Understanding and Supporting Inclusion
Duration
- One Semester or equivalent
Contact hours
- 24 hours Face to face
2021 teaching periods
Hawthorn
| Higher Ed. Semester 1 | Higher Ed. Semester 2 | |
|---|---|---|
Dates: Results: Last self enrolment: Census: Last withdraw without fail: |
Dates: Results: Last self enrolment: Census: Last withdraw without fail: |
Swinburne Online
| Teaching Period 1 | ||
|---|---|---|
Dates: Results: Last self enrolment: Census: Last withdraw without fail: |
Prerequisites
EDU10004 Theories of Teaching and Learning
Corequisites
NilAims and objectives
Students who successfully complete this unit will be able to:
1. Consider the range of additional needs and critically analyse the potential impact on children, families and the wider community.
2. Investigate and summarise factors that contribute to additional needs, including socio-cultural, health-related and behavioural.
3. Evaluate concepts of inclusion and links to practice.
4. Research and synthesise information about specific types of additional needs to inform plans for the inclusion of individual children.
5. Identify and apply relevant policies and practices that support children's additional needs, including setting up inclusive environments that invite all children’s full participation.
6. Construct strategies and inclusion plans for children showing integrity and a capacity to work collaboratively with families and professionals.
Courses with unit
BA-EDUEC/EDUEC2 Bachelor of Education (Early Childhood)
Unit information in detail
- Teaching methods, assessment, general skills outcomes and content.
Teaching methods
This unit of work will involve up to 150 hours of work including:
| Type (On-campus) | Hours per week | Number of Weeks | Total |
| Face to Face Contact Workshop |
3 |
8 |
24 |
| Online Contact | N/A | ||
| Specified Learning Activities Prescribed readings Online activities | 6 | 8 | 48 |
| Unspecified Learning Activities Independent study Readings Assignment preparation | 6.5 | 12 | 78 |
| TOTAL | 150 hours / 12.5 credit points |
| Type (SOL) | Hours per week | Number of Weeks | Total |
| Face to Face Contact | N/A | ||
| Online Contact | N/A | ||
| Specified Learning Activities Prescribed readings Online activities | 6 | 12 | 72 |
| Unspecified Learning Activities Independent study Readings Assignment preparation | 6.5 | 12 | 78 |
| TOTAL | 150 hours / 12.5 credit points |
Assessment
| Types | Individual or Group task | Weighting | Assesses attainment of these ULOs |
| Essay | Individual | 50% | 1, 2, 3, 5 |
| Case Study | Individual | 50% | 4, 5, 6 |
General skills outcomes
• Communication Skills.
• Analysis Skills.
• Problem Solving Skills.
• Ability to tackle unfamiliar problems.
• Ability to work independently.
Content
• Image and language of inclusion.
• Family-centred practice - Work in partnership with families to access support, resources and additional services.
• Strength-based approaches.
• Early intervention services and specialists – roles, relationships and communication.
• Characteristics of additional needs including Autism, Asperger’s Syndrome, Attention Deficit Hyperactivity Disorder, Cerebral Palsy, Down Syndrome.
• Equity and social justice.
• Anti-bias curriculum revision and how it supports children with additional needs.
• Collaboration with other professionals.
• Policies, funding and legal requirements.
Study resources
- Reading materials.