School of Education

Faculty of Education

EAL211

Inclusive Practices in Educational Settings

12.5 %

Unit Outline

Dr Jill Downing

&

Michele Foley

CRICOS Provider Code: 00586BU

EAL211 Unit Outline Version: 02-16

ContentsContact Details...........................................................................................................................3

Course Philosophy Statement and Course Learning Outcomes.................................................4

Graduate Quality Statement.......................................................................................................4

Unit Description.........................................................................................................................5

Changes Made to This Unit........................................................................................................5

Learning Outcomes for EAL211................................................................................................5

Prior Knowledge &/ or Skills.....................................................................................................5

Learning Resources Required....................................................................................................6

Details of Teaching Arrangements.............................................................................................7

Teaching Strategies/Learning Approaches Specific to This Unit..............................................7

Unit Schedule.............................................................................................................................8

Assessment Alignment for EAL211........................................................................................11

Assessment for EAL211..........................................................................................................13

How Your Final Result is Determined.....................................................................................15

Requests for Extensions...........................................................................................................16

Penalties...................................................................................................................................16

Review of Results and Appeals................................................................................................16

Academic Referencing.............................................................................................................16

Plagiarism.................................................................................................................................17

Academic Misconduct..............................................................................................................17

Information Essential to all Units............................................................................................18

Useful Websites.......................................................................................................................18

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Contact Details

Unit Coordinator/ LecturerName: Michele Foley Dr Jill Downing

Campus: Hobart Hobart

Email: Michele.Foley@utas.edu.au Jillian.Downing@utas.edu.au

Phone: 03 62262577 03 62262577

Fax: 03 62262569 03 62262569

Room number: HH525 HH525

Consultation hours:

By appointment By appointment

Course Coordinator

Click on the link below to view Course Coordinators’ contact details (Education courses only).

http://www.utas.edu.au/education/student-resources/course-coordinators-and-support-staff

** For all other specific contact details related to this unit (e.g., Tutors, Administrative staff, Student Adviser), please refer to the unit content in MyLO.

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Course Philosophy Statement and Course Learning OutcomesThe Faculty of Education has developed Course Philosophy Statements and Course Learning Outcomes for each course. The course philosophy underpins every aspect of learning and teaching and ensures our courses are consistent, relevant and compliant with accrediting agencies’ and professional standards. This ensures a holistic approach to the discipline and robust curriculum alignment. The course philosophy and course learning outcomes are reviewed annually to ensure continual improvement, renewal and currency. The principles embedded in these documents reflect our commitment to leading practice nationally and internationally in the content, design and delivery of curriculum in a higher education context.

Please visit the link below to find the Course Philosophy Statement and Course Learning Outcomes for your course (Education courses only):

http://www.utas.edu.au/education/learning-and-teaching/student-resources/policies-and-procedures/course-philosophy

Graduate Quality StatementThe University of Tasmania experience unlocks the potential of individuals. Our graduates are equipped and inspired to shape and respond to the opportunities and challenges of the future as accomplished communicators, highly regarded professionals and culturally competent citizens in local, national, and global society. University of Tasmania graduates acquire subject and multidisciplinary knowledge and skills, and develop creative and critical literacies and skills of inquiry. Our graduates recognise and critically evaluate issues of social responsibility, ethical conduct and sustainability. Through respect for diversity and by working in individual and collaborative ways, our graduates reflect the values of the University of Tasmania.

Please visit the link below to find out how this Graduate Quality Statement is mapped to the Course Learning Outcomes for your course (Education courses only):

http://www.utas.edu.au/education/learning-and-teaching/student-resources/policies-and-procedures/course-philosophy

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Unit DescriptionThe unit will explore the nature of inclusive education in the 21st century with an emphasis on special education, diversity, and exceptionality. Based on a philosophical foundation that values every student and acknowledges the right of every student to the most appropriate educational opportunities, this unit explores the practical issues associated with effective inclusive education. This unit will explore learning and teaching strategies successfully used by educational practitioners as they provide the inclusive and supportive learning environments that suit the diverse educational needs of their students. It will also examine the various connecting programs and service provisions for diverse learners, utilising experts in the field, as well as advising on resources to support inclusive teaching and learning practices.

