EUN113 Inclusive Teaching for Diverse Learners
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN113 |
|---|---|
| Antirequisite(s): | EUN103, EUN109 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $578 |
| Domestic tuition unit fee | $3,216 |
| International unit fee | $4,344 |
Unit Outline: Semester 2 2025, Kelvin Grove, Internal
| Unit code: | EUN113 |
|---|---|
| Credit points: | 12 |
| Anti-requisite: | EUN103, EUN109 |
| Coordinators: | Ronan Kelly | ronan.kelly@qut.edu.au Sofia Mavropoulou | sofia.mavropoulou@qut.edu.au |
Overview
Within the current policy and legislative context in Australia, teachers are required to respond to the needs of diverse learners and offer support through a multi-tiered response model, which integrates Quality Differentiated Teaching Practice and levels of adjustments for diverse groups of learners. The Australian Curriculum and The Early Years Learning Framework have been designed to enable flexible access for all learners. This unit will develop your understanding of the fundamental concepts underpinning international and national policy and legislation, and your ability to apply inclusive teaching strategies across all educational contexts, to cater for diversity, including learners for whom English is an Additional Language and/or Dialect (EAL/D), learners with disability and gifted and talented learners.
Learning Outcomes
On successful completion of this unit you will be able to:
- Identify the characteristics of learners with disability, EAL/D learners, the challenges for these learners and barriers to inclusive learning for all learners (CLO1).
- Justify teaching practice decisions based on educational theory, research and legislation that respond to students from diverse backgrounds (CLO2).
- Apply inclusive strategies for social and academic inclusion, and models that respond to linguistic challenges and cultural bias to plan for inclusive learning environments for diverse learners (CLO3).
- Discuss strategies to ethically and respectfully engage with learners, colleagues, parents/carers, external professionals and community representatives from diverse backgrounds to support inclusive education (CLO7).
Content
This unit is comprised of two modules.
Module One will include:
- fundamental concepts of inclusive education
- historical development of inclusive education
- policies and legislation relevant to inclusive education
- characteristics of learners with disabilities and/or gifts and talents
- strategies for differentiating teaching
- universal assessment and instructional strategies that respond to the strengths and needs of diverse groups of learners, and which support engagement in classroom activities
- strategies for consultation and collaboration with students with disability, parents/carers, and colleagues to enhance inclusive education and involve them in the educative process.
- strategies for working effectively, sensitively and confidentially with parents/carers, external professionals and community representatives.
Module Two will include:
- Characteristics of EAL/D learners
- Theories of second language learning
- Recognising language demands, assumed cultural knowledge and cultural bias in teaching resources, including on the education of students from Aboriginal and Torres Strait Islander backgrounds
- Strategies for supporting, assessing and providing effective feedback to EAL/D learners, and are responsive to the strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
- State and national EAL/D frameworks/documents
Learning Approaches
This unit will incorporate a range of teaching approaches for internal and online modes of study. It is designed to promote flexibility of learning and cater for the needs of individual learners. Teaching approaches will include a mix of pre-recorded lectures, tutorials, online teaching resources and discussion forums to support critical reflection and self-directed learning. Through formative assessment and peer review, learning activities will require you to critically reflect on presented material, to interpret, synthesise and analyse concepts from theory, research and practice, and to apply your learning in education contexts. You will be encouraged to discuss and reflect on your ideas and attitudes about inclusion and social justice in education systems and programs for diverse learners. The unit's QUT Canvas site and other online tools will be used to ensure that you have access to resources to support your learning.
Feedback on Learning and Assessment
Formative assessment and feedback will be provided through opportunity for reflection and discussion, peer and tutor feedback in tutorials and online.
Feedback on summative assessment will be provided through comments on criteria sheets of completed assignments.
Quality assurance of summative assessments will occur between the members of the teaching team to determine consistency of judgement.
Assessment
Overview
Assessment for this unit is both summative and formative.
There are two summative assessment items required to be completed in this unit. Summative assessment will occur through the delivery of a: 1) problem solving task and 2) a teaching resource critique for both internal and online students.
Literacy and numeracy standards as required by the profession are an inherent requirement of this unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Problem Solving Task
Scenario-based problem solving task
For this assessment task, you are required to develop your Inclusive Education Strategy (IES) in response to scenarios from options provided during unit. You will use your knowledge of the fundamental concepts of inclusive education and legislation to identify barriers for students with disability in the scenario. You will apply universal evidence-based strategies for differentiating teaching to support the academic and social inclusion of all learners in the scenario, including students with disability and gifted and talented students. You will also discuss approaches for consulting with students with disability and their parents/carers and for collaborating with colleagues to support inclusive education.
You will have a choice of modes for presenting your assessment.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3, 7
APST: 1.1, 1.2, 1.3, 1.5, 1.6, 3.1, 3.3, 3.4, 3.5, 3.7, 4.1, 4.3, 4.4, 7.2, 7.3, 7.4
Assessment: Teaching resource critique
You will critique a teaching resource in a learning area for use by EAL/D learners, including learners from Aboriginal and Torres Strait Islander backgrounds. In your response include suggestions for appropriate teaching strategies that are responsive to students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
This is an assignment for the purposes of an extension.
