102084 inclusiveeducationtheorypolicyandpractice (1)

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School of Education

102084 INCLUSIVE EDUCATION: THEORY, POLICY AND PRACTICE Credit Points: 10

1714.1 Master of Teaching (Secondary)

UNIT COORDINATOR: NOLENE WALKER

Summer B 2015-2016

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HOW TO USE THIS LEARNING GUIDE ICON KEY Reading

Activity

Important Information

Deadline

Online Activity

Warning

Hint

Toolkit

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This Learning Guide supplements the unit outline and is designed to help you navigate through the unit. It will help you focus on what you need to do for classes and the various assessment tasks. You should consult the relevant sections of the Learning Guide as you plan your study – it will highlight the main things that you should be getting out of the resources available and provide guidance on teaching activities and class preparation. The Learning Guide also offers some study tips to assist you in developing the skills and techniques of an effective learner at university level. In addition to acquiring information and skills relevant to this unit, you should also focus on developing the habits and tools of a successful university student. As an adult learner you need to take control of your own learning and ensure your own success. This learning guide is specifically designed to help you achieve this. A standard set of icons is used throughout the learning guide to make navigation easier. Use the icons to quickly identify important information, things you need to do and hints for doing them.

STAFF CONTACTS

Unit Coordinator

Nolene Walker Campus: Kingswood Building J. Room 1. 20 Email: [email protected]

Mail: School of Education University of Western Sydney Locked Bag 1797 Penrith NSW 2751

Tutor Peter Walker

Email: [email protected] Summer Academic Course Advisor Marion Sturges

Phone: 97726430 Email: [email protected] Director of Academic Program Name: Dr Christina Curry

Phone: 02 4736 0257

Email: [email protected]

Administration Support Officer Name: Corinne McFarland

Phone: Ext. 6035

Email: [email protected]

CONSULTATION ARRANGEMENTS

vUWS Use vUWS to contact your Unit Coordinator.

Phone Phone your Tutor or Unit Coordinator or Administration Officer.

On Campus By appointment with the Tutor or Unit Coordinator during the semester. Full-time teaching staff display their schedule on/next to their office door.

TH I S LE A R N I N G GU I D E I S D E S I G N E D T O S U P P O R T Y O U R L E A R N I N G.

It should be read in conjunction with the Unit Outline.

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mailto:[email protected]

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TABLE OF CONTENTS

How to use this Learning Guide ............................................................................................. 2

Special Requirements ............................................................................................................ 4

Course learning outcomes and how this unit relates to your course ....................................... 4

Unit Learning Outcomes ........................................................................................................ 4

Assessment Summary ............................................................................................................ 6

Assignment 1 Details ............................................................................................................. 6

Assignment 2 Details .................................................................. Error! Bookmark not defined.

Assignment Submission Details............................................................................................ 10

Learning and Teaching Schedule .......................................................................................... 12

Learning Resources ..................................................................... Error! Bookmark not defined.

Academic literacy support for assignment preparation ........................................................ 17

You and This Unit ................................................................................................................ 18

Links to Key Policies and Student Information ...................................................................... 20

Assignment Cover Sheet ............................................................. Error! Bookmark not defined.

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STUDENT FEEDBACK AND IMPROVEMENTS TO THE UNIT The University values student feedback in order to improve the quality of its educational programs. As a result of students’ feedback on this Unit, the following key areas of good practice have been identified:

• Scaffolding of exam has been fine tuned Based on student feedback the following changes and improvements to this unit have been made:

• Classroom management activities have been enhanced.

SPECIAL REQUIREMENTS You need to have access to a computer/mobile device where the Internet can be used to logon to e-learning (vUWS) and with access to Adobe Acrobat Reader (downloadable from e-learning link at UWS http://www.uws.edu.au/students/onlinesupport. Computer labs are located on each campus for student use and there are provisions for students to access online materials at each campus library.

COURSE LEARNING OUTCOMES AND HOW THIS UNIT RELATES TO YOUR COURSE This unit explores mandatory Special Education requirements. This unit is one of many that provide opportunities for students as Pre-service Teachers to prepare for their future employment as a teacher and to engage with the key elements of the Board of Studies, Teaching and Educational Standards (BOSTES). Students will develop skills in pedagogy and practice within the Inclusive Education. The knowledge and skills developed in the other units of study in the course can be applied in this unit and the knowledge and skills developed in this unit can be applied in other units in the course. Inclusive Education – Theory, Policy and Practice is a core unit for students in the Master of Teaching (Secondary). This unit is offered on-campus as a combination of lectures and tutorials. As Pre-service Teachers, the students will have engaged with the elements of a graduate teacher as described by the Board of Studies, Teaching and Educational Standards, the accrediting authority for the Master of Teaching Secondary course. This unit contributes most prominently to the following WSU graduate attributes:

