EDED20493 - Diversity and Inclusion
Term 2 - 2017


All details in this unit profile for EDED20493 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

This unit develops your knowledge and understanding of legislation and policy related to inclusion in educational settings. You will examine representations of diversity and difference in contemporary Australian society and the ways in which stereotypes associated with marginalised groups are constructed and maintained. You will reflect on legislative and policy frameworks; explore ways in which personal assumptions, biases and value positions affect the “labelling” of students from diverse social, cultural and economic groups including students with disabilities; and, evaluate the impact of their own socio-cultural backgrounds and belief systems on creating inclusive settings. You will identify barriers to learning for diverse groups including culturally diverse learners and those with special needs and critique strategies for responding to and valuing diversity and promoting social inclusion in educational settings.

Details

Career Level Postgraduate
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 2 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 50%
2. Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Collaborate times Student feedback Students to be asked for a preferred time.
Presentation skills Student feedback. Deliver as a lecture rather than talking through possible questions and thoughts.
On successful completion of this unit, you will be able to:
  1. Explain how difference, dominance and stereotypes related to marginalised groups are constructed and maintained in social contexts
  2. Summarise the legislative framework and key principles and processes described in inclusion policies for educational settings
  3. Discuss the extent to which Australia can be called an inclusive society and identify and explain the potential impacts on educators’ attempts to promote social inclusion in educational settings
  4. Critically reflect on the role of educational professionals and the system support structures required to promote successful social inclusion for students from diverse backgrounds, including students with disability and special needs
  5. Provide a rationale for establishing productive relationships with culturally diverse families and communities and specialist professional groups to support the aims of inclusive educational settings and the development and integration of inclusive teaching practices
  6. Select and evaluate strategies that promote the development of a learning community through effective management of the classroom environment; fostering positive social relationships and a sense of belonging; and provision of quality learning experiences for students from the full range of abilities and backgrounds
  7. Describe strategies for meeting the specific learning needs of students with a disability.

Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:

1.1 Physical, social and intellectual development and characteristics of students

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

1.6 Strategies to support full participation of students with disability

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

3.7 Engage parents/carers in the educative process

4.1 Support student participation

4.3 Manage challenging behaviour

4.4 Maintain student safety

6.4 Apply professional learning and improve student learning

7.1 Meet professional ethics and responsibilities

7.2 Comply with legislative, administrative and organisational requirements

7.3 Engage with the parents/carers

7.4 Engage with professional teaching networks and broader communities

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - Written Assessment      
2 - Written Assessment        

Alignment of Graduate Attributes to Learning Outcomes

  • Professional Level
  • Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
1. Knowledge
2. Communication
3. Cognitive, technical and creative skills
4. Research      
5. Self-management        
6. Ethical and Professional Responsibility
7. Leadership            

Alignment of Assessment Tasks to Graduate Attributes

  • Professional Level
  • Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Written Assessment    
2 - Written Assessment

Prescribed Textbooks

Diversity, Inclusion & Engagement
Author/s: Hyde, M, Carpenter, L & Conway, R Year: 2014
Edition: 2nd Publisher: Oxford
City: South Melbourne
Country: Australia
View textbooks at the CQUniversity Bookshop

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorKatrina Higgins (k.higgins@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 10-07-2017

Australian culture and society - what is it?

Chapter 1 and set readings

Week 2 17-07-2017

Identity, labelling and the rights of the individual

Set readings

Week 3 24-07-2017

Legislating for inclusion

Chapter 2

Week 4 31-07-2017

What is inclusion?

Chapter 16

Week 5 07-08-2017

Arguments for and against inclusion

Responding to inclusion and diversity Due Monday (07 Aug 17) 09:00 AM AEST
Vacation Week 14-08-2017
Week 6 21-08-2017

Differentiation

Set readings

Week 7 28-08-2017

Challenging behaviour in inclusive classrooms

Chapter 5 & 8

Week 8 04-09-2017

Culturally and linguistically diverse students

Chapter 3

Week 9 11-09-2017

Indigenous students

Chapter 4

Week 10 18-09-2017

Gifted and talented students

Chapter 14

Week 11 25-09-2017

Students with disabilities

Chapters 11, 12 & 15

Differentiation and catering for differences Due Wednesday (27 Sep 17) 05:00 PM AEST
Week 12 02-10-2017
Review/Exam Week 09-10-2017
Exam Week 16-10-2017

1 Written Assessment

Assessment Title Responding to inclusion and diversity
Task Description

Assessment 1: Responding to diversity and inclusion

This assessment task requires you to analyse and reflect on the concepts of access, change and formation of attitudes in the context of the work of educators in contemporary Australian settings. To complete this task, you will submit a written response of 1500 words (maximum) that includes each of the sections outlined below:

Definitions of key concepts

Attitudes towards difference and diversity can influence how society and communities experience social inclusion or exclusion and influences access and participation to all aspects of community life including education. Stereotype, racism, prejudice, and social justice are key concepts associated with inclusion. In your response define / explain these concepts including an example of each concept in action in Australian society.

