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.

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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
Prerequisites	Successful completion of Curriculum and Methodology A & Curriculum and Methodology B courses in 2 subject specialisation areas
Assessment	Individual research paper (2500 words) 40% ,Abstract and Peer Review (300-500 words) 20%, Conference Presentation 40%.

Course Staff

Course Coordinator: Mr Michael Colbung

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:

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

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 (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 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	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)

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

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 最新糖心Vlogns: 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 .

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
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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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