Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- 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 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 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.
This course encourages pre-service teachers to develop their approach to inclusive education. Inclusion can be seen as a philosophy, process and practice. These aspects will be explored in the EDUC7606 as part of ongoing professional learning that teachers continue throughout their careers.
Attendance at ALL lectures and tutorials is expected. This is a professional course that directly contributes to the attainment of APSTs. Rolls will be kept in tutorials.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC6605
Restrictions
Restricted to MTeach (Sec) students.
Jointly taught details
This course is jointly-taught with:
Lectures with EDUC3606
Course contact
Lecturer
Tutor
Mrs Lisa Hurrell
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
This is a professional course, accredited as on campus delivery with the Queensland College of Teachers for registration purposes. Please note that attendance at all scheduled classes is expected and a roll will be kept in tutorials.
Aims and outcomes
The aim of this course is to prepare pre-service secondary teachers to meet the exciting challenge of building inclusive classrooms.
Through an understanding of legislative requirements and strategies found to be effective for teaching secondary curriculum areas, graduates will be prepared for the task of assisting all learners to achieve year-level curriculum learning outcomes.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate an awareness of recent developments in research into effective teaching in inclusive 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.
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 students of diverse backgrounds and across the full range of abilities using age-appropriate curriculum and approaches to differentiated teaching strategies.
LO4.
Explain approaches for interpreting student data and strategies for working appropriately with others, including parents/carers, external professionals and community groups to action a personal 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 | Task 1 - Learning need in a discipline area | 30% Approx. 2000 words ~ 4 pages |
16/08/2024 2:00 pm |
| Paper/ Report/ Annotation | Task 2 - Adjusted learning activity development | 30% ~ 4 pages |
20/09/2024 2:00 pm |
| Paper/ Report/ Annotation | Task 3 - Case study report: Response to scenario | 40% ~ 5 pages |
4/11/2024 2:00 pm |
Assessment details
Task 1 - Learning need in a discipline area
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 30% Approx. 2000 words ~ 4 pages
- Due date
16/08/2024 2:00 pm
- Learning outcomes
- L01, L02, L05
Task description
For the literature review, you will undertake a review of the available literature to investigate a learning need with respect to your discipline area, where possible, selected from one of the following options:
- Language – e.g., dyslexia, low literacy level, developmental language disorder
- Social / emotional – e.g., Autism Spectrum Disorder, mental health impacts
- Learning attainment – e.g., low attainment, intellectual disability, gifted learners
- Physical and sensory – e.g., hearing impairment, sensory sensitivity, paraplegia
- Culture – e.g. religion, sexuality, socioeconomic status
You will present your work in an academic style. In preparation for submission of this task, you should undertake a literature search of the UQ library catalogue, and the listed course outline references.
In approximately 2000 words:
- You should include a brief summary of the salient research findings in the area.
- Critically analyse the literature with respect to Standards One and Four of the Australian Professional Standards for Teachers. A literature review is more than a summary and discusses the quality of the studies, the findings of the research, and identifies conflicts or gaps in the literature.
- Conclude with implications and considerations from your analysis of the literature for your teaching.
Reference list:
In addition to the word count, include all references you have cited in the text. Use APA 7th format.
Acknowledgement: Please ensure you acknowledge where and how you have used AI including the AI tool used for example ChatGPT, Bing Chat, Grammarly GO. Also include:
- Questions used to generate the response.
- Refining questions used.
- Instructional questions used.
- How you have synthesised the products of AI into your assessment.
The Acknowledgement is not included within the word count.
Please be mindful of the policy outlined under assessment within the ECP.
Suggestions to assist the preparation of your literature review
1. Choose your learning need option. This task leads to Task 2, so read that task to help you choose.
2. Read the section in your text that are relevant.
3. Write down keywords/phrases.
e.g., if your teaching area is geography and you are interested in challenging/extending learners, you might begin with the following keywords: Geography; Secondary education (if you don’t get much, you could broaden this to school education); gifted; enrichment; intellectual disability, learning difficulty … you can find other keywords once you start to search.
The UQ librarians are happy to assist you with searching for literature on your chosen topic. You may find the library’s help page on search strategies to be helpful. https://guides.library.uq.edu.au/research-techniques/literature-reviews . The style required for this task is a narrative review.
Research articles include a review of relevant literature as part of the background or introductory sections. Your review for this assignment could follow the same style.
