ESS419 Principles of Inclusive Education (8)
Abstract|
This subject builds knowledge and skills in the theory and practice of Inclusive Education. This includes the theoretical, philosophical, and applied underpinnings of the practice of inclusion, the current state of practice in the field, and the design of inclusive pedagogy. Students will build their capacity to address the needs of students with disabilities in a non-categorical fashion employing approaches that focus on learner need and context rather than label. The intent of the subject is to assist students to become self-organising inclusive educators through the processes of research, design, reflection, and collaboration. |
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+ Subject Availability Modes and Location|
This is a new subject to be introduced in 2015. The subject is not available for enrolment in 2014. |
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Subject information| Duration | Grading System | School: |
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| One session | HD/FL | School of Teacher Education |
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| Incompatible subject(s) |
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| EED421 ESS201 ESS305 ESS440 ESS441 |
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Learning OutcomesUpon successful completion of this subject, students should:
- be able to demonstrate a knowledge of the legislative underpinnings of inclusion - in particular the Disability Discrimination Act (1992) and the Disability Standards of Education (2005);
- have built a personal position on inclusive education based upon research in the field and their own professional beliefs and values;
- be able to develop and applied understanding of the theoretical and research based underpinnings of inclusive teaching strategies and pedagogies as they relate to classroom practice;
- apply the principles of two pedagogies of inclusion (such as explicit teaching, cooperative learning, task analysis, cognitive strategies, collaborative practice) to their own lesson design and in doing so situate these pedagogies within in their own practice and experience;
- have gained a deeper understanding of the process of curriculum differentiation;
- be able to differentiate a lesson/s of instruction for content and individual needs.
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SyllabusThe subject will cover the following topics:
- personal philosophy of inclusive education;
- legislation and policy relevant to students with disabilities;
- non-categorical, needs based approaches to classroom practice;
- knowledge of learning theories and philosophies related to best practice in the education of students with disabilities;
- inclusive settings and services;
- curriculum differentiation;
- pedagogies of inclusion.
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The information contained in the 2014 CSU Handbook was accurate at the date of publication: 13 September 2013. The University reserves the right to vary the information at any time without notice.