1. Commands multiple skills and literacies to enable adaptable lifelong learning 2. “Indigenous Australian Knowledge” – Demonstrates knowledge of Indigenous Australia through

cultural competency and professional capacity. 3. Demonstrates comprehensive, coherent and connected knowledge 4. Applies knowledge through intellectual inquiry in professional or applied contexts 5. Brings knowledge to life through responsible engagement & appreciation of diversity in an

evolving world This unit supports the following course outcomes Graduates of the Master of Education (Secondary) will be provided with the opportunities to:

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1. Integrate subject discipline content, educational policy and educational theory with pedagogical knowledge to design and assess student learning at the secondary school level.

2. Demonstrate a critical insight of the processes and skills required to generate a research framework around 21st century capabilities relevant at the secondary school level

3. Demonstrate engagement in reflective professional practice derived from personal research, and scholarly inquiry, into the teaching and learning of secondary school students.

4. Develop a pedagogical repertoire arising from theoretical bases and creatively apply relevant and contemporary strategies, resources, and technologies to meet the diverse needs of young people.

5. Apply creative and critical problem solving independently or interdependently to generate robust and innovative solutions to emerging teaching and learning issues in secondary schools.

6. Communicate fluently and with imagination evidence-based outcomes to parents, colleagues and the professional community.

7. Apply a global perspective when critiquing cultural and social processes to support a personal construction of innovative and sustainable, positive teaching and learning environments.

8. Apply a deep and critical understanding of research processes and teaching and learning to design, complete and appraise a teaching improvement research project.

UNIT LEARNING OUTCOMES The following unit learning outcomes are aligned to the course learning outcomes (CLO) and the Australian Professional Standards for Teachers (APST). On successful completion of this unit, you should be able to: 1. Apply current inclusive education methods and strategies, research, legislation, such as the

Disability Standards for Education (2005) and the disability Discrimination Act (1992), educational policies, the Learning and Support Framework, Work Health & Safety and risk assessment to educational settings. (APST focus area- Graduate: 1.6, 4.4,7.2).

2. Develop a solution focussed plan to assess the likely impact of a disability, behaviour disorder or learning difficulty, including a language delay, upon a secondary student’s access to and participation in learning, with particular emphasis upon realistic solutions and the engagement of professionals, agencies and parents to implement those solutions. (APST focus area- Graduate: 1.1,1.4).

3. Select ethical and appropriate strategies for inclusion and apply curriculum based assessment skills to identify starting points and reasonable learning adjustments required to enable secondary students to meet syllabus outcomes. (APST focus area- Graduate: 2.6, 3.4, 4.5).

4. Plan and evaluate programs that demonstrate how to meet the specific learning needs of secondary students, including the gifted and talented and students accessing Life Skills, who may require additional support in academic, social and behavioural domains, through inclusive education practices, including problem solving processes and application of the concept of reasonable adjustment. (APST focus area- Graduate: 1.5, 2.5, 3.1).

5. Identify the range of technologies and supports available for use in the inclusive classroom and assess how such tools affect improved outcomes for secondary students with disabilities, behaviour disorders or who experience learning difficulties. (APST focus area- Graduate: 2.2, 3.6, 3.7).

6. Identify giftedness in the regular classroom and adjust learning programs accordingly. (APST focus area- Graduate: 2.3, 4.1, 5.1).

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ASSESSMENT SUMMARY Summary of assignments – Assessment for this unit will be based on the following components:

ASSIGNMENT ITEM DUE DATE WEIGHTING LINK TO UNIT LEARNING OUTCOMES

Assignment 1 – Word Limit – 2000 words

Due to Turnitin: Midnight Monday 28th January 2016 50% 1, 2, 3, 4,

Exam: Answer 3 questions, Q1 is compulsory, 2 options from Q2

Due: Exam Week 50% 1, 2, 3, 4, 5,

6, 7.

A combined overall mark of at least 50% is required to pass the unit. ASSIGNMENT 1: INCLUSIVE EDUCATION This assignment requires you to write an essay. LENGTH: 2000 WORDS WHAT DO I NEED TO SUBMIT?

• Assignment – submitted through Turnitin. SUBMISSION DETAILS

• Submit a draft of your assignment to Turnitin by Midday Monday 28th January 2016 so you have time to review your Originality Report and edit your work.

• Submit an electronic copy of your final assignment to Turnitin by Midnight Monday 28th January 2016 (Do not include your cover sheet but do include your reference list) AND

• Assignments submitted after the due date and time, without an approved extension, will be penalised 10% per day for late submission.

• You must keep a copy of your assignment.

