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 and Inclusion: The Differentiated Classroom

• Unit Code

  EDU6332

• Year

  2021

• Enrolment Period

  2

• Version

  1

• Credit Points

  10

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  

• Unit Coordinator

  Dr Helen Margaret EGEBERG

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Description

Inclusive education is a process of responding to the uniqueness of individuals, increasing their sense of presence, access, participation and engagement in schools, and therefore in society. Students vary in culture, socioeconomic status, language, gender, motivation, ability, personal interests and more, and teachers need to be aware of these variations when creating the learning environment. By considering diverse learning needs, teachers can develop a more inclusive environment so that all students in the classroom can learn effectively. This unit covers Differentiated Instruction and Assessment. This is where the teacher tailors the content, product, and process so that all students can access the learning experience. Students also learn about diverse student populations, including but not limited to students who have English as a Second Language, have special needs, are gifted, or who are Aboriginal or Torres Strait Islander. The unit promotes the idea that all students should have the access to the curriculum and that it is the teacher's responsibility to differentiate so students have this access and experience inclusion in the school setting.

Equivalent Rule

Unit was previously coded EDU4232, EDU4332

Learning Outcomes

On completion of this unit students should be able to:

1. Demonstrate advanced knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
2. Demonstrate advanced knowledge and understanding of how students learn from different cultural, linguistic, religious and socioeconomic backgrounds.
3. Demonstrate advanced knowledge and understanding of how Aboriginal and Torres Strait Islander students learn and the impact of culture and cultural identity.
4. Initiate, plan and evaluate strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
5. Select, adapt and apply teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, intellectual and socioeconomic backgrounds.
6. Demonstrate excellent knowledge of the policies, principles, standards, ethics and legislative requirements for teaching secondary students.

Unit Content

1. An understanding of adolescent physical, social and intellectual development.
2. Policy and legislation supporting diversity and inclusion.
3. Knowledge of diverse needs: English as a Second Language, Giftedness, Gender, Special Needs.
4. Knowledge of Aboriginal and Torres Strait Islander history and best practice.
5. An understanding of Differentiated Instruction and its application.

Learning Experience

Students will attend on campus classes as well as engage in learning activities through ECUs LMS

For more information see the Semester Timetable

Additional Learning Experience Information

Lectures, guest speakers, tutorials, workshops and direct observations.

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 School Progression Panel.

Core Reading(s)

• Mervyn Hyde, L. C., & Dole, S. (2017). Diversity, Inclusion and Engagement (Third, p. 526). Sth Melbourne, Victoria: Oxford University Press. Retrieved from https://ebookcentral.proquest.com/lib/ecu/detail.action?docID=5199514

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