Course coordinator
Dr Holly Chen
Email is the best way to contact me.
Office: Social Sciences Building (Building 24), Room 610.
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
Through a focus on recent developments in research into building inclusive primary classroom environments, this course prepares pre-service teachers for supporting the diverse learning needs of all students in their future classroom contexts in inclusive and responsive ways. Critical reflection on legislative requirements and teaching strategies that support participation and learning of students across the full range of abilities and backgrounds (linguistic, cultural, religious and socioeconomic) will be demonstrated, with the aim of applying this knowledge with creativity and initiative to establish challenging learning goals for all students. Specific approaches for managing inclusive primary classrooms will be taught. This course offers approaches for the use of student data and strategies for working with others to action personalised learning plans. At the same time, preservice teachers will have opportunities to build their capacity in their knowledge and pedagogical content knowledge in their subject specialisation area.
EDUC3760 is an introduction to the concept of diversity and to an understanding of inclusive education. This course introduces preservice teachers to the skilled work of building inclusive primary classrooms, working from an informed research basis and an understanding of the legislative requirements of teaching in Australia. Specific approaches such as positive behaviour supports, Universal Design for Learning, and differentiated instruction will be taught. This course is designed to develop knowledge and understanding around teaching and student diversity and aims to prepare preservice teachers for supporting the diverse learning needs of all students in their future classroom contexts. Practical skills in designing teaching programs and actioning personalised learning plans are developed along with approaches for working with others such as parents/carers, learning support assistants and specialist teachers.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC3701
Restrictions
Entry to the BEd(Prim) program
Course contact
Course staff
Lecturer
Dr Holly Chen
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course aims to develop an understanding of students with diverse needs in inclusive primary classrooms by considering their teaching and learning needs. Knowledge of how school administrators, classroom teachers, and support staff can support students with different needs will be developed. Students in the course will learn how environments, curricula, and pedagogies can be designed and modified to support individuals' diverse needs and that are aligned with inclusive practices.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate an awareness of recent developments in research into effectively teaching in inclusive primary classroom environments and the differentiation of teaching in ways that are responsive to the learning strengths and needs of students across the full range of abilities and that take account of the impact on learning of diverse backgrounds (e.g. linguistic, Indigenous, cultural, religious and socio-economic).
LO2.
Critically reflect on legislative requirements, system policies and processes, positive behaviour supports and teaching strategies that promote student wellbeing and safety, and support participation and learning of all students with a focus on those with disabilities.
LO3.
Plan challenging learning goals and effectively organise classroom activities for all students using age-appropriate curriculum and evidence-based approaches to differentiated teaching.
LO4.
Explain approaches for interpreting student data and strategies for working effectively, sensitively and confidentially with others, including parents/carers and draw on external professionals and community representatives expertise to action a personalised learning plan and modify teaching practices.
LO5.
Demonstrate clear, fluent, and coherent communication skills consistent with personal, professional and academic conventions.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation | Assessment Task 1: Annotated Bibliography | 30% 2,000 words (10% leeway) |
9/08/2024 2:00 pm |
| Paper/ Report/ Annotation, Product/ Design | Assessment Task 2: Adjusted Learning Activity Development | 30% 2,000 words (4 pages max.) |
8/10/2024 2:00 pm |
| Paper/ Report/ Annotation |
Assessment Task 3: Case Study Report: Response to Scenario
|
40% 3,000 words (6 pages max.) |
25/10/2024 2:00 pm |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Assessment Task 1: Annotated Bibliography
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 30% 2,000 words (10% leeway)
- Due date
9/08/2024 2:00 pm
- Learning outcomes
- L01, L03, L05
Task description
Please ensure you carefully read the task description and marking criteria on the course Blackboard.
For this task, you will undertake a study on some of the available literature to investigate a learning need, selected from one of the following options. It is expected that you will focus on an aspect of interest to you within one of the areas of learning need.