ASSIGNMENT 1 DETAILS In order to complete this assignment you need to: project into the near future by addressing this assignment from the perspective of a new scheme teacher. You have been presented with classes of students with diverse learning needs, including those with a sensory disability (hearing OR vision). You are required to discuss the inclusion of students with a sensory disability in your method. You then need to demonstrate an understanding of changing views about inclusion and knowledge of legislation in relation to students with any additional need (not just a sensory disabilities) in Australian educational settings. Identify the skills required of you, and justify your selection to ensure that all students are successfully included. Topics that may assist you to answer this question include; teacher attitudes, adjustments and accommodations, differentiation and/or universal design for learning, appropriate outcomes and collaboration with stakeholders (e.g. support teachers, parents/caregivers).

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• Discusses inclusion in relation to students with a sensory disability (hearing OR vision) in their method.

• Demonstrates an understanding of legislation, changing views and teaching skills for the inclusion any student with an additional need (not just a sensory disability).

• Presents work professionally, with clear academic writing and within the word limit and uses APA referencing style correctly, including competently integrating evidence.

EXAMPLES OF ASSIGNMENT 1 Past exemplars/excerpts of assignments identified as a distinction/credit/pass can be found in the assessment folder on the Unit’s vUWS site. ASSESSMENT STANDARDS The assessment standards outline what is expected for each of these criteria in order to pass this assignment, and to gain higher grades of credit, distinction and high distinction. All markers use these standards when assessing your work and you are strongly advised to use them to self-assess prior to submitting your assignment.

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Student Name: Student Number Marker /50 Assessment Standards for 102084 Assignment 1

Criteria FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION 0-24.5 / 50 25 – 32 / 50 32.5 – 37 / 50 37.5 – 42 / 50 42.5 – 50 / 50

Discusses inclusion in relation to students with a sensory disability (hearing OR vision) in your method. /10

Presents a limited understanding of inclusion in relation to students with a sensory disability (hearing OR vision) in your method.

Presents a satisfactory understanding of inclusion in relation to students with a sensory disability (hearing OR vision) in your method.

Presents a sound understanding of inclusion in relation to students with a sensory disability (hearing OR vision) in your method.

Presents a highly developed understanding of inclusion in relation to students with a sensory disability (hearing OR vision) in your method.

Presents a superior understanding of inclusion in relation to students with a sensory disability (hearing OR vision) in your method.

Demonstrates an understanding of legislation, changing views about inclusion and teaching skills (adjustments and accommodations etc.) in relation to any student with additional needs. /30

Shows limited understanding of legislation, changing views about inclusion and skills (adjustments and accommodations etc.) in relation to any student with additional needs.

Shows an understanding of legislation, changing views about inclusion and skills (adjustments and accommodations etc.) in relation to any student with additional needs.

Shows a thorough understanding of legislation, changing views about inclusion and skills (adjustments and accommodations etc.) in relation to any student with additional needs.

Shows a highly developed understanding of legislation, changing views about inclusion and skills (adjustments and accommodations etc.) in relation to any student with additional needs. .

Shows a superior understanding of legislation, changing views about inclusion and skills (adjustments and accommodations etc.) in relation to any student with additional needs.

Presents work in accordance with academic writing conventions (e.g. APA referencing style, structure, attention to spelling and grammar, use of relevant literature) /10

Inadequate writing style, significant weaknesses in general writing and academic writing conventions including APA referencing

Generally clear presentation; sentences coherent and grammatically correct; Generally accurate APA referencing

Well-structured with effective grammatical expression, sound control of general and academic writing conventions including APA referencing.

Clear and concise structure; Subtle and fluent writing style, thorough control of general and academic writing conventions including APA referencing.

Sophisticated and fluent writing style, high level mastery of general and academic writing conventions including APA referencing.

Comments:

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ASSESSMENT 2: EXAM Students will sit an examination as their second assessment task for this subject. The examination will be scheduled during the university’s examination period at the end of session. LENGTH: 2 HOURS WHAT DO I NEED TO SUBMIT? Not applicable.

SUBMISSION DETAILS Students must attend and sit for the scheduled examination during the examination period. As per UWS policy, this information will be made available four weeks before the examination date. Students should ensure that they are aware of when and where their examination is scheduled. Students must be aware of examination protocol. This can be found on the following link. http://policies.uws.edu.au/view.current.php?id=00204 EXAMPLES OF ASSESSMENT 2 A sample exam can be found in the assessment folder on the Unit’s vUWS site.