Changes Made to This UnitThe Faculty of Education is committed to the improvement of all units and courses and welcomes the perspectives of students, including insights gained through the University’s student evaluation of teaching and learning (eVALUate). In light of this feedback, the following changes have been made to this unit to improve student learning:

No changes were deemed necessary to this unit.

Learning Outcomes for EAL211On successful completion of this unit, you will be able to:

1. Understand the diverse needs of learners and implications for own professional practice.

2. Understand legislative and organisational requirements in relation to inclusive education

3. Analyse the needs of students with specific learning needs and plan appropriately for an inclusive environment.

4. Apply professional and academic communication skills

Prior Knowledge &/ or SkillsAs a student in this unit you will be encouraged to be an active participant in your own learning. Your life experiences will be valued and drawn upon within your studies. Work submitted for assessment in this unit may draw on knowledge and skills that you can reasonably be expected to have acquired before enrolling in this unit, or in the course. This includes knowledge of appropriate communication, information literacy, analytical, critical thinking, and problem-solving skills. You are encouraged to take responsibility for further developing these skills and applying them to professional contexts. These skills and attitudes are those you will need as a teacher, and to experience personal achievement.

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Learning Resources RequiredLibrary

Reading ListsReading Lists provide direct access to electronic readings and provide an easy way to find material on Reserve set by the Unit Coordinator for a particular unit. To access Reading Lists please go to http://rlms.utas.edu.au/erl/

Required ReadingsRequired Readings are set by the Unit Coordinator as readings that are essential for this unit. Students need to buy these texts as they will be a useful resource throughout your study and your future teaching practice.

Perrin, R. (2015). Pocket guide to APA style (5th ed.). Stamford, CT: Cengage Learning*.

*Please note there is no requirement to purchase the Perrin text if you already have the previously required Faigley text.

Recommended ReadingsRecommended Readings are set by the Unit Coordinator as readings that will be useful for this unit to develop your knowledge and understanding of teaching and course-specific content. If you are seeking sources of evidence to support your assessment work, you will find these readings a useful starting point. There is no requirement to buy these texts/materials.

Alberto, P., & Troutman, A. (2006). Applied behavior analysis for teachers (7th ed.). Upper Saddle River, NJ: Pearson Education.

Carrington, S., & Macarthur, J. (2012). Teaching in inclusive school communities. Milton, QLD: John Wiley & Sons Australia.

Clough, P., & Corbett, J. (2000). Theories of inclusive education: A student's guide. London: Paul Chapman Publishing Ltd.

Foreman, P. (2011). Inclusion in action (3rd ed.). South Melbourne, VIC: Thomson. Loreman, T., Deppler, J., & Harvey, D. (2005). Inclusive education: A practical guide to supporting

diversity in the classroom. Crows Nest, NSW: Allen & Unwin. Mastropieri, M. A., & Scruggs, T. E. (2007). The inclusive classroom: Strategies for effective

instruction (3rd ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. Rose, R. (2010). Confronting obstacles to inclusion: International responses to developing

inclusive education. Hoboken, NJ: Taylor & Francis. Stolz, S., & Gonen, P. (Eds.). Challenges and reforms in vocational education: Aspects of inclusion

and exclusion. Series 11, Studies of Vocational and Continuing Education. Switzerland: Peter Lang, International Academic Publishers. Note: This text is available as an e-book in the UTAS library. You are allowed to access all of the text to read, 20% to print, and 5% to copy.

Todd, L. (2007). Partnerships for inclusive education: A critical approach to collaborative working. London: Routledge.

Topping, K. J., & Maloney, S. (2005). The Routledge Falmer reader in inclusive education. London: Routledge Falmer.

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University of Tasmania (2015). APA. In Referencing and assignment writing. Retrieved from http://utas.libguides.com/content.php?pid=27520&sid=199805

Other Resources

Equipment & MaterialsYou will be notified if you are required to purchase any additional equipment or materials.

ePortfolioThe Faculty of Education currently supports the use of an ePortfolio tool which can be accessed through MyLO. You may wish to use this tool to document your development as a teacher throughout your initial teacher education course. Any required use of the ePortfolio tool will be clearly outlined as part of the Assessment Details in the Unit Outline and the necessary skills will be taught as part of the learning experiences of the relevant unit.

