Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Kathy Cologon
Room 268, Building X5B
co-convenor
Amanda Niland
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
39cp including [(ECH218 or ECH228) or (ECH216 and admission to BTeach(0-5)) or admission to BTeach(ECS)]
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
In this unit notions of 'difference' and 'disability' are explored in the context of the provision of inclusive early years education and care. Students integrate their growing knowledge of developmental processes and early childhood pedagogy into a framework focusing on the education of diverse groups of young children. A primary emphasis is working with children who experience disability and their families. During the unit, students learn about inclusive education and features of inclusive environments and communities, consider theoretical models of disability, explore processes of labelling, acquire understanding of appropriate terminology and language and develop their knowledge of practical approaches to inclusive early childhood education and care. Students are supported in developing understanding of sensory development and maximising social interaction and learning, multiple approaches to communication and quality provision of social inclusion. Representation and constructions of disability in popular culture are discussed. The roles of early years professionals in understanding and responding to challenging behaviour, and planning for extension and enrichment in the early years is examined. The implications of theory and practice for engagement in critically reflective practice, with a view to moving beyond rhetoric towards genuinely inclusive education are considered.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Please see the iLearn website for this unit for full assessment details, including marking criteria and assignment lengths and components.
Successful completion of all assessment pieces, with a total mark of 50 or above, is required to pass the unit.
All written assessment in this unit is to be submitted online via iLearn.
Late submission of assignments will result in a deduction of 5% (of the value of the assignment) per day (including weekends). (See below for further details.)
Extensions: Students who experience serious and unavoidable disruption need to lodge a Disruption to Studies notification via ask.mq.edu.au and have it approved by the Faculty before the unit convenor can grant an extension. Disruption to Studies notifications must be lodged within 5 days of the commencement of the disruption and be supported by appropriate documentation. If the disruption is medical in nature, you must provide an official Macquarie University Professional Authority Form completed by a registered medical practitioner.
For information on how to lodge a Disruption notification, please see: http://students.mq.edu.au/student_admin/exams/disruption_to_studies/
The full University Disruption to Studies Policy is found at:
http://mq.edu.au/policy/docs/disruption_studies/policy.html
If you need any assistance with lodging a Disruption to Studies notification, you can contact Campus Wellbeing on 9850 7497 or via campuswellbeing@mq.edu.au
Please see http://www.mq.edu.au/policy/category.html#l_t for information on the University’s Learning and Teaching policies.
Please note:
IEC Assessment Presentation & Submission Guidelines
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
When preparing your assignments, it is essential that:
Late Assessments:
A deduction of 5% of the total possible mark allocated for that assessment would be made for each day or part day that assessment is late, weekends counting as two days. For example, if an assessment is worth 20 marks and you submit it 2 days late, you will have 2 marks (2 x 5% of 20 marks) subtracted from your awarded mark.
Extensions:
In extenuating circumstances, students may apply to the unit coordinator for an extension to the assessment due date. Reasons for the extension need to be documented through the Disruption to Studies form accessible through ask.mq.edu.au under "Disruption" and supported (e.g., a Professional Authority Form must be used in the case of illness). Note that:
Referencing:
All assignments should cite and provide full bibliographical details of all material that you have used to inform or support your ideas. At the Institute of Early Childhood, students are required to use the American Psychological Association (APA) referencing procedures. Full details about how to cite and reference correctly can be found in Perrin (2015) and in the IEC Referencing Guide on iLearn. All students will need to download this guide and use it as they prepare their assignment.
Highly recommended text
Perrin, R. (2015). Pocket guide to APA style (5th ed.). Wadsworth: Cengage Learning.
Name | Weighting | Due |
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1. Weekly written assessment | 30% | Weekly |
2. Critical review task | 20% | 14th April |
3. Literature review | 30% | 3rd May |
4.Research Information Handout | 20% | 7th June |
Due: Weekly
Weighting: 30%
Critical reflection task requiring weekly consideration of the implications of learning in lectures and readings for inclusive education practice.
Due: 14th April
Weighting: 20%
Critical review of literacy materials for children from an inclusive education perspective.
Due: 3rd May
Weighting: 30%
Review of literature on specific aspects of inclusive education.
Due: 7th June
Weighting: 20%
Applied practice task exploring key elements of inclusive education learned through engaging with the unit content and extending further to demonstrate the ability to identify, analyse and apply research findings to assist in the implementation of practical approaches to inclusive education
ECH333 Inclusive Education
Institute of Early Childhood
Faculty of Human Sciences
Unit description: In this unit notions of 'difference' and 'disability' are explored in the context of the provision of inclusive early years education and care. Pre-service teachers integrate their growing pedagogical knowledge into a framework focusing on the education of diverse groups of young children. A primary emphasis is working with children who experience disability and their families. During the unit, pre-service teachers learn about inclusive education and features of inclusive environments and communities, consider theoretical models of disability, explore processes of labelling, acquire understanding of appropriate terminology and language, and develop their knowledge of practical approaches to education. Unit content includes consideration of children’s rights, legislation and policy, the Early Years Learning Framework and the Australian Curriculum, family perspectives, cultural perspectives and the global context of inclusive education, Aboriginal identities, and implications of theories and constructions of gender. Emphasis is placed on family centred practice, inter-professional collaboration, and planning and assessment processes. The role of early years professionals in inclusive approaches to transitions in everyday contexts, as well as in response to disruption including emergency and disaster, trauma, displacement and hospitalisation is explored. Pre-service teachers are supported in developing understanding of sensory development and maximising social interaction and learning, multiple approaches to communication and quality provision of social inclusion. Representation and constructions of disability in popular culture are discussed. The roles of early years professionals in understanding and responding to challenging behaviour, and planning for extension and enrichment in the early years is examined. The implications of theory and practice for engagement in critically reflective practice, with a view to moving beyond rhetoric towards genuinely inclusive education, are considered.
The core teaching methods in this unit are the weekly lectures, readings and tutorials/on campus sessions. Informal discussions taking place on the unit website are also an important source of learning in this unit.
The textbook for this unit is:
Cologon, K. (Ed.) (2014). Inclusive education in the early years: Right from the start. South Melbourne: Oxford University Press.
Additional readings are listed in the lecture schedule and are available online (see the iLearn website for details).
Please see the iLearn website for this unit for a complete schedule of weekly activities, including weekly lectures, readings, tutorials/on campus sessions and assignments.
For timetable information (including tutorial and on campus session times), please see the university timetable at: https://timetables.mq.edu.au/2015/
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
In this unit student feedback is highly valued. Each semester staff reflect on the semester experience and student feedback and make appropriate amendments based on this reflection and on new research and changes to policy and practice relevant to inclusive education.