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http://policies.uws.edu.au/view.current.php?id=00204


ASSIGNMENT SUBMISSION DETAILS TURNITIN Assignments must be submitted to Turnitin. Include your reference list in your submission. After the due date Turnitin will generate an Originality Report (usually within 24-48 hours after the due date and time). What is Turnitin? Turnitin is an online web-based text-matching software that identifies and reports on similarities between documents. It is widely utilised as a tool to improve academic writing skills. Help with Turnitin is available through the library. You will find links to video clips, FAQ and help sheets at: http://library.uws.edu.au/uws_library/guides/turnitin Why Turnitin? Turnitin supports the development of your academic writing and referencing skills. You will find the Turnitin Originality Check useful for editing your paper and avoiding inappropriate use of other's work and plagiarism. Students in the past have found it has helped them refine their skills; however you do need to provide yourself with enough time to consider the Originality Report and to edit your work.

EXTENSION OF ASSESSMENT DUE DATE If you need to apply for an extension of time to complete an assessment task, then please contact the Unit Coordinator with a Request for Extension form, which is available from the UWS website or Student Central. Where special consideration is sought for misadventure or extenuating circumstances during a teaching period, you should complete a Special Consideration online application, which will be processed by the Unit Coordinator. You may apply for an Extension up to two days after the assignment is due. Applications must be submitted no later than 5.00pm on the second working day after the due date of the assessment task. If the extension is not approved late penalties will apply. You will need to provide documentary evidence to explain your situation when requesting an assignment extension (e.g. a medical certificate or letter from a counsellor). An extension will not be granted if you have not provided this evidence. You may be asked to show evidence that you have completed a draft of your assignment. LATE SUBMISSION OF ASSIGNMENTS A student who submits an assessment late without approval for an extension will be penalised by 10% per day up to 10 days, i.e., marks equal to 10% of the assignment’s weight will be deducted as a “flat rate” from the mark awarded. For example, for an assignment that has a possible highest mark of 50,

• Remember to submit your assignment one week prior to the due date to give yourself time to check referencing through Turnitin.

• Originality Check Reports may take 24 hours or longer to be

returned, usually longer closer to the due date, therefore do not leave this important step to the last minute.

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http://www.uws.edu.au/__data/assets/pdf_file/0004/118273/ARO_00205_1214_Request_for_Extension_WEB.pdf

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the student’s awarded mark will have 5 marks deducted for each late day; Saturday and Sunday each count as one day. Assessments will not be accepted after the marked assessment task has been returned to students who submitted the task on time. RETURN OF ASSIGNMENTS Your marks and feedback on your assignments will be available on the unit’s vUWS site if assignments are marked online.

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LEARNING AND TEACHING SCHEDULE

Unit Calendar – Summer B 2016

Semester Week

Week Beginning Topic Learning Activities Reading and other Preparations Links to

Outcomes

1 Monday 5 January

2015

Unit matters/orientation Introduction to inclusion Issues, attitudes and challenges Legislation and policies

Introduction to inclusion Diversity and Inclusion issues

Chapters 1, 2 & 3 of text Loreman, T. (2007). Seven pillars of support for inclusive education. International Journal of Whole Schooling, 3(2), 22-38 Poed, S., & Elkins, J. (2012). Legislation, policies, and principles. In A. Ashman & J. Elkins (Eds.), Education for inclusion and diversity (4th ed., pp. 39-60) Ballard, K. (2012). Inclusion and social justice: Teachers as agents of change. In S. Carrington & J. MacArthur (Eds.), Teaching in inclusive school communities (pp.65-87)

1, 2, 3

Tuesday 6 January

2015

Key issues in inclusion Collaboration with stakeholders IEPs

Understanding disability Language around disability Collaboration

Chapters 7 & 8 of text Foreman, P. (2011). Inclusion in action Chap 4 Adapting curriculum, teaching and learning strategies (pp.114-178)

1, 2, 3, 7

2 Monday 12 January

2015

Role of assessment in inclusive practices and inclusive instruction Life skills Special provisions

Learning support teams Assessment Life Skills Curricula

Chapters 4, 5 & 6 of text Deppeler, J. (2007). Classroom assessment for student learning. In M. Keeffe & S. Carrington (Eds.), Schools and diversity (2nd ed., pp. 164-187) Salend, S. J. (2011). Creating collaborative relationships and fostering communication. In Creating inclusive classrooms: Effective and reflective practices (7th ed., pp.136-173)

2, 3, 4, 5, 6, 7

Tuesday 13 January

2015

UDL Adjustments and accommodations

Adjustments and accommodations Implications for learning

Edyburn, D.L. (2010). Would you recognize universal design for learning if you saw it? Ten propositions for new directions for the second decade of UDL. Learning Disability Quarterly, 33(1), 33-41 Mcguire, J. M., Scott, S. S. & Shaw, S. F. (2006). Universal design and its applications in educational environments. Remedial and special education, 27(3), 166-175

