Unit Guide
  

EDF5016
Inclusive teaching

Summer semester A, 2019  

Table of contents
EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019
1
 Table of contents
University information 4
Indigenous acknowledgement 4
Student Charter 4
Fieldwork risk assessment statement 4
Technological requirements 4
Your feedback to us 5
Extensions, penalties, resubmission and special consideration 5
Reference requirements 5
Learning resources 5
Required resources 5
Prescribed resources 5
Other Information 6
Academic Language, Literacy and Numeracy Development - Faculty of Education advice
and support 6
English Connect 6
Policies 6
Student academic integrity policy 6
Special Consideration  6
eSolutions service desk (ICT services and help) 6
Graduate attributes policy 6
Indigenous Tutorial Assistance Scheme (ITAS) 7
Information for Singapore based students 7
Monash University Library 7
Student services 7
Disability support services 8
Unit information 9
Mode of delivery 9
Unit relationships 9
Prerequisites 9
Prohibitions 9
Corequisites 9
Synopsis 9
Learning outcomes 9
Workload requirements 10
Assessment requirements 10

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EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019
 Recommended resource(s) 10
Teaching team 11
Chief Examiner 11
Unit Coordinator(s) 11
Lecturer(s) 11
Teaching approaches 12
Unit in a nutshell 12
Teaching approaches for this unit 12
Technological requirements 12
Bring your own device 12
Student evaluations of this unit 12
Unit schedule 14
Content warning 14
Assessment summary table 16
Assignment submission 16
Returning assignments 16
Assessment feedback to you 16
Assessment tasks 17
Unit guide prepared by 25
Last updated 25

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EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019
 University information
Indigenous acknowledgement
We acknowledge and pay respects to the Traditional Owners and Elders - past, present and
emerging - of the lands and waters on which Monash University operates.
http://www.monash.edu.au/about/indigenous/
 

Student Charter
The Monash Student Charter sets out the key expectations of all students as they foster and
contribute to Monash's learning community.
https://www.monash.edu/students/academic/policies/student-charter
 

Fieldwork risk assessment statement

Staff members in charge of field activities and supervisors of students are responsible for ensuring
that the risk assessment procedure has been completed before the commencement of the field
activity.

Students are responsible for following procedures and instructions given by staff whilst undertaking
fieldwork and for reporting any risks and incidents that they encounter as part of their fieldwork to
their fieldwork supervisor immediately.

For more information on fieldwork in the Faculty of Education, see the following link:
http://www.monash.edu.au/pubs/handbooks/postgrad/edu-04.html

Technological requirements
It is assumed that students undertaking this unit will have the ability to word process, search and
retrieve information from the internet and download readings and other learning documents. For
further information, please see the handbook http://www.monash.edu.au/pubs/handbooks
/undergrad/edu-02.html

Students may also be required to access a range of information and communications technology
(ICT) equipment and applications as part of their participation in the unit.
Useful links:

● IT/e-Solutions Services:
http://intranet.monash.edu.au/esolutions/students/student-it-brochure.pdf
 
● Library Services:
​http://www.monash.edu/library/services/users/students

Your feedback to us 4
EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019
 Your feedback to us
One of the formal ways students have to provide feedback on teaching and their learning
experience is through the Student Evaluation of Teaching and Units (SETU) survey. The feedback
is anonymous and provides the Faculty with evidence of aspects that students are satisfied with
and areas for improvement.
 

Extensions, penalties, resubmission and special

consideration
Please read Faculty Assessment procedures for information about extensions,
penalties, resubmission of assignments and special consideration: 
http://monash.edu/education/current-students/academic-and-study-support/academic-progress/
 

Reference requirements
American Psychological Association (APA) 6th edition is the standard referencing style used within
the Faculty of Education. Please see the following Monash University Library Guide on APA 6th
edition citing guidelines: http://guides.lib.monash.edu/citing-referencing/apa

Learning resources
Required resources
Students generally must be able to complete the requirements of their course without the
imposition of fees that are additional to the student contribution amount or tuition fees. However,
students may be charged certain incidental fees or be expected to make certain purchases to
support their study. For more information about this, refer to the Higher Education Administrative
Information for Providers, Chapter 18, Incidental Fees at http://education.gov.au/help-resources-
providers.

Prescribed resources
Monash Library Unit Reading List (if applicable to the unit): http://monash.rl.talis.com/index.html
Research and Learning Online: www.monash.edu/rlo

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EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019
 Other Information
Academic Language, Literacy and Numeracy Development - Faculty of
Education advice and support
https://www.monash.edu/education/current-students/academic-language-literacy-numeracy-support

English Connect
Join English Connect to enhance your English language skills and cross-cultural communication.
Programs are a fun, free way to meet and talk with other students, ask questions and share your
time at Monash.
https://www.monash.edu/English-connect

Policies
Monash has educational policies, procedures and guidelines, which are designed to ensure that
staff and students are aware of the University's academic standards, and to provide advice on how
they might uphold them. You can find Monash's Education Policies at: http://www.monash.edu
/policy-bank/academic/education

Student academic integrity policy

www.monash.edu/__data/assets/pdf_file/0004/801841/Student-Academic-Integrity-Policy.pdf

Special Consideration 
For information on applying for special consideration, please visit: www.monash.edu/exams
/changes/special-consideration

eSolutions service desk (ICT services and help)

http://www.monash.edu/esolutions/students

Graduate attributes policy

Monash courses are underpinned by Graduate Attributes that reflect the philosophy of Sir John
Monash to "...equip yourself for life, not solely for your own benefit but for the benefit of the whole
community." [1923].

All Monash courses are designed to prepare Monash graduates to be:

1. responsible and effective global citizens who:

● engage in an internationalised world
● exhibit cross-cultural competence
● demonstrate ethical values
2. critical and creative scholars who:
● produce innovative solutions to problems

● apply research skills to a range of challenges

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EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019
 2.

● apply research skills to a range of challenges

● communicate perceptively and effectively

http://www.monash.edu/__data/assets/pdf_file/0009/786969/Course-Design-Policy.pdf

Indigenous Tutorial Assistance Scheme (ITAS)

http://www.monash.edu/about/indigenous/students/scheme

Information for Singapore based students

Attendance rolls are taken to meet Ministry of Education requirements in Singapore and are not
used by Monash University in marking students.

Monash University Library

http://www.monash.edu/library

Student services
Faculty of Education - The Learning Spaces (TLS): http://monash.edu/education/current-students
/academic-and-study-support/teaching-technology-learning-centre/

Student information:
     University: http://www.monash.edu/students
     Faculty of Education: http://www.monash.edu/education/current-students

Disability support services 7

EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019
 Disability support services
Students who have a disability, ongoing medical or mental health condition are welcome to contact
Disability Support Services. Disability Support Services also support students who are carers of a
person who is aged and frail or has a disability, medical condition or mental health
condition. Disability Advisers visit all Victorian campuses on a regular basis.

● Website: www.monash.edu/disability
● Telephone: 03 9905 5704 to book an appointment with an Adviser
● Email: disabilitysupportservices@monash.edu

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EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019
 Unit information
Mode of delivery
Clayton (On-campus block of classes)

Unit relationships
 
Prerequisites
None

Prohibitions
None

Corequisites
None

Synopsis
This unit positions inclusion as a core component of effective teaching. It addresses learner
diversity as an approach to achieve participation of all learners. Students explore and critically
evaluate theories of diversity alongside the historical and contemporary experiences of cultural,
linguistic and socially diverse minority groups. As students develop their understanding of
planning, goal setting and design to improve learning engagement, they consider how digital
technologies may promote inclusion in the learning environment. Key policy and legislative
requirements which encourage attention to diversity, inclusion and participation are examined. In
these ways, students build knowledge of a repertoire of positive teaching and learning practices to
manage classrooms and/or student behaviour within differentiated learning educational settings
and among students with additional needs. They evaluate and apply these to develop their skills in
supporting inclusive learning across contexts and students.

Learning outcomes
Upon successful completion of this unit students should be able to:

1. understand theories of diversity, inclusion and exclusion as these influence the creation of
caring, purposeful and democratic societies
2. evaluate the assumptions and metaphors associated with inclusion, e.g. 'safe' classroom,
'level playing field'
3. recognise the historical and contemporary experiences of cultural, linguistic and socially
diverse minority groups
4. identify the policies and legislative requirements which support diversity, inclusion and
participation
5. understand curriculum aspects and teaching approaches to support inclusive learning for
differentiated educational settings and students with additional needs

6. apply the principles of inclusion in planning, goal setting and design to improve learning
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EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019
 6. apply the principles of inclusion in planning, goal setting and design to improve learning
engagement across diverse student groups and contexts
7. build a repertoire of positive learning practices to manage classrooms and/or student
behaviour within educational settings
8. consider how digital technologies may promote inclusion in the learning environment.

Workload requirements
Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

● equivalent to 24 hours engagement in online, face-to-face or blended platforms
(b.) Contact hours for off-campus students:
● equivalent to 24 hours engagement in online or blended platforms
(c.) Additional requirements (all students)
● independent study to make up the minimum required hours per semester

Assessment requirements
Literature review examining diversity in educational settings (1600 words, 40%)
Situated case of practice examining teacher's practices of inclusion or a case identifying practices
that respond to the learning needs of a particular student (2400 words, 60%)

Recommended resource(s)
There is no recommended text for you to purchase. We will provide a reading list which can be
accessed via the Moodle site.

We will be suggesting some of the chapters from the following text:

Loreman, Deppeler, and Harvey. (2011) Inclusive education: Supporting diversity in the classroom 
(2nd), Abingdon, Oxon: Routledge.
 

You are not required to purchase this textbook.

Teaching team 10
EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019
 Teaching team
Chief Examiner
Name: Dr Megan Adams
Campus: Clayton
Email: megan.adams@monash.edu
Phone: 

Unit Coordinator(s)

Name: Dr Stella Laletas
Campus: Clayton
Email: stella.laletas@monash.edu
Phone: 

Lecturer(s)
Name: Dr Stella Laletas
Campus: Clayton
Email: stella.laletas@monash.edu

Name: Dr Farzana Khan
Campus: Clayton
Email: farzana.khan@monash.edu

Name: Ms Gail Preston
Campus: Clayton
Email: gail.preston@monash.edu

Name: Ms Toni Sanfilipino
Campus: Clayton
Email: toni.sanfilipino@monash.edu

Teaching approaches 11
EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019
 Teaching approaches
Unit in a nutshell
In this unit, students learn about policy and practices that are relevant to providing a high-quality
education that supports the participation, and progress of students with disabilities. The focus is on
effective practices that support ALL students in the classroom in line with the policy, legislation and
ethos of inclusion. Key topics explored include disability policy and legislation in Australia, the
provision of reasonable adjustments, effective teaching and assessment practices, creating a
positive classroom climate, and designing curriculum and assessment for universal access.
Students will complete formal and informal assessment tasks designed to develop their skills as
thoughtful, inclusive and reflective practitioners.

Teaching approaches for this unit

● Cooperative learning tasks in workshops are designed to foster collaborative skills and
deepen engagement with the reading materials. Peer and self-assessment tasks are
incorporated to strengthen the group and individual accountability
● Workshops are used to create a learning environment where practical activities are offered to
provide opportunities to practice the skills needed to support students succeeding in the
assignments
● Formative assessment provides students and lecturers opportunities to reflect on the pace
and style of teaching and learning, and enhance students' metacognitive strategies for
reflecting on their learning and progress toward being inclusive teachers

Technological requirements
Students are asked to bring their own devices to each class.

Bring your own device

Please note: This is a bring your own device unit. You will be expected to bring a web-connected
device to class to access specialist software. The applications for your class can be accessed at
the website move.monash.edu

For more information, visit monash.edu/move

Student evaluations of this unit

One of the formal ways students have to provide feedback on teaching and their learning
experience is through the Student Evaluation of Teaching and Units (SETU) survey. The feedback
is anonymous and provides the Faculty with evidence of aspects that students are satisfied with
and areas for improvement.

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EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019
 Previous student evaluations of this unit
In response to previous SETU results of this unit, the following changes have been made:

● Based on previous student evaluations of this unit, we have embedded student responses
and interaction on Moodle within the assessment tasks.
● Students have indicated that they found the focus on Universal Design for Learning very
valuable in understanding how to make learning accessible and engaging for all.

If you wish to view how previous students rated this unit, please go to:
https://www.monash.edu/ups/setu/about/setu-results/unit-evaluation-reports

Unit schedule 13
EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019
 Unit schedule
For units with on-campus classes, teaching activities are normally scheduled to start on the hour
(teaching will commence on the hour and conclude 10 minutes prior to the scheduled end time).

Content warning
This unit contains content that some students may find distressing.

Please note all material referenced below in this unit is examinable. All students are required to
participate in all learning activities and demonstrate their learning outcomes to the standards
expected to pass this unit.

The following weeks contain content which may be distressing for some students:

 Week 1 and 2 will include material concerning Topic 3 and 4 

 
Monash University provides support for all student’s wellbeing.
Students seeking assistance should contact Monash University Counselling services
Malaysia students should contact Counselling and mental health
South Africa students should contact Counselling services
 

Intensive Topic Activity

Sessions

Workshop 1   Topic 1: Moodle response 1a(i)

30.10.19 Introduction to inclusive education
 

Topic 2: Policies and legislation Moodle Response 1a(ii)

supporting inclusive education

Workshop 2 Topic 3: Positive behaviour and

04.11.19 relationships

Topic 4: Collaborative learning

arrangements

Workshop 3 Topic 5: Differentiation & assignment

06.11.19 support

18.11.19 PROFESSIONAL EXPERIENCE

-06.12.19

PROFESSIONAL EXPERIENCE

PROFESSIONAL EXPERIENCE

Workshop 4 Topic 6: Universal Design for Learning Assignment 1 Due:

09.12.19 (Barrier identification, technology) Monday 9th December 2019 23:
55

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EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019
 Topic 7: Universal Design for Learning
(flexible curriculum and assessment)

Workshop 5 Topic 8: Collaborative professional

11.12.19 practice

Workshop 6 Topic 9: Teacher reflection & assignment

13.01.20 support

Assignment 2 Due:
Thursday 
16th January 2020 23.55

SWOT VAC No formal assessment is

undertaken in SWOT VAC

Examination period  LINK to Assessment Policy:

http://policy.monash.edu.au
/policy-bank/
academic/education
/assessment/
assessment-in-coursework-
policy.html

Assessment summary table 15

EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019
 Assessment summary table
Assessment task Value Due date

Literature review examining diversity in 40% Monday 9th December 2019 23:55
educational settings

Situated case of practice examining teacher's 60% Assignment 2 due by Thursday 16th
practices of inclusion January 2020 23.55

Assignment submission
✔ Moodle - You will need to submit your assessment task via the Moodle assignment box.

Late Assignment Submission

The Faculty of Education assessment procedures outline how late assessment submissions will be 
managed by Chief Examiners for Faculty of Education units.  For more information visit: 
https://www.monash.edu/education/current-students/policies-and-procedures/assessment-
procedures​
 
Returning assignments
✔ Your assessment tasks will be returned via the Moodle assignment dropbox.

Assessment feedback to you

For information regarding when you can expect to receive feedback from your assignments, see:
Faculty Assessment Procedures

Types of feedback you can expect to receive in this unit are:

✔ Graded assignments with comments

Assessment tasks 16
EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019
 Assessment tasks

Literature review examining diversity in educational settings

Due date: Monday 9th December 2019 23:55

Estimated return date: Monday 30th December

Assessment task link to unit learning outcomes: 

1. Understand theories of diversity, inclusion and exclusion as these influence the creation of caring, purposeful and democratic societies
3. Recognise the historical and contemporary experiences of cultural, linguistic and socially diverse minority groups
5. Understand curriculum aspects and teaching approaches to support inclusive learning for differentiated educational settings and
students with additional needs
6. Apply the principles of inclusion in planning, goal setting and design to improve learning engagement across diverse student groups
and contexts
8. Consider how digital technologies may promote inclusion in the learning environment.

Australian Professional Standards for Teachers​: 

1.1, 1.2, 1.5, 1.6, 2.2, 2.3, 3.1, 3.2, 3.3, 3.6, 4.1, 6.1, 7.2
For further APST information, please refer to:
https://sites.google.com/monash.edu/student-resource-bank/apst

Details of task: There are THREE PARTS to Assessment Task 1: 

PART A: Two short responses to Topic 1 AND Topic 2 from the Moodle Discussion Points (300 words each).

Therefore in Part A you will have 2 responses only (600 words total). 
 

PART B: An Extended response to one prompt only, EITHER Topic 3 OR Topic 4.

Therefore, in Part B you will have 1 extended response only (1000 words total) (No Moodle postings required) 

The reference list will not be included in the word count. 

Total assignment is approximately 1600 words (+ or – 10% approximately 1440 -1760 words) 

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EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019
 Assessment Task 1 Part A: Short Responses 
You are to write two short responses (600 words total ie approximately 300 words each) to the following two discussion points that relate
to the set readings for the unit in Topics 1 and 2 (see table below). Your responses should make clear, concise connections between 
your own experiences in classrooms and the set readings for the unit as directed in the discussion points. You should draft a response
for each discussion point and post these on the Moodle discussion forums. The final versions of your responses must be submitted to
the Moodle Dropbox with your Moodle posts. Part A, and Part B are to be collated and submitted in one PDF document to the Moodle
dropbox. 

Discussion Points for Assessment Task Part A  Relevant topic

Assessment Task 1a.i (300 words) Topic 1

Drawing on the full range of readings for this topic, discuss the role of inclusive schooling in creating a more
caring, equitable and democratic society for all people.
​Your responses should make clear, concise connections between your own experiences in classrooms and the
 set readings for the unit as directed in the discussion points.
(LOC 1 & 3)
[APST 1.1]

Assessment Task 1a.ii (300 words) Topic 2

Briefly describe a student with a disability that you have encountered during professional experience (use a
pseudonym). Indicate the barriers they face in learning, participating or making progress at school. Identify the
teaching and learning adjustments made to support them in overcoming these barriers. Identify the category of
disability that the adjustments relate to, and the level of adjustment that would be reported under the NCCD.
Justify your decisions regarding category and level of adjustment using the documents on Moodle and the set
readings for this topic.
Your responses should make clear, concise connections between your own experiences in classrooms and the
 set readings for the unit as directed in the discussion points.
(LOC  2 & 4)
[APST 1.6, 7.2]

PART B: An Extended response to one prompt EITHER Topic 3 OR Topic 4 found below (1000 words)

NO MOODLE POST REQUIRED FOR THIS SECTION
Select one 1 Topic only – Topic 3 OR 4 see below

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EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019
 Assessment Task 1 PART B choice 1 (1000 words) Topic 3
Topic 3 Positive learning approaches
Briefly describe a lesson that you have taught or observed where students’ social and/or behavioural learning
was embedded in academic activities/assessments (Topic 3-positive learning approaches eg Tier 1 or Tier 2 PBS
strategies. You may choose to focus on just one e.g. Check-in Check-out programme).
Research the specific positive learning approach in relation to inclusion in your specialty area (Early years;
Primary; Secondary).

1. Reflect on the strengths and areas for improvement in the design and implementation of this lesson by 
drawing on the set readings for this topic and considering the recommendations for effective and inclusive
practice.
2. You should conduct an effective search for peer-reviewed literature and synthesise the findings (see
Moodle support resources for locating and synthesising peer-reviewed research).
3. Your response should clearly describe the practice you have focused on, summarise the evidence 
supporting its use in inclusive classrooms, and outline some recommendations for implementation in
relation to your context.
 (LOC 7)
[APST 1.1, 4.1 4.3, 4.4]

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EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019
 Assessment Task 1 PART B choice 2 (1000 words) Topic 4
Topic 4 -collaborative learning
Briefly describe and reflect on the design, implementation and 
inclusivity of a group activity that you have implemented in an inclusive classroom. For example, you could
consider whether it was sufficiently structured to promote participation and engagement, whether the groups were
heterogeneous, and whether sufficient scaffolds and challenges were provided for all students. Reflect on the
strengths and areas for improvement in your group activity by drawing on the set readings for this topic, and
indicate some changes you might make if you implemented it again. Choose one of the collaborative learning
arrangements covered in the unit (e.g. a cooperative learning arrangement, reciprocal teaching, or a peer
learning arrangement).
Research the specific collaborative learning approach in relation to inclusion in your specialty area (Early years;
Primary; Secondary).

1. Reflect on the strengths and areas for improvement in the design and implementation of this lesson by 
drawing on the set readings for this topic and considering the recommendations for effective and inclusive
practice.
2. You should conduct an effective search for peer-reviewed literature and synthesise the findings (see
Moodle support resources for locating and synthesising peer-reviewed research).
3. Your response should clearly describe the practice you have focused on, summarise the evidence 
supporting its use in inclusive classrooms, and outline some recommendations for implementation in
relation to your context.

(LOC 6 and 8)
[APST 1.5, 1.6, 3.4, 4.1]

Assessment Task 1 Part B

Collate Part A, and B into one document and upload to Moodle as a PDF file.
(LOC 1, 5 and 7)
[APST 1.5, 1.6, 4.1]

Assessment Task 1
You are required to collate Part A AND Part B (including the reference list) as a single file and submit as a PDF version to Moodle.

(Total assignment is approximately 1600 words + or – 10% approximately 1440 -1760 words)

Parts A, and B should be submitted via the dropbox together as a single file by the due date.

Word count/equivalent: You should not go beyond 10% of the recommended word limit (i.e 1600 +/- 160)

Weighting/Value: 40%

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EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019
 Presentation requirements: There are a number of requirements for this assignment:

● You must follow APA (American Psychological Association) writing style to write your review. Please see the resources available
at Monash University to guide you with the writing style. Please see http://guides.lib.monash.edu/citing-referencing/apa.
● You must select your topic from those listed on Moodle.
● You must write your focus question incorporating the AITSL focus areas listed on Moodle.

Individual assessment in group tasks: This is an individual assessment task.

Additional information: Please note that we have Turnitin attached to the Moodle dropbox. This resource is to assist you in identifying
whether there is an excessive amount of text in your assignment that matches other sources. Please see the Assessment section on
Moodle for instructions regarding submission with Turnitin.

Criteria for marking: Detailed assessment criteria are available from the EDF5016 Moodle site in the Assessment Task 1 Rubric.

The following are the criteria contained in that rubric:

Criteria

Responses to Part 1A i and ii demonstrate an understanding of the topics/key issues and make appropriate connections to readings
and own experience across the set writing tasks.

Response to Assessment Task 1 Part B discusses a teaching approach relating to cooperative learning or positive behaviour support.
The discussion demonstrates a sound breadth of reading through location and synthesis of recent and relevant peer-reviewed
research literature. The discussion of the subject matter demonstrates depth of understanding of the topic and key issue selected in
relation to inclusive classrooms and students with disability.

Language use including grammar, spelling, and expression. Clarity and logic of writing structure and communication style. Use of
respectful language. Use of APA style for citations and referencing.

Active engagement with Unit learning materials and activities online.

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EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019
 Situated case of practice examining teacher's practices of inclusion

Due date: Assignment 2 due by Thursday 16th January 2020 23.55

Estimated return date: Wednesday 15th February 2020

Assessment task link to unit learning outcomes: 

1. Understand theories of diversity, inclusion and exclusion as these influence the creation of caring, purposeful and democratic societies
2. Evaluate the assumptions and metaphors associated with inclusion, e.g. 'safe' classroom, 'level playing field'
4. Identify the policies and legislative requirements which support diversity, inclusion and participation
5. Understand curriculum aspects and teaching approaches to support inclusive learning for differentiated educational settings and
students with additional needs
6. Apply the principles of inclusion in planning, goal setting and design to improve learning engagement across diverse student groups
and contexts
7. Build a repertoire of positive learning practices to manage classrooms and/or student behaviour within educational settings
8. Consider how digital technologies may promote inclusion in the learning environment.

Australian Professional Standards for Teachers​: 

1.1, 1.2, 1.5, 1.6, 2.2, 2.3, 3.1, 3.2, 3.3, 3.6, 4.1, 6.1, 7.2
For further APST information, please refer to:
https://sites.google.com/monash.edu/student-resource-bank/apst

Details of task: Outline of assignment 2

Select a lesson that you have previously taught in an inclusive classroom and reflect on its strengths and areas for improvement in light
of:

● current policy and legislation relating to disability and inclusion,

● an inclusive planning, design and assessment framework: Universal Design for Learning (UDL) to ensure a lesson supports ALL
students
● The Australian Professional Standards for Teachers (APST)

There are three main sections. 

1. Introduction. You should write an introduction to the assignment outlining your knowledge of inclusive education (including policy
and legislation) and providing a rationale for the assignment. 
2. Body. In the body of this assignment, you should discuss how and why you would revise a previously-taught lesson by drawing on
the principles and guidelines of Universal Design for Learning (UDL). You should append the original lesson. You should identify

what barriers present in the design and implementation of your lesson and assessments that could prevent diverse students from
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EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019
 2.

what barriers present in the design and implementation of your lesson and assessments that could prevent diverse students from
accessing resources, participating in the learning activities, and making progress in their learning (you may append a barrier
analysis/solutions table to support your discussion). You should describe the revisions you would create by specifying which UDL
guidelines they relate to and how they would improve the flexibility and accessibility of the lesson and related assessments by
ensuring that:
● goals are appropriately challenging for all students
● teaching methods are flexible and varied enough to be accessible, supportive and engaging for all students
● a range of materials and resources (including technology) are provided to enhance this variation and flexibility
● flexible assessments options are provided that support and challenge all students
3. Conclusion. In your conclusion, you should reflect on the value of the process undertaken in this assessment task, and whether
/how it has supported you to develop and demonstrate your skills, knowledge, and evidence of supporting students with
disabilities and diverse learning needs that are required for meeting the APST for Graduate teachers with particular attention to
APST 1.5, 1.6 and 4.1.

Word count/equivalent: 2400 words

Weighting/Value:  60%

Presentation requirements: You must follow APA (American Psychological Association) writing style to write your review. Please see the
resources available at Monash University to guide you with the writing style. Please see http://guides.lib.monash.edu/citing-referencing
/apa
Ensure you append: a description of the case study class and school context; the lesson plan itself; an annotated copy of the AITSL
standards.

Individual assessment in group tasks: This is an individual assessment task.

Additional information: Please note there are many resources on Moodle to support you with the assignment. Please take the time to
look through these. There are many supports available through the library and various other support services. 

Criteria for marking: Assessment criteria:

Criteria

Introduction:
Demonstrates an understanding of inclusive education and practice, and relevant legislation and policy.

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EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019
 Body:
Demonstrates the ability to identify barriers in teaching and assessment plans.  Shows an understanding of inclusive principles for developing curriculum, teaching
and assessment plans to support inclusion.

Conclusion
Demonstrates the ability to reflect on your own professional learning.

Appropriate language use including grammar, spelling, and expression. Correct use of APA style for citations and references.

Detailed assessment criteria are available from the EDF5016 Moodle site.

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EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019
 Unit guide prepared by

Name: Dr Megan Adams
Campus: Clayton
Email: megan.adams@monash.edu

Last updated
21 Oct 2019

  

Copyright @ Monash University 2019. All rights reserved. Except as provided in the Copyright Act 1968, this work may
not be reproduced in any form without the written permission of the host Faculty and School/Department.

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EDF5016 Inclusive teaching - Summer semester A (SSA-02) - 2019