Details of Teaching ArrangementsExternal Students: Learning and Teaching arrangements are available from the MyLO Home Page.

Teaching Strategies/Learning Approaches Specific to This UnitIn this unit you will engage in readings and learning experiences that enable you to achieve the intended learning outcomes relating to inclusive education and teaching practice. You will also have the opportunity to develop your ability to write and reference academically. The teaching and learning strategies are intended to help you appreciate the collegial nature of working towards effective inclusive practices in education. While this unit covers content across a wide range of educational contexts, this unit has been designed for you to focus on your own context and build on your existing skills and knowledge in this area. Another important feature of this unit is the integration of your experiences in Professional Experience 2 (BEdAL students) or Supervised Teaching (BAAL students).

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Unit Schedule Week Module / Topic Other Notes

1 Introduction to the unit:

- Welcome

- Unit staff

- Structure of the unit

- Expectations of students

- PE2 information

Unit Outline

- Introduce yourself on MyLO

- Read the Unit Outline

- Familiarise yourself with the expectations of PE2/ST2

Take note of the assignment due dates

2 Module 1:

Topic - Inclusive education: A contemporary definition of Inclusion.

Social Justice

Understanding and addressing student diversity

Ethics and professionalism in inclusive education

Developing awareness – self assessment.

- Access the lecture on MyLO

- Contribute to the Discussion Board and associated activities

Web-conference:

Structure of PE2/ST2

3 Topic - The Law and Legislative Obligations.

- Disclosure versus privacy

- Discrimination

- Human Rights

- Contribute to the Discussion Board

Disability Discrimination Act 1992http://www.comlaw.gov.au/Details/C2013C00022

Disability Standards for Education 2005http://www.ddaedustandards.info/or....http://www.comlaw.gov.au/Details/F2005L00767/Download

Disability Framework for Actionhttp://www.dpac.tas.gov.au/divisions/cdd/policy/our_policies/disability_framework_for_action

4 Topic – Diverse Learners

Language around inclusion.

Who are Diverse Learners?

- Participate in MyLO Discussions and activities.

- Access resources in MyLO

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What are the impacts on learning and what are the implications to participate in learning?

- Contribute to MyLO activities

Inclusive Languagehttps://www.education.tas.gov.au/documentcentre/Documents/Guidelines-for-Inclusive-Language.pdf

5 Topic – Diverse Learners

Who are they? (cont.)

- Participate in MyLO Discussions and activities.

- Access resources in MyLO

- Contribute to MyLO activities

6 Topic – Diverse Learners

Who are they? (cont.)

- Participate in MyLO Discussions and activities.

- Access resources in MyLO

- Contribute to MyLO activities

7 Topic – Reflection.

What competencies does an “Inclusive Practitioner’ need?

Blog due for formative assessment (see unit notes and web-conference #1 recording).

8 Module 2: Developing Inclusive Environments.

Topic - Principles of Universal design for learning

http://www.cast.org/udl/

Web-conference: Assessment 2 requirements: Characteristics of inclusive educational environments

9 Topic – Analysis of context, implementing reasonable adjustment and/or accommodations.

- Participate in MyLO Discussions and activities.

- Access resources in MyLO

- Contribute to MyLO activities

10 Topic – Working with Students - Communication

- Conversations with students

- Engaging in professional conversations with other stakeholders.

- Participate in MyLO Discussions and activities.

- Access resources in MyLO

- Contribute to MyLO activities

11 Topic – How to document individual supports and accommodations.

- Individual Education Plans

- Individual Learning Plans

- Participate in MyLO Discussions and activities.

- Access resources in MyLO

- Contribute to MyLO activities

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- Learning Access Plans

12 Topic – Accessible Curriculum and Training Packages – What makes them accessible?

- Participate in MyLO Discussions and activities.