- Language – e.g. multilingualism, dyslexia, low literacy level, developmental language disorder
- Social / emotional – e.g. Autism Spectrum Disorder, Mental Health impacts
- Learning attainment – e.g. low attainment, gifted learners
- Physical and sensory – e.g. vision impairment, sensory sensitivity, Cerebral Palsy
- Culture – e.g. Indigeneity, religion, sexuality, socioeconomic status
You are to prepare an annotated bibliography of five key references and draw implications for teaching. In selecting your references you are to include:
- One relevant chapter from the set textbook for this course (Ashman, 2019, 6th ed.)
- One chapter from another book of your choice (within the last five years)
- One journal article from the reference list of one of the above chapters (within the last ten years)
- Two other relevant research articles published within the last five years.
Required Components:
In approximately 2,000 words, include:
- An introduction specifying your selected learning need and your specialisation teaching area
- For each of the five references, include the following contents:
- Full bibliographic citation in APA 7th format
- Specify the content or scope of the reference and the intended audience
- Summarise the main points
- Identify any conclusions or implications made by the author/s
- Discuss the relevance to your primary specialisation (e.g., Mathematics; English; Science; HASS), connections to the APSTs, strengths and limitations of the work, and other applicable issues
- Conclude with implications and recommendations from your analysis of the five references as a set for your teaching.
The submission is formatted in a Word document (2cm margins, 11-point font, 1.5 line spacing). Place the word count on the top of the submission. No cover page is needed.
Use of inclusive language
Use of APA conventions
Submission guidelines
The assignment is to be submitted as a Word document and uploaded to Turnitin on Blackboard. Aim to submit at least a day prior to the due date so you can check the originality report and revise your work if necessary. The percentage value is not always indicative of incorrect citation. Check the match and re-edit or revise where needed. You are allowed to have unlimited attempts of submission until the due day and time. Only the last attempt will be marked. Allow yourself plenty of time to submit your final version by the due date and time.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Assessment Task 2: Adjusted Learning Activity Development
- Mode
- Written
- Category
- Paper/ Report/ Annotation, Product/ Design
- Weight
- 30% 2,000 words (4 pages max.)
- Due date
8/10/2024 2:00 pm
- Learning outcomes
- L01, L03, L04, L05
Task description
Please ensure you carefully read the task description and marking criteria on the course Blackboard.
In this task, you will plan a learning activity in a 40-minute lesson to meet the needs of a range of students such as those with disability, from diverse linguistic, cultural, religious, and socio-economic backgrounds, including Indigenous learners, and with a range of abilities.
The learning activity must be applicable to a year level of your choice based on the Australian Curriculum and within your area of specialisation (e.g., Mathematics/Numeracy; English/Literacy; Science; Humanities and Social Sciences).
Drawing on relevant legislative and policy documents and using the principles of differentiated instruction and Universal Design for Learning (UDL), you will plan a lesson demonstrating teaching strategies that support student participation and learning (including strategies for teaching Aboriginal and Torres Strait Islander students), as well as strategies for assessing what students know or are able to do as a result of the lesson. In addition to the general planning for all, you will plan adjustments based on a learning need such as you investigated for Task 1, indicating appropriate strategies and adjustments for teaching and assessing a student with that need.
Include:
- A brief overview (no more than one A4 page) explaining the context for the lesson such as: teaching area, year level, the specific learning need you have addressed and a discussion of relevant APST standards. This is to provide background for the lesson.
- Planning for the lesson, in a format of your choice (in a table template). Establish learning goals that provide achievable challenges for students of varying abilities and characteristics. This should be a maximum of two pages A4, including clear sequences of the activity in the lesson, resources, “differentiation for all” and “adjustments for the focused need”, with a clear indication of the UDL features applied (guideline code and descriptor, e.g., 3.1 Activate or supply background knowledge). UDL design features for:
- Multiple means of engagement (stimulate interest and motivation for learning)
- Multiple means of representation (present information and content in different ways)
- Multiple means of action and expression (differentiate ways to assess learning outcomes that allow students to show what they know or can do).
(All resources should include enabling and extending prompts.)
- Explanation of adjustments designed to meet the learning need you have investigated (maximum one A4 page) through a brief explicit reference to the legislative requirements of your context and justifications based on evidence from academic and/or research literature.
