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.
This subject has been designed for distance education students using an embedded design with a theoretical anchor in four key principles associated with theories of complexity and self-organisation. They are collective intelligence, nested similarity, dispersed control, and self-organisation. These principles are embedded in all aspects of the subject structure including assessment and the nature of the interaction among the learners in the subject. The goal of the subject is to build student capacity to act in a self organising and emergent manner as inclusive educators.
Students will be introduced to a variety of pedagogies including explicit teaching, collaborative problem solving and cooperative learning. The students will be able to draw on their professional experiences to develop an understanding of inclusive schools and how the learning needs of diverse students can be met in these settings. The subject builds on the learning of students in the previous subjects in the course and contributes to student's ongoing learning in concurrent and subsequent subjects.
The assessment activities in this subject are embedded in the study guide material. Each assessment item consists of a number of assessable components which together make up the assessment item. The subject focuses on the practice and pedagogy of inclusion. It builds skills and knowledge in the collaborative and cooperative practice that enables teachers to differentiate instruction in the inclusive classroom, including the design and delivery of approaches that actively engage students in the implementation and management of instruction, including explicit teaching, cooperative learning, task analysis and other strategies for adapting instruction to deal with individual difference. Knowledge and skills associated with these teaching and learning approaches are placed within the broader context of the design of a differentiated curriculum. Educational research also indicates that the implementation of such practices, when appropriately differentiated to meet individual needs, is highly successful in addressing classroom and individual student behaviour management. The subject recognises that it is impossible to provide a course that covers all disabilities. Rather, it is aimed to introduce Preservice Teachers to a number of approaches that will assist them in meeting the needs of all learners in included settings.
School of Teacher Education
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The information contained in the CSU Handbook was accurate at the date of publication: May 2019. The University reserves the right to vary the information at any time without notice.