FACULTY OF EDUCATION School of Education Strathfield Campus

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FACULTY OF EDUCATION School of Education Strathfield Campus

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FACULTY OF EDUCATION School of Education Strathfield Campus SEMESTER 2, 2015
Unit Code: EDFD547 Diversity in the Classroom UNIT OUTLINE


CORE REQUISITE: Mandatory unit for all teachers in NSW

It is your responsibility as a student to ensure that you have the prerequisites or co-requisites for a particular unit. You may not enrol in this unit if you have previously passed, or are currently enrolled in, any unit identified as incompatible with this unit. If you do not meet these requirements, then you must see your Course Coordinator.
LECTURER-IN-CHARGE: Dr Robyn Bentley-Williams

Office Location: D3.29 Email: [email protected]

An ongoing challenge for schools today is how to meet the educational needs of every student in our schools. This challenge becomes more complex each year given the range of cultures in our schools and the national case study on improving student literacy and numeracy. In addition there is a move towards a greater inclusion of students with disabilities, learning difficulties and/or challenging behaviours in regular classrooms. This move reflects a human rights perspective and is based on a social justice paradigm of equal educational opportunity for all children within the regular classroom. An inclusive school takes a noncategorical approach to students and is evaluated by the degree to which each and every student in the school is connected to school and is successfully achieving.

Dr Robyn Bentley-Williams (LIC) Dr Cath Laws Carly Landa

D3.29 D3.42 D3.42

[email protected] [email protected] [email protected]

9701 4452 9701 4323 9701 4323

MODE AND DURATION: Mode/Attendance Pattern: One hour online lecture and a 90 minute tutorial/or online/self-directed learning during weeks 1-12. Core readings are available online.

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Duration: You should anticipate undertaking 150 hours of study for this unit, including class attendance, readings and assignment preparation.
LEARNING OUTCOMES: Diversity in the Classroom is a professional program that requires development of particular attributes for accreditation purposes. These are also included in the Learning Outcomes.

Australian Professional Standards for Teachers

Domains of teaching


Professional Knowledge

1. Know students and how they learn 2. Know the content and how to teach it

3. Plan for and implement effective teaching and learning

Professional Practice

4. Create and maintain supportive and safe learning environments 5. Assess, provide feedback and report on student learning

Professional Engagement

6. Engage in professional learning 7. Engage professionally with colleagues, parents/ carers and the community

This unit is part of the Core Curriculum and is a mandatory unit for all teachers in NSW.
On successful completion of this unit, you should be able to: 1. Develop student resilience through pro-social school and classroom practices and embedding the teaching of social-emotional
skills within the curriculum (GA2; AGTS 7.1, 7.2, 7.3, 7.4). 2. Review and articulate the principles and current International, National and State policies on inclusion, disabilities, values
education and safe schools (GA1; AGTS 7.1, 7.2, 7.3, 7.4). 3. Develop student resilience through pro-social school and classroom practices and embedding the teaching of social-emotional
skills within the curriculum (GA5; AGTS 4.1, 4.2, 4.3, 4.4, 4.5). 4. Draw on their existing teaching skills and curriculum knowledge to program effectively for the diverse students in every
classroom with a case study on literacy, numeracy, language development and behaviour (GA4; AGTS 2.1, 2.2, 2.3, 2.4, 2.5, 2.6; 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 5.1, 5.2, 5.3, 5.4, 5.5). 5. Plan and effectively implement lessons and be able to make adaptations to learning tasks/activities and assessment criteria, teaching strategies and the classroom environment to cater for all students (GA3; AGTS 2.1, 2.2, 2.3, 2.4, 2.5, 2.6; 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 5.1, 5.2, 5.3, 5.4, 5.5). 6. Implement suitable class based measurement and recording techniques to assess students’ progress and to guide appropriate instructional programming decisions for students with special needs (GA10; AGTS 2.1, 2.2, 2.3, 2.4, 2.5, 2.6; 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 5.1, 5.2, 5.3, 5.4, 5.5). 7. Implement a range of diverse teaching and learning strategies to engage all students in learning and meet the criteria of the NSW quality teaching program (GA6; AGTS 1.1, 1.2, 1.3, 1.4, 1.5, 1.6). 8. Design and implement behaviour management strategies and incorporate social skills development in conjunction with instructional programs (GA8; AGTS 4.1, 4.2, 4.3, 4.4, 4.5). 9. Identify and describe a range of support networks and services within the class, the school and the community to support the inclusion of students with special needs (GA7; AGTS: 7.1, 7.2, 7.3, 7.4) 10. Identify the characteristics and skills required for effective collaborative consultation with a team of colleagues, support staff and parents to facilitate the effective inclusion of students with special needs (GA9; AGTS 7.1, 7.2, 7.3, 7.4).
Each unit in your course contributes in some way to the development of the ACU Graduate Attributes which you should demonstrate by the time you complete your course. You can view the ACU Graduate Attributes for all courses at http://www.acu.edu.au/204356. All Australian universities have their expected Graduate Attributes – ACU’s Graduate Attributes