- References (This section is not counted in the 4 pages requirement)
Use of APA conventions
Use of Inclusive language
Submission guidelines
The assignment is to be submitted to Turnitin link on the Blackboard. Aim to submit at least a day prior to the due date so you can check the originality report and revise your referencing if necessary. The percentage value is not always indicative of incorrect citation. Check the similarities and re-edit or revise them where necessary. You are allowed to have unlimited attempts until the due date and time. Only the last submission will be marked. Allow yourself plenty of time to submit your final copy by the due date and time.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Assessment Task 3: Case Study Report: Response to Scenario
- Hurdle
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 40% 3,000 words (6 pages max.)
- Due date
25/10/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Please ensure you carefully read the task description and marking criteria on the course Blackboard.
This is a culminating task where you will build on your understandings of building inclusive classrooms by documenting preparations for a meeting with parents.
Scenario:
The parents of a student in your year 2 class have asked to meet with you to discuss how you will accommodate their child’s learning needs as specified in the Personalised Learning Plan (PLP)*. Please see the PLP on the Blackboard.
In this task, you will document your preparation for the meeting, including the following:
- A brief discussion of the relevant legislation and policy documents. (Three levels of legislation including choosing a jurisdiction where you plan to teach). Legislative and academic references should be included.
- An indication of the assessment data you would study prior to the meeting to provide background on the student’s progress. Acknowledge the sources where appropriate.
- An overview of your study of the PLP provided, including a plan for the teaching and assessment adjustments and behaviour support you would make in your program and to the classroom environment (as appropriate) to ensure effective learning and support inclusive student engagement in the classroom. Use evidence from literature to support your justifications on adjustments made.
- An overview of your investigation of applicable external professionals and community representatives including professional support networks, such as disability associations, and other community groups for extending your personal professional knowledge and practice. (In a table including the title, URL, key features, utility and how to use)
- A plan for the meeting
- Location, timing, seating arrangement, refreshments etc.
- Introductions – opportunity for parents to indicate what they wish to gain from the meeting
- How you will indicate to parents that you seek their input and advice and how you intend to collaborate with them through the year
- Explanation of learning adjustments applicable to subject areas (including your specialisation) in response to the student’s PLP
- Explanation of reasonable adjustments planned for assessment
- Explanation of your plan for the student’s wellbeing and safety, including positive behaviour support processes (practical approaches to managing challenging behaviours).
6. Follow up
- Keep a record of the conversation
- Further meetings
References (This section is not counted in the word count)
Use headings to guide the reader. In Sections 1-3, use formatting: 2 cm margins, 11-point font, 1.5 line spacing. It is suggested that you organise Sections 4-6 in table format and use formatting that suits the table format.
Use of APA conventions
Use of inclusive language
* Each year, a new PLP would be generated using the current model required by Education Queensland.
Hurdle requirements
Students must submit this task in order to pass the course. It is a critical task for accreditation.Submission guidelines
The assignment is to be submitted to Turnitin link on the Blackboard. Aim to submit at least a day prior to the due date so you can check the originality report and revise your referencing if necessary. The percentage value is not always indicative of incorrect citation. Check the similarities and re-edit or revise them where necessary. You are allowed to have unlimited attempts until the due date and time. Only the last submission will be marked. Allow yourself plenty of time to submit your final copy by the due date and time.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy all or most of the basic requirements for the course. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy many of the basic requirements for the course |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Fails to satisfy some of the basic requirements of the course. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies the basic requirements for the course and demonstrates sufficient quality of performance to be considered satisfactory or capable with respect to description and/or replication of ideas. Communicates information and ideas adequately in terms of the conventions of the discipline. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental ideas of the topics of the course, going beyond mere description or replication of ideas from source materials to show understanding of key ideas, awareness of their relevance, and some use of analytical conventions of the discipline. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding of deeper and subtle aspects of the topics, such as identifying and debating critical issues or problems, using analytical skills, applying ideas to practical situations, and offering insightful commentary, implication and conclusions. Uses a level, style and means of communication appropriate to the discipline and the audience. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates comprehensive and complex understanding and insight of the topics; and proficiency in all of the objectives for the course; very strongly analytical; critically evaluative; able to develop, justify and sustain arguments. Uses a level, style and means of communication of a superior quality and appropriate to the discipline and the audience. |
Additional course grading information
Determining final grades: All assessment tasks in this course will be provided a grade out of 7. At the conclusion of the semester, the weighted grades for each task will be added to obtain the overall grade as follows.
