In this unit teacher education students will be supported to critically engage with, reflect on, and apply to practice fundamental considerations for ensuring high quality and equitable educational opportunities for all learners. Teacher education students will be provided with opportunities to develop advanced understandings of key issues related to inclusive and special education in contemporary education contexts. Acknowledging and valuing the full range of human diversity, teacher education students will develop and apply advanced knowledge and skills to providing high quality education to all learners. There is a focus on complex and sometimes conflicting theoretical perspectives. The pervasive influence of social constructions of disability and issues of ableism and disablism will be addressed. Relevant legislation, policy, and practice will be examined. Teacher education students will critically analyse barriers to equity in education for students with disability. A range of research-informed pedagogical approaches will be explored and evaluated. Family perspectives; understanding diverse learners; collaboration; establishing an inclusive classroom environment; and designing inclusive curriculum and teaching practices including engaging with universal design for learning and quality differentiated practices will be considered.
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Assessment Presentation and Submission Guidelines
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
Please note:
Assignment extensions and late penalties
Requesting a re-assessment of an assignment
If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark. To request a re-mark you need to contact the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment of your script against the task criteria. Evidence from your assignment must be provided to support your judgements.
University policy on grading
Criteria for awarding grades for assessment tasks
Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. The following descriptive criteria are included for your information.
Descriptive Criteria for awarding grades in the unit
In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment tasks. Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45.
The following generic grade descriptors provide university-wide standards for awarding final grades.
Grade
Descriptor
HD
Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem-solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.
D
Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.
Cr
Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.
P
Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes
F
Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.
Note: If you fail a unit with a professional experience component, the fail grade will be on your transcript irrespective of the timing of the placement.
Withdrawing from this unit
If you are considering withdrawing from this unit, please seek academic advice via https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact on your progression through the degree.
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent . For more information visit ask.mq.edu.au .
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Analysis and critique of contemporary research in the field of inclusive education | 55% | No | Wk 7, Friday April 8th |
| Professional Resource | 45% | No | Wk 13, Friday June 3rd |
Assessment Type 1 : Literature review
Indicative Time on Task 2 : 55 hours
Due: Wk 7, Friday April 8th
Weighting: 55%
Assessment Type 1 : Creative work
Indicative Time on Task 2 : 45 hours
Due: Wk 13, Friday June 3rd
Weighting: 45%
Students will create a research-informed professional resource outlining practical strategies in the field of inclusive education (2500 words)
1 If you need help with your assignment, please contact:
2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation
Required textbook
The REQUIRED textbook for this unit is: Inclusive Education for the 21st Century: Theory, policy and practice. by Linda J. Graham (2020). Allen & Unwin.
Please note this textbook is available to everyone via the Macquarie University Library as it is an e-book.
Other weekly readings and resources will be made available to students via links on the unit website and / or through Leganto (University's Library Link).
Information about the unit iLearn site
This unit has a full web presence through iLearn.
Students will need regular access to a computer and the Internet to complete this unit.
Weekly access to iLearn is compulsory for all students. Important assessment information will be posted here, as will other relevant unit notices and materials.
Various activities and materials for discussion and critical reflection are included and external students especially are encouraged to use this web component. Electronic links and suggested references will be included in the Resources section. Please check the iLearn unit regularly.
Weekly lectures and PowerPoint slides will be available through iLearn in advance of the weekly lecture timeslot. You must listen to all lectures.
Access and technical assistance
Information for students about access to the online component of this unit is available at ilearn.mq.edu.au/login/MQ/. You will need to enter your student username and password.
Please do NOT contact the Unit Convenor regarding iLearn technical help.
No extensions will be given for any technical issues. Allow enough time for your submissions.
Assistance is available from IT Helpdesk ph: 1800 67 4357, or log a request at help.mq.edu.au. OneHelp is the online IT support service for both students and staff.
This unit requires students to use several ICT and software skills:
Structure
The unit comprises a one-hour lecture and a two-hour tutorial each teaching week. In the tutorials students will discuss issues and questions arising from the lectures and prescribed readings. They are expected to base their arguments/discussions on evidence from published research and other relevant material. Attendance at all tutorials is expected. Attendance at on campus days for external students is also expected.
Students are required to participate in small group activities, whole class discussion, to read the weekly material in advance, and to complete brief tasks either as individuals or in pairs. The weekly program for the course with the accompanying readings/ preparation is available on the unit iLearn site.
The learning content in this unit is structured into five modules over 10 weeks:
In module one teacher education students will have the opportunity to develop advanced understandings of theoretical perspectives and key issues related to inclusive and special education in contemporary education contexts.
This will include the ethical, legislative and policy responsibilities of teachers as related to educational provision for learners across the full range of human diversities.
Anti-discrimination legislation and policy will be addressed.
The historical context will be outlined, alongside exploration of the current education systems, and the implications for inclusive education.
