EDUC 7555 - Education for Inclusion

North Terrace Campus - Quadmester 4 - 2017

In this course pre-service teachers will plan and deliver the two day 2017 Diversity and Differentiated Teaching Conference that focuses on differentiated teaching for a broad range of student learners Including: - Students with English as an additional language and dialect, - International students - Gifted and talented students or Students with High Intellectual Potential - Students at risk, and - Newly arrived migrants and refugee students and war trauma. As a part of their small group discovery experience (SGDE) each group will also prepare a 30 minute presentation on this specialised education program to their peers at the conference. Students will also have a substantive involvement in the following two streams: - Students with disabilities - Aboriginal and Torres Strait Islander students

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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
Assessment	3000 word essay 30%, Tutorial participation 10%, 1000 word presentation 20%, Exam40%

Course Staff

Course Coordinator: Dr Linda Westphalen

Course Timetable

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

Course Learning Outcomes

On successful completion of this course students will be able to:

1	Understand and appreciate cultural diversity and the different kinds of exceptionality encountered in the classroom
2	Understand the specific needs of Indigenous students
3	Understand, plan and develop inclusive teaching strategies for diverse learners
4	Understand and evaluate the value of resources and research available to teachers for professional learning
5	Analyse data and develop a research-based conference paper relating to inclusion/exceptionality
6	Assess and provide feedback on teaching-based research

最新糖心Vlog 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 & 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	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 最新糖心Vlog	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	Parents, school communities	Hour 1: Teaching for religious inclusion Hour 2: Hosting of sessions – finalise Paper construction
	Migration Trauma	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)

The 最新糖心Vlog'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

1 Understand and appreciate cultural diversity and the different kinds of exceptionality encountered in the classroom
2 Understand the specific needs of Indigenous students
3 Understand, plan and develop inclusive teaching strategies for diverse learners
4 Understand and evaluate the value of resources and research available toteachers for professional learning
5 Analyse data and develop a research-based conference paper relating to inclusion/ exceptionality
6 Assess and provide feedback on teaching-based research

Assessment Task	Task Type	Weighting	Learning Outcome
Individual Research Paper (3500 Words)	Includes abstract (10%) Peer review (10%) and 2500 - 3000 word paper (30%)	50%	1-5
Online Quiz		10%	1-4
Presentation	Conference paper	30%	5-6
Personal Reflection (500 Words)	For attendance	10%	4-6

Assessment Detail

No information currently available.

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 .

Student Feedback

The 最新糖心Vlog 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 最新糖心Vlog 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鈥檚 disciplinary procedures.

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Maintained by:	Course Outlines Administrator

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