Example:
A student receives the following grades
Assessment task 1: 6 at 30% weighting
Assessment task 2: 5 at 30% weighting
Assessment task 3: 6 at 40% weighting
The final grade for this student taking into account the weighting of each assessment would be:
(0.30x6) + (0.30x5) + (0.40x6) = 1.8 + 1.5 + 2.4 = 5.7
The final grade would be rounded up to the nearest whole number; in this case the grade would be 6.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).ﾠ
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of generative AI to support or inform assessment
This task has been designed to be challenging, authentic and complex. ﾠWhilst students may use AI technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference AI use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.
Assignment submission
- Students must submit Assessment Task 3 in order to pass the course. It is a critical task for accreditation.
- There are no re-submission of failing assignments in this course.
Assessment criteria
- The assessment schema involves the use of a criteria-based approach to assessment as required by the new assessment policy of The University of Queensland. Students are not assessed by reference to how other students have performed but by reference to grade standards.
- In this assessment schema, a description is given of the first 5 standards. Each standard represents a range of performance and assignments at a particular standard will not be identical. Trade-offs among the sub-criteria may mean that an individual case does not match the description exactly.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Lecture |
Lecture and Tutorial 1 - Module 1: Building an evidence base Course overview and embracing inclusion and challenges (APST 1.1, 1.2, 1.3, 1.4, 1.6, 3.7, 4.1, 4.2) Learning outcomes: L01, L02, L03, L05 |
Week 2 (29 Jul - 04 Aug) |
Lecture |
Lecture and Tutorial 2 - Module 2: Understanding the legislative context and positive behaviour support (APST 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 5.1, 7.2) Learning outcomes: L01, L02, L03, L05 |
Week 3 (05 Aug - 11 Aug) |
Lecture |
Lecture and Tutorial 3 - Module 3(1): Building a teaching program Curriculum adaptations and inclusive teaching approaches (APST 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 5.1) Learning outcomes: L01, L03, L04, L05 |
Multiple weeks From Week 4 To Week 7 |
Practical |
Professional experience placement |
Week 8 (09 Sep - 15 Sep) |
Lecture |
Lecture and Tutorial 4 - Module 3(2): Building a teaching program Supporting social and interpersonal development (APST 1.1, 1.2, 1.5, 1.6, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3) Learning outcomes: L01, L02, L03, L04, L05 |
Week 9 (16 Sep - 22 Sep) |
Lecture |
Lecture and Tutorial 5 - Module 3(3): Building a teaching program Technologies for inclusion and supporting outstanding learners and students with intellectual disabilities (APST 1.2, 1.3, 1.5, 1.6, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 5.1) Learning outcomes: L01, L02, L03, L04, L05 |
Week 10 (30 Sep - 06 Oct) |
Lecture |
Lecture and Tutorial 6 - Module 3(4): Building a teaching program Supporting diverse needs of literacy (APST 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.2, 3.3, 3.4, 3.5, 4.1, 5.1, 5.2, 5.4, 5.5) Learning outcomes: L01, L03, L04, L05 |
Week 11 (07 Oct - 13 Oct) |
Tutorial |
Preparation of Assessment Task 2 Assistance of Assignment 2 will be provided (APST: 1.3; 1.4; 2.4) Learning outcomes: L01, L02, L03, L05 |
Week 12 (14 Oct - 20 Oct) |
Lecture |
Lecture and Tutorial 7 - Module 3(5): Building a teaching program Supporting diverse needs of numeracy (APST 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.2, 3.3, 3.4, 3.5, 4.1, 5.1, 5.2, 5.4, 5.5) Learning outcomes: L01, L03, L04, L05 |
Week 13 (21 Oct - 27 Oct) |
Lecture |
Lecture and Tutorial 8 - Module 4: Building a community of practice and class review Working with parents/carers, specialist teacher and other professionals; using student data; community resources; class review (APST 3.7, 4.3, 5.4, 5.5, 7.3, 7.4) Learning outcomes: L01, L02, L03, L04, L05 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.