have some unresolved issues as well as new directions in your thinking. Being a critical, personal reflection, you are asked to write in ‘first person’ and use personal pronouns (I, me) while retaining a sophisticated academic tone – an example and ideas will be presented in workshops. The paper is formal so you must refer to the academic literature. It is expected that you cite from the first weeks of course materials, particularly Kemmis et al (1983), Starr (1991), and lectures 1-3.	Refer to MyUni
Research Paper, 2000 words (50%)	The assignment has a general organising statement: Investigate an aspect of education and its social consequences that bear on educational inclusion. You will locate a primary source that is freely available to the public and has some relevance to the field of education and draw on secondary sources to locate your primary source in a field of critical theorising. Step 1: Choose a general issue. In the organising statement there is a key word: ‘social’. The project must be based on the concerns of this course. Sociology of education and policy studies are the main fields of educational study that sustain this course and should help to define your project. Step 2: Search for relevant secondary sources and decide on an initial research question. Step 3: Collect a primary source. Steps 1, 2 and 3 are interchangeable. Step 4: Your research paper should be presented in essay format using sub-headings. Make sure that you include the following: 1. Title 2. Introduction 3. Background/context 4. Primary source analysis 5. Implications for practice and links to AITSL (the APST) 6. Conclusion 7. Reference list 8. Appendix: Where possible, attach your primary source as an appendix item or provide a link to online sources. If you are unable to include a photograph, link or excerpt, provide a description.	Refer to MyUni
Group Presentations 25-30 minutes,(30%)	Groups will be arranged in the first weeks of the course. Groups will: 1. Collectively select ‘one’ reading from your assigned theme (everyone in the group will read the same paper). 2. Individually read the article and individually complete a double-entry journal (template on MyUni). 3. Come together as a group to develop a presentation based on your shared reading, comprising an engaging overview of the article’s key points into which you theoretically integrate other readings and lectures from our course, and an activity in which you engage your peers in learning to bring your article’s key points to life. Presentations should conclude with 1 slide dedicated to ‘implications for educators’, another outlining ‘links to APST’ (including focus area 1.3, and one other focus area of the group’s choosing), and a final slide detailing ‘who did what’ (i.e., explain how group work was organised, shared and delegated).Themes and corresponding literature will be outlined in workshops.	Refer to MyUni

Submission

You must submit an assessment task in accordance with the specified deadline, format and lodgement instructions, except as provided in the Modified Arrangements for Coursework Assessment Policy. All submissions except the group presentation will be via MyUni. Specific information will be provided in the Assessment instructions for each item online. Students will be required to upload all written assignments via Internet-based plagiarism detection service turnitin on MyUni.

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.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

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.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator