Teaching Students with Diverse Abilities

Course Unit Outline
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SECTION 1 – GENERAL INFORMATION
1.0 Name of School

School of Education

1.1 Unit Details

Unit Code	EDEC201
Unit Name	Teaching Students with Diverse Abilities
Credit Points	6 Credit Points
AQF Level	AQF Level 7
Unit Duration	12 weeks
Census Date	April 1, 2021

1.2 Teaching Staff Details

Unit Coordinator: Dr. Peter Stiles
Email: [email protected]
Telephone: +61 2 98198871
Student consultation arrangements:

Lecturer: Multiple lecturers – Please check your timetable
Email:
Telephone:
Student consultation arrangements:

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1.3 Unit Overview / Rationale

This unit provides a basic understanding of the current philosophies and practices relevant to including and serving
prior to school and school students with diverse abilities within the regular classroom. This unit will equip Initial
Teacher Education students with the skills, understandings, and attitudinal base to encourage effective learning for
all children – irrespective of their ability or needs. The unit emphasises the provision of opportunities to develop
strategies that have high utility in classrooms, thus enabling all students to access the curriculum. National and
State policies and practices supporting inclusion will be examined, as will the nature and place of support services
within the class, school, prior to school settings and community.
The broad, generic focus on perspectives and information on teaching students with Diverse Abilities in this unit will
be complemented and supported by another unit, for Bachelor of Early Childhood candidates, EDEC 306, that
focuses particularly on Exceptional Learners in Early Childhood.

1.4 Core or Elective Unit
Core unit
Elective unit
Other (provide details below):

Foundational Unit

1.5 Unit Prerequisites and Co-requisites
Not Applicable
Yes (provide details below)

Pre-requisites EDEC101

1.6 Delivery Mode
(Tick applicable delivery modes for the unit)
Face-to-face (on campus)
External (off campus)
E-learning (online)
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Mixed / blended (a combination of delivery modes, typically face-to-face and online)
Intensive / block mode (where the unit or a face-to-face component is delivered in a block)
Distance / independent learning (untimetabled)
Full-time
Part-time
Accelerated
Other (provide details below)
1.7 Work-integrated Learning
Not Applicable
Document Attached
WIL (provide details below):

N/A

1.8 Attendance Requirements
80% as per the Student Attendance and Classes Policy.
1.9 Student Workload
Using the table below, indicate the expected student workload per week for this unit.

No. of timetables hours per week	No. personal study hours per week	Total No. of study hours per week
3 hours (12 weeks)	10 hours (12 weeks)	10 hours (12 weeks)

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SECTION 2 – ACADEMIC INFORMATION
2.0 Learning Outcomes & Graduate Attributes https://excelsia.edu.au/about/our-mission/

Learning Outcomes On successful completion of this unit, students will be able to:	Graduate Attributes This unit supports the achievement of the following graduate attributes:
1. Critically interrogate and appreciate approaches to teaching students with diverse abilities informed by theoretical, philosophical, theological, legislative and other relevant perspectives.	1, 2, 4, 5
2. Critically analyse the diversity of learning needs within the prior to school and primary classrooms and the range of pedagogical approaches which can assist individual students.	1, 2, 3, 4, 7
3. Evaluate current theories and trends, such as inclusive school practices, for effectively integrating students with diverse abilities.	1, 2, 3
4. Develop a range of behaviour management strategies and practices that promote positive, prosocial behaviours for inclusion of children with additional needs	1, 2, 4, 5
5. Demonstrate familiarity with support services, resources and provisions available to teachers supporting diverse students in regular classrooms, including Individual Education Plans.	1, 2, 4, 6

2.1 Assessment

Students must submit ALL assessment tasks to qualify for a passing grade in the unit.
Students must make a ‘reasonable (serious) attempt’ at all assessment tasks.