It is not a requirement of this task to access literature beyond the UQ library catalogue or readily accessible websites. It is important to judge the quality of the literature and for academic writing, the usual minimum standard is literature that has been peer reviewed. Journals will specify their review processes. Webpages need caution. Ask your librarian or tutor if you are unsure of the quality of the literature you have found.
Referencing your work is an essential aspect of academic writing. The School of Education (and many education journals) specifies the use of APA 7th style for referencing. You can find more information about referencing here: https://guides.library.uq.edu/referencing/apa7
Submission guidelines
Submission is via Blackboard in the Assessment folder.
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.
Task 2 - Adjusted learning activity development
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 30% ~ 4 pages
- Due date
20/09/2024 2:00 pm
- Learning outcomes
- L03, L05
Task description
In this task, you will plan a lesson plan to meet the learning needs of a range of students such as those with disability, from diverse backgrounds, including Indigenous learners, and with a range of abilities. The lesson plan will be applicable to your teaching area and based on the Australian Curriculum.
Using the principles of Universal Design for Learning (UDL), you will plan a lesson demonstrating teaching strategies that support student participation (including strategies for 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 learning adjustments based on a learning need such as you investigated for Task 1, indicating appropriate adjustments for teaching and assessing a student with that need.
Format:
In a maximum of four A4 pages, include:
- A brief overview 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. Establish learning goals that provide achievable challenges for all students.
- Indications of UDL design features [1] for:
- Engagement (stimulate interest and motivation for learning)
- Representation (present information and content in different ways)
- Access and Expression (differentiate ways that students show what they know or can do).
- Explanation of adjustments designed to meet the learning need you have investigated.
- An explanation of teaching strategies you have chosen and how they are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
- In an appendix (not counted in the page limit) include all resources for the lesson including enabling and extending prompts;[2]
- Include references for resources (where appropriate) on the resource itself and not in a reference list at the end. This is to be useful for your future work so that you will have the reference with the resource. Other references may be included in a reference list in the appendix.
- Acknowledge if and how you have used AI for this task. Please ensure you acknowledge where and how you have used AI including the AI tool used for example ChatGPT, Bing Chat, Grammarly GO. Also include:
- Questions used to generate the response.
- Refining questions used.
- Instructional questions used.
- How you have synthesised the products of AI into your assessment.
The Acknowledgement is not included within the word count.
Please be mindful of the policy outlined under assessment within the ECP.
Submission guidelines
Submission is via Blackboard in the Assessment folder.
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.
Task 3 - Case study report: Response to scenario
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 40% ~ 5 pages
- Due date
4/11/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
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:
Two weeks into the new school year, the parents of a student in your year 9 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).
You will be provided with a de-identified current PLP. In this task, you will document your preparation for the meeting, including the following:
1. Background (suggested two A4 pages)
· A summary of the relevant legislation and policy documents. (Choose a jurisdiction where you plan to teach).
· An indication of the assessment data (both formative and summative) you would study prior to the meeting to provide background on the student’s progress.
· An overview of your investigation of applicable external professional and community representatives including professional support networks, such as disability associations, and other community groups for extending your personal professional knowledge and practice.
2. A plan for the meeting (suggested two A4 pages)
· Location, timing, seating arrangement, refreshments etc.
· Introductions – opportunity for parents to indicate what they wish to gain from the meeting.
· How you will work with parents/carers over the year, including considerations of sensitivity, confidentiality, seeking their input and advice, and how you intend to collaborate with them throughout the year.
· Explanation of learning adjustments applicable to your subject area in response to the student’s PLP.
· Explanation of reasonable adjustments planned for assessment, responding to the PLP.
· Explanation of your plan for the student’s wellbeing and safety, including positive behaviour support processes (Tier 1, 2 or 3, as applicable).
3. Follow up (suggested up to one A4 page)
· Recording of the conversation
· Further meetings
· Reporting to others.
Submission guidelines
Submission is via Blackboard in the Assessment folder.
