Course Title: Inclusive Education

Part A: Course Overview

Course Title: Inclusive Education

Credit Points: 12


Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

TCHE2292

Bundoora Campus

Postgraduate

360H Education

Face-to-Face

Sem 2 2009,
Sem 2 2010,
Sem 2 2011,
Sem 2 2012,
Sem 2 2013,
Sem 2 2014,
Sem 1 2015

TCHE2292

Bundoora Campus

Postgraduate

360H Education

Face-to-Face or Internet

Sem 2 2015,
Sem 1 2016

TCHE2454

Bundoora Campus

Undergraduate

360H Education

Face-to-Face

Sem 1 2017

TCHE2524

Brunswick Campus

Undergraduate

360H Education

Face-to-Face

Sem 1 2017

Course Coordinator: Dr Berenice Nyland

Course Coordinator Phone: +61 3 9925 7805

Course Coordinator Email: berenice.nyland@rmit.edu.au


Pre-requisite Courses and Assumed Knowledge and Capabilities

None


Course Description

This is a core course that focuses on the principles of inclusion and their application in educational settings. This course examines current policies and the theoretical foundations with the aim of developing students’ awareness, knowledge and skills of inclusive education. This course will focus on planning an inclusive curriculum, assessment and reporting requirements, program support groups and developing individual learning plans.


Objectives/Learning Outcomes/Capability Development

Learning Objectives
This course is designed to assist students to:
• Become familiar with and apply government policy and theoretical foundations of inclusion.
• Examine the complexity of developing professional relationships with the program support group as well as families, medical and paramedical support, specialists, teacher aides, parent helpers and other educational stakeholders to assist students through the educational experience.
• Gain and apply skills in observation, assessment and planning for individual learners in a group setting.
• Design educational contexts that optimise learning and enhance social opportunities for all students.


Upon completion of this course students will be able to:
• Plan for and design inclusive education environments for learning.
• Develop individual learning plans based on whole-school curriculum planning.
• Articulate the role of the program support group and outline strategies for developing professional working relationships within this group.
• Select and use relevant curriculum and support resources.
ICT Outcomes
At the conclusion of this course, students will have demonstrated and/or acquired the following ICT capabilities:
• Understanding of the role of ICT in society and the implications for education.
• Understandings of the role of ICT in learning and implications for the classroom.
• Understandings of how ICT resources can be integrated in meaningful ways that take into account students’ existing and diverse technological skills and to produce engaging and challenging curriculum.
• Awareness of how the classroom environment can be managed to empower students’ use of ICT.
Professional Standards
This course is aligned with the following standards:
• Teachers know how children learn and how to teach them effectively.
• Teachers know their students.
• Teachers plan and assess for effective learning.
• Teachers create and maintain safe and challenging learning environments.
• Teachers use a range of teaching strategies and resources to engage children in effective learning.
• Teachers reflect on, evaluate and improve their professional knowledge and practice.
• Teachers are active members of their profession.


Overview of Learning Activities

Students’ learning in this course will involve a range of activities including lectures, tutorials, workshops, on-line discussions, curriculum design and readings in order to support the development of the learning outcomes of this course.


Overview of Learning Resources

Refer to Part B


Overview of Assessment

Assessment tasks are directly linked to the stated objectives and outcomes. Assessment in the course will be both theoretical and practical in nature. A range of formative and summative assessment types will be incorporated into the course (for example, written, oral or performance based assessment).

Students should refer to Part B of the course guide for further information on assessment.