5, 6, 8

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3 Monday 19 January

2015

Promoting positive behaviour Promoting positive behaviour Chapters 10 & 11 of text Murphy, K. (2012). Managing inclusive classrooms. In M. Brownell, S. Smith, J. Crockett & C. Griffin (Eds.), Inclusive instruction: Evidence-based practices for teaching students with disabilities

5, 6, 7

Tuesday 20 January

2015

Assistive technologies Consolidation and review

Assistive technologies Consolidation and review

Croser, R., & Bridge, D. (2012). Information and communication technologies. In A. Ashman & J. Elkins (Eds.), Education for inclusion and diversity (4th ed., pp. 167-198) King-Sears, M., Swanson, C., & Mainzer, L. (2011). TECHnology and literacy for adolescents with disabilities. Journal of Adolescent & Adult Literacy, 54, 569-578

2, 4, 5, 8

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LEARNING RESOURCES

PRESCRIBED TEXT Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive education: Supporting diversity in the

classroom (2nd ed.). Sydney, Australia: Allen & Unwin.

ESSENTIAL READINGS American Psychological Association, (2010). Publication manual of the American Psychological

Association. (6th ed.). Washington, D.C.: Author. There is a link on the library page. Lecture 1

Ballard, K. (2012). Inclusion and social justice: Teachers as agents of change. In S. Carrington

& J. MacArthur (Eds.), Teaching in inclusive school communities (pp. 65-88). Milton,

Australia: Wiley.

Loreman, T. (2007). Seven pillars of support for inclusive education. International Journal of

Whole Schooling, 3(2), 22-38.

Loreman, T., Deppeler, J., & Harvey, D. (2011). Chapter 1: Inclusion, & Chapter 2: Who are our

students with diverse learning needs? In Inclusive education: Supporting diversity in the

classroom (2nd ed.). Sydney, Australia: Allen & Unwin.

Loreman, T., Deppeler, J., & Harvey, D. (2011). Chapter 3: Attitudes and inclusion. In Inclusive

education: Supporting diversity in the classroom (2nd ed.). Sydney, Australia: Allen &

Unwin.

Poed, S., & Elkins, J. (2012). Legislation, policies, and principles. In A. Ashman & J. Elkins

(Eds.), Education for inclusion and diversity (4th ed., pp. 39-60). Sydney, Australia:

Pearson.

Lecture 2

Foreman, P. (2011) Inclusion in Action, Chapt 4 Adapting curriculum, teaching and learning strategies (pp.114-178).

Lecture 3

Deppeler, J. (2007). Classroom assessment for student learning. In M. Keeffe & S. Carrington

(Eds.), Schools and diversity (2nd ed., pp. 164-187). Sydney, Australia: Pearson.

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1 0 2 0 8 4 I N C L U S I V E E D U C A T I O N : T H E O R Y , P O L I C Y A N D P R A C T I C E S U M M E R B 2 0 1 6 Loreman, T., Deppeler, J., & Harvey, D. (2011). Chapter 4: Psychological and teacher-based

assessment. In Inclusive education: Supporting diversity in the classroom (2nd ed.).

Sydney, Australia: Allen & Unwin.

Loreman, T., Deppeler, J., & Harvey, D. (2011). Chapter 5: Collaboration, & Chapter 6: How to

develop and manage an individualized program. In Inclusive education: Supporting diversity

in the classroom (2nd ed.). Sydney, Australia: Allen & Unwin.

Salend, S. J. (2011). Creating collaborative relationships and fostering communication. In

Creating inclusive classrooms: effective and reflective practices (7th ed., pp. 136-172).

Upper Saddle River, NJ: Pearson.

Lecture 4

Edyburn, D. L. (2010). Would you recognize universal design for learning if you saw it? Ten

propositions for new directions for the second decade of UDL. Learning Disability

Quarterly, 33(1), 33-41

Loreman, T., Deppeler, J., & Harvey, D. (2011). Chapter 7 Inclusive instructional design and 8

Collaborative student learning. In Inclusive education: Supporting diversity in the classroom

(2nd ed.). Sydney, Australia: Allen & Unwin.

Mcguire, J. M., Scott, S. S., & Shaw, S. F. (2006). Universal design and its applications in

educational environments. Remedial and Special Education, 27(3), 166-175

Lecture 5

Loreman, T., Deppeler, J., & Harvey, D. (2011). Chapter 10: Inclusive classroom management,

& Chapter 11: Social and emotional learning. In Inclusive education: Supporting diversity in

the classroom (2nd ed.). Sydney, Australia: Allen & Unwin.

Murphy, K. (2012). Managing inclusive classrooms. In M. Brownell, S. Smith, J. Crockett & C.

Griffin (Eds.), Inclusive instruction: evidence-based practices for teaching students with

disabilities (pp. 157-181). New York, NY: Guilford Press.