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have a greater emphasis on ethical behaviour and community responsibility than those of many other universities. All of your units will enable you to develop some attributes. On successful completion of this unit, you should have developed your ability to: GA1 demonstrate respect for the dignity of each individual and for human diversity GA2 recognise their responsibility to the common good, the environment and society GA3 apply ethical perspectives in informed decision making GA4 think critically and reflectively GA5 demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession GA6 solve problems in a variety of settings taking local and international perspectives into account GA7 work both autonomously and collaboratively GA8 locate, organise, analyse, synthesise and evaluate information GA9 demonstrate effective communication in oral and written English language and visual media GA10 utilise information and communication and other relevant technologies effectively
QUALITY ASSURANCE AND STUDENT FEEDBACK This unit has been evaluated through the ‘Student Evaluation of Unit’ (SEU) online surveys. After review of the unit aspects of the assessment have been changed and readings, lectures and activities updated. SEU surveys are usually conducted at the end of the teaching period. Your practical and constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the SEU survey for the unit. You can also provide feedback at other times to the unit lecturers, course coordinators and/or through student representatives.

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For the most up-to-date information, please check your LEO unit and also note advice from your lecturing and tutoring staff for changes to this schedule.





Tutorial Readings

Lecture Online

Attend Tutorial Week 1

Inclusion for student wellbeing & learning. Legislation, national policies & principles to inform inclusive school and classroom practices, access and participation. Concepts of diversity. Education systems and services.

 Building peer connectedness
 Multiply and merge: National Declaration on Goals for Young Australians; National Framework for Values Education, National Safe Schools Framework, UNESCO Salamanca, Disability Standards, UNICEF Rights of Children

 Ashman (2012) Contemporary cultures and education EQUELLA: Ashman5_36.pdf

Lecture Online

Attend Tutorial Week 2

Different Students, Same Classroom: Differentiating/ adjusting the curriculum for students with special and additional needs including gifted and talented, Aboriginal and NESB, communication disorders and

 Differentiating the curriculum – cultural and linguistic diversity
 Multiple intelligences – circuit brainstorm
 Levels of thinking - Bloom sort activity

 ACARA (2013) Student Diversity http://www.australiancurriculu m.edu.au/StudentDiversity/Pdf /StudentDiversity

language issues.


Attend Tutorial Week 3

Assessment, SMART outcomes and reasonable adjustments.

 Curriculum-based assessment  Writing SMART outcomes  Applying assessment

 Assessment ideas – collated Noble & Laws (2009) PDF on LEO


Lecture Online

Attend Tutorial Week 4

Individualised Learning Programs and reasonable adjustments, teaching and learning contexts, personalising learning.

