Courses & Units

Inclusive Practices in Educational Settings EAL211

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 College of Arts, Law and Education
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 Off-Campus International Domestic

Key

On-campus
Off-Campus
International students
Domestic students
Note

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Key Dates

Study Period Start date Census date WW date End date
Semester 1 26/2/2024 22/3/2024 15/4/2024 2/6/2024

* 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 2024 are indicative and subject to change. Finalised census dates for 2024 will be available from the 1st October 2023. 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 $555.00 $555.00 not applicable $2,324.00

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 UConnect 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)
 

AssessmentQuiz (20%)|Addressing Student Needs (40%)|Assignment - Annotated Bibliography (40%)
TimetableView 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.

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