Teaching and Learning Studies 4: Inclusive Education

Queensland University of Technology

Course Description

  • Course Name

    Teaching and Learning Studies 4: Inclusive Education

  • Host University

    Queensland University of Technology

  • Location

    Brisbane, Australia

  • Area of Study

    Education

  • Language Level

    Taught In English

  • Course Level Recommendations

    Lower

    ISA offers course level recommendations in an effort to facilitate the determination of course levels by credential evaluators.We advice each institution to have their own credentials evaluator make the final decision regrading course levels.

    Hours & Credits

  • Credit Points

    12
  • Recommended U.S. Semester Credits
    3 - 4
  • Recommended U.S. Quarter Units
    4 - 6
  • Overview

    Synopsis:
    This unit aims to develop students' understanding and appreciation of the contributions that diversity, belonging and trust make towards a quality learning environment for all learners. Students will learn to engage in teaching a broad range of students in diverse and inclusive ways utilising pedagogies and curriculum practices that enhance learning for all students and generate inclusive cultures within the school and classroom settings. Desired outcomes are achieved through descriptive, interpretative, analytic and expressive processes to share learning with fellow students and staff.
    Learning Outcomes
    On successful completion of this unit you should be able to:
    1. Identify and develop understanding of the diverse backgrounds and characteristics of the students you teach.
    2. Establish learning environments in which individual and group differences are valued and respected and all students are treated equitably.
    3. Review your personal skills in responding to diversity and identify ways of developing this aspect of professional practice.
    4. Establish respectful, positive and safe learning environments and constructive relationships that support students and foster positive attitudes to learning.
    5. Establish respectful, productive and cooperative relationships with families, caregivers and other community members to support student learning and wellbeing
    Content
    This unit includes the following topics for foundation and theoretical understandings of paradigms in inclusive practice:
    • Inclusion in context. This investigates the nature of diversity and inclusion as it is interpreted in global, community, school and individual contexts.
    • Inclusion in practice. This examines curriculum, teaching processes, strategies and management to maximise learning outcomes for all students.
    Approaches to Teaching and Learning
    The concepts of life long, investigative and autonomous learning underscore the approaches to teaching and learning in this unit. Previous academic and work based experiences provide the foundation from which you are able to investigate and critically evaluate international, local, school and individual inclusive contexts.
    The unit is offered through two pathways: the Service-learning pathway and the Internet (I-Net) pathway.
    Service-learning requires students to become involved in their community in voluntary capacities in order to utilise knowledge learned at university. The program involves reciprocal relationships with partner organisations organised by the unit coordinator. The service reinforces and strengthens the learning in the academic unit on inclusive education, and the learning reinforces and strengthens the service. Students choosing this pathway must hold a current Blue Card.
    The I-Net pathway offers opportunities for students to engage with a learning community on-line.
    Assessment
    Assessment name: Presentation
    Description: Learning intelligences: group presentation and individual reflection This assignment item consists of two components: (1) A group presentation developing a response to a specified chapter of the text book and based on Gardner's Multiple Intelligences; (2) An 800 word individual written response and reflection.
    Relates to objectives: 1, 2, 3 & 4.
    Weight: 40
    Internal or external: Both
    Group or individual: Group with Individual Component
    Due date: Mid-Teaching Period
    Assessment name: Critical Reflection
    Description: Students who choose the Service-learning pathway will perform 20 hours of community service in nominated partner organisations. Your learning will be documented in a 2500-word Service-Learning Reflection Log. Internet students will respond to given material through compiling a 1500-word resource file and a 2000-word essay.
    Relates to objectives: 1, 2, 3, 4 & 5.
    Weight: 60
    Internal or external: Both
    Group or individual: Individual
    Due date: End-Teaching Period

Course Disclaimer

Courses and course hours of instruction are subject to change.

Eligibility for courses may be subject to a placement exam and/or pre-requisites.

Some courses may require additional fees.

Credits earned vary according to the policies of the students' home institutions. According to ISA policy and possible visa requirements, students must maintain full-time enrollment status, as determined by their home institutions, for the duration of the program.