Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Schools are a reflection of diversity within global and local education communities. Diversity, from an inclusive education perspective, is regarded as a valuable asset to schools and educators who seek to enrich the educational experience for all students. Teachers must be able to identify barriers to learning and maximise educational outcomes for all students. Paradigms of inclusive practice are essential skills for the pre-service teacher. As such, the Queensland College of Teachers requires all teachers to be informed about the philosophies and practices of the inclusive curriculum.

Aims

The aim of this unit is to provide you with opportunities to investigate and consider the international and domestic nature, trends and practices of 'inclusion' and socio-cultural issues in education. Information literacies provide the foundation for you to become life-long learners who identify barriers to learning for a range of students' educational needs and determine curriculum and teaching practices that reduce these barriers to the maximum extent possible.

Objectives

On successful completion of this unit you should be able to:

1. Identify and develop understanding of the diverse backgrounds and characteristics of the students you teach. [QCT Standard 4]
2. Establish learning environments in which individual and group differences are valued and respected and all students are treated equitably. [QCT Standard 4]
3. Review your personal skills in responding to diversity and identify ways of developing this aspect of professional practice. [QCT Standard 7]
4. Establish respectful, positive and safe learning environments and constructive relationships that support students and foster positive attitudes to learning. [QCT Standard 7]
5. Establish respectful, productive and cooperative relationships with families, caregivers and other community members to support student learning and wellbeing [QCT Standard 8]

Content

This unit includes the following topics for foundation and theoretical understandings of paradigms in inclusive practice:

• Inclusion in context. This investigates the nature of diversity and inclusion as it is interpreted in global, community, school and individual contexts.


• Inclusion in practice. This examines curriculum, teaching processes, strategies and management to maximise learning outcomes for all students.

Approaches to Teaching and Learning

The concepts of life long, investigative and autonomous learning underscore the approaches to teaching and learning in this unit. Previous academic and work based experiences provide the foundation from which you are able to investigate and critically evaluate international, local, school and individual inclusive contexts.

The unit is offered through two pathways: the Service-learning pathway and the Internet (I-Net) pathway.

Service-learning requires students to become involved in their community in voluntary capacities in order to utilise knowledge learned at university. The program involves reciprocal relationships with partner organisations organised by the unit coordinator. The service reinforces and strengthens the learning in the academic unit on inclusive education, and the learning reinforces and strengthens the service. Students choosing this pathway must hold a current Blue Card.

The I-Net pathway offers opportunities for students to engage with a learning community on-line.

Assessment

Assessment relates specifically to the unit outcomes.Students will receive summative assessment through peer and tutor assessment for Assessment 1. Formative assessment relating to Assignment 2 will be provided following the submission of the first component. Summative assessment will follow the submission of completed assignments at the end of the teaching period.

Assessment name: Presentation
Description: Learning intelligences: group presentation and individual reflection
This assignment item consists of two components:
(1) A group presentation developing a response to a specified chapter of the text book and based on Gardner's Multiple Intelligences;
(2) An 800 word individual written response and reflection.
Relates to objectives: 1, 2, 3 & 4.
Weight: 40%
Internal or external: Both
Group or individual: Group with Individual Component
Due date: Mid-Teaching Period

Assessment name: Critical Reflection
Description: Students who choose the Service-learning pathway will perform 20 hours of community service in nominated partner organisations. Your learning will be documented in a 2500-word Service-Learning Reflection Log.
Internet students will respond to given material through compiling a 1500-word resource file and a 2000-word essay.
Relates to objectives: 1, 2, 3, 4 & 5.
Weight: 60%
Internal or external: Both
Group or individual: Individual
Due date: End-Teaching Period

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

The online site will provide the Unit outline, learning resources, and assessment information. Relevant journal articles may be accessed via the Course Materials Database CMD. You will also be expected to find, evaluate and synthesise alternative sources of information. APA style is required for written assignments.

Text

Carrington, S. & Macarthur, J. (Eds). (2012). Teaching in inclusive school communities Milton, QLD: John Wiley & Sons Australia, Ltd.

Risk assessment statement

Students participating in the Service learning component will be insured by QUT for this component of their study and assessment. Workplace health and safety protocols in relation to computer use apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 15-Jan-2013