- Access resources in MyLO

- Contribute to MyLO activities

13 Unit summary and wrap-up Assessment Tasks 1 & 2 due.

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Assessment Alignment for EAL211Learning Outcomes (all Learning Outcomes must

be successfully achieved to pass the unit)

Assessment Criteria (% of assessment task grade)

Australian Professional Standards for Teachers

AT

1, 2

1. Understand the diverse needs of learners and implications for own professional practice.

1. Demonstrate a developing understanding of practical issues in inclusive education. (AT1: 30%)

2. Critically reflect on own personal professional practice. (AT1: 30%)

3. Understand the diverse needs of learners and implications for own professional practice (AT2: 25%)

4. Analyse the needs of students with specific learning needs and plan appropriately for a supportive environment. (AT2: 45%)

1.1 Physical, social and intellectual development and characteristics of students

1.2 Understand how students learn

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

1.6 Strategies to support full participation of students with disability

3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics

3.4 Demonstrate a knowledge of a range of resources, including ICT, that engage students in their learning.

4.1 Support student participation

4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour

4.4 Describe strategies that support students’ well-being and safety working within school and/or system,

AT

1, 2

,

2. Understand legislative and organisational requirements in relation to inclusive education

1. Understand legislative and organisational requirements in relation to inclusive education. (AT2: 20%)

2. Evaluate classroom practices in respect to legislative and organisational requirements for inclusive education. (AT1: 30%)

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Learning Outcomes (all Learning Outcomes must

be successfully achieved to pass the unit)

Assessment Criteria (% of assessment task grade)

Australian Professional Standards for Teachers

curriculum and legislative requirements

6.2 Understand the relevant and appropriate sources of professional learning for teachers

6.3 Engage with colleagues and improve practice

6.4 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning

7.1 Meet professional ethics and responsibilities

7.2 Comply with legislative, administrative and organisational requirements

7.3 Engage with the parents/carers7.4 Engage with professional

teaching networks and broader communities

AT

2

3. Analyse the needs of students with specific learning needs and plan appropriately for an inclusive environment.

1. Understand the diverse needs of learners and implications for own professional practice (AT2: 25%)

2. Analyse the needs of students with specific learning needs and plan appropriately for a supportive environment. (AT2: 45%)

AT

1, 2

4. Apply professional and academic communication skills

1. Apply professional and academic communication skills (AT1: 10%)

2. Apply professional and academic communication skills (AT2: 10%)

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Assessment for EAL211

Assessment Schedule

Assessment Task Date due Percentage Weighting

Australian Professional Standards for Teachers

Assessment Task 1: Professional Experience/Supervised Teaching Blog

TBC 55% 1.1,1.2,1.5,1.6, 3.1,3.4,

4.1,4.3,4.4,6.2,6.3,6.4,7.1

7.2, 7.3, 7.4

Assessment Task 2: Preparing for Inclusive Education

TBC 45% 1.1,1.2,1.5,1.6, 3.1,3.4

4.1,4.3,4.4,6.2,6.3,6.4,7.1

7.2

It is important to note that all standard (text based) assessment tasks, submitted to MyLO Assignments, will be processed by Turnitin.

Assessment Details

Assessment Task 1: Professional Experience/Supervised Teaching Blog

Task description: A practitioner’s reflection on knowing – and reflection-in-action can give rise to actionable theory (Schön, 1995, p.31)

In this task you will draw upon your own AND/OR supervised teaching sessions (PE2- BEdAL students, or ST2 – BAAL students) to create and maintain a reflective journal in the form of a blog (similar to PE1/ST1). This blog is to consider your critical response to the intensive focus on teaching practice, including:

Focused consideration on addressing issues of inclusion in the teaching environment, specifically:

o What indicators do you observe that inform you that there are inclusive strategies in operation?

o How do these align with formal procedures and guidelines?

o What appears to work well and not so well?

o What strategies are included to involve parents/carers/stakeholders in the educative process?

o What approaches might you consider to improve inclusive practices in this setting, and how would you evaluate their effectiveness?

o How might applied learning principles assist in facilitating inclusion in this setting?

Identify any specific steps for inclusion discussed, attempted or applied and feedback offered by your colleague teacher/s and/or the students.

The blog posts may be of varying lengths and may not consider all issues at once; this depends on the teaching situation and the observation/teaching conditions for each session.

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As inclusive education involves ‘putting values into action’ (Booth, Ainscow and Kingston, 2006, p.4), discuss how you put your values and philosophies into practice in relation to relevant legislation, teaching standards, and contemporary views to inclusive practices.