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Lecture 6

Croser, R., & Bridge, D. (2012). Information and communication technologies. In A. Ashman &

J. Elkins (Eds.), Education for inclusion and diversity (4th ed., pp. 167-198). Sydney,

Australia: Pearson Education.

King-Sears, M., Swanson, C., & Mainzer, L. (2011). TECHnology and literacy for adolescents

with disabilities. Journal of Adolescent & Adult Literacy, 54(8), 569-578.

doi:10.1598/JAAL.54.8.2

Conway, R. (2007). Schools, systems and students with diverse needs. In I. Dempsey & M.

Arthur-Kelly (Eds.), Maximising learning outcomes in diverse classrooms (pp. 133-147).

Melbourne, Australia: Thomson Learning.

Loreman, T., Deppeler, J., & Harvey, D. (2011). Chapter 9: Organizing the inclusive classroom,

& Chapter 12: Reflection: The key to lasting change. In Inclusive education: Supporting

diversity in the classroom (2nd ed.). Sydney, Australia: Allen & Unwin.

Suggested Reading

Ashman, A., & Elkins, J. (Eds.). (2012). Education for inclusion and diversity (4th ed.). Frenchs Forest, Australia: Pearson.

Brownell, M., Smith, S., Crockett, J., & Griffin, C. (Eds.). (2012). Inclusive instruction: Evidence-based practices for teaching students with disabilities. New York, NY: Guilford Press.

Carrington, S., & MacArthur, J. (2012). Teaching in inclusive school communities. Milton, Australia: John Wiley.

Commonwealth of Australia. (1992). Disability Discrimination Act.

De La Paz, S. (2012). Effective instruction for history and the social studies: What works for students with learning disabilities. In B. Wong & D. L. Butler (Ed.), Learning about learning disabilities (4th ed., pp. 325-353). San Diego, CA: Academic.

Dempsey, I., & Arthur-Kelly, M. (2007). Maximising learning outcomes in diverse classrooms. South Melbourne, Australia: Cengage Learning.

Disability Standards for Education. (2006). Commonwealth of Australia.

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1 0 2 0 8 4 I N C L U S I V E E D U C A T I O N : T H E O R Y , P O L I C Y A N D P R A C T I C E S U M M E R B 2 0 1 6 Foreman, P. (Ed.). (2011). Inclusion in action (3rd ed.). South Melbourne, Australia: Thomson

Learning.

Graham, L. J., & Sweller, N. (2011). The inclusion lottery: Who's in and who's out? Tracking inclusion and exclusion in New South Wales government schools. International Journal of Inclusive Education, 15(9), 941-953.

Keeffe, M., & Carrington, S. (2007). Schools and diversity (2nd ed.). Frenchs Forest, NSW: Pearson Education Australia.

Salend, S. J. (2011). Creating inclusive classrooms: Effective and reflective practices (7th ed.). Upper Saddle River, NJ: Pearson.

Shaddock, A., King, B. S., & Giorcelli, L. (2007). Project to improve learning outcomes of students with disabilities in mainstream classes in the early, middle and post compulsory years of schooling. Australian Government Department of Education, Science & Training.

Yanoff, J. C. (2007). The classroom teacher's inclusion handbook: Practical methods for integrating students with special needs (2nd ed.). Chicago, IL: Arthur Coyle Press.

KEY WEBLINKS There is a comprehensive range of helpful web links on vUWS.

ACADEMIC LITERACY SUPPORT FOR ASSIGNMENT PREPARATION FINDING INFORMATION - SUCCESSFUL SEARCHING The UWS library website provides online resources that will assist you with selecting relevant readings for your assignments. Go to http://library.uws.edu.au/uws_library/guides/online-tutorials It is strongly suggested that you complete the following two online modules if you have not done so already: Successful Searching http://library.uws.edu.au/uws_library/guides/online-tutorials/successful-searching and Arts Information Basics http://library.uws.edu.au/uws_library/guides/online-tutorials/arts-info-basics. Make use of the library staff and the School of Education Liaison Librarian – they are there to help you. Have you tried the online librarian? You can chat with a librarian from home. This facility can be accessed from the library home page. REFERENCING You are expected to use the American Psychological Association (APA) referencing style in all Education assignments. The UWS library provides a range of citing resources. For APA see http://library.uws.edu.au/uws_library/sites/default/files/cite_APA.pdf. Use this as a reference when preparing your assignment. Following are other helpful APA resources:

