Equity, Diversity and Differentiation

This subject will focus on the practice of inclusive education in secondary schools for a range of educational needs of learners with disabilities, learning difficulties, language and communication disorders, social and emotional disorders, giftedness, as well as disenfranchised groups due to gender, culture, race and linguistic diversity. It builds on previous understandings of language acquisition, language codes of practices and cultural identity. Linguistic approaches to teaching speakers of languages other than English such as two-way talking, multilingualism and Standard Australian English will be evaluated. Current research into neuroplasticity and differentiated models and modes of communicating, assessing and reporting will be examined in order to optimise learning. Strategies for engagement with stakeholders including professionals, together with consideration of parent, caregiver and/or community participation will be examined.

Awards offering Equity, Diversity and Differentiation

This unit is offered as a part of the following awards:

• Bachelor of Education (Secondary)
• Diploma of Arts

Unit Content

Curriculum Objective

This subject will focus on the practice of inclusive education in secondary schools for a range of educational needs of learners with disabilities, learning difficulties, language and communication disorders, social and emotional disorders, giftedness, as well as disenfranchised groups due to gender, culture, race and linguistic diversity. Legislative and policy implications and their impact on education within a range of cultural, linguistic and geographical contexts will be explored. This subject builds on previous understandings of language acquisition, language codes of practices and cultural identity. Linguistic approaches to teaching speakers of languages other than English such as two-way talking, multilingualism and Standard Australian English will be evaluated. Current research into neuroplasticity and differentiated models and modes of communicating, assessing and reporting will be examined in order to optimise learning. Strategies for engagement with stakeholders including professionals, together with consideration of parent, caregiver and/or community participation will be examined. Opportunities will be given to enhance resilience in students and teachers and strategies for empathy and perspectives taking. Students will reflect on how their own language frames “mainstream” as it pertains to equity and diversity and the consequences for Christian and other schooling settings.

Outcomes

1. Identify the current legislative requirements and current practice of diversity found in the classroom and align to teaching strategies that support participation and learning of students across the full range of abilities;
2. Using current research, identify constructs of language and identity across the range of disabilities; identify strategies for effectively working with parent/carers. Integrate current research into how students learn and the implications for teaching in your specialist subject.
3. Appraise teaching strategies, informed by assessment moderation, that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds through the lens of a Christian or alternate school context;
4. Critically reflect upon your own language use and cultural capacity within a Christian or alternate school setting. 
5. Develop student-centred innovative and well-designed lesson sequences for your teaching specialist area that are informed by student assessment data, and incorporate ICT, Quality.
6. Teaching Framework, and Great Teaching Inspired Learning using Understanding by Design; and address literacy and numeracy demands of the content and differentiate for the full range of student abilities, and diverse backgrounds (multilingual and sociocultural), providing explicit strategies to support students’ wellbeing and safety- legally and educationally, in a range of school contexts;
7. Critique bias and constructs of race and ability in society and curriculum materials. Critically reflect upon their own language use and cultural capacity within a Christian or alternate school setting.

This course may be offered in the following formats

• Face to Face (onsite)
• E-learning (online)
• Intensive
• Extensive 

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis University College.

Assessment Methods

• Presentation (20%)
• Research Report and Action Plan (50%)
• Lesson Plan Sequence (30%)