At the half way mark of your PE2 (50 hours/10 days) or ST (10 hours), you are to invite your lecturer (for all BAAL students and all BEdAL students in school settings) AND your UTAS Colleague Teacher (for BEdAL students in a VET setting) to view and comment on your blog, for formative feedback.

At the conclusion of PE2/ST2, finalise your blog with a consolidated reflection based on all your blog entries. This submission should consider your key learning points from PE2/ST2. Please ensure that you have acted upon any advice provided in your formative feedback received at the half-way mark.

In your final reflection, you are required to explain your understandings of inclusive education and communicate how you think your values and philosophies have evolved. You should support your views with discussion of the diverse needs of students and the context of your PE2/ST2.

Task length 2500 Words (this is a guide only, and includes your final reflection)

Assessment Criteria 1. Demonstrate a developing understanding of practical issues in inclusive education.

2. Evaluate classroom practices in respect to legislative and organisational requirements for inclusive education.

3. Critically reflect on own personal professional practice.

4. Apply professional and academic communication skills.

Submission details Refer to the following URL for the submission process: http://www.utas.edu.au/education/learning-and-teaching/resources/unit-outline-information-essential-to-all-units

Assessment Task 2: Preparing for Inclusive Education

Task description:

Students encompass a range of abilities, cultural backgrounds, learning styles and educational needs. Teaching in order to maximise learning for the widest possible array of characteristics in your student cohort will create an inclusive environment.

As a teaching professional, you will be expected to respond constructively and positively to all students, including those with learning needs that you may not encountered before. In order to do this, you will need to have well-honed research skills and an ability to prepare an inclusive environment for those students.

In this task you will consider one particular student or individual who has a disability or identified learning need. This may be someone you have been exposed to during your Professional Experience placements/Supervised Teaching experiences or someone you know through a colleague, family member or friend. For example, a student who has a physical or intellectual disability, or is gifted, has significant attention/behavioural challenges, or a student

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who has English as a second language. Imagine if you like, that you have been notified that you have this student with this characteristic entering your class or workplace in the near future, and you want to prepare as well as you can.

NOTE: You will not identify this person in your assignment. Use pseudonyms where appropriate.

You will then do the following: (word count is given as a guide only)

Provide a brief description of the disability/identified learning need. (200 words)

Develop an annotated bibliography in your ePorfolio or Blog that analyses six scholarly articles that are directly relevant to your individual; (1200 words)

Identify 4 relevant services or support agencies (online or in your local context) and give a brief description of what information/professional learning/support each will be able to provide (200 words)

Identify specific strategies that you could embed within your teaching and assessment practices to accommodate and/or reflect reasonable adjustment for the individual and how you will engage with the parents/stakeholders (500 words)

Discuss the strategies integrated into your planning process and how they meet organisational and/or legislative requirements and standards in providing a non-discriminatory and inclusive educational environment. A template can be used to assist in this part of the assignment – such as an IEP, LAP, Lesson Plan, and Training Plan. (400 words)

You are encouraged to share your developing assessment task with one or two peers for collegial review and feedback.

Task length 2000 words

Assessment Criteria 1. Understand the diverse needs of learners and implications for own professional practice

2. Understand legislative and organisational requirements in relation to inclusive education.

3. Analyse the needs of students with specific learning needs and plan appropriately for a supportive environment.

4. Apply professional and academic communication skills.

Submission details Refer to the following URL for the submission process: http://www.utas.edu.au/education/learning-and-teaching/resources/unit-outline-information-essential-to-all-units

How Your Final Result is DeterminedIntegral to successful completion of this unit is attainment of each of the learning outcomes (LOs). Therefore, in addition to a total, averaged final grade, your performance against each of the LOs will be assessed separately. To be eligible to pass the unit, you will need to successfully demonstrate you have met each LO. Any student who attains an overall passing

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grade for the unit but who has failed no more than one LO will be given a supplementary assessment opportunity to demonstrate their attainment of the relevant LO.

It is expected that you will receive help (from your Lecturer in the first instance) if you are unclear of the requirements for a particular assessment task well before the due date.

The range of grades available for this unit are: FAIL (NN), PASS (PP), CREDIT (CR), DISTINCTION (DN) and HIGH DISTINCTION (HD).

