ED980 Inclusive Education
Unit Description
Pre-requisites
ED920 Developmental Learning and Pedagogies
Co-requisites
None.Learning Outcomes
On successful completion of this unit, the student will be able to:
Apply advanced knowledge and understanding of legislative requirements and teaching strategies to support the participation and learning of students with additional needs and disabilities; including the professional responsibility of teachers as described in the codes of ethics and conduct for the teaching profession and in relevant legislative, administrative and organisational policies and processes required for teachers at school stage.
Justify developed strategies to differentiate teaching to cater for the learning needs of students with additional needs and disabilities
Analyse a range of physiological, psychological and sociological factors that need to be considered when identifying students with additional needs and planning to support their learning.
Critically analyse and evaluate the roles of external professionals, parents/carers and community representatives in diagnosing and supporting students with additional needs and disabilities in school environments, and in broadening teachers’ professional knowledge and practice.
Describe the considerations or alterations that need to be considered by the school to cater for students with additional needs and disabilities to support inclusive student participation and engagement in classroom activities
Critically reflect on their own learning process and ongoing development as a teacher including their understanding of the Christian faith in the context of Christian worldview, Scriptures and broader vocation.
Demonstrate understanding of and the ability to evaluate strategies for working effectively, sensitively and confidentially with parents/carers and other stakeholders to involve them in the educative process
Unit Description
Human diversity is one of the wonders of God’s creation. Diversity is a part of every classroom, and this unit is designed to help preservice teachers develop a deep understanding of, and the skills to cater for all students wholistically and individually. It provides the opportunity to explore diversity and build strategies that are inclusive of all students. This unit covers the conditions and requirements associated with diagnosed and imputed additional needs (NCCD Categories) that students may present in class, including gifted students. In this unit you will investigate and develop appropriate responses, including a Christian response to students with disability.
Through this unit, preservice teachers critically analyse physiological, psychological and sociological factors that should be considered in identifying and wholistically supporting students to ensure an inclusive environment. It explores strategies and resources available. The unit examines relevant legal and educational requirements to support students with additional needs to enable them to engage at school and achieve learning outcomes.
In this unit preservice teachers will engage with The Victorian Teaching Profession Code of Conduct and relevant legislative, administrative and organisational policies, their implications and application for practice in order to meet the needs of students with additional needs and create inclusive environments and teaching and learning experiences, including the development of Individual Learning Plans, ensuring a team approach with key stakeholders (families and allied health professional) and the role of student support groups. The underpinning theory and fundamental elements of a Multi-tiered Systems of Support (MTSS) will be understood. Preservice teachers learn how a MTSS framework works in a whole school setting while understanding the fundamental principles of Universal Design for Learning. The use of Response to Intervention will be explored in relation to classroom learning and ensuring an environment where all Tier Levels are considered. Preservice teachers will also develop knowledge of strategies for working effectively, sensitively and confidentially with parents/carers, and will learn about the role and responsibilities of other professionals in planning and managing plans for students with additional needs. The unit also examines the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice regarding students with additional needs.
Topics
- Foundations of Inclusion – Christian Perspectives and legislative requirements.
- Designing for Diversity: Universal Design for Learning, Multi-tiered Systems of Support and Responses to Intervention.
- Trauma Informed Practice.
- Promoting Mental Health.
- Specific Learning Disability - reading (dyslexia), writing (dysgraphia) and math (dyscalculia) and literacy and the Victorian Education Disability website.
- Autism Spectrum Disorder and Sensory processing disorders.
- Executive Functioning: ADHD + Managing Behaviour.
- Language and communication disabilities - supporting literacy competencies for students with learning difficulties. This includes hearing or vision impairments.
- Independent Education Plan (IEP) and working with key stakeholders eg. Educational support groups, Education Support officers, families and Allied health professionals.
- Intellectual disabilities and Assistive Technology + ACD disability site.
- Inclusive Education for gifted students (including 2e) students.
- Proactive practices to support equity in the inclusive classroom.
Learning Experiences
Topic 1
Key Readings:
AITSL (2020). Inclusive education - Teaching students with disability. Retrieved from https://www.aitsl.edu.au/research/spotlight/inclusive-education-teaching-students-with-disability
Australian Government: Department of Education, Skills and Employment (2005). Disability standards for education 2005 plus guidance notes, retrieved from https://www.legislation.gov.au/Details/F2005L00767
Australian Government: Department of Education, Skills and Employment (2015). Disability standards for Education 2005 Fact Sheet 2, retrieved from https://www.dese.gov.au/swd/resources/fact-sheet-2-disability-standards-education-2005
| United Nations: Department of Economic and Social Affairs, Social Inclusion (2006). Article 24 – Education retrieved from Article 24 - Education | Division for Inclusive Social Development (DISD). Retrived from: https://social.desa.un.org/issues/disability/crpd/article-24-education |
Inclusive Schools Network (2015) Key Instruments Supporting International Inclusive Education retrieved from Key Instruments Supporting International Inclusive Education – Inclusive Schools Network. Retrieved from https://inclusiveschools.org/resource/key-instruments-supporting-international-inclusive-education/
This site has a range of links to key documents that support the goal of inclusive learning environments.
Topic 2
Key Readings:
Australian Education Research Organisation. (2025). Supporting students’ diverse needs. Retrieved from https://www.edresearch.edu.au/sites/default/files/2025-02/classroom-management-supporting-students-diverse-needs-planning-aa.pdf
Australia Education Research Organisation. (2023) How students learn best: An overview of the learning process and the most effective teaching practices. Retrieved from https://www.edresearch.edu.au/sites/default/files/2023-11/how-students-learn-best-aa_0.pdf
Discussion Prompt:
Using the research that you have read, discuss (in 200 words) the significance of evidenced based practices in the improved learning outcomes of most students.
Lembke, E.S., Thomas, E.R. & Gandhi, A.G. (2023). Universal design for learning with an integrated multitiered system of support. Learning Disabilities Research and Practice, 38(1), pp 57-69.
Topics 5,6,7,8,10, and 11 Evidenced-Based Approaches for highly-prevalent specific needs (cc 4.4.3)
Students create a pamphlet for other teachers that:
- Outlines the key aspects of this disability/need
- Discusses key evidence-based strategies for supporting students with this disability/need - Includes information that is from key experts, eg. psychologists, linguists, psychologists, medical professionals.
These pamphlets are distributed to the class for their professional learning.
Topic 9 Engaging with parents to promote learning
Read current research regarding effective approaches to engaging families in the learning of their students. eg.
Higgins S and Katsipataki M (2015) Evidence from meta-analysis about parental involvement in education which supports their children’s learning. Journal of Children’s Services, 10(3):280-290
In groups: Select 5 evidence-based approaches that you could use in your classroom
Unit offerings
Please note
The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.
This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.