 Case studies  Teamwork  IEPs

 Burgess & Kelly (2013) ILPs EQUELLA: Burgess21_30.pdf

Lecture Online

Attend Tutorial Week 5

Pairs assignment due in Tut Collaborative consultation; networks of support; teachers’ aides and planning teams Go through case study

 3-2-1 Bridge  Getting Started DVD – collaborating for
inclusion  Team coaching

 Giangreco (2013) Teachers assistants in inclusive schools
 http://dx.doi.org.ezproxy1.acu.edu. au/10.1017/jse.2013.1

Lecture Online

Online Tutorial Activities

Literacy, numeracy and life skills: scaffolding to enhance and engage students in learning and communication technologies.

 Literacy and numeracy strategies  Literacy continuum  Ideas informing programs and resources
to support literacy and numeracy development

 Shaddock et al. (2007) Inclusive Classroom Resource
 http://www.ndco.stepscs.net.au/pdf/Strategies
%20for%20teachers%20in%20mainstream%2 0classrooms%20booklet.pdf

Lecture Online

Attend Tutorial Activitie

Behaviour Issues – behaviour support and management, social and interpersonal development Return pairs assignment

 Antecedent-behaviour-Consequence approaches
 Risk Management Plans  Social skills development

 Positive behaviour support www.pbis.org

Lecture Online

Online Tutorial Activitie

Workplace Health and Safety Issues –self, others, staff;

 WH&S information  Positive Behaviour Support strategies to
address behaviour and safety issues

 www.safeworkaustralia.gov.au

Lecture Online

Attend Tutorial Week 9

Student wellbeing, resilience, and social emotional learning. Case Study assignment due in Tut

 Environmental protective factors  Personal coping statements  Identifying Strengths  Responsibility pie charts  Development of personal and social

 ACARA (2012) General capabilities – personal and social
SEL www.mindmatters.edu.au www.kidsmatter.edu.au www.kidsmatter.edu.au/ec/



5/10/15 (5th PH)

Online Tutorial Activities

Diversity & Inclusion: Aboriginal perspectives

 Context of indigenous education  Cultural insights into teaching literacy  Critique resources available to support

 Hyde et al. (2010) Chapter 4 EQUELLA: Hyde13371.pdf
 www.pai.edu.au/Programs/Dare-toLead/


Lecture Online

Online Tutorial Activities

Inclusive school communities. Home, school and community relationships

 Thinking through ideas of disability and
 Networking and whole school
community approaches

 Brady (2006) Collaborative learning EQUELLA: Brady126_141.pdf

Lecture Online

Attend Tutorial

The big picture of inclusion. Return case study assignments

 Cooperative controversy  Networking  Planning – 10 Thinking Tracks  Review

 Loreman (2011) Chapter 12: Reflection EQUELLA: Loreman240_254.pdf

1, 2
1, 2, 3
4, 5, 6 6, 7
9, 10
4, 5, 6 3, 8
8, 9 1, 2,
1, 2, 10
1, 2, 8

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ASSESSMENT In order to pass this unit, you are expected to view all lectures and attend tutorials, unless there are documented extenuating circumstances, and complete each of the assessments, gaining an overall passing grade. The assessment tasks for this unit are designed for you to demonstrate your achievement of each learning outcome.

Brief Description of Assessment Tasks
Pairs research on teaching students with particular learning needs Individual reflection. Case Study

Due Date
Tutorial Week 4
(WB 17/8/15)
Tutorial Week 9
(WB 1/9/15)

Weighting (%)
30% Pair & 10% individual

Learning Outcome/s Assessed
1, 2, 3, 4, 9, 10

Graduate Attributes Assessed
1, 2, 4, 5, 7, 9


3, 4, 5, 6, 7, 8 3, 4, 5, 6, 8,10

National Professional Standards for Teachers
1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7
4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1, 6.3 7.1, 7.2,7.3, 7.4

