Course outline. Code: EDU343 Title: Inclusive Practices and Intervention in Early Education

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1 Course outline Code: EDU343 Title: Inclusive Practices and Intervention in Early Education Faculty of: Science, Health, Education and Engineering Teaching Session: Semester 2 Year: 2015 Course Coordinator: Dr Anne Drabble adrabble@usc.edu.au Tel: Course Moderator: Ms Avril Rose 1. What is this course about? 1.1 Course description In this course you will develop your knowledge and understanding of current legislation and policy initiatives related to inclusion in early education. You will explore strategies, resources and features of high quality educational experiences for young children and actively engage with the challenges and practices of differentiation and inclusion. Giving consideration to teaching, learning and evidence gathering in specific early education contexts you will design differentiated and inclusive learning experiences that are responsive to the diverse needs of children. 1.2 Course content Understanding inclusion in the early years; Legislation and policies that impact on inclusive practice; Understanding diversity and disability in the early years; Adapting the curriculum to support diverse needs; Planning for inclusion including the use of IEPs; Aboriginal and Torres Strait Islander learners ways of learning; and Inclusive literacies including ICT 2. Unit value 12 units Version Semester Recfind File Number: F14043

2 Page 2 3. How does this course contribute to my learning? On successful completion of this course you should be able to: You will be assessed on the learning outcome in task/s: Completing these tasks successfully will contribute to you becoming: Examine and evaluate current legislation and policies on inclusive practice and apply them to decision making in Early Years contexts. Collaborate in groups and apply knowledge of diverse needs and disabilities to adapt the curriculum and develop differentiated learning, teaching and assessment strategies in literacy that include the extended use of ICT for learners. Task 1: Inclusion plan Task 2: Diverse needs workshop, digital literacy activity and an information resource kit. Knowledgeable. Ethical. Empowered. Ethical. 4. Am I eligible to enrol in this course? Refer to the Undergraduate Coursework Programs and Awards - Academic Policy for definitions of prerequisites, co-requisites and anti-requisites 4.1 Enrolment restrictions Enrolment restricted to students enrolled in program AE302, ED303, ED304, ED601 or ED602 Enrolment restricted to students enrolled in program AE302, ED303, ED304, ED601 or ED Pre-requisites Nil 4.3 Co-requisites Nil 4.4 Anti-requisites EDU Specific assumed prior knowledge and skills (optional) Nil 5. How am I going to be assessed? 5.1 Grading scale Standard High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL)Standard High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL)

3 Page Assessment tasks Task (EDU343) No. Assessment Tasks 1 Inclusion Plan1a: Inclusion plan (formative) Individual or Group Weighting % What is the duration / length? When should I submit? Individual 50% 2000 words Task 1a: Week 3 is formative assessment. You will be provided with feedback in the tutorial Where should I submit it? Task 1a: Students are required to provide their initial response to tutors in Wk 3 tutorials for feedback & support. Task 1b: Inclusion plan (summative) 2 Task 2a: Diverse needs workshop and digital literacy activity Task2b: Information resource kit that elaborates on the workshop information Group 30% 20% 100% 1500 word equivalent 1500 words Task1b: Week 5 (Friday) Summative assessment of Task 1 Task 2a: Wk. 7- Wk 10. Presented in tutorials Task2b: Week 10 Friday. This task is to be completed individually Task 1b: Electronic upload via Safe Assign on In allocated tutorials Electronic upload via Safe Assign on Assessment Task 1: Inclusion plan Goal: The goal of this task is to apply your understanding of the relevant legislation and policies on inclusion and your knowledge of current Early Years Frameworks and curriculum documents to make decisions about inclusive practice in early learning contexts Product: You will produce a 2000 word written Inclusion plan in response to a scenario. Format: You will work on this task individually. You will be provided with a scenario and a planning template on for this task. The task requires you to use the template and develop an Inclusion plan for an individual learner with diverse needs. Criteria demonstrate knowledge and application of legislation and policies on inclusion; demonstrate knowledge and application of Early Years Frameworks and curriculum documents; establish a clear rationale and application of inclusive practice; and utilise problem solving strategies to determine inclusive learning, teaching and assessment strategies that facilitate achievement and success for diverse needs learners. Generic skill assessed Skill assessment level Problem solving Developing

4 Page 4 Assessment Task 2: Diverse needs workshop, digital literacy activity and an information resource kit. Goal: The goal of this task is for you to demonstrate an understanding of the strategies educators use to adapt the curriculum; develop IEPs and differentiate to support inclusion and meet the needs of diverse learners. Product: Your group will present a 20 minute workshop on a diverse needs topic and a literacy topic that has been allocated to you. You will create a digital literacy activity for use by a learner with the diverse need you have researched. In addition to your presentation you will individually design an information resource kit for your peers using the template provided on. The target audience for the resource kit is teachers at a graduate level. Format: You will work in small groups to research an allocated diverse needs topic and a literacy topic. You will use the knowledge gained from your research to create an interactive power point on your literacy topic for independent use by a learner with the diverse need. You will be required to use the knowledge from your research to design an information resource kit that will inform and support teachers at a graduate level. The template for the resource kit will be on. Criteria demonstrate knowledge and application of disabilities and the impact on inclusive practice in both the written and spoken communication; analyse and critically evaluate information on disabilities to justify recommendations for inclusive practice ; create a resource for literacy learning opportunities that integrates ICT to enhance independent learner engagement; design a resource kit that demonstrates understanding of inclusion in experiences, environments and approaches; and demonstrate a collegial and interactive communication style to inform and make recommendations to promote group success. Generic skill assessed Skill assessment level Collaboration Developing Information Literacy Developing 5.3 Additional assessment requirements As a student enrolled in this course you will have access to course information on the site. You are strongly recommended to log onto the course site on a regular basis. All course announcements, course changes, posting of course materials and grades (via My Interim Results) will be accessed through. It is your responsibility to ensure you have adequate internet access (either off campus or oncampus) in order to access regularly and to complete required assessment tasks. Safe Assign In order to minimise incidents of plagiarism and collusion, this course may require that some of its assessment tasks are submitted electronically via Safe Assign. This software allows for text comparisons to be made between your submitted assessment item and all other work that Safe Assign has access to. If required, details of how to submit via Safe Assign will be provided on the site of the course. Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: a) The final mark is in the percentage range 47% to 49.4% b) The course is graded using the Standard Grading scale c) You have not failed an assessment task in the course due to academic misconduct

