Inclusive Practices in Educational Settings unit (EAL211)

Online

Introduction

The unit will explore the nature of inclusive education in the 21st century. Based on a philosophical foundation that values belonging, the full participation of all students, and the idea that learning is a shared experience, this unit explores practical approaches for effective inclusive education that can be embedded into everyday practice. Through consideration of a range of aspects of inclusive practice that involve both communities and systems, we will examine our own teaching in order to find new and innovative ways to embed inclusive education. By way of an exploration of inclusion through a critical lens, you will be further equipped with the skills to identify and respond to exclusion in policy and practice in a range of contexts.

Summary

Unit name	Inclusive Practices in Educational Settings
Unit code	EAL211
Credit points	12.5
College/School	Arts and Society Faculty of Education
Discipline	Education
Coordinator	Mr Timothy Atkins
Available as an elective?	No
Delivered By	University of Tasmania
Level	Intermediate

Availability

Location	Study period	Attendance options		Available to
Online	Semester 1

Note

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Units are offered in attending mode unless otherwise indicated (that is attendance is required at the campus identified). A unit identified as offered by distance, that is there is no requirement for attendance, is identified with a nominal enrolment campus. A unit offered to both attending students and by distance from the same campus is identified as having both modes of study.

Key Dates

Study Period	Start date	Census date	WW date	End date
Semester 1	24/02/2025	25/03/2025	14/04/2025	01/06/2025

* The Final WW Date is the final date from which you can withdraw from the unit without academic penalty, however you will still incur a financial liability (refer to How do I withdraw from a unit? for more information).

Unit census dates currently displaying for 2025 are indicative and subject to change. Finalised census dates for 2025 will be available from the 1st October 2024. Note census date cutoff is 11.59pm AEST (AEDT during October to March).

About Census Dates

Learning Outcomes

• Examine inclusion in your own professional practice
• Interpret and evaluate approaches for inclusive practice
• Design inclusive learning strategies that respond directly to the needs of students across a range of abilities
• Apply ethical and academic integrity principles to the use of information in order to manage and communicate ideas, complex concepts, and specialised knowledge to an intended audience

Fee Information

Field of Education	Commencing Student Contribution 1,3	Grandfathered Student Contribution 1,3	Approved Pathway Course Student Contribution 2,3	Domestic Full Fee 4
070109	$578.00	$578.00	not applicable	$2,440.00

• Available as a Commonwealth Supported Place
• HECS-HELP is available on this unit, depending on your eligibility³
• FEE-HELP is available on this unit, depending on your eligibility⁴

¹ Please refer to more information on student contribution amounts.
² Please refer to more information on eligibility and Approved Pathway courses.
³ Please refer to more information on eligibility for HECS-HELP.
⁴ Please refer to more information on eligibility for FEE-HELP.

If you have any questions in relation to the fees, please contact UniConnect or more information is available on StudyAssist.

Please note: international students should refer to What is an indicative Fee? to get an indicative course cost.

Requisites

Prerequisites

EAL112

Teaching

Teaching Pattern	Off Campus:  Weekly online lectures (2 hours), weekly online tutorials or equivalent (1 hour), independent learning (2 hours)
Assessment	Quiz (10%)|Assignment - Annotated Bibliography (40%)|Addressing Student Needs (50%)
Timetable	View the lecture timetable | View the full unit timetable

Textbooks

Required

Required readings will be listed in the unit outline prior to the start of classes.

Recommended

Anderson, J., & Boyle, C. (2019). Looking in the mirror: Reflecting on 25 years of inclusive education in Australia. International Journal of Inclusive Education, 23(7), 796-810. Carrington, S., & Macarthur, J. (2012). Teaching in inclusive school communities. Milton, QLD: John Wiley & Sons Australia. Cologon, K. (2019). Towards inclusive education: A necessary process of transformation. Report for the Australian Government, Department of Social Services. Retrieved from https://apo.org.au/node/265286 Foreman, P. (2017). Inclusion in action (5th ed.). South Melbourne, VIC: Cengage Learning. Kelly, A., O’Shea, S., & Tanner, K. (2014). Diverse Learners. In R. Brennan Kemmis & L. Atkins (Eds.), Teaching in the VET Sector in Australia (pp. 75-93). Macksville: David Barlow Publishing. Macartney, B.C. (2012). Teaching through an ethics of belonging, care and obligation as a critical approach to transforming education. International Journal of Inclusive Education, 16(2), 171-183. Pantic, N., & Florian, L. (2015). Developing teachers as agents of inclusion and social justice. Education Inquiry, 6(3), 333-351. Rose, R. (2010). Confronting obstacles to inclusion: International responses to developing inclusive education. Hoboken, NJ: Taylor & Francis. Slee, R. (2018). Inclusive education isn’t dead, it just smells funny. New York: Routledge.   Reading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can access the Reading List for this unit from the link in MyLO, or by going to the Reading Lists page on the University Library website.

The University reserves the right to amend or remove courses and unit availabilities, as appropriate.