ASSESSMENT 1– PAIRS AND INDIVIDUAL RESEARCH – Students will be allocated a focus student during the tutorial
1. Male. Lives with mother, who escaped from Rwanda, and older brother. Loves art. Has learning difficulties. 2. Female. Is deaf. Lives with mother and father who is deaf; two hearing siblings. Loves sport. 3. Male. Gifted and talented in most academic areas. In wheelchair after car accident. Loves sport. 4. Male. Diagnosed with Asperger’s syndrome. Loves computers. Screams when things are changed. 5. Male with low vision. Lives with parents and two siblings. All sighted. Loves sport. 6. Female. Is blind. Only child who lives with young mother. Loves computers. Has few friends. 7. Male who has mild hearing loss. Lives with mother and deaf father and two older hearing siblings. 8. Female. Diagnosed obsessive compulsive disorder. Single parent. Loves Art. 9. Male with autism. Lives with parents and older sister. Does not socialize. Rocks when stressed. Loves music. 10. Female. Gifted but not performing academically. Recent family break-up. Loves Art. Peers avoid her. 11. Male. Is struggling with reading. Lost family members in Lebanon. Loves sport. Has challenging behaviour. 12. Female. Diagnosed Communication Disorder. Lives with parents who are both doctors. Is very shy. Loves Art. 13. Female. Moderate intellectual disability. Lives with mother. Loves pop culture. Argues a lot. 14. Female. Mild intellectual disability. Lives with parents and talented sister. Loves music. Is very shy. 15. Male. Has Down Syndrome. Lives with parents and talented brother. Loves sport. Is very social. 16. Male. Has muscular dystrophy. Lives with parents and talented sister. Loves computers. Is very social. 17. Female. Diagnosed reactive attachment disorder. Hard to motivate. Foster carers have two older birth children. 18. Male. Diagnosed oppositional defiance disorder. Single father. In fights. Loves sport. 19. Male. Diagnosed Fragile X syndrome. Is behaviour problem. Parents insist on best for their child. 20. Female. Born with foetal alcohol syndrome. In foster care. Very shy. Easily led. Loves animals. 21. Male. Has ADHD. Siblings very settled and parents very worried. Hard to engage and motivate. 22. Female. Has epilepsy. She wants to be ‘normal’ – loves risk-taking. Parents very concerned. 23. Female. Has Tourette’s syndrome. Loves computers. Parents prominent in Church – supportive. 24. Female. Has ADD and literacy difficulties. Hard to motivate. Parents seem very tired. 25. Male. Has juvenile arthritis. Has two younger brothers with same. Wants to be a pilot. Parents supportive. 26. Male. Has cystic fibrosis. Has younger sister. Wants to be a doctor. Parents supportive. 27. Female. Has Cerebral Palsy. Loves pop culture. Parents want as normal education as possible. 28. Male. Has severe behaviour disorder. Lives with mum and little sister who seem fearful. Great at Maths. 29. Female. Aboriginal. Has severe learning difficulties. Very shy. Parents have very high aspirations. 30. Male. Is very sad and tries to self-harm. Family very concerned. Was once high achiever – now failing.

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A. How do issues of disability relate to  Write a 250 word analysis of the educational rights of students with


Human Rights and Social Justice in the

special needs in schools discussing implications for teachers (half A4

educational context?



B. How have issues of Human Rights and  Find two Government/system educational sites/documents that refer to /5

Social Justice informed the principles of

key principles of inclusive schooling. Select a key sentence from each site

inclusive schooling for students with

and analyse both sentences, in a total of 250 words, in terms of

special needs?

implications for teaching your focus student (half A4 page).

C. What is the impact of having a

 Find sites articles, resources that inform possible educational issues for /5

disability? What might be the different

your focus student. Draw up a MULTIVIEW Table to consider your focus

perspectives of the stakeholders involved student’s inclusion, with analysis of the different stakeholders’

in the inclusion of students with special

perspectives. Cite evidence for your conclusions (half A4 page).




