Diverse Learners

Despite international calls for schools to provide equitable educational opportunities for all students regardless of their background or circumstances (UNESCO, 1994); inclusive education is still a contentious issue for many educators. Potential barriers to inclusive practice have been identified as both attitudinal and pedagogical (Lambe, 2011). Throughout this course preservice teachers will engage with learning tasks to consider how teacher beliefs, attitudes and values and theoretical understandings impact on practices related to making adjustments to content, instructional strategies, and assessment to accommodate learner diversity in inclusive settings.

Delevery of this course is through online and on campus methods. Attendance at tutorials is expected and will assist in the successful completion of assessment tasks. Preservice teachers will engage in scaffolded learning activities to develop the pedagogical skills necessary to differentiate tasks for diverse learners. Opportunities will be provided for preservice teachers to practise the skills required to extend collaborative relationships. These skills are necessary to strengthen learning communities and to position the preservice teachers as future agents of change.

Contact summary

This course uses a combination of delivery modes. Week one lecture is face-to-face on Tuesday 3rd March. See timetable for specific campus details. Lectures in weeks 2-9 are online. Short lecture segments are complemented with readings and activities to help preservice teachers to successfully complete this course. The online material should take approximately 8-10 hours per week to complete as per the requirements of the AQF standards for a 10 credit point course. From week 2 preservice teachers are expected to complete lecture material before they attend their tutorial. Mini tasks designed to help preservice teachers complete their assessments in a timely manner are integrated into tutorial activities, therefore preservice teachers are expected to attend tutorials weekly and complete follow up tasks independently.

Australia's population is becoming increasingly diverse. As a result, students in contemporary classrooms present from a range of backgrounds, experiences and abilities. The Australian Institute for Teaching and School Leadership (AITSL) Standards for Teachers require graduate teachers to have an understanding of the principles of inclusion and strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities and from a range of backgrounds. Full engagement in this course will enable preservice teachers to continue to develop knowledge and skills relevant to implementing the principles of inclusive education and necessary for the creation of equitable learning opportunities for all students.

After successfully completing this course you should be able to:

1 Analyse the key elements of inclusive education.

2 Describe how an inclusive teacher creates a classroom climate that supports the social and emotional well-being of all students.

3 Explain how inclusive teachers differentiate the curriculum to maximise access, participation, engagement and learning outcomes of all students.

4 Examine and synthesise the legislative and ethical influences on inclusive education.

5 Communicate in a scholarly manner