102084 inclusiveeducationtheorypolicyandpractice (1)

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School of Education
102084 INCLUSIVE EDUCATION: THEORY, POLICY AND PRACTICE
Credit Points: 10
1714.1 Master of Teaching (Secondary)
UNIT COORDINATOR: NOLENE WALKER
Summer B 2015-2016

HOW TO USE THIS LEARNING GUIDE
ICON KEY
 Reading
 Activity
 Important Information
 Deadline
 Online Activity
 Warning
Hint
 Toolkit
 Checklist
This Learning Guide supplements the unit outline and is designed to help you navigate
through the unit. It will help you focus on what you need to do for classes and the
various assessment tasks. You should consult the relevant sections of the Learning
Guide as you plan your study – it will highlight the main things that you should be
getting out of the resources available and provide guidance on teaching activities and
class preparation.
The Learning Guide also offers some study tips to assist you in developing the skills
and techniques of an effective learner at university level. In addition to acquiring
information and skills relevant to this unit, you should also focus on developing the
habits and tools of a successful university student. As an adult learner you need to
take control of your own learning and ensure your own success. This learning guide is
specifically designed to help you achieve this.
A standard set of icons is used throughout the learning guide to make navigation
easier. Use the icons to quickly identify important information, things you need to do
and hints for doing them.
STAFF CONTACTS
Unit Coordinator
Nolene Walker
Campus: Kingswood
Building J. Room 1. 20
Email:
nolene.walker@westernsydney.edu.au
Mail: School of Education
University of Western Sydney
Locked Bag 1797
Penrith NSW 2751
Tutor
Peter Walker
Email: p.walker@westernsydney.edu.au
Summer Academic Course
Advisor
Marion Sturges
Phone: 97726430 Email: m.sturges@westernsydney.edu.au
Director of Academic
Program
Name: Dr Christina Curry
Phone: 02 4736 0257
Email: c.curry@uws.edu.au
Administration Support
Officer
Name: Corinne McFarland
Phone: Ext. 6035 Email:
C.Mcfarland@westernsydney.edu.au
CONSULTATION ARRANGEMENTS
vUWS Use vUWS to contact your Unit Coordinator.
Phone Phone your Tutor or Unit Coordinator or Administration Officer.
On Campus
By appointment with the Tutor or Unit Coordinator during the semester. Full-time
teaching staff display their schedule on/next to their office door.
THIS LEARNING GUIDE IS DESIGNED TO SUPPORT YOUR LEARNING.
It should be read in conjunction with the Unit Outline.
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TABLE OF CONTENTS
How to use this Learning Guide .............................................................................................2
Special Requirements............................................................................................................4
Course learning outcomes and how this unit relates to your course .......................................4
Unit Learning Outcomes ........................................................................................................4
Assessment Summary............................................................................................................6
Assignment 1 Details .............................................................................................................6
Assignment 2 Details .................................................................. Error! Bookmark not defined.
Assignment Submission Details............................................................................................10
Learning and Teaching Schedule ..........................................................................................12
Learning Resources..................................................................... Error! Bookmark not defined.
Academic literacy support for assignment preparation ........................................................17
You and This Unit ................................................................................................................18
Links to Key Policies and Student Information......................................................................20
Assignment Cover Sheet............................................................. Error! Bookmark not defined.
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STUDENT FEEDBACK AND IMPROVEMENTS TO THE UNIT
The University values student feedback in order to improve the quality of its educational programs. As a
result of students’ feedback on this Unit, the following key areas of good practice have been identified:
• Scaffolding of exam has been fine tuned
Based on student feedback the following changes and improvements to this unit have been made:
• Classroom management activities have been enhanced.
SPECIAL REQUIREMENTS
You need to have access to a computer/mobile device where the Internet can be used to logon to e-
learning (vUWS) and with access to Adobe Acrobat Reader (downloadable from e-learning link at UWS
http://www.uws.edu.au/students/onlinesupport. Computer labs are located on each campus for
student use and there are provisions for students to access online materials at each campus library.
COURSE LEARNING OUTCOMES AND HOW THIS UNIT RELATES TO YOUR COURSE
This unit explores mandatory Special Education requirements. This unit is one of many that provide
opportunities for students as Pre-service Teachers to prepare for their future employment as a teacher
and to engage with the key elements of the Board of Studies, Teaching and Educational Standards
(BOSTES). Students will develop skills in pedagogy and practice within the Inclusive Education. The
knowledge and skills developed in the other units of study in the course can be applied in this unit and
the knowledge and skills developed in this unit can be applied in other units in the course.
Inclusive Education – Theory, Policy and Practice is a core unit for students in the Master of Teaching
(Secondary). This unit is offered on-campus as a combination of lectures and tutorials.