Two possible concerns



 Student with special needs  Parent/s of student with special
needs  Classmates and other students  Teacher  Principal

D. What do we learn from listening to the  Find at least 4-5 sites/resources that are relevant to your focus student /10

voices of those with disabilities?

and draw up a MIND MAP to synthesise and critique some of the issues

learned through listening to the voices of those with disabilities.

 Refer to the relevant site/source where appropriate on your mind map

(one A4 page).

E. What are some resources to inform

 Find a refereed journal article that has relevance to the inclusion of your /5


focus student. Write in your own words an ABSTRACT that analyses the


information from that article that would inform your work as a teacher of

ERIC has professional literature and

your focus student (250 words - half page).

resources on the education of those with

disabilities and/or who are gifted.

F. Individual Reflection on personal

 Write a 500 word critical analysis reflecting on your learning in this task /10

learning and future teaching context

and how you will continue to improve your theoretical and practical

Critically reflect on learning in this task and

understandings and skills in order to include students with special needs

ways you as a practising teacher can

in your classroom, linking with the literature (one A4 page).

continue to learn about teaching students

with special needs.

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Case Study 60% EDFD 547


Big picture question

How do I cater for this student?

A. What are the most common issues regarding this case study focus student?

Give a context for this student’s learning needs (one A4 page). /10  Identify the student’s possible strengths

 Identify the possible learning needs of the student – what are

the possible gaps in learning?

 Analyse possible issues of concern when including this student

in the regular classroom. These might come from the school

staff, other students, community members, and/or the student.

B. How can I now put into practice what I have  As an example of differentiating the curriculum, on the Eight



Ways At Once MI/Bloom blank matrix (one A4 page) write a set

of ten activities in a curriculum area/topic and include the


theme of ethical behaviour.  Identify the key syllabus outcomes for the whole class.

This 2004 UNESCO report explores curriculum differentiation for students with special needs.

 The activities (for the whole class) need to teach the key concepts and engage different intellectual domains and

http://rde.nsw.edu.au/library Site has MI/Bloom grids on different topics. Note some inaccuracy re Bloom levels & MI activities

different levels of thinking (MI/Bloom) ensuring each level of thinking on the Bloom Taxonomy is addressed.
 Make sure you write the activities in a way that others would understand what to do if given the task.


 Discuss two benefits of a differentiated unit of work for your case

Site has research paper on integrating MI and Bloom.

study student. Support this with research. (half A4 page)

C. How will I differentiate a lesson for my whole class with adjustments and assessments for my case study student? Drawing from what you have learned from your readings, lectures and tutorials:  Format an A4 page as shown opposite.  Choose and activity from your MI/Bloom

Lesson SMART outcome Adjustments Assessment



Lesson Write one

Adjustments How will your

steps for outcome for the to lesson to focus student’s

whole lesson that

include case progress be

class includes



reference to what student

matrix & develop a lesson for your class with

you wish the

effectively Be specific & link

a planned SMART outcome for your case

case study


study student  Show how you would adjust the task,
teaching, resources and environment to facilitate and assess your case study student’s inclusion  Include a rubric as a strategy for assessment in the lesson (one A4 page)

student to achieve in terms of, for example,  Curriculum
content  Literacy  Social skill

directly to the

SMART outcome

eg checklist,


student work


Must include a



 Behaviour skill

D. Reflection on Learning Group process

 Reflect critically on the experience of engaging in the


What did I learn through this process? How will I

Learning Groups in the course and analyse the implications

use this learning? How might I use this process in

for future teaching contexts. Use the literature and sources to


support your points. Length: 500 words.

E. Reflection on strategies in practice Critically reflect on ways you can successfully

• Select 4 students from case study student list and select four /15 different cooperative leaning strategies.

implement different co-operative learning

• For each case study student write 250 words critical reflection

strategies to include students with differing needs. on implementation issues and adjustments for a specific

cooperative learning strategy in a selected curriculum area.

