ESS305 Inclusive Education (8)
Abstract| The theory, policy and practice of inclusive education will be overviewed in this subject. This subject builds skills and knowledge in research-based practice that enables teachers to differentiate instruction in the inclusive classroom. This includes the design and delivery of approaches that actively engage learners in the management of instruction. Various strategies are presented that allow teacher education students to differentiate curriculum and cater for individual difference. Students will develop an understanding of inclusion that focuses on need and context rather than label and the ways in which inclusive classrooms are responsive to individual difference. |
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+ Subject Availability Modes and Location
| Session 2 | | Internal | Bathurst Campus | | Internal | Wagga Wagga Campus |
Continuing students should consult the SAL for current offering details: ESS305
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
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Subject information| Duration | Grading System | School: |
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| One session | HD/FL | Faculty of Education |
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| Incompatible subject(s) |
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| EED212 ESS204 |
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Learning OutcomesUpon successful completion of this subject, students should:
- have clarified their current position on inclusion
- demonstrate a knowledge of disability legislation and policy
- be able to make connections between the needs of students served in an inclusive setting and the reality of curriculum differentiation required to best meet diverse learning needs and styles
- have gained a deeper understanding of the process of curriculum differentiation and its link to assessment and monitoring procedures to make instructional decisions
- be able to apply the principles of research based strategies to their own lesson design and in doing so situate these pedagogies within in their own practice and experience
- have a knowledge of skills required to identify learning outcomes for students, and in making reasonable adjustments and accommodations required to achieve these outcomes across curriculum areas
- be able to critically reflect and improve practice until mastery is achieved through the acceptance of constructive feedback.
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SyllabusThe subject will cover the following topics:
- Inclusive studies that examine social, moral, cultural, legal, educational and political influences on the development of inclusive practices.
- Problem-solving processes that facilitate inclusive practices.
- Application of principles of reflection to actual lesson plans based on inclusive practice such as explicit teaching, cooperative learning and differentiation of these.
- Evaluating the efficiency of strategies and approaches through research validated literature that promotes inclusive practices.
- Determination of prior achievements using previous levels of educational performance (PLEP) to determine a baseline for programming and progress monitoring.
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The information contained in the 2015 CSU Handbook was accurate at the date of publication: 01 October 2015. The University reserves the right to vary the information at any time without notice.