All grades are provisional, until confirmation by the Assessment Board at the end of semester.

Requests for ExtensionsExtensions are a formal matter and all requests for extensions must be applied for via the Assessment Task Extension Request in the Assignment Submission Folder in your MyLO unit.

Extensions should be requested at least three calendar days prior to the submission date. Only the Unit Coordinator can grant an extension, so please ensure you contact the Unit Coordinator rather than your tutor or Student Adviser. See Requests for Extension for further information.

PenaltiesThe Faculty of Education applies penalties for both exceeding the word count on an assessment task and late penalties where the due date for the assessment task is not adhered to. See Penalties for further information.

Review of Results and AppealsAppeals against grades for assessment tasks are the right of all students. It is important to note that a resubmission and an appeal are two different processes. If an assessment task is awarded an NN it cannot automatically be resubmitted. The student can, however, appeal the grade.

Students wishing to appeal against a final result in a unit must do so within ten days of the result notification. Please download the Application for Review of Assessment form

See Appeal an Award for an Assessment Task or Appeal an Award for a Final Result in a Unit for further information.

Academic ReferencingIn your written work you will need to support your ideas by referring to scholarly literature, works of art and/or inventions. It is important that you understand how to correctly refer to the work of others, and how to maintain academic integrity.

Failure to appropriately acknowledge the ideas of others constitutes academic dishonesty (plagiarism), a matter considered by the University of Tasmania as a serious offence.

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The appropriate referencing style for this unit is American Psychological Association (APA).

The University library provides information on presentation of assignments, including referencing styles and should be referred to when completing tasks in this unit.

The Faculty of Education Guide to Writing and Referencing has been developed by Faculty staff to help students towards good academic writing and referencing practices. It is available on the Library website Library Website > Subject Guides > Education > Referencing tab or via the link above.

Please read the following statement on plagiarism. Should you require clarification please see your unit coordinator or lecturer.

PlagiarismPlagiarism is a form of cheating. It is taking and using someone else's thoughts, writings or inventions and representing them as your own; for example, using an author's words without putting them in quotation marks and citing the source, using an author's ideas without proper acknowledgment and citation, copying another student's work.

If you have any doubts about how to refer to the work of others in your assignments, please consult your lecturer or tutor for relevant referencing guidelines. You may also find the Academic Honesty site on MyLO of assistance.

The intentional copying of someone else’s work as one’s own is a serious offence punishable by penalties that may range from a fine or deduction/cancellation of marks and, in the most serious of cases, to exclusion from a unit, a course or the University.

The University and any persons authorised by the University may submit your assessable works to a plagiarism checking service, to obtain a report on possible instances of plagiarism. Assessable works may also be included in a reference database. It is a condition of this arrangement that the original author’s permission is required before a work within the database can be viewed.

For further information on this statement and general referencing guidelines, see the Plagiarism and Academic Integrity page on the University web site or the Academic Honesty site on MyLO.

Academic MisconductAcademic misconduct includes cheating, plagiarism, allowing another student to copy work for an assignment or an examination, and any other conduct by which a student:

a. Seeks to gain, for themselves or for any other person, any academic advantage or advancement to which they or that other person are not entitled; or

b. Improperly disadvantages any other student.

Students engaging in any form of academic misconduct may be dealt with under the Ordinance of Student Discipline, and this can include imposition of penalties that range from a deduction/cancellation of marks to exclusion from a unit or the University. Details of

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penalties that can be imposed are available in Ordinance 9: Student Discipline – Part 3 Academic Misconduct.

Information Essential to all UnitsIn addition to the information contained in this unit outline, it is essential that you read important details related to other areas of your study that are available at the following URL: http://www.utas.edu.au/education/learning-and-teaching/student-resources.

Turnitin and Academic IntegrityTurnitin is an online tool that checks the originality of electronic documents by comparing them against other documents stored in its databases. We recommend using this tool prior to submitting your assessments. Turnitin is available through the Academic Honesty Module in MyLO.

Useful Websites Australian Institute for Teaching and School Leadershiphttp://www.aitsl.edu.au/

Australian Curriculum, Assessment and Reporting Authority http://www.acara.edu.au/

Early Years Learning Frameworkhttp://www.mychild.gov.au/agenda/early-years-framework

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