Support with research. (1000 words)

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MARKING CRITERIA PAIRS AND INDIVIDUAL REFLECTION General: Focussed and concise writing in word limit with appropriate English language & correct referencing. SPECIFIC: A. Demonstrates understanding of relationships between human rights and social justice and analyses implications for teachers B. Demonstrates a deep understanding of the key principles of inclusive schooling drawing from 2 comprehensive & current
Educational and/or Government sites and analyses in terms of implications for teaching focus student C. Presents different stakeholder perspectives, in relation to focus student, in ways that demonstrate understanding and critical
analysis of the issues and has range of relevant sites/sources as evidence. D. Analyses and synthesis of issues relating to focus student. Has range of relevant websites and critique. E. Reframed abstract of journal article that demonstrates an understanding of issues in relation to focus student. F. Individual critical reflection on pair learning and continued learning as a teacher.


General: Focussed and concise writing in word limit with appropriate English language & correct referencing


A. Context for case study student

C. Lesson

 Clear identification of possible strengths of student supported by

 Logical lesson steps


 Outcome in SMART format

 Clear identification of possible learning needs of student supported  Suitable adjustments

by research

 Appropriate assessment

 Sound analysis of possible issues of concern well supported by research

 Appropriate rubric included identifying how the student will be assessed and in what areas in relation to SMART outcome

B. Unit of work  Clear identification of topic and theme with syllabus outcomes  Sound application of MI  Sound application of Bloom  Appropriate and significant incorporation of theme  Two benefits for case study student well supported with research

D. Reflection on learning groups process  Critical analysis of learning groups process  Critical exploration of application to future teaching contexts  Analysis is linked well to the literature
E. Reflection on strategies in practice  Four students and four co-operative learning strategies selected  Differing needs of students considered and supported with
research Implementation strategies demonstrate sound understanding of co-operative learning, teaching practice, curriculum understanding and inclusion issues and well supported with research.

Submission and collection  A signed official University cover sheet must be attached to each assignment.  References need to be in APA format – see http://www.acu.edu.au/Library/help/referencing  Students must notify the Lecturer-in-charge in a timely manner and provide substantiating documentation of any
problems in relation to group work and assessment  Pairs Research and Individual Reflection must be submitted in tutorial in Week 4. Assignments will be handed back
in the tutorial in Week 7.  Case Study must be submitted in tutorial in Week 9. Assignments will be handed back in the tutorial in Week 12.

REFERENCING The unit requires you to use the APA referencing system. See the ‘Academic referencing’ page from the Office of Student Success for more details.

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ACU POLICIES AND REGULATIONS It is your responsibility to read and familiarise yourself with ACU policies and regulations, including regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and responsibilities. These are in the ACU Handbook, which is available from the website. The Unit Outline Resources page (http://students.acu.edu.au/241467) contains several important links as a starting point.
Assessment Policy and Procedures You must read the Assessment Policy and Assessment Procedures in the University Handbook: they include rules on deadlines; penalties for late submission; extensions; and special consideration. If you have any queries on Assessment Policy, please see your Lecturer in Charge. Grading Descriptors for the unit are detailed in section 7 of the Academic Regulations.
Academic integrity You have the responsibility to submit only work which is your own, or which properly acknowledges the thoughts, ideas, findings and/or work of others. The Framework for Academic Integrity and the Academic Honesty Policy are available from the website. Please read them, and note in particular that plagiarism, collusion and recycling of assignments are not acceptable. Penalties for academic dishonesty can vary in severity, and can include being excluded from the course.
Turnitin The ‘Turnitin’ application (a text-matching tool) may be used in this unit, in order to enable:
 students to improve their academic writing by identifying possible areas of poor citation and referencing in their written work; and
 teaching staff to identify areas of possible plagiarism in students’ written work.
While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important. Information on avoiding plagiarism is available from the Academic Skills Unit website. For any assignment that has been created to allow submission through Turnitin (check the Assignment submission details for each assessment task), you should submit your draft well in advance of the due date (ideally, several days before) to ensure that you have time to work on any issues identified by Turnitin. On the assignment due date, lecturers will have access to your final submission, and the Turnitin Originality Report.
STUDENT SUPPORT If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a disability/medical condition which may impact on your studies, you are advised to notify your Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible. For all aspects of support please contact the Office of Student Success.  Academic Skills offers a variety of services, including workshops (on topics such as assignment writing, time management,
reading strategies, referencing), drop-in sessions, group appointments and individual consultations. It has a 24-hour online booking system for individual or group consultations.  Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be involved with community projects.  The Career Development Service can assist you with finding employment, preparing a resume and employment application and preparing for interviews.  The Counselling Service is a free, voluntary, confidential and non-judgmental service open to all students and staffed by qualified social workers or registered psychologists.  Equity and Disability can assist you if you need educational adjustments because of a disability or chronic medical condition; please contact them as early as possible.  Indigenous Units on each campus provide information and support for students. The Unit Outline Resources web page (http://students.acu.edu.au/241467) provides links for each service.
ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS The LEO page for this unit contains further readings and resources: http://leo.acu.edu.au/course/view.php?id=15167

