Handbook : Unit informationEdith Cowan University

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

• Unit Title

  Diversity in the Secondary Classroom

• Unit Code

  EDU3104

• Year

  2016

• Enrolment Period

  1

• Version

  1

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  

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Description

This unit provides an introduction to diversity within the regular secondary classroom. A particular focus will be on the differing needs of students including those with disabilities, learning difficulties, those who are gifted or talented, have English as a second language, Aboriginal and Torres Strait Islanders, those who come from different cultural backgrounds or are in some other way potentially marginalised. The aspect of inclusion will be reviewed and placed in the context of contemporary views and models. Students will be given the opportunity to develop classroom strategies that assist all students to access the curriculum. A field work component is included in this course.

Equivalent Rule

Unit was previously coded EDS3103, EDU2104

Learning Outcomes

On completion of this unit students should be able to:

1. Communicate issues and principles related to the inclusion of students with special needs, learning difficulties and diverse cultural backgrounds in educational settings.
2. Critically discuss the role in terms of instruction and positive attitude played by regular classroom teachers to enhance inclusive classrooms.
3. Demonstrate a critical understanding of the National Teacher Standards.
4. Develop and apply effective instructional methods (including the use of technologies and other available resources), to enhance classroom content and make curriculum accessible to all students.
5. Identify a variety of support mechanisms that enhance the inclusion of students with diverse abilities and backgrounds.
6. Identify and critically discuss the role of policy, curriculum and the school context in supporting inclusive practice.
7. Review and critically appraise collaborations required with school staff, allied health professionals and parents, to produce successful outcomes for all students.

Unit Content

1. An introduction to special education and the inclusion movement from a historical and contemporary viewpoint.
2. Assessment of students using formal and informal strategies (including modifications) across a range of curriculum areas.
3. Collaborative approaches with parents, school support staff and health professionals to produce individualised approaches that enhance the inclusion of students with diverse abilities.
4. Creating individualised approaches via a focus on Individualised Education Plans (IEP).
5. Modifying the curriculum to include students from diverse social and cultural backgrounds.
6. Practical exploration of inclusive educational practices.
7. Review legislation (such as the Disability standards for Education [2005]), policy, curriculum and the school context.
8. The issues and principles of including students with special needs and cultural diversity.
9. Using a Universal Design for Learning approach to support all learners.

Additional Learning Experience Information

Lectures Guest speakers Collaborative group work On and off campus engagement in educational settings Interdisciplinary tutorial exercises Web-based research investigations Creative presentations using a variety of media Practical problem-based learning

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

Text References

• ^ Foreman, P., & Arthur-Kelly, M. (Eds.). (2014). Inclusion in action. (4th ed.). Malaysia: Cengage Learning.
• Ashman, A., & Elkins, J. (2012). Education for inclusion and diversity. (4th ed.). Sydney: Prentice Hall.
• Vaughn, S., & Bos, C.S. (2009). Strategies for teaching students with learning and behavior problems. (7th ed.) USA: Pearson.
• Snell, M. E., & Brown, F. (2006). Instruction of students with severe disabilities. (6th ed.). USA: Pearson, Merrill Pentice-Hall.
• Salend, S. J. (2008). Creating inclusive classrooms: Effective and reflective practices. (6th ed.). Upper Saddle River, NJ: Prentice Hall.
• Gargulio, R., & Metcalfe, D. (2009). Teaching in today's inclusive classrooms: A universal design for learning approach. Belmont, CA: Wadsworth Cengage Learning.
• Department of Education and Training, Western Australia. (2003). Building inclusive schools. Perth, WA: Education Department of Western Australia.

Journal References

• Remedial and Special Education.
• Special Education Perspectives.
• Journal of Special Education.
• Journal of Intellectual & Developmental Disability.
• International Journal of Inclusive Education.
• International Journal of Disability Development and Education.
• Focus on Exceptional Children.
• Teaching Exceptional Children.
• Education and Training in Developmental Disabilities.
• Exceptional Children.

^ Mandatory reference

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