Teacher education students will be provided with opportunities to engage in advanced critical analysis of barriers to equity in education for students with disability, including consideration of micro as well as macro exclusion, alongside examination of facilitators of inclusive education.
Given the implications of the current social context for students and families who experience disability, in this module the social construction of disability will be explored, including critical evaluation of complex and conflicting theoretical perspectives relating to the social constructions of diversity and disability and the implications of ableism and disablism for education.
Considerations for appropriate terminology, language and labelling will be examined.
Extending on module one, in module two fundamental aspects of collaboration in diverse school communities will be addressed.
Teacher education students will be provided with opportunities to develop advanced research-informed knowledge of the importance of collaboration, including consideration of family-perspectives and school-family-community relations.
The importance of inter-professional collaboration will be examined, alongside consideration of the effective use of available supports for facilitating equitable educational practice.
The role of teachers in working with students, families and colleagues and recognising the importance of a strengths-based approach, resisting all forms of stigma, disestablishing ableism and facilitating inclusion will be addressed.
Opportunities will be provided for critical reflection on attitudes and beliefs towards diversity including Aboriginal and Torres Strait Islander perspectives and the implications for educational practice. Inclusive approaches to communication will be explored.
Building on modules one and two, in module three the many considerations of inclusive planning will be explored.
Teacher education students will be provided with opportunities to develop and apply research-informed specialised knowledge of a range of approaches to designing curriculum, pedagogy, assessment and environments that cater for all students in diverse classrooms.
This will include examining a wide range of considerations for planning, assessment and monitoring, including engaging with universal design for learning, quality differentiated practices, and evaluating processes for identifying specific learning needs.
Explore curriculum and physical accommodations including assistive technology applications that schools can make to support a range of needs.
Further consideration of implications of labels given to children will also be undertaken within an exploration of all aspects of human diversity and the implications for genuinely equitable education.
In module four teacher education students will be provided with opportunities to apply and extend unit learning with a focus on implementing inclusive strategies.
This will include in-depth analysis of specific materials and resources and the ways in which these are used to ensure the meaningful engagement and participation of all students. The role of the teacher in understanding and responding to the individual needs and behaviours of students will be addressed.
This will include examining ways to develop a positive emotional climate to support positive behaviour through the application of research-informed knowledge and understanding of approaches to responding to complex behaviour.
In module five teacher education students will have the opportunity to apply their learning to facilitate the development of a culture of inclusion within education settings.
Key factors involved in establishing an inclusive classroom environment will be explored from the perspective of transforming schools in order to improve educational and community outcomes. This will include discussing the importance of leadership for inclusion, including the need for aligning the cultures, policies and practices of an education setting to support an inclusive approach to learning and teaching that embraces human diversity.
Teacher education students will be supported in developing a high-level of confidence in drawing on research (present and future) to inform pedagogy to ensure optimal student learning experiences and in drawing on theory and practice as the basis for continually informing approaches to reflective and inclusive teaching practice.
Detailed information about the weekly schedule, the required readings and the assessment tasks is available on the iLearn site.
Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au
At Macquarie, we believe academic integrity – honesty, respect, trust, responsibility, fairness and courage – is at the core of learning, teaching and research. We recognise that meeting the expectations required to complete your assessments can be challenging. So, we offer you a range of resources and services to help you reach your potential, including free online writing and maths support, academic skills development and wellbeing consultations.
School of Education Procedures
In addition, the following policies and procedures of the School of Education are applicable in this unit.
Attendance for Master of Teaching units
Attendance at all synchronous activities, completion of non-synchronous formative/diagnostic class tasks and involvement in professional forums is compulsory as the Master of Teaching is a professional qualification. All students must meet the 80% attendance requirement.
Activities completed during weekly tutorials or on campus days are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit and to meet the AITSL Graduate Teacher Standards. Attendance at all tutorials or on campus days is expected and the roll will be taken.
Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change.
Unit Expectations
Note: It is not the responsibility of unit staff to contact students who have failed to submit assignments. If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.
Electronic Communication
It is the student’s responsibility to check all electronic communication on a regular weekly basis. Communication may occur via:
External Students
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
The Writing Centre provides resources to develop your English language proficiency, academic writing, and communication skills.
The Library provides online and face to face support to help you find and use relevant information resources.
Macquarie University offers a range of Student Support Services including:
Got a question? Ask us via AskMQ, or contact Service Connect.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Changes have been made to the assessment tasks required for EDST8301 in 2022. There are now 2 assessment tasks: a literature review and a professional resource.
The 5Rs Framework, developed by the School of Education at Macquarie University, is embedded throughout your teacher education course.
Your use of the 5Rs Framework will help you develop the capabilities that will make your teaching career sustainable and fulfilling.
In this unit, you will learn using the 5Rs framework in the following important ways:
Resilient:
Reflexive
Responsive
Ready to learn
Research engaged
Unit information based on version 2022.03 of the Handbook
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