5 Page Submission penalties Late submission of assessment tasks will be penalised at the following maximum rate: 5% (of the assessment task s identified value) per day for the first two days from the date identified as the due date for the assessment task. 10% (of the assessment task s identified value) for the third day 20% (of the assessment task s identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome. 6. How is the course offered? 6.1 Directed study hours A Blended Learning approach is used to deliver this course. You will be required to engage weekly with online content and activities in addition to attending 3 hours of face to face tutorials each week. This course requires an overall time commitment of an average 12 hours of study per week. 6.2 Teaching semester/session(s) offered Semester 1 and Semester 2 each year 6.3 Course activities Teaching What key concepts/content will I learn? Week / Module Module 1 Module 2 Understanding inclusion and diversity Legislation and policies on inclusion and inclusive practice Inclusive programs for young children Inclusion in the curriculum Diversity and differentiation Creating inclusive learning environments. Similarities and differences among children Diverse needs including disability, gender and gifted and talented learners classification and categories Facilitating language, communication and literacies Planning for inclusion - Education Adjustment Programs and Individual Education Plans Use of ICT to promote cognitive and social development. What activities will I engage in to learn the concepts/content? Directed Study Independent Study Activities Activities Engagement with Set text readings and course concepts in additional readings both lectures and and activities are tutorials through a available on range of individual and. group learning and teaching activities Engagement with course concepts in both lectures and tutorials through a range of individual and group learning and teaching activities. Set text readings and additional readings and activities are available on

6 Page 6 Module3 English as an Additional Language/Dialect learners Aboriginal and Torres Strait Islander ways of learning Quality teaching and assessment practices for Aboriginal and Torres Strait Islander learners Cultural perspective in lesson planning and assessment Construction of rubrics to measure progress and achievement of additional needs learners. Engagement with course concepts in both lectures and tutorials through a range of individual and group learning and teaching activities. Set text readings and additional readings and activities are available on Please note that the course activities may be subject to variation. 7. What resources do I need to undertake this course? 7.1 Prescribed text(s) Please note that you need to have regular access to the resource(s) listed below: Author Year Title Publisher Cologon, K. (Ed) 2014 Inclusive education in the early years Oxford University Press 7.2 Required and recommended readings Lists of required and recommended readings may be found for this course on its site. These materials/readings will assist you in preparing for tutorials and assignments, and will provide further information regarding particular aspects of your course. 7.3 Specific requirements Nil 7.4 Risk management There is minimal health and safety risk in this course. It is your responsibility to familiarise yourself with the Health and Safety policies and procedures applicable within campus areas. 8. How can I obtain help with my studies? In the first instance you should contact your tutor, then the Course Coordinator. Student Life and Learning provides additional assistance to all students through Peer Advisors and Academic Skills Advisors. You can drop in or book an appointment. To book: Tel: or studentlifeandlearning@usc.edu.au

7 Page 7 9. Links to relevant University policies and procedures For more information on Academic Learning & Teaching categories including: Assessment: Courses and Coursework Programs Review of Assessment and Final Grades Supplementary Assessment Administration of Central Examinations Deferred Examinations Student Academic Misconduct Students with a Disability Faculty specific information The assessment tasks in this course support pre-service teachers to explicitly demonstrate the following Australian Professional Standards for Teachers (Graduate) Assessment Task Task 1: Inclusion plan Task 2: diverse needs workshop, digital literacy activity and an information resource kit Australian Professional Standards for Teachers (Graduate) 1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. 2.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 3.7 Describe a broad range of strategies for involving parents/carers in the educative process 4.4 Describe strategies that support students wellbeing and safety working within school and/or system, curriculum and legislative requirements 2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students National Quality Standard Curriculum decision making contributes to each child s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators Each child s current knowledge, ideas, culture, abilities and interests are the foundation of the program Each child is supported to work with, learn from and help others through collaborative learning opportunities Every child is supported to participate in the program.

8 Page Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning 4.1 Identify strategies to support inclusive student participation and engagement in classroom activities Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural environments Facilities are designed or adapted to ensure access and participation by every child in the service and to allow flexible use, and interaction between indoor and outdoor space. 5.1 Respectful and equitable relationships are developed and maintained with each child. General enquiries and student support Faculty Student Support Office Tel: Fax: SHEinfo@usc.edu.au