Units
Inclusive Education: Theory, Policy and Practice
Unit code: SPN644
Credit points: 12
Information about fees and unit costs
Schools are a reflection of diversity within global and local education communities. An inclusive approach to education involves a critique of social values, priorities and the structures and institutions which they support. It involves the politics of recognition and is concerned with the serious issue of who is included and who is excluded within education and society generally.
Availability
| Semester | Available |
|---|---|
| 2013 Semester 1 | Yes |
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. An inclusive approach to education involves a critique of social values, priorities and the structures and institutions which they support. It involves the politics of recognition and is concerned with the serious issue of who is included and who is excluded within education and society generally. This study area will provide an understanding of the historical and theoretical background of inclusion as well as knowledge of the theories, current research, and implications for instructional practice related to supporting students with learning difficulties and disabilities in inclusive classrooms.
Aims
The aim of this unit is to provide you with an overview of the philosophy and theory of inclusive education that informs inclusive culture, policy and practice in education settings. This approach will inform a critical understanding of and skill in the practices of inclusive programming and curriculum decision making to meet the diversity of needs of students.
Objectives
On completion of this unit you should be able to:
1. Articulate the historical development of and international perspectives about inclusive education; GC: A,B,F
2. critically evaluate the practices of inclusive programming and curriculum decision-making to meet the needs of students in an education context; GC: A,B,C,D,E,F
3. Develop a plan of class and/or school review and development for a more inclusive approach to culture, policy and practice. GC A,B,C,D,E,G
Content
This unit will cover the following topics:
1. Overview of the historical developments in special education, integration and the inclusive movement in education.
2. Critical investigation of the social model of disability in contrast to the medical model of disability and the relationship to other areas of difference in society.
3. Development of understanding of a values base approach to the dimensions of inclusive culture, policy and practice in education settings.
4. Development of skills for classroom and/or school review and reform for more inclusive schooling with a focus on culture, policy and practice.
Approaches to Teaching and Learning
A range of approaches to teaching and learning will be utilised including readings, discussion and analysis of information, individual study and electronic collaboration using Blackboard.
Assessment
Students are required to complete two assessment items.Formative feedback to students will be provided on Blackboard by means of written comments on contributions to discussions and initial assignment work. Summative feedback will be provided by means of written comments on the two summative assessment items.
Assessment name:
Critique (written)
Description:
Provide a critical analysis of the literature documenting the historical and international development of inclusive education. Link the research literature to current policy and practice in your chosen education context.
Length: 2,000 words
Relates to objectives:
1 & 2
Weight:
40%
Internal or external:
External
Group or individual:
Individual
Due date:
Mid-Semester
Assessment name:
Problem Solving Task
Description:
Written Assignment (Review & Development Project)
Use the Index of Inclusion materials (Booth & Ainscow, 2002) to plan a class/school review of culture, policy and practice. Engage a group of stakeholders such as students, parents and teachers in the process. Collect data using a selection of the recommended surveys in the Index for Inclusion and suggest a plan of action to address the issues raised in the process.
Length: 3,000 words
Relates to objectives:
1, 2 & 3
Weight:
60%
Internal or external:
External
Group or individual:
Individual
Due date:
End-Semester
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
QUT Blackboard will provide detailed unit and assessment information. Relevant journal articles will be available on the Course Materials Database (CMD) via the unit's Blackboard site. Students will also be expected to find, evaluate and synthesise additional sources of information. APA style is preferred for all written work.
Texts
Carrington, S. & MacArthur, J. (2012). Teaching in inclusive school communities. John Wiley & Sons Australia.
Required Reading (Available on CMD)
Risk assessment statement
QUT Blackboard will provide detailed unit and assessment information. Relevant journal articles will be available on the Course Materials Database (CMD) via the unit's Blackboard site. Students will also be expected to find, evaluate and synthesise additional sources of information. APA style is preferred for all written work.
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: 27-Nov-2012