Assessment	Due Week & Date	Weighting %	Learning Outcomes Assessed
Reflective responses (1500 words) This assignment consists of four critical, reflective responses to four selected questions. You are provided with six questions, from which you are	Week 6	20%	1, 3, and 5

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required to choose any four. The questions cover topics 1-5, and reference should be made to session materials and readings in your responses. Each response should not be longer than 300 words. Please provide the word count at the end of each of the responses. This assignment is not an essay, so there is no need to write an introduction or conclusion to the assignment. You can utilise each of the questions as headings of each of your four responses. Due to the reflective nature of this assignment, it is required that only a minimum of four (4) references be used in this task. This means, each response should contain at least one reference. 1. Write a reflection on what inclusion means to you, and why you think it’s important in early childhood education. 2. Discuss ‘cultural diversity’, ‘linguistic diversity’, and ‘social diversity’, and provide one example of each of how you could foster them in your setting. 3. Explain what ‘cultural sensitivity’ means to you, and provide two examples or situations where an educator should demonstrate understanding or awareness of it. 4. What do you understand by participation in education? Discuss at least two ways in which educators can enhance children’s participation in a learning situation? 5. In reference to various theories, provide an informed definition of what ‘theory of learning’ means to you, and one practical example where an educator’s teaching may need to be adjusted to children’s learning styles. 6. Explain what an ‘ecological framework to early childhood education’ is, and describe some of the factors that influence the child’s development.
1. Essay (2500 words) a) Using theory to support your selection and explanation, identify and briefly explain five to ten different strategies that could be implemented to support the learning needs of special needs students with respect to the identified topic, including strategies for literacy and numeracy.	Week 9	50%	1, 3, and 5
2. Information Brochure (1500 words – equivalent) Research and identify a diverse learning need or ability to create a detailed and informative brochure for a school staffroom using ICT in order to	Week 11	30%	2 and 4

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demonstrate understanding of:
• characteristics and traits commonly associated
with each learning need;
• the impact a student’s needs may have on
his/her learning;
strategies and adjustments that may prove effective
and appropriate for a student within a mainstream
classroom.

Refer to ExO for detailed information about each of the assessment tasks.
2.2 Weekly Schedule

Week & Date	Content/Topic(s)	Required Reading
Week 1	Orientations towards teaching students with diverse needs	Foreman, P. & Arthur-Kelly, M. (2017) Inclusion in Action. (5th ed.) Cengage Learning Australia. (Chapter 1) Ashman, A., & Elkins, J. (2018). Education for inclusion and diversity (6th ed.). Pearson Education Australia. (Chapter 1) Inclusion Fact Sheet: Understanding Inclusion (National Alliance ) https://www.ecrh.edu.au/docs/default source/resources/ipsp/understanding inclusion.pdf?sfvrsn=6
Week 2	Diverse Needs and the legislative environment	Foreman, P. & Arthur-Kelly, M. (2017) Inclusion in Action. (5th ed.) Cengage Learning Australia. (Chapter 2) Barr, A. (2008). Melbourne declaration on educational goals for young Australians. Verma, G. (2014). Diversity and multicultural education: Cross-cutting issues and concepts. In G. Verma, C. Bagley, and M. Jha (Eds.), International perspectives on educational diversity and inclusion: Studies from America, Europe and India (pp. 21-30). London/New York: Routledge
Week 3	Diverse abilities and theoretical, philosophical and theological perspectives	Foreman, P. & Arthur-Kelly, M. (2017) Inclusion in Action. (5th ed.) Cengage Learning Australia. (Chapter 4) Ashman, A., & Elkins, J. (2018). Education for inclusion and diversity (6th ed.). Pearson Education Australia. (pp. 42-45) Inclusion Fact Sheet: Understanding Inclusion (National Alliance ) https://www.ecrh.edu.au/docs/default