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http://library.uws.edu.au/uws_library/guides/online-tutorials

http://library.uws.edu.au/uws_library/guides/online-tutorials/successful-searching

http://library.uws.edu.au/uws_library/guides/online-tutorials/successful-searching

http://library.uws.edu.au/uws_library/guides/online-tutorials/arts-info-basics

http://library.uws.edu.au/uws_library/guides/online-tutorials/arts-info-basics

http://library.uws.edu.au/uws_library/sites/default/files/cite_APA.pdf


• APA referencing guides are available to borrow at the library or purchase at the bookshop • The library has a number of resources to help you with referencing including short video clips

http://library.uws.edu.au/uws_library/guides/referencing-citation • APA has online tutorials to get you started http://www.apastyle.org/learn/index.aspx • APA also has a Frequently Asked Questions section

http://www.apastyle.org/learn/faqs/index.aspx

ACADEMIC WRITING Your 102084 vUWS site includes a folder titled Learning Materials which contains a comprehensive Academic Writing Guide. This resource is divided into 12 chapters that include understanding the task, reading and note-taking, essay writing, features of academic writing, academic argument and using evidence, and grammar in academic writing. The Hub for Academic Literacy and Learning (HALL) home page at http://www.uws.edu.au/hall/hall provides information about academic writing and reading, critical thinking and using technology to support your learning. There is also a link to learning support, which provides information about library roving hours and PASS sessions. The past exemplars/excerpts of assignments that are provided on this Unit’s vUWS site are also valuable in terms of understanding the expectations of your assignments. Additionally, the marking rubrics provide guidance for writing your assignments and it is important that, as you write, you consistently check your assignments against the criteria and standards. NUMERACY In your program vUWS site you will find a folder titled School of Education Numeracy Support. In this site, you will find resources designed to assist you with preparation for the Numeracy Assessment Task. For ongoing numeracy support, you may also access further learning materials from the Mathematics Education Support Hub (MESH) vUWS site at http://ceam.uws.edu.au/cgi-bin/auth/auto-register.pl?st2_ssd_improvemaths_2012_1

YOU AND THIS UNIT ATTENDANCE On-campus classes are designed to scaffold your learning and assist you to complete your assessment tasks. You should endeavour to attend all scheduled classes. If there is a legitimate reason for an absence then the tutor should be emailed as a courtesy to explain the absence. Students who do not attend regularly and punctually may find that they are at risk of not passing their assessment tasks. Attendance rolls will be taken to verify attendance. You must attend the tutorial that you are registered in and continue to attend this tutorial throughout the semester. This practice enables all students to maintain continuity of their tutorial program and tutors to maintain contact with their students. Attendance rolls may be taken in tutorials to ensure students are attending the tutorial for which they have registered. This practice enables all students to maintain continuity of their tutorial program and tutors to maintain contact with their students.

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http://www.apastyle.org/learn/index.aspx

http://www.apastyle.org/learn/faqs/index.aspx

http://www.uws.edu.au/hall/hall

http://ceam.uws.edu.au/cgi-bin/auth/auto-register.pl?st2_ssd_improvemaths_2012_1

1 0 2 0 8 4 I N C L U S I V E E D U C A T I O N : T H E O R Y , P O L I C Y A N D P R A C T I C E S U M M E R B 2 0 1 6 BLENDED LEARNING This unit uses blended to enable you, as an independent learner, to engage with the key concepts and content in your own time and at your own pace. Your engagement with the online materials, and independent study, is essential to your successful completion of this unit. WHAT IS EXPECTED OF YOU AND WHAT YOU CAN EXPECT FROM STAFF AT UWS STUDENT RESPONSIBILITIES AND CONDUCT

Stud

ent

Resp

onsib

ilitie

s

Familiarise yourself with University policies on assessment and examinations. Familiarise yourself with the Inherent Requirements for your course: http://www.uws.edu.au/ir/inherent_requirements/ inherent_requirements_for_teaching_courses_postgraduate Ensure that you understand the requirements, including timetables, for examinations and other assessments tasks. Access the unit vUWS site at least weekly for learning activities, resources, information discussions and assignment submission. Ensure you read and understand the assessment requirements and note the submission dates, and seek assistance from the lecturer and/or unit coordinator when needed. Notify relevant staff (e.g. lecturer, unit coordinator, disability adviser) as soon as possible prior to, or at the beginning of, the semester to have special requirements accommodated. Submit your own individual and unassisted assessment work, except as otherwise permitted. Cheating, plagiarism, fabrication or falsification of data will be severely dealt with. Behave ethically and appropriately, avoiding any action or behaviour, which would unfairly disadvantage or advantage another student. Where group work is assigned, ensure that every group member has the opportunity to contribute in a meaningful way to the assignment. Allocate time for independent study when it suits you during each week to complete your readings, research and assignment preparation. It is expected you will have completed the nominated readings and any other required preparation prior to the on-campus tutorials.