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 demonstrate most or all of the basic requirements of the course. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Demonstrates clear deficiencies in understanding and applying fundamental concepts; communicates information or ideas in ways that are frequently incomplete or confusing and give little attention to the conventions of the discipline. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Demonstrates superficial or partial or faulty understanding of the fundamental concepts of the field of study and limited ability to apply these concepts; presents undeveloped or inappropriate or unsupported arguments; communicates information or ideas with lack of clarity and inconsistent adherence to the conventions of the discipline. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Demonstrates adequate understanding and application of the fundamental concepts of the field of study; develops routine arguments or decisions and provides acceptable justification; 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 substantial understanding of fundamental concepts of the field of study and ability to apply these concepts in a variety of contexts; develops or adapts convincing arguments and provides coherent justification; communicates information and ideas clearly and fluently in terms of the conventions of the discipline. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: As for 5, with frequent evidence of originality in defining and analysing issues or problems and in creating solutions; 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: As for 6, with consistent evidence of substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critically evaluates problems, their solutions and implications. |
Additional course grading information
All three assignments in this course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows.
Example:
A student receives the following three grades
Assignmentﾠ 1: grade of 4 at 30% weighting
Assignment 2: grade of 5 at 30% weighting
Assignment 3: grade of 4 at 40% weighting
The final grade for this student taking into account the weighting of each assignment would be:
(4 x 0.30) + (5 x 0.30) + (4 x 0.4) =ﾠ4.3
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).
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
These tasks have been designed to be challenging, authentic and complex. Whilst 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.
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.
Additional learning resources information
Learning materials will be added to Blackboard as the semester progresses. Please access the site at least weekly.
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 |
Week 1 - Embracing inclusive practice This first week's activities set the context for this course. It introduces students to the concept of inclusion and begins the work of developing an evidence base for practice. Learning outcomes: L01, L02 |
Week 2 (29 Jul - 04 Aug) |
Lecture |
Week 2 - Understanding the legislative context - Evidence for Inclusive Education Learning outcomes: L01, L02 |
Week 3 (05 Aug - 11 Aug) |
Lecture |
Week 3 - Understanding the legislative context - The right to a quality inclusive education. This module focuses on the legislation and policy context that underpins students' rights to quality education. Learning outcomes: L01 |
Week 4 (12 Aug - 18 Aug) |
Lecture |
Week 4 - Understanding the legislative context - Student wellbeing and quality of life. This week the focus is on student wellbeing and quality of life. Learning outcomes: L01 |
Week 5 (19 Aug - 25 Aug) |
Lecture |
Week 5 - Planning for Learning - Universal Design for Learning; Use of Technology Advances in ICT have had a dramatic effect on accessibility of learning. Many features are now built in to devices. Bring along your favourite piece of learning technology to demonstrate. Learning outcomes: L03, L05 |
Week 6 (26 Aug - 01 Sep) |
Lecture |
Week 6 - Planning for Learning - Year level adjusted curriculum The Australian Curriculum is a year-level curriculum. The implications for planning, particularly with respect to gifted learners and learners with intellectual disabilities will be explored. Learning outcomes: L03 |
Week 7 (02 Sep - 08 Sep) |
Lecture |
Week 7 - Planning for learning - Assessment Assessment has a range of purposes, sometimes referred to as: Designing and interpreting assessment in the context of inclusive practice is the focus of this module. Learning outcomes: L03 |
Week 8 (09 Sep - 15 Sep) |
Lecture |
Week 8 - Planning for Learning - Language and Literacy support Language support is the work of all teachers. Learning outcomes: L03 |
Week 9 (16 Sep - 22 Sep) |
Lecture |
Week 9 - Planning for Learning - Positive Behaviour Support Establishing and maintaining a classroom for learning relies on supporting students to exhibit productive learning behaviours. Behaviour is communication so responding to the need being expressed is more effective than responding to the behaviour itself. This module focuses on an approach known as 'Positive Behaviour Supports'. Learning outcomes: L03, L05 |
Week 10 (30 Sep - 06 Oct) |
Lecture |
Week 10 - Building a community of practice - Working with others Teachers work in teams, often as the leader. When a student with a personalised learning plan is in the class, many people may be involved in the community of practice. These could be teacher aides, specialist teachers, therapists, parents and learning support teams. This module will explore ways of building positive relationships, including running meetings. Learning outcomes: L04 |
Multiple weeks From Week 11 To Week 12 |
Practical |
Weeks 11 & 12 - Professional Experience Placement There are no classes scheduled while you are on placement for an accompanying course. |
Week 13 (21 Oct - 27 Oct) |
Lecture |
Week 13 - Building a community of practice - community resources This week the lecture slot will be a panel discussion with invited guests. Learning outcomes: 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.