Module EDUC40430: Inclusive Pedagogies for Diverse Classrooms

Department: Education

EDUC40430: Inclusive Pedagogies for Diverse Classrooms

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None.

Aims

• This module will be especially relevant for those with experience (or a strong professional interest in developing experience) in inclusive education and special educational needs (SEN). It will allow students to gain a critical understanding of teaching students with SEN in inclusive settings, and encompasses the following:
• To demonstrate a critical understanding of learning and teaching students with SEN in inclusive classroom settings.
• To develop knowledge and have a general understanding of different types of SEN;
• To understand the concept and challenges of inclusive education;
• To classify critical educational approaches to understand the needs of students with SEN;
• To summarize and identify evidence-based approaches in inclusive classroom settings;
• To implement evidence-based practices in inclusive classroom settings;
• To create a robust and safe learning environment for all learners.

Content

• This module will:
• allow you to develop an understanding of evidence-based inclusive classroom practices;
• give you the opportunity to get hands on experience in practicing the implementation of evidence-based inclusive education related academic practices;
• allow you to gain knowledge on how to differentiate instruction;
• allow you to gain knowledge on how to implement collaborative classroom practices;
• describe current research on classroom management practices for all learners.

Learning Outcomes

• By the end of the module, students will have the ability to:
• communicate knowledge of different recommended practices for inclusive education;
• develop knowledge of core inclusive education concepts and frameworks.

• By the end of this module, students should have:
• an awareness of the different needs of students with special educational needs;
• an awareness of the different characteristics of students with special educational needs;
• a critical understanding of explicit instruction and how to implement it;
• an awareness of how to differentiate instruction to meet the needs of a diverse group of students with special education needs;
• knowledge of how to implement collaborative classroom practices to engage all students in an inclusive setting;
• knowledge of procedures to identify behaviour related issues in inclusive classrooms;
• developed awareness of proactive and positive approaches to classroom management;
• a critical understanding of the process to evaluate instructional and behaviour management strategies.

• Successful students will:
• demonstrate the ability to identify different evidence-based practices in inclusive classrooms;
• learn independently;
• engage in critical discussions with instructor and their peers;
• use written communication skills.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• A mixture of lectures, seminars, and workshops.
• Lectures will provide an overview of key concepts and research.
• Seminars and workshops will provide students with hands on experience to practice learnt skills, ask questions, and deepen their understanding of evidence-based practices.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Peer review. Students will review a draft version of their peers’ written essay and lesson plan, and provide feedback based on assignment rubric. All students will submit their drafts to the instructor who will randomly assign drafts to peers for blinded reviews. Verbal feedback is given to students' contribution during class teaching sessions. Staff can be contacted for individual help. Written formative feedback is provided for the academic outline of the assignment.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University