As Pre-service Teachers, the students will have engaged with the elements of a graduate teacher as
described by the Board of Studies, Teaching and Educational Standards, the accrediting authority for the
Master of Teaching Secondary course.
This unit contributes most prominently to the following WSU graduate attributes:
1. Commands multiple skills and literacies to enable adaptable lifelong learning
2. “Indigenous Australian Knowledge” – Demonstrates knowledge of Indigenous Australia through
cultural competency and professional capacity.
3. Demonstrates comprehensive, coherent and connected knowledge
4. Applies knowledge through intellectual inquiry in professional or applied contexts
5. Brings knowledge to life through responsible engagement & appreciation of diversity in an
evolving world
This unit supports the following course outcomes
Graduates of the Master of Education (Secondary) will be provided with the opportunities to:
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1. Integrate subject discipline content, educational policy and educational theory with pedagogical
knowledge to design and assess student learning at the secondary school level.
2. Demonstrate a critical insight of the processes and skills required to generate a research
framework around 21st
century capabilities relevant at the secondary school level
3. Demonstrate engagement in reflective professional practice derived from personal research,
and scholarly inquiry, into the teaching and learning of secondary school students.
4. Develop a pedagogical repertoire arising from theoretical bases and creatively apply relevant
and contemporary strategies, resources, and technologies to meet the diverse needs of young
people.
5. Apply creative and critical problem solving independently or interdependently to generate
robust and innovative solutions to emerging teaching and learning issues in secondary schools.
6. Communicate fluently and with imagination evidence-based outcomes to parents, colleagues and
the professional community.
7. Apply a global perspective when critiquing cultural and social processes to support a personal
construction of innovative and sustainable, positive teaching and learning environments.
8. Apply a deep and critical understanding of research processes and teaching and learning to
design, complete and appraise a teaching improvement research project.
UNIT LEARNING OUTCOMES
The following unit learning outcomes are aligned to the course learning outcomes (CLO) and the
Australian Professional Standards for Teachers (APST). On successful completion of this unit, you should
be able to:
1. Apply current inclusive education methods and strategies, research, legislation, such as the
Disability Standards for Education (2005) and the disability Discrimination Act (1992), educational
policies, the Learning and Support Framework, Work Health & Safety and risk assessment to
educational settings. (APST focus area- Graduate: 1.6, 4.4,7.2).
2. Develop a solution focussed plan to assess the likely impact of a disability, behaviour disorder or
learning difficulty, including a language delay, upon a secondary student’s access to and
participation in learning, with particular emphasis upon realistic solutions and the engagement of
professionals, agencies and parents to implement those solutions. (APST focus area- Graduate:
1.1,1.4).
3. Select ethical and appropriate strategies for inclusion and apply curriculum based assessment skills
to identify starting points and reasonable learning adjustments required to enable secondary
students to meet syllabus outcomes. (APST focus area- Graduate: 2.6, 3.4, 4.5).
4. Plan and evaluate programs that demonstrate how to meet the specific learning needs of
secondary students, including the gifted and talented and students accessing Life Skills, who may
require additional support in academic, social and behavioural domains, through inclusive
education practices, including problem solving processes and application of the concept of
reasonable adjustment. (APST focus area- Graduate: 1.5, 2.5, 3.1).
5. Identify the range of technologies and supports available for use in the inclusive classroom and
assess how such tools affect improved outcomes for secondary students with disabilities, behaviour
disorders or who experience learning difficulties. (APST focus area- Graduate: 2.2, 3.6, 3.7).
6. Identify giftedness in the regular classroom and adjust learning programs accordingly. (APST focus
area- Graduate: 2.3, 4.1, 5.1).
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ASSESSMENT SUMMARY
 Summary of assignments – Assessment for this unit will be based on the following components:
ASSIGNMENT ITEM DUE DATE WEIGHTING
LINK TO UNIT
LEARNING
OUTCOMES
Assignment 1 –
Word Limit – 2000 words
Due to Turnitin: Midnight Monday
28th
January 2016 50% 1, 2, 3, 4,
Exam: Answer 3 questions, Q1
is compulsory, 2 options from
Q2
Due: Exam Week
50%
1, 2, 3, 4, 5,
6, 7.
A combined overall mark of at least 50% is required to pass the unit.
ASSIGNMENT 1: INCLUSIVE EDUCATION
This assignment requires you to write an essay.
LENGTH: 2000 WORDS
WHAT DO I NEED TO SUBMIT?
• Assignment – submitted through Turnitin.
 SUBMISSION DETAILS
• Submit a draft of your assignment to Turnitin by Midday Monday 28th
January 2016 so you have
time to review your Originality Report and edit your work.
• Submit an electronic copy of your final assignment to Turnitin by Midnight Monday 28th
January
2016 (Do not include your cover sheet but do include your reference list) AND
• Assignments submitted after the due date and time, without an approved extension, will be
penalised 10% per day for late submission.
• You must keep a copy of your assignment.
ASSIGNMENT 1 DETAILS
In order to complete this assignment you need to: project into the near future by addressing this
assignment from the perspective of a new scheme teacher.
You have been presented with classes of students with diverse learning needs, including those with a
sensory disability (hearing OR vision). You are required to discuss the inclusion of students with a
sensory disability in your method.
You then need to demonstrate an understanding of changing views about inclusion and knowledge of
legislation in relation to students with any additional need (not just a sensory disabilities) in Australian
educational settings. Identify the skills required of you, and justify your selection to ensure that all
students are successfully included.
Topics that may assist you to answer this question include; teacher attitudes, adjustments and
accommodations, differentiation and/or universal design for learning, appropriate outcomes and
collaboration with stakeholders (e.g. support teachers, parents/caregivers).
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Assessment criteria
• Discusses inclusion in relation to students with a sensory disability (hearing OR vision) in their
method.
• Demonstrates an understanding of legislation, changing views and teaching skills for the
inclusion any student with an additional need (not just a sensory disability).
• Presents work professionally, with clear academic writing and within the word limit and uses
APA referencing style correctly, including competently integrating evidence.
EXAMPLES OF ASSIGNMENT 1
Past exemplars/excerpts of assignments identified as a distinction/credit/pass can be found in the
assessment folder on the Unit’s vUWS site.
ASSESSMENT STANDARDS
The assessment standards outline what is expected for each of these criteria in order to pass this
assignment, and to gain higher grades of credit, distinction and high distinction. All markers use these
standards when assessing your work and you are strongly advised to use them to self-assess prior to
submitting your assignment.
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Student Name: Student Number Marker /50
Assessment Standards for 102084 Assignment 1
Criteria FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION
0-24.5 / 50 25 – 32 / 50 32.5 – 37 / 50 37.5 – 42 / 50 42.5 – 50 / 50
Discusses inclusion in
relation to students
with a sensory disability
(hearing OR vision) in
your method.
/10
Presents a limited
understanding of
inclusion in relation to
students with a sensory
disability (hearing OR
vision) in your method.
Presents a satisfactory
understanding of
inclusion in relation to
students with a sensory
disability (hearing OR
Presents a sound
understanding of inclusion
in relation to students with
a sensory disability
(hearing OR vision) in your
method.
Presents a highly developed
understanding of inclusion in
relation to students with a
sensory disability (hearing OR
Presents a superior
understanding of inclusion in
relation to students with a
sensory disability (hearing
OR vision) in your method.
Demonstrates an
understanding of
legislation, changing
views about inclusion and
teaching skills
(adjustments and
accommodations etc.) in
relation to any student
with additional needs.
/30
Shows limited
understanding of
legislation, changing
views about inclusion
and skills (adjustments
and accommodations
etc.) in relation to any
student with additional
needs.
Shows an understanding
of legislation, changing
views about inclusion
and skills (adjustments
and accommodations
etc.) in relation to any
student with additional
needs.
Shows a thorough
understanding of
legislation, changing views
about inclusion and skills
(adjustments and
relation to any student
with additional needs.
Shows a highly developed
understanding of legislation,
changing views about inclusion
and skills (adjustments and
relation to any student with
additional needs. .
Shows a superior
understanding of legislation,
changing views about
inclusion and skills
(adjustments and
relation to any student with
additional needs.
Presents work in
accordance with
academic writing
conventions (e.g. APA
referencing style, structure,
attention to spelling and
grammar, use of relevant
literature)
/10
Inadequate writing style,
significant weaknesses in
general writing and
academic writing
conventions including
APA referencing
Generally clear
presentation; sentences
coherent and
grammatically correct;
Generally accurate APA
referencing
Well-structured with
effective grammatical
expression, sound control
of general and academic
writing conventions
including APA referencing.
Clear and concise structure;
Subtle and fluent writing style,
thorough control of general and
academic writing conventions
including APA referencing.
Sophisticated and fluent
writing style, high level
mastery of general and
academic writing
conventions including APA
referencing.
Comments:
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ASSESSMENT 2: EXAM
Students will sit an examination as their second assessment task for this subject. The examination will be scheduled during the university’s examination period at the end
of session.
LENGTH: 2 HOURS
WHAT DO I NEED TO SUBMIT?
Not applicable.
 SUBMISSION DETAILS
Students must attend and sit for the scheduled examination during the examination period. As per UWS policy, this information will be made available four weeks
before the examination date. Students should ensure that they are aware of when and where their examination is scheduled.
Students must be aware of examination protocol. This can be found on the following link.
http://policies.uws.edu.au/view.current.php?id=00204
EXAMPLES OF ASSESSMENT 2
A sample exam can be found in the assessment folder on the Unit’s vUWS site.
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ASSIGNMENT SUBMISSION DETAILS
TURNITIN
Assignments must be submitted to Turnitin. Include your reference list in your submission. After the due
date Turnitin will generate an Originality Report (usually within 24-48 hours after the due date and
time).
What is Turnitin?
Turnitin is an online web-based text-matching software that identifies and reports on similarities
between documents. It is widely utilised as a tool to improve academic writing skills. Help with Turnitin
is available through the library. You will find links to video clips, FAQ and help sheets at:
http://library.uws.edu.au/uws_library/guides/turnitin
Why Turnitin?
Turnitin supports the development of your academic writing and referencing skills. You will find the
Turnitin Originality Check useful for editing your paper and avoiding inappropriate use of other's work
and plagiarism. Students in the past have found it has helped them refine their skills; however you do
need to provide yourself with enough time to consider the Originality Report and to edit your work.
EXTENSION OF ASSESSMENT DUE DATE
If you need to apply for an extension of time to complete an assessment task, then please contact the
Unit Coordinator with a Request for Extension form, which is available from the UWS website or Student
Central.
Where special consideration is sought for misadventure or extenuating circumstances during a teaching
period, you should complete a Special Consideration online application, which will be processed by the
Unit Coordinator.
You may apply for an Extension up to two days after the assignment is due. Applications must be
submitted no later than 5.00pm on the second working day after the due date of the assessment task. If
the extension is not approved late penalties will apply. You will need to provide documentary evidence
to explain your situation when requesting an assignment extension (e.g. a medical certificate or letter
from a counsellor). An extension will not be granted if you have not provided this evidence. You may be
asked to show evidence that you have completed a draft of your assignment.
LATE SUBMISSION OF ASSIGNMENTS
A student who submits an assessment late without approval for an extension will be penalised by 10%
per day up to 10 days, i.e., marks equal to 10% of the assignment’s weight will be deducted as a “flat
rate” from the mark awarded. For example, for an assignment that has a possible highest mark of 50,
• Remember to submit your assignment one week prior to the due
date to give yourself time to check referencing through Turnitin.
• Originality Check Reports may take 24 hours or longer to be
returned, usually longer closer to the due date, therefore do not
leave this important step to the last minute.
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the student’s awarded mark will have 5 marks deducted for each late day; Saturday and Sunday each
count as one day. Assessments will not be accepted after the marked assessment task has been
returned to students who submitted the task on time.
RETURN OF ASSIGNMENTS
 Your marks and feedback on your assignments will be available on the unit’s vUWS site if
assignments are marked online.
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LEARNING AND TEACHING SCHEDULE
Unit Calendar – Summer B 2016
Semester
Week
Week
Beginning  Topic  Learning Activities  Reading and other Preparations
Links to
Outcomes
1 Monday
5 January
2015
Unit matters/orientation
Introduction to inclusion
Issues, attitudes and challenges
Legislation and policies
Introduction to inclusion
Diversity and Inclusion
issues
 Chapters 1, 2 & 3 of text
Loreman, T. (2007). Seven pillars of support for inclusive
education. International Journal of Whole Schooling, 3(2),
22-38
Poed, S., & Elkins, J. (2012). Legislation, policies, and
principles. In A. Ashman & J. Elkins (Eds.), Education for
inclusion and diversity (4th ed., pp. 39-60)
Ballard, K. (2012). Inclusion and social justice: Teachers
as agents of change. In S. Carrington & J. MacArthur
(Eds.), Teaching in inclusive school communities (pp.65-
87)
1, 2, 3
Tuesday
6 January
2015
Key issues in inclusion
Collaboration with stakeholders
IEPs
Understanding disability
Language around disability
Collaboration
 Chapters 7 & 8 of text
Foreman, P. (2011). Inclusion in action Chap 4 Adapting
curriculum, teaching and learning strategies (pp.114-178)
1, 2, 3, 7
2 Monday
12 January
2015
Role of assessment in inclusive
practices and inclusive instruction
Life skills
Special provisions
Learning support teams
Assessment
Life Skills Curricula
 Chapters 4, 5 & 6 of text
Deppeler, J. (2007). Classroom assessment for student
learning. In M. Keeffe & S. Carrington (Eds.), Schools and
diversity (2nd ed., pp. 164-187)
Salend, S. J. (2011). Creating collaborative relationships
and fostering communication. In Creating inclusive
classrooms: Effective and reflective practices (7
th
ed.,
pp.136-173)
2, 3, 4, 5, 6, 7
Tuesday
13 January
2015
UDL
Adjustments and accommodations
Adjustments and accommodations
Implications for learning
Edyburn, D.L. (2010). Would you recognize universal
design for learning if you saw it? Ten propositions for
new directions for the second decade of UDL. Learning
Disability Quarterly, 33(1),
33-41
Mcguire, J. M., Scott, S. S. & Shaw, S. F. (2006). Universal
design and its applications in educational environments.
Remedial and special education, 27(3), 166-175
5, 6, 8
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3 Monday
19 January
2015
Promoting positive behaviour Promoting positive behaviour  Chapters 10 & 11 of text
Murphy, K. (2012). Managing inclusive classrooms. In M.
Brownell, S. Smith, J. Crockett & C. Griffin (Eds.), Inclusive
instruction: Evidence-based practices for teaching
students with disabilities
5, 6, 7
Tuesday
20 January
2015
Assistive technologies
Consolidation and review
Assistive technologies
Consolidation and review
Croser, R., & Bridge, D. (2012). Information and
communication technologies. In A. Ashman & J. Elkins
(Eds.), Education for inclusion and diversity (4th ed., pp.
167-198)
King-Sears, M., Swanson, C., & Mainzer, L. (2011).
TECHnology and literacy for adolescents with disabilities.
Journal of Adolescent & Adult Literacy, 54, 569-578
2, 4, 5, 8
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LEARNING RESOURCES
PRESCRIBED TEXT
Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive education: Supporting diversity in the
classroom (2nd ed.). Sydney, Australia: Allen & Unwin.
 ESSENTIAL READINGS
American Psychological Association, (2010). Publication manual of the American Psychological
Association. (6th ed.). Washington, D.C.: Author. There is a link on the library page.
Lecture 1
Ballard, K. (2012). Inclusion and social justice: Teachers as agents of change. In S. Carrington
& J. MacArthur (Eds.), Teaching in inclusive school communities (pp. 65-88). Milton,
Australia: Wiley.
Loreman, T. (2007). Seven pillars of support for inclusive education. International Journal of
Whole Schooling, 3(2), 22-38.
Loreman, T., Deppeler, J., & Harvey, D. (2011). Chapter 1: Inclusion, & Chapter 2: Who are our
students with diverse learning needs? In Inclusive education: Supporting diversity in the
classroom (2nd ed.). Sydney, Australia: Allen & Unwin.
Loreman, T., Deppeler, J., & Harvey, D. (2011). Chapter 3: Attitudes and inclusion. In Inclusive
education: Supporting diversity in the classroom (2nd ed.). Sydney, Australia: Allen &
Unwin.
Poed, S., & Elkins, J. (2012). Legislation, policies, and principles. In A. Ashman & J. Elkins
(Eds.), Education for inclusion and diversity (4th ed., pp. 39-60). Sydney, Australia:
Pearson.
Lecture 2
Foreman, P. (2011) Inclusion in Action, Chapt 4 Adapting curriculum, teaching and learning
strategies (pp.114-178).
Lecture 3
Deppeler, J. (2007). Classroom assessment for student learning. In M. Keeffe & S. Carrington
(Eds.), Schools and diversity (2nd ed., pp. 164-187). Sydney, Australia: Pearson.
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S U M M E R B 2 0 1 6
Loreman, T., Deppeler, J., & Harvey, D. (2011). Chapter 4: Psychological and teacher-based
assessment. In Inclusive education: Supporting diversity in the classroom (2nd ed.).
Sydney, Australia: Allen & Unwin.
Loreman, T., Deppeler, J., & Harvey, D. (2011). Chapter 5: Collaboration, & Chapter 6: How to
develop and manage an individualized program. In Inclusive education: Supporting diversity
in the classroom (2nd ed.). Sydney, Australia: Allen & Unwin.
Salend, S. J. (2011). Creating collaborative relationships and fostering communication. In
Creating inclusive classrooms: effective and reflective practices (7th ed., pp. 136-172).
Upper Saddle River, NJ: Pearson.
Lecture 4
Edyburn, D. L. (2010). Would you recognize universal design for learning if you saw it? Ten
propositions for new directions for the second decade of UDL. Learning Disability
Quarterly, 33(1), 33-41
Loreman, T., Deppeler, J., & Harvey, D. (2011). Chapter 7 Inclusive instructional design and 8
Collaborative student learning. In Inclusive education: Supporting diversity in the classroom
(2nd ed.). Sydney, Australia: Allen & Unwin.
Mcguire, J. M., Scott, S. S., & Shaw, S. F. (2006). Universal design and its applications in
educational environments. Remedial and Special Education, 27(3), 166-175
Lecture 5
Loreman, T., Deppeler, J., & Harvey, D. (2011). Chapter 10: Inclusive classroom management,
& Chapter 11: Social and emotional learning. In Inclusive education: Supporting diversity in
the classroom (2nd ed.). Sydney, Australia: Allen & Unwin.
Murphy, K. (2012). Managing inclusive classrooms. In M. Brownell, S. Smith, J. Crockett & C.
Griffin (Eds.), Inclusive instruction: evidence-based practices for teaching students with
disabilities (pp. 157-181). New York, NY: Guilford Press.
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S U M M E R B 2 0 1 6
Lecture 6
Croser, R., & Bridge, D. (2012). Information and communication technologies. In A. Ashman &
J. Elkins (Eds.), Education for inclusion and diversity (4th ed., pp. 167-198). Sydney,
Australia: Pearson Education.
King-Sears, M., Swanson, C., & Mainzer, L. (2011). TECHnology and literacy for adolescents
with disabilities. Journal of Adolescent & Adult Literacy, 54(8), 569-578.
doi:10.1598/JAAL.54.8.2
Conway, R. (2007). Schools, systems and students with diverse needs. In I. Dempsey & M.
Arthur-Kelly (Eds.), Maximising learning outcomes in diverse classrooms (pp. 133-147).
Melbourne, Australia: Thomson Learning.
Loreman, T., Deppeler, J., & Harvey, D. (2011). Chapter 9: Organizing the inclusive classroom,
& Chapter 12: Reflection: The key to lasting change. In Inclusive education: Supporting
diversity in the classroom (2nd ed.). Sydney, Australia: Allen & Unwin.
Suggested Reading
Ashman, A., & Elkins, J. (Eds.). (2012). Education for inclusion and diversity (4th ed.). Frenchs
Forest, Australia: Pearson.
Brownell, M., Smith, S., Crockett, J., & Griffin, C. (Eds.). (2012). Inclusive instruction: Evidence-
based practices for teaching students with disabilities. New York, NY: Guilford Press.
Carrington, S., & MacArthur, J. (2012). Teaching in inclusive school communities. Milton,
Australia: John Wiley.
Commonwealth of Australia. (1992). Disability Discrimination Act.
De La Paz, S. (2012). Effective instruction for history and the social studies: What works for
students with learning disabilities. In B. Wong & D. L. Butler (Ed.), Learning about
learning disabilities (4th ed., pp. 325-353). San Diego, CA: Academic.
Dempsey, I., & Arthur-Kelly, M. (2007). Maximising learning outcomes in diverse classrooms.
South Melbourne, Australia: Cengage Learning.
Disability Standards for Education. (2006). Commonwealth of Australia.
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Foreman, P. (Ed.). (2011). Inclusion in action (3rd ed.). South Melbourne, Australia: Thomson
Learning.
Graham, L. J., & Sweller, N. (2011). The inclusion lottery: Who's in and who's out? Tracking
inclusion and exclusion in New South Wales government schools. International Journal
of Inclusive Education, 15(9), 941-953.
Keeffe, M., & Carrington, S. (2007). Schools and diversity (2nd ed.). Frenchs Forest, NSW:
Pearson Education Australia.
Salend, S. J. (2011). Creating inclusive classrooms: Effective and reflective practices (7th ed.).
Upper Saddle River, NJ: Pearson.
Shaddock, A., King, B. S., & Giorcelli, L. (2007). Project to improve learning outcomes of students
with disabilities in mainstream classes in the early, middle and post compulsory years of
schooling. Australian Government Department of Education, Science & Training.
Yanoff, J. C. (2007). The classroom teacher's inclusion handbook: Practical methods for
integrating students with special needs (2nd ed.). Chicago, IL: Arthur Coyle Press.
KEY WEBLINKS
There is a comprehensive range of helpful web links on vUWS.
ACADEMIC LITERACY SUPPORT FOR ASSIGNMENT PREPARATION
 FINDING INFORMATION - SUCCESSFUL SEARCHING
The UWS library website provides online resources that will assist you with selecting relevant readings
for your assignments. Go to http://library.uws.edu.au/uws_library/guides/online-tutorials
It is strongly suggested that you complete the following two online modules if you have not done so
already: Successful Searching http://library.uws.edu.au/uws_library/guides/online-tutorials/successful-
searching and Arts Information Basics http://library.uws.edu.au/uws_library/guides/online-
tutorials/arts-info-basics.
 Make use of the library staff and the School of Education Liaison Librarian – they are there to help
you. Have you tried the online librarian? You can chat with a librarian from home. This facility can be
accessed from the library home page.
REFERENCING
You are expected to use the American Psychological Association (APA) referencing style in all Education
assignments. The UWS library provides a range of citing resources. For APA see
http://library.uws.edu.au/uws_library/sites/default/files/cite_APA.pdf. Use this as a reference when
preparing your assignment.
Following are other helpful APA resources:
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S U M M E R B 2 0 1 6
• APA referencing guides are available to borrow at the library or purchase at the bookshop
• The library has a number of resources to help you with referencing including short video clips
http://library.uws.edu.au/uws_library/guides/referencing-citation
• APA has online tutorials to get you started http://www.apastyle.org/learn/index.aspx
• APA also has a Frequently Asked Questions section
http://www.apastyle.org/learn/faqs/index.aspx
ACADEMIC WRITING
Your 102084 vUWS site includes a folder titled Learning Materials which contains a comprehensive
Academic Writing Guide. This resource is divided into 12 chapters that include understanding the task,
reading and note-taking, essay writing, features of academic writing, academic argument and using
evidence, and grammar in academic writing.
The Hub for Academic Literacy and Learning (HALL) home page at http://www.uws.edu.au/hall/hall
provides information about academic writing and reading, critical thinking and using technology to
support your learning. There is also a link to learning support, which provides information about library
roving hours and PASS sessions.
The past exemplars/excerpts of assignments that are provided on this Unit’s vUWS site are also valuable
in terms of understanding the expectations of your assignments. Additionally, the marking rubrics
provide guidance for writing your assignments and it is important that, as you write, you consistently
check your assignments against the criteria and standards.
NUMERACY
In your program vUWS site you will find a folder titled School of Education Numeracy Support. In this
site, you will find resources designed to assist you with preparation for the Numeracy Assessment Task.
For ongoing numeracy support, you may also access further learning materials from the Mathematics
Education Support Hub (MESH) vUWS site at
http://ceam.uws.edu.au/cgi-bin/auth/auto-register.pl?st2_ssd_improvemaths_2012_1
YOU AND THIS UNIT
ATTENDANCE
On-campus classes are designed to scaffold your learning and assist you to complete your assessment
tasks. You should endeavour to attend all scheduled classes. If there is a legitimate reason for an
absence then the tutor should be emailed as a courtesy to explain the absence. Students who do not
attend regularly and punctually may find that they are at risk of not passing their assessment tasks.
Attendance rolls will be taken to verify attendance.
You must attend the tutorial that you are registered in and continue to attend this tutorial throughout
the semester. This practice enables all students to maintain continuity of their tutorial program and
tutors to maintain contact with their students.
Attendance rolls may be taken in tutorials to ensure students are attending the tutorial for which they
have registered. This practice enables all students to maintain continuity of their tutorial program and
tutors to maintain contact with their students.
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S U M M E R B 2 0 1 6
BLENDED LEARNING
This unit uses blended to enable you, as an independent learner, to engage with the key concepts and
content in your own time and at your own pace. Your engagement with the online materials, and
independent study, is essential to your successful completion of this unit.
WHAT IS EXPECTED OF YOU AND WHAT YOU CAN EXPECT FROM STAFF AT UWS
STUDENT RESPONSIBILITIES AND CONDUCT
Student
Responsibilities
Familiarise yourself with University policies on assessment and examinations.
Familiarise yourself with the Inherent Requirements for your course:
http://www.uws.edu.au/ir/inherent_requirements/
inherent_requirements_for_teaching_courses_postgraduate
Ensure that you understand the requirements, including timetables, for examinations and
other assessments tasks.
Access the unit vUWS site at least weekly for learning activities, resources, information
discussions and assignment submission.
Ensure you read and understand the assessment requirements and note the submission dates,
and seek assistance from the lecturer and/or unit coordinator when needed.
Notify relevant staff (e.g. lecturer, unit coordinator, disability adviser) as soon as possible prior
to, or at the beginning of, the semester to have special requirements accommodated.
Submit your own individual and unassisted assessment work, except as otherwise permitted.
Cheating, plagiarism, fabrication or falsification of data will be severely dealt with.
Behave ethically and appropriately, avoiding any action or behaviour, which would unfairly
disadvantage or advantage another student. Where group work is assigned, ensure that every
group member has the opportunity to contribute in a meaningful way to the assignment.
Allocate time for independent study when it suits you during each week to complete your
readings, research and assignment preparation. It is expected you will have completed the
nominated readings and any other required preparation prior to the on-campus tutorials.
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S U M M E R B 2 0 1 6
StudentConduct
andBehaviour Attend all lectures and tutorials – failure to attend is often the main cause for low final grades.
Respect the needs of other students who are participating in any class activities.
Pay attention in lectures and tutorials – these provide key information for all examinable
material.
Do not use mobile phones to surf the web or check emails during the lecture and tutorials and
do not have ongoing conversations with fellow students during the lecture or if another
student is presenting work in the tutorials.
Use vUWS discussion boards constructively – they are there for interaction between the
students and between teaching staff and the students. Unfounded criticisms will be removed
from the relevant discussion board.
If you have a concern about this unit, other students or teaching staff, contact your Unit
lecturer or tutor in the first instance. If the matter is not resolved, then you may contact the
unit coordinator (see inside front cover). If you would prefer to speak to someone else, you are
advised to contact the Director of Academic Program responsible for the unit. Please note the
Director of Academic Program may refer your concern to a delegate to review and to respond
to you. The University also has a Complaints Resolution Unit (see link below). Staff in that unit
can provide you with advice on addressing your concerns within the School and, in some
circumstances, they may undertake an investigation. Concerns must be raised with the
Complaints Resolution Unit within a six-month timeframe.
http://www.uws.edu.au/about_uws/uws/governance/complaints_management_and_re
solution
WHAT YOU EXPECT FROM THE TEACHING TEAM
Staff
Responsibilities
Assess students' work fairly, objectively and consistently and when in doubt consult initially
with the Unit Coordinator, the Academic Course Advisor or the Director of Academic Program.
Provide students with appropriate, helpful and explanatory feedback on all work submitted
for assessment.
Make reasonable accommodation (e.g. length of time to complete) in assessment tasks and
examinations for students with special requirements and to seek assistance from the Disability
Advisor and Counsellor where appropriate and needed.
Ensure deadlines for the submission of examination papers to the Academic Registrar are met.
Immediately report to the unit coordinator any instances of student cheating, collusion and/or
plagiarism.
LINKS TO KEY POLICIES AND STUDENT INFORMATION
Refer to this web site for relevant UWS policies: http://policies.uws.edu.au/students.php
STUDENT MISCONDUCT
Misconduct refers to plagiarism, cheating, collusion and other listed misconduct for which serious
penalties potentially apply. It also includes, but is not limited to, the harassment, abuse and vilification
of a member of the University directly or by other means of communication; the unreasonable
disruption of staff or students or other UWS members from undertaking their normal activities at the
University; a failure to follow reasonable directions of an employee of the University; or behaviour that
is inappropriate in an activity.
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S U M M E R B 2 0 1 6
You must make sure you read and sign the cover sheet before you attach this to your assignment if
submitting in hard copy and/or read the disclaimer before you upload your assignment to Turnitin
for online submission. By doing this you agree to the following:
 I hold a copy of this assignment if the original is lost or damaged.
 I hereby certify that no part of this assignment or product has been copied from any other
student’s work or from any other source except where due acknowledgement is made in the
assignment.
 I hereby certify that no part of this assignment or product has been submitted by me in another
(previous or current) assessment, except where appropriately referenced, and with prior
permission from the Lecturer/Tutor/ Unit Co-ordinator for this unit.
 No part of the assignment/product has been written/ produced for me by any other person
except where collaboration has been authorised by the Lecturer/Tutor/Unit Co-ordinator
concerned.
 I am aware that this work will be reproduced and submitted to plagiarism detection software
programs for the purpose of detecting possible plagiarism (which may retain a copy on its
database for future plagiarism checking).
21

Assignment Cover Sheet
School of Education
Student details
Student name: Student ID number:
Unit and tutorial details
Unit name: Unit number:
Tutorial group: Tutorial day and time:
Lecturer or Tutor name:
Assignment details
Title:
Length: Due date: Date submitted:
Home campus (where you are enrolled):
Declaration
I hold a copy of this assignment if the original is lost or damaged.
I hereby certify that no part of this assignment or product has been copied from any other student’s work
or from any other source except where due acknowledgement is made in the assignment.
I hereby certify that no part of this assignment or product has been submitted by me in another
(previous or current) assessment, except where appropriately referenced, and with prior permission
from the Lecturer / Tutor / Unit Coordinator for this unit.
No part of the assignment/product has been written/produced for me by any other person except
where collaboration has been authorised by the Lecturer / Tutor /Unit Coordinator concerned.
I am aware that this work will be reproduced and submitted to plagiarism detection software programs for
the purpose of detecting possible plagiarism (which may retain a copy on its database for future
plagiarism checking).
Student’s signature:
Note: An examiner or lecturer / tutor has the right to not mark this assignment if the above declaration has
not been signed.
Note: An examiner or lecturer/tutor has the right to not mark this assignment if the above declaration
has not been signed.
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