The Australian social context – evidence of discrimination or social inclusion

The media is often said to reflect our society and portrays difference and diversity within the community through the way that different groups or people are characterised in advertisements, film or television programs, news reporting and people employed as presenters. Using examples from a range of media texts demonstrate the extent to which Australia can be called an inclusive or exclusive society.

Legislation and educational policy responses to inclusion

Identify and discuss the legislative framework that forms the basis for inclusive education policies in Queensland. In what ways does legislation and policy impact on the legal responsibilities and practice of educators in school, classroom or care settings?

Reflection on your attitude and ability to respond to diversity and inclusion

What influence has your own cultural background and experience had on developing attitudes around student diversity? What are the implications of this critical reflection on how you might approach your work in responding to diversity and inclusion as future teachers?

Assessment Due Date Week 5 Monday (07-Aug-2017) 09:00 AM AEST
Return Date to Students Assignments will be returned after moderation is completed
Weighting 50%
Assessment Criteria
  • Knowledge and understanding of specific key concepts relating to inclusion and diversity
  • Knowledge and understanding of social inclusion practices
  • Knowledge and understanding of relevant legislation and policies that inform inclusion policies
  • Articulation of self-reflection responses concerning key concepts within the unit
  • Standard of academic writing and use of academic materials
Referencing Style American Psychological Association (APA)
Submission Online

All assignments must be uploaded via moodle, assignments will only be accepted via moodle upload

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Explain how difference, dominance and stereotypes related to marginalised groups are constructed and maintained in social contexts

2. Summarise the legislative framework and key principles and processes described in inclusion policies for educational settings

3. Discuss the extent to which Australia can be called an inclusive society and identify and explain the potential impacts on educators’ attempts to promote social inclusion in educational settings

4. Critically reflect on the role of educational professionals and the system support structures required to promote successful social inclusion for students from diverse backgrounds, including students with disability and special needs

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

6. Ethical and Professional Responsibility



2 Written Assessment

Assessment Title Differentiation and catering for differences
Task Description

Assessment Task 2 – Differentiation and catering for differences

Differentiation is a process of adapting curricula and classroom environments to promote quality learning for all students. This task provides an opportunity for you to demonstrate an understanding of how inclusive practice can be achieved through responsive teaching and the selection of strategies that effectively cater for the characteristics of a diverse range of learners. To complete this task you will submit a written response of 2000 words (maximum) addressing each of the sections below:

Labeling and the rights of all students to access education

There are on-going debates about the efficacy of inclusion and labeling with different attitudes and perceptions raised by students, parents and teachers regarding access to education. Identify and discuss these arguments; state your position within the context of these debates justifying your choice.

Personal approach to differentiation

Your classroom has a diverse range of learners with specific characteristics ranging from cultural, linguistic, social-emotional, cognitive and physical disabilities, learning difficulties and socioeconomic differences. Using unit readings and your set text select and describe management and teaching strategies and other important practices that are claimed to be responsive to the strengths and needs of diverse learners that you would use to establish inclusive practice in your classroom.

Catering for Gifted and Talented learners

Gifted and talented students are a group of specific learners that are often missed within the busy classroom. What management and teaching strategies would you use to cater for this group of learners; in what ways could meeting the needs of these students also be useful in meeting the needs of other learners in the classroom?

Fostering positive relationships and quality education and care

Discuss and demonstrate how your approach to differentiation would foster positive social relationships and well-being between teachers and diverse learners, families and communities in education / care settings. Evaluate how specific teaching strategies would provide quality education and / or care for learners from the full range of abilities and backgrounds.

Assessment Due Date Week 11 Wednesday (27-Sep-2017) 05:00 PM AEST
Return Date to Students Assignments are returned after certification of grades
Weighting 50%
Assessment Criteria
  • Knowledge and understanding of competing arguments regarding labeling and rights of students and parents
  • Knowledge and application of practices and strategies underpinning differentiation and inclusive practice
  • Knowledge and understanding of teaching and learning strategies related to Gifted and Talented learners
  • Articulation of appropriate practices for developing well-being and positive relationships among stakeholders
  • Standard of academic writing and use of academic materials
Referencing Style American Psychological Association (APA)
Submission Online

All assignments must be uploaded via moodle, assignments will only be accepted via moodle upload

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

5. Provide a rationale for establishing productive relationships with culturally diverse families and communities and specialist professional groups to support the aims of inclusive educational settings and the development and integration of inclusive teaching practices

6. Select and evaluate strategies that promote the development of a learning community through effective management of the classroom environment; fostering positive social relationships and a sense of belonging; and provision of quality learning experiences for students from the full range of abilities and backgrounds

7. Describe strategies for meeting the specific learning needs of students with a disability.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

5. Self-management

6. Ethical and Professional Responsibility

7. Leadership




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