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TEXTS AND REFERENCES: Required text(s) Nil Recommended references

Core readings – Available online

Reading and support material

Week 1

Ashman, A. (2012). Contemporary cultures and education. In A. Ashman & J. Elkins (Eds.). Education for inclusion and diversity. (4th ed.). Frenchs Forest: Pearson Education Australia. pp.5-36. EQUELLA: Ashman5_36.pdf


Australian Curriculum, Assessment and Reporting Authority (ACARA). (2013). Student diversity and the Australian

curriculum. Sydney: Author. http://www.australiancurriculum.edu.au/StudentDiversity/Pdf/StudentDiversity


Assessment Ideas – collated Noble and Laws, (2009)- ON LEO


Burgess, J. & Kelly, P. (2013). Developing a practical approach to individual learning plans for students in inclusive

classrooms. Special Education Perspectives, 22(2), 21-30. EQUELLA: Burgess21_30.pdf


Giangreco, M. (2013) Teacher Assistant Supports in Inclusive Schools: Research, Practices and Alternatives.

Australasian Journal of Special Education, Available on CJO doi:10.1017/jse.2013.1



Shaddock, A., Giocelli, L. & Smith, S. (2007). Students with disabilities in mainstream classrooms: A resource for

teachers. Canberra: Australian Government.




Positive behaviour support website: http://www.pbis.org/


Safe Work Australia www.safeworkaustralia.gov.au


Australian Curriculum, Assessment and Reporting Authority (ACARA). (2012). General capabilities in the Australian

curriculum. Sydney: Author. Personal and social chapter.


Social and emotional learning websites: SEL www.mindmatters.edu.au www.kidsmatter.edu.au



Hyde, M., Carpenter, L., & Conway, R. (Eds.). (2010). Diversity and inclusion in Australian schools. Sydney,

Australia: Oxford University Press. Pp. 63-87 EQUELLA: Hyde13371.pdf



Brady, L. (2006). Collaborative learning in action. Frenchs Forest, NSW: Pearson Education Australia. Chapter 8,

126-141) EQUELLA: Brady126_141.pdf


Loreman, T., Deppler, J. & Harvey, D. (2011). Inclusive education: A practical guide to supporting diversity in the

classroom. (2nd ed.). Crows Nest: Allen and Unwin. (Chapter 12 pp240-254) EQUELLA: Loreman240_254.pdf

Journals  Australian Journal of Learning Disabilities  Australasian Journal of Special Education  Educational Leadership  Exceptional Children  International Journal of Disability, Development and Education  Journal of Special Education  Remedial and Special Education  Special Education Perspectives  Teaching Exceptional Children

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