Course learning outcomes: 1, 2, 3
APST: 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.2, 3.3, 3.4, 4.1, 5.1
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Graham, L.J., (Ed).(2020). Inclusive education for the 21st century: Theory, policy and practice. Routledge.
Queensland Catholic Education Commission. Policies, Position Statements and Guidelines.
Independent Schools Queensland. Choice and diversity.
Additionally, QUT Readings related to unit content will be provided.
Other
ACARA. English as an Additional Language or Dialect Teacher Resource: EAL/D Learning Progression: Foundation to Year 10.
ACARA. English as an Additional Language or Dialect Teacher Resource: EAL/D overview and advice.
Commonwealth of Australia 2009, Being, belonging and becoming: the Early Years Learning Framework for Australia
Hammond, J., & Miller, J. (2015). Classrooms of possibility: Supporting at-risk EAL students. Newtown, NSW: PETAA
ACARA website
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Problem Solving Task - Understand how students learn
Relates to: Problem Solving Task - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Problem Solving Task, Teaching resource critique - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Teaching resource critique - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Problem Solving Task, Teaching resource critique - Strategies to support full participation of students with disability
Relates to: Problem Solving Task
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Teaching resource critique - Content selection and organisation
Relates to: Teaching resource critique - Curriculum, assessment and reporting
Relates to: Teaching resource critique - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Teaching resource critique
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Problem Solving Task - Plan, structure and sequence learning programs
Relates to: Teaching resource critique - Use teaching strategies
Relates to: Problem Solving Task, Teaching resource critique - Select and use resources
Relates to: Problem Solving Task, Teaching resource critique - Use effective classroom communication
Relates to: Problem Solving Task - Engage parents/carers in the educative process
Relates to: Problem Solving Task
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Problem Solving Task, Teaching resource critique - Manage challenging behaviour
Relates to: Problem Solving Task - Maintain student safety
Relates to: Problem Solving Task
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Teaching resource critique
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Comply with legislative, administrative and organisational requirements
Relates to: Problem Solving Task - Engage with the parents/carers
Relates to: Problem Solving Task - Engage with professional teaching networks and broader communities
Relates to: Problem Solving Task
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Problem Solving Task, Teaching resource critique - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Problem Solving Task, Teaching resource critique - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Problem Solving Task, Teaching resource critique - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO4, Problem Solving Task
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1 - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2 - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3 - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO4
EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Problem Solving Task, Teaching resource critique - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Problem Solving Task, Teaching resource critique - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Problem Solving Task, Teaching resource critique - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO4, Problem Solving Task
Unit Outline: Semester 2 2025, Online
| Unit code: | EUN113 |
|---|---|
| Credit points: | 12 |
| Anti-requisite: | EUN103, EUN109 |
Overview
Within the current policy and legislative context in Australia, teachers are required to respond to the needs of diverse learners and offer support through a multi-tiered response model, which integrates Quality Differentiated Teaching Practice and levels of adjustments for diverse groups of learners. The Australian Curriculum and The Early Years Learning Framework have been designed to enable flexible access for all learners. This unit will develop your understanding of the fundamental concepts underpinning international and national policy and legislation, and your ability to apply inclusive teaching strategies across all educational contexts, to cater for diversity, including learners for whom English is an Additional Language and/or Dialect (EAL/D), learners with disability and gifted and talented learners.
Learning Outcomes
On successful completion of this unit you will be able to:
- Identify the characteristics of learners with disability, EAL/D learners, the challenges for these learners and barriers to inclusive learning for all learners (CLO1).
- Justify teaching practice decisions based on educational theory, research and legislation that respond to students from diverse backgrounds (CLO2).
- Apply inclusive strategies for social and academic inclusion, and models that respond to linguistic challenges and cultural bias to plan for inclusive learning environments for diverse learners (CLO3).
- Discuss strategies to ethically and respectfully engage with learners, colleagues, parents/carers, external professionals and community representatives from diverse backgrounds to support inclusive education (CLO7).
Content
This unit is comprised of two modules.
Module One will include:
- fundamental concepts of inclusive education
- historical development of inclusive education
- policies and legislation relevant to inclusive education
- characteristics of learners with disabilities and/or gifts and talents
- strategies for differentiating teaching
- universal assessment and instructional strategies that respond to the strengths and needs of diverse groups of learners, and which support engagement in classroom activities
- strategies for consultation and collaboration with students with disability, parents/carers, and colleagues to enhance inclusive education and involve them in the educative process.
- strategies for working effectively, sensitively and confidentially with parents/carers, external professionals and community representatives.
