Courses & Units

Inclusive Practices in Education Settings EMT603

Please note - EMT603 Inclusive Practices in Education Settings is the co-requisite theory unit for EMT600/EMT613 Professional Experience 3. Co-requisite units must be either enrolled concurrently or the theory component (EMT603) successfully completed in a prior semester of study. If you have not met the theory requirements; you will be ineligible for Professional Experience 3.

Introduction

The unit will explore the nature of inclusive education in the 21st century with an emphasis on diversity and exceptionality. Based on a philosophical foundation that values every student and acknowledges the right of every student to the most appropriate educational opportunities, this unit involves independently researching and analysing the complex theoretical and practical issues associated with effective inclusive education. You will be required to develop an advanced and integrated understanding of learning and teaching approaches to suit the diverse educational needs of students. You will build on your understanding of theories of human development and learning in relation to student diversity and exceptionality, applying planning models to include all students.

Summary

Unit name	Inclusive Practices in Education Settings
Unit code	EMT603
Credit points	12.5
College/School	College of Arts, Law and Education Faculty of Education
Discipline	Education
Coordinator	Mr Robert Carter
Delivered By	University of Tasmania
Level	Postgraduate

Availability

Location	Study period	Attendance options		Available to
Hobart	Semester 1	On-Campus		International	Domestic
Online	Semester 1		Off-Campus	International	Domestic
Online	Summer school		Off-Campus	International	Domestic

Key

: On-campus
: Off-Campus
: International students
: Domestic students

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
Summer school	2/1/2024	15/1/2024	30/1/2024	25/2/2024
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

evaluate the implications of legislation and professional teacher standards that relate to inclusive education.
analyse the diversity of students needs and abilities.
design learning experiences that cater for student diversity and exceptionality.
critically engage with content to create knowledge, and to communicate concepts and ideas to an intended audience.
contribute to a professional learning community.

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
070199	$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

EMT502

Teaching

Teaching Pattern	Off Campus: Weekly online lectures or equivalent (1 hour), weekly online tutorials (4 hours), periodic online workshops (1.5 hours) throughout the semester On Campus: Weekly online lectures or equivalent (1 hour), weekly face-to-face tutorials (4 hours), periodic online workshops (1.5 hours) throughout the semester
Assessment	What does it mean to be an inclusive educator? (20%)\|Inclusive education and learners who are gifted (40%)\|Inclusive practices for a learner with disability (40%)
Timetable	View the lecture timetable \| View the full unit timetable

Teaching Pattern

Off Campus:
Weekly online lectures or equivalent (1 hour), weekly online tutorials (4 hours), periodic online workshops (1.5 hours) throughout the semester

On Campus:
Weekly online lectures or equivalent (1 hour), weekly face-to-face tutorials (4 hours), periodic online workshops (1.5 hours) throughout the semester

Assessment

What does it mean to be an inclusive educator? (20%)|Inclusive education and learners who are gifted (40%)|Inclusive practices for a learner with disability (40%)

Timetable

View the lecture timetable | View the full unit timetable

Textbooks

Required	No prescribed text
Recommended	Recommended Readings are set by the Unit Coordinator as readings that will be useful for this Unit to develop your knowledge and understanding of teaching and course-specific content. If you are seeking sources of evidence to support your assessment work, you will find these readings a useful starting point. There is no requirement to buy these texts/materials. Ashman, A. (2019). Education for inclusion and diversity (6th ed.). Melbourne: Pearson Education Australia. Allen, K., & Cowdery, G. (2016). The exceptional child: Inclusion in early childhood education (8th ed.). Belmont, CA: Wadsworth, Cengage Learning. Alberto, P., & Troutman, A. (2006). Applied behavior analysis for teachers (7th ed.). Upper Saddle River, NJ: Pearson Education. Carrington, S., & Macarthur, J. (2012). Teaching in inclusive school communities. Milton, QLD: John Wiley & Sons Australia. Cologon, K. (2014). Inclusive education in the early years: Right from the start. South Melbourne: Oxford University Press. Foreman, P., & Arthur-Kelly, M. (2017). Inclusion in action (5th ed.). South Melbourne, VIC: Thomson. Graham, L. (2020). Inclusive Education for the 21st Century: Theory, Policy and Practice. Routledge, New York, NY. Hyde, M., Carpenter, L., & Doyle, S. (2017). Diversity, inclusion & engagement (3rd ed.). South Melbourne: Oxford University Press. Orelove, F., Sobsey, D., & Gilles, D. (2016). Educating students with severe and multiple disabilities (5th ed.). Baltimore, MD: Brookes Publishing. Strnadová, I., Arthur-Kelly, M., & Foreman P. (2022). Inclusion in Action (6th Edition). South Melbourne: Cengage Tomlinson, C., & Imbeau, M. (2010). Leading and managing a differentiated classroom. Alexandria, VA: Association for Supervision and Curriculum Development. University of Tasmania (2015). APA. In Referencing and assignment writing. Retrieved from http://utas.libguides.com/content.php?pid=27520&sid=199805
Links	Booktopia textbook finder

Required

No prescribed text

Recommended

Recommended Readings are set by the Unit Coordinator as readings that will be useful for this Unit to develop your knowledge and understanding of teaching and course-specific content. If you are seeking sources of evidence to support your assessment work, you will find these readings a useful starting point. There is no requirement to buy these texts/materials.

Ashman, A. (2019). Education for inclusion and diversity (6th ed.). Melbourne: Pearson Education Australia.
Allen, K., & Cowdery, G. (2016). The exceptional child: Inclusion in early childhood education (8th ed.). Belmont, CA: Wadsworth, Cengage Learning.
Alberto, P., & Troutman, A. (2006). Applied behavior analysis for teachers (7th ed.). Upper Saddle River, NJ: Pearson Education.
Carrington, S., & Macarthur, J. (2012). Teaching in inclusive school communities. Milton, QLD: John Wiley & Sons Australia.
Cologon, K. (2014). Inclusive education in the early years: Right from the start. South Melbourne: Oxford University Press.
Foreman, P., & Arthur-Kelly, M. (2017). Inclusion in action (5th ed.). South Melbourne, VIC: Thomson.
Graham, L. (2020). Inclusive Education for the 21st Century: Theory, Policy and Practice. Routledge, New York, NY.
Hyde, M., Carpenter, L., & Doyle, S. (2017). Diversity, inclusion & engagement (3rd ed.). South Melbourne: Oxford University Press.
Orelove, F., Sobsey, D., & Gilles, D. (2016). Educating students with severe and multiple disabilities (5th ed.). Baltimore, MD: Brookes Publishing.
Strnadová, I., Arthur-Kelly, M., & Foreman P. (2022). Inclusion in Action (6th Edition). South Melbourne: Cengage
Tomlinson, C., & Imbeau, M. (2010). Leading and managing a differentiated classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
University of Tasmania (2015). APA. In Referencing and assignment writing. Retrieved from http://utas.libguides.com/content.php?pid=27520&sid=199805

Links

Booktopia textbook finder

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