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http://www.uws.edu.au/ir/inherent_requirements/inherent_requirements_for_teaching_courses_postgraduate

http://www.uws.edu.au/ir/inherent_requirements/inherent_requirements_for_teaching_courses_postgraduate


Stud

ent C

ondu

ct

and

Beha

viou

r Attend all lectures and tutorials – failure to attend is often the main cause for low final grades. Respect the needs of other students who are participating in any class activities. Pay attention in lectures and tutorials – these provide key information for all examinable material. Do not use mobile phones to surf the web or check emails during the lecture and tutorials and do not have ongoing conversations with fellow students during the lecture or if another student is presenting work in the tutorials. Use vUWS discussion boards constructively – they are there for interaction between the students and between teaching staff and the students. Unfounded criticisms will be removed from the relevant discussion board. If you have a concern about this unit, other students or teaching staff, contact your Unit lecturer or tutor in the first instance. If the matter is not resolved, then you may contact the unit coordinator (see inside front cover). If you would prefer to speak to someone else, you are advised to contact the Director of Academic Program responsible for the unit. Please note the Director of Academic Program may refer your concern to a delegate to review and to respond to you. The University also has a Complaints Resolution Unit (see link below). Staff in that unit can provide you with advice on addressing your concerns within the School and, in some circumstances, they may undertake an investigation. Concerns must be raised with the Complaints Resolution Unit within a six-month timeframe. http://www.uws.edu.au/about_uws/uws/governance/complaints_management_and_re solution

WHAT YOU EXPECT FROM THE TEACHING TEAM

Staf

f Re

spon

sibili

ties

Assess students' work fairly, objectively and consistently and when in doubt consult initially with the Unit Coordinator, the Academic Course Advisor or the Director of Academic Program. Provide students with appropriate, helpful and explanatory feedback on all work submitted for assessment. Make reasonable accommodation (e.g. length of time to complete) in assessment tasks and examinations for students with special requirements and to seek assistance from the Disability Advisor and Counsellor where appropriate and needed. Ensure deadlines for the submission of examination papers to the Academic Registrar are met. Immediately report to the unit coordinator any instances of student cheating, collusion and/or plagiarism.

LINKS TO KEY POLICIES AND STUDENT INFORMATION Refer to this web site for relevant UWS policies: http://policies.uws.edu.au/students.php STUDENT MISCONDUCT Misconduct refers to plagiarism, cheating, collusion and other listed misconduct for which serious penalties potentially apply. It also includes, but is not limited to, the harassment, abuse and vilification of a member of the University directly or by other means of communication; the unreasonable disruption of staff or students or other UWS members from undertaking their normal activities at the University; a failure to follow reasonable directions of an employee of the University; or behaviour that is inappropriate in an activity.

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http://policies.uws.edu.au/students.php

1 0 2 0 8 4 I N C L U S I V E E D U C A T I O N : T H E O R Y , P O L I C Y A N D P R A C T I C E S U M M E R B 2 0 1 6 You must make sure you read and sign the cover sheet before you attach this to your assignment if submitting in hard copy and/or read the disclaimer before you upload your assignment to Turnitin for online submission. By doing this you agree to the following: I hold a copy of this assignment if the original is lost or damaged. I hereby certify that no part of this assignment or product has been copied from any other

student’s work or from any other source except where due acknowledgement is made in the assignment.

I hereby certify that no part of this assignment or product has been submitted by me in another (previous or current) assessment, except where appropriately referenced, and with prior permission from the Lecturer/Tutor/ Unit Co-ordinator for this unit.

No part of the assignment/product has been written/ produced for me by any other person except where collaboration has been authorised by the Lecturer/Tutor/Unit Co-ordinator concerned.

I am aware that this work will be reproduced and submitted to plagiarism detection software programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking).

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Assignment Cover Sheet School of Education Student details

Student name: Student ID number:

Unit and tutorial details

Unit name: Unit number:

Tutorial group: Tutorial day and time:

Lecturer or Tutor name:

Assignment details

Title:

Length: Due date: Date submitted:

Home campus (where you are enrolled):

Declaration

I hold a copy of this assignment if the original is lost or damaged.

I hereby certify that no part of this assignment or product has been copied from any other student’s work or from any other source except where due acknowledgement is made in the assignment.

I hereby certify that no part of this assignment or product has been submitted by me in another (previous or current) assessment, except where appropriately referenced, and with prior permission from the Lecturer / Tutor / Unit Coordinator for this unit.

No part of the assignment/product has been written/produced for me by any other person except where collaboration has been authorised by the Lecturer / Tutor /Unit Coordinator concerned.

I am aware that this work will be reproduced and submitted to plagiarism detection software programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking).

Student’s signature:

Note: An examiner or lecturer / tutor has the right to not mark this assignment if the above declaration has not been signed.

Note: An examiner or lecturer/tutor has the right to not mark this assignment if the above declaration has not been signed.

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