Module Two will include:
- Characteristics of EAL/D learners
- Theories of second language learning
- Recognising language demands, assumed cultural knowledge and cultural bias in teaching resources, including on the education of students from Aboriginal and Torres Strait Islander backgrounds
- Strategies for supporting, assessing and providing effective feedback to EAL/D learners, and are responsive to the strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
- State and national EAL/D frameworks/documents
Learning Approaches
This unit will incorporate a range of teaching approaches for internal and online modes of study. It is designed to promote flexibility of learning and cater for the needs of individual learners. Teaching approaches will include a mix of pre-recorded lectures, tutorials, online teaching resources and discussion forums to support critical reflection and self-directed learning. Through formative assessment and peer review, learning activities will require you to critically reflect on presented material, to interpret, synthesise and analyse concepts from theory, research and practice, and to apply your learning in education contexts. You will be encouraged to discuss and reflect on your ideas and attitudes about inclusion and social justice in education systems and programs for diverse learners. The unit's QUT Canvas site and other online tools will be used to ensure that you have access to resources to support your learning.
Feedback on Learning and Assessment
Formative assessment and feedback will be provided through opportunity for reflection and discussion, peer and tutor feedback in tutorials and online.
Feedback on summative assessment will be provided through comments on criteria sheets of completed assignments.
Quality assurance of summative assessments will occur between the members of the teaching team to determine consistency of judgement.
Assessment
Overview
Assessment for this unit is both summative and formative.
There are two summative assessment items required to be completed in this unit. Summative assessment will occur through the delivery of a: 1) problem solving task and 2) a teaching resource critique for both internal and online students.
Literacy and numeracy standards as required by the profession are an inherent requirement of this unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Problem Solving Task
Scenario-based problem solving task
For this assessment task, you are required to develop your Inclusive Education Strategy (IES) in response to scenarios from options provided during unit. You will use your knowledge of the fundamental concepts of inclusive education and legislation to identify barriers for students with disability in the scenario. You will apply universal evidence-based strategies for differentiating teaching to support the academic and social inclusion of all learners in the scenario, including students with disability and gifted and talented students. You will also discuss approaches for consulting with students with disability and their parents/carers and for collaborating with colleagues to support inclusive education.
You will have a choice of modes for presenting your assessment.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3, 7
APST: 1.1, 1.2, 1.3, 1.5, 1.6, 3.1, 3.3, 3.4, 3.5, 3.7, 4.1, 4.3, 4.4, 7.2, 7.3, 7.4
Assessment: Teaching resource critique
You will critique a teaching resource in a learning area for use by EAL/D learners, including learners from Aboriginal and Torres Strait Islander backgrounds. In your response include suggestions for appropriate teaching strategies that are responsive to students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
This is an assignment for the purposes of an extension.
Course learning outcomes: 1, 2, 3
APST: 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.2, 3.3, 3.4, 4.1, 5.1
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Graham, L.J., (Ed).(2020). Inclusive education for the 21st century: Theory, policy and practice. Routledge.
Queensland Catholic Education Commission. Policies, Position Statements and Guidelines.
Independent Schools Queensland. Choice and diversity.
Additionally, QUT Readings related to unit content will be provided.
Other
ACARA. English as an Additional Language or Dialect Teacher Resource: EAL/D Learning Progression: Foundation to Year 10.
ACARA. English as an Additional Language or Dialect Teacher Resource: EAL/D overview and advice.
Commonwealth of Australia 2009, Being, belonging and becoming: the Early Years Learning Framework for Australia
Hammond, J., & Miller, J. (2015). Classrooms of possibility: Supporting at-risk EAL students. Newtown, NSW: PETAA
ACARA website
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Problem Solving Task - Understand how students learn
Relates to: Problem Solving Task - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Problem Solving Task, Teaching resource critique - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Teaching resource critique - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Problem Solving Task, Teaching resource critique - Strategies to support full participation of students with disability
Relates to: Problem Solving Task
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Teaching resource critique - Content selection and organisation
Relates to: Teaching resource critique - Curriculum, assessment and reporting
Relates to: Teaching resource critique - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Teaching resource critique
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Problem Solving Task - Plan, structure and sequence learning programs
Relates to: Teaching resource critique - Use teaching strategies
Relates to: Problem Solving Task, Teaching resource critique - Select and use resources
Relates to: Problem Solving Task, Teaching resource critique - Use effective classroom communication
Relates to: Problem Solving Task - Engage parents/carers in the educative process
Relates to: Problem Solving Task
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Problem Solving Task, Teaching resource critique - Manage challenging behaviour
Relates to: Problem Solving Task - Maintain student safety
Relates to: Problem Solving Task
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Teaching resource critique
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Comply with legislative, administrative and organisational requirements
Relates to: Problem Solving Task - Engage with the parents/carers
Relates to: Problem Solving Task - Engage with professional teaching networks and broader communities
Relates to: Problem Solving Task
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Problem Solving Task, Teaching resource critique - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Problem Solving Task, Teaching resource critique - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Problem Solving Task, Teaching resource critique - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO4, Problem Solving Task
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1 - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2 - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3 - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO4
EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Problem Solving Task, Teaching resource critique - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Problem Solving Task, Teaching resource critique - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Problem Solving Task, Teaching resource critique - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO4, Problem Solving Task