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source/resources/ipsp/understanding inclusion.pdf?sfvrsn=6 Special education from a Christian perspective. (2017, October 27). Retrieved from https://online.mc.edu/articles/education/special education-christian-perspective.aspx
Week 4	Understanding Inclusion and Diversity and school implications	Foreman, P. & Arthur-Kelly, M. (2017) Inclusion in Action. (5th ed.) Cengage Learning Australia. (Chapter 3) Ashman, A., & Elkins, J. (2018). Education for inclusion and diversity (6th ed.). Pearson Education Australia. (Chapter 4)
Break Break
Week 5	Establishing the Inclusive Classroom	Foreman, P. & Arthur-Kelly, M. (2017) Inclusion in Action. (5th ed.) Cengage Learning Australia. (Chapter 5)
Week 6	Practices for effective inclusion	Foreman, P. & Arthur-Kelly, M. (2017) Inclusion in Action. (5th ed.) Cengage Learning Australia. (Chapter 5) Ashman, A., & Elkins, J. (2018). Education for inclusion and diversity (6th ed.). Pearson Education Australia. (Chapter 8)
Week 7	Student management strategies for inclusion	Foreman, P. & Arthur-Kelly, M. (2017) Inclusion in Action. (5th ed.) Cengage Learning Australia. (pp. 260-273) Ashman, A., & Elkins, J. (2018). Education for inclusion and diversity (6th ed.). Pearson Education Australia. (Chapter 5) Porter, L. (2016). Young children’s behaviour: Guidance approaches for early childhood educators (4th ed.). Allen & Unwin. (Chapter 2) Dickins, M. (2014). A – Z of inclusion in early childhood. McGraw-Hill Education (UK)(pp.20-24)
Week 8	Individual Education Plans	Foreman, P. & Arthur-Kelly, M. (2017) Inclusion in Action. (5th ed.) Cengage Learning Australia. (pp.448-465) Foreman, P. & Arthur-Kelly, M. (2017) Inclusion in Action. Cengage Learning Australia. (pp. 274-291)
Week 9	Gifted and talented students	Ashman, A., & Elkins, J. (2018). Education for inclusion and diversity (6th ed.). Pearson Education Australia. (Chapter 6) Gross, M. (n.d.). Gifted and talented Education. Professional development for teachers. https://docs.education.gov.au/system/files/doc/p df/specialisation_mod1_ec.pdf Irving, E. & Carter, C. (2018). The Child in Focus: Learning and Teaching in Early Childhood

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Education. Melbourne: Oxford University Press. (chapter 15)
Week 10	Additional Needs	Ashman, A., & Elkins, J. (2018). Education for inclusion and diversity (6th ed.). Pearson Education Australia. (Chapter 11) Jackson, D.R. & Jackson, D L. (2014). Special Education. In , K. Goodlet & J. Collier (Eds.) Teaching Well, Insights for Educators in Christian Schools, Chapter 16, pp 195-206
Week 11	Literacy, Numeracy and Inclusion	Foreman, P. & Arthur-Kelly, M. (2017) Inclusion in Action. (5th ed.) Cengage Learning Australia. (Chapters 8 & 9) Ashman, A., & Elkins, J. (2018). Education for inclusion and diversity (6th ed.). Pearson Education Australia. (Chapter 9 & 10)
Week 12	Diagnosing needs and providing support	Foreman, P. & Arthur-Kelly, M. (2017) Inclusion in Action. (5th ed.) Cengage Learning Australia. (pp.454-461) Porter, L. (2016). Young children’s behaviour: Guidance approaches for early childhood educators (4th ed.). Allen & Unwin. (Chapter17)

Note to Students:
In every semester there are TWO weeks of break time that are not indicated in the above schedule.
For all important dates relevant to the semester, including semester breaks, Census and NAP dates, and
assessment weeks, please consult the relevant Academic Calendar published on our website:
https://excelsia.edu.au/current-students/academic-calendar/
2.3 Accrediting Authority / Professional Body Requirements
NESA, ACECQA
Criteria for Attending Professional Experience
During the first month of this unit your lecturer will assess you on your readiness to attend Professional
Experience using the following criteria:
1. Have met 80% course attendance requirements for this unit and all co-requisite units.
Please note that you will be marked as a half attendance if arriving late or leaving early without
a good reason.
2. Demonstrate preparedness and have attempted all unit requirements satisfactory to
date.
3. Have proficient verbal and written communication skills.
If the lecturer considers that you have not met these criteria, they reserve the right to withhold you from
attending the Professional Experience component of this unit, and will recommend you undertake
further action to prepare you for the following semester.
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2.4 Required and Recommended Readings

Required Readings

Foreman, P. & Arthur-Kelly, M. (2017) Inclusion in Action. (5th ed.) Cengage Learning Australia.
Ashman, A., & Elkins, J. (2018). Education for inclusion and diversity (6th ed.). Pearson Education Australia.