Unit convenor and teaching staff |
Unit convenor and teaching staff
Lecturer and Tutor
Karen Kelly
Kathy Cologon
Iliana Skrebneva
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
(24cp at 100 level or above) including EDUC107 or (EDUC105 and EDUC106)
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Corequisites |
Corequisites
EDUC262 or EDUC264 or admission to BEd(Prim) or BEd(Sec)
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit provides an introduction to special and inclusive educational principles and practices. There is a focus on the development of key competencies in understanding the policy, principles and teacher role in inclusive education; understanding diverse learners; establishing an inclusive classroom environment and designing inclusive curriculum and teaching interventions. Emphasis is placed on strategies that equip teachers to work with all students in regular classroom environments. This unit is subject to a quota. Limited places are available. Please refer to the Faculty for further information.
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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:
Name | Weighting | Hurdle | Due |
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Self-Survey | 5% | No | 24th August 2018 |
ClassQuiz | 25% | No | 8th September 2018 |
Assignment | 30% | No | 10th October 2018 |
Exam | 40% | No | University Exam Period |
Due: 24th August 2018
Weighting: 5%
This is an early formative assessment task in preparation for the major assignment task for this unit. The survey will be available in Week 3 and must be completed by 24th August.
Due: 8th September 2018
Weighting: 25%
This in-class quiz is to assess knowledge of formative concepts about the inclusion of diverse learners.
Due: 10th October 2018
Weighting: 30%
A self-study investigation of teacher beliefs and impact on inclusion.
In TEP248 you will conduct a self-reflective study of teacher beliefs about the inclusion of learners with diverse needs and the implications of these beliefs for classroom participation of all learners.
Due: University Exam Period
Weighting: 40%
An examination of practice-related application of knowledge.
The examination will occur during the formal examination period set by the University.
Delivery: Lecturers will be delivered live face-to-face and online as an option each week from Weeks 3-13. Please note that due to a practicum block in Weeks 1 and 2 NO LECTURES are scheduled. These lectures can be accessed through iLearn once they have been delivered.
On-campus days are conducted for students in external or distance education mode. These will be held on the 8th September and 27th October. These dates are compulsory and students who know they cannot attend these dates must enrol as internal students or withdraw from the unit before the census date.
Resources: iLearn is used to deliver this unit. Regular access is essential. All course announcements and important messages to students will be delivered via iLearn.
Resources: The textbook is available from the CO_OP bookshop.
Title: Dixon, R.,Woodcock, S.,Tanner, K., Woodley,L., & Webster, A. (2017). Teaching in Inclusive School Environments. Macksville, David Barlow Publishing.
Resources: Course readings (in addition to the textbook) will also be supplied in e-reserve in the library.
Technologies used and required: This unit is delivered via iLearn and thus regular, reliable internet access is required. Assignments must be word processed and will be submitted using Turnitin which will be available in iLearn.
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/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://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources 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: