Teaching for Diversity, Equity and Inclusion
Duration
- One Semester
Contact hours
- 24 hours
On-campus unit delivery combines face-to-face and digital learning.
Aims and objectives
This unit focuses on an equality approach to education and explores implications for teaching and learning. Historical perspectives on stereotypes and bias will be explored, helping to foster mutual respect in learning environments. Pre-service teachers will examine the role that teaching professionals have as advocates of social justice for young people, taking into consideration the political and legislative contexts. Pre-service teachers will consider the needs, backgrounds and cultural contexts of young people, and investigate suitable inclusive teaching practices. Pre-service teachers will consider how to create equitable learning environments that benefit the teaching and learning of all young people.
Students who successfully complete this unit will be able to:
1. Identify and reflect upon historical bias and stereotypes through a social justice lens.
2. Analyse the range of additional needs that impact on children, adolescence and their families
3. Evaluate legislation, policies and teaching strategies that support participation and learning of students with disability
4. Compare and evaluate, teaching and pedagogical approaches for diversity, equity and inclusion.
5. Identify and explain strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Students who successfully complete this unit will be able to:
1. Identify and reflect upon historical bias and stereotypes through a social justice lens.
2. Analyse the range of additional needs that impact on children, adolescence and their families
3. Evaluate legislation, policies and teaching strategies that support participation and learning of students with disability
4. Compare and evaluate, teaching and pedagogical approaches for diversity, equity and inclusion.
5. Identify and explain strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Unit information in detail
- Teaching methods, assessment, general skills outcomes and content.
Teaching methods
This Unit 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, assignment preparation, reading | Recommended | 78 | |
| TOTAL | 150 hours/12.5cp |
Assessment
| Types | Individual or Group task | Weighting | Assesses attainment of these ULOs |
| Artefact Analysis | Individual | 40% | 2, 3, 4, 5 |
| Folio: Task A (20%) * Task B (40%) | Individual | 60% | 1, 3 1, 2, 3, 4, 5 |
General skills outcomes
During this unit, students will receive feedback on the following key generic skills:
• Teamwork Skills
• Analysis Skills
• Problem Solving Skills
• Communication Skills
• Ability to work independently
• Teamwork Skills
• Analysis Skills
• Problem Solving Skills
• Communication Skills
• Ability to work independently
Content
• Collaboration with other professionals.
• Early intervention services and specialists – roles, relationships and communication.
• Family-centred practice - Work in partnership with families to access support, resources and additional services.
• Inclusion – theory, practice, ethics (inclusive curriculum and environments).
• Policies, funding and legal requirements.
• Strength-based approaches.
• Teaching strategies that support children from diverse linguistic, cultural, religious and socioeconomic backgrounds.
• Teaching strategies that support students with additional needs including (but not limited to) Autism, Asperger’s Syndrome, Attention Deficit Hyperactivity Disorder, Cerebral Palsy, Down Syndrome, etc.
• Early intervention services and specialists – roles, relationships and communication.
• Family-centred practice - Work in partnership with families to access support, resources and additional services.
• Inclusion – theory, practice, ethics (inclusive curriculum and environments).
• Policies, funding and legal requirements.
• Strength-based approaches.
• Teaching strategies that support children from diverse linguistic, cultural, religious and socioeconomic backgrounds.
• Teaching strategies that support students with additional needs including (but not limited to) Autism, Asperger’s Syndrome, Attention Deficit Hyperactivity Disorder, Cerebral Palsy, Down Syndrome, etc.
Study resources
- Reading materials.
Reading materials
A list of reading materials will be made available in the Unit Outline.