UWA Handbook 2027

Unit Overview

Description

In this unit, pre-service teachers learn about the brief history of inclusive education, legislative requirements, professional responsibilities and policy relating to teaching students with disability. Pre-service teachers will learn about student diversity, students' learning needs across the full range of abilities, and how to create and maintain an inclusive classroom. The unit focuses on learner diversity, including common childhood neurodevelopmental disorders, gifted intellectual ability and cultural and linguistic diversity, and how these aspects of diversity can impact learning, and the implications for teaching. Pre-service teachers will learn about the cultural diversity within classrooms and communities to understand and value the perspectives of diverse groups, including EAL/D and First Nations students.

There is a focus on planning using a variety of pedagogical approaches, including differentiation, the universal design for learning, and high quality instruction for all students (as a protective measure in reducing the need for further intervention), (including explicit teaching) . Pre-service teachers will link their knowledge of the Multi Tiered Systems of Support (MTSS) frameworks with knowledge of how students learn, effective pedagogical practices and high-quality instruction, including explicit teaching and differentiation. There is a focus on interpreting student data, using data to inform planning and inclusive approaches to assessment. The unit has a focus on planning teaching and learning activities drawing on knowledge and

understanding of the shared and unique needs of students across the full range of abilities, high-quality instruction for all, and inclusive student participation. Preservice teachers also learn about effective communication, consultation and collaboration with parents/carers, families for learning, and other relevant stakeholders as part of the educative process, with a focus on individual education plans and children with disability or additional or specific needs.

Credit

6 points

Offering
(see Timetable)

Availability	Location	Mode
Semester 1	UWA (Perth)	On-campus

The timetable for this teaching period is not currently available. Please see the Important Dates page for the timetable release date and other key date information.

Details for undergraduate courses

• Level 3 core unit in the Primary Education major sequence

Outcomes

Students are able to (1) apply knowledge of legislation, regulations, policies and obligations related to inclusion and students with disability; (2) plan a sequence of lessons which explicitly identify and justify high quality instruction, differentiation, universal design for learning and explicit teaching, for a class of students with diverse learning needs across the full range of abilities, including students with disability.; (3) identify and justify teaching approaches and instruction in response to the specific needs of students with a common neurodevelopmental disorder in inclusive classrooms.; (4) interpret and use student data to inform planning and plan inclusive approaches to assessment; (5) describe the importance of effective communication, consultation and collaboration with parents/carers, families and other relevant stakeholders in the educative process, particularly for children with disability or additional or specific needs; and (6) apply knowledge of theory of a Multi-tiered system of support (MTSS) framework.

Assessment

Indicative assessments in this unit are as follows: (1) case study and (2) planning document. Further information is available in the unit outline.

Student may be offered supplementary assessment in this unit if they meet the eligibility criteria.

Unit Coordinator(s)

Dr Eugenie Kestel

Unit rules

Prerequisites

Enrolment in

BH020 Bachelor of Education (Primary) (Honours)

Contact hours

30 hours