Overview
Responding to Diversity and Inclusion develops students’ knowledge and understanding of legislation and policy related to inclusion in educational settings. Students examine representations of diversity and difference in contemporary Australian society and the ways in which stereotypes associated with marginalised groups are constructed and maintained. They reflect on the legislative and policy framework; explore ways in which personal assumptions, biases and value positions affect the “labelling” of students from diverse social, cultural and economic groups including students with disabilities; and, evaluate the impact of their own socio-cultural backgrounds and belief systems on creating inclusive settings. Students identify barriers to learning for diverse groups including culturally diverse students and students with special needs and critique strategies for responding to and valuing diversity and promoting social inclusion in educational settings.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2017
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student feedback
Content topics are enjoyable
Retain focus on the weekly topics.
Feedback from Tutor feedback
Course materials were relevant to classrooms
Retain overall focus on content and philosophy of the Unit.
Feedback from Student feedback
Some students found the Collaborate sessions difficult because of using the new format
Do not participate on new trials when there are students very new to University systems.
- Explain how difference, dominance and stereotypes related to marginalised groups are constructed and maintained in social contexts.
- Summarise the legislative framework and key principles and processes described in inclusion policies for educational settings.
- Discuss the extent to which Australia can be called an inclusive society and identify and explain the potential impacts on educators’ attempts to promote social inclusion in educational settings.
- Critically reflect on the role of educational professionals and the system support structures required to promote successful social inclusion for students from diverse backgrounds, including students with disability and special needs.
- Provide a rationale for establishing productive relationships with culturally diverse families and communities and specialist professional groups to support the aims of inclusive educational settings and the development and integration of inclusive teaching practices.
- Select and evaluate strategies that promote the development of a learning community through effective management of the classroom environment; fostering positive social relationships and a sense of belonging; and provision of quality learning experiences for students from the full range of abilities and backgrounds.
- Describe strategies for meeting the specific learning needs of students with disability.
Successful completion of the unit Responding to Diversity and Inclusion provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of 1.1, 1.3, 1.4, 1.5, 1.6, 3.7, 4.1, 4.3, 4.4, 6.4, 7.1, 7.2, 7.3 and 7.4; and competency elements from the Diploma of Children's Services (Early Childhood Education and Care) including CHCCN520C: 2 and 3; CHCFC503A: 2 and 3; CHCIC302A: 1, 2, 3, 4, 5 and 6; CHCIC511A: 1, 2, 3, 4 and 5: and CHCIC512A: 1, 2, 3, 4 and 5. Assessment tasks for this unit may be included in a portfolio and used as evidence of progress towards meeting the standards at Graduate career stage and as the focus for identifying professional learning needs.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Written Assessment - 50% | |||||||
| 2 - Written Assessment - 50% | |||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Communication | |||||||
| 2 - Problem Solving | |||||||
| 3 - Critical Thinking | |||||||
| 4 - Information Literacy | |||||||
| 5 - Team Work | |||||||
| 6 - Information Technology Competence | |||||||
| 7 - Cross Cultural Competence | |||||||
| 8 - Ethical practice | |||||||
| 9 - Social Innovation | |||||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 50% | ||||||||||
| 2 - Written Assessment - 50% | ||||||||||
Textbooks
Diversity, Inclusion & Engagement
Edition: 2nd (2014)
Authors: Hyde, M, Carpenter, L & Conway, R
Oxford
South Melbourne South Melbourne , Australia
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
k.higgins@cqu.edu.au
Module/Topic
Australian culture and society - what is it?
Chapter
Chapter 1
Set readings
Events and Submissions/Topic
Module/Topic
Identity, labelling and the rights of the individual
Chapter
Set readings
Events and Submissions/Topic
Module/Topic
Legislating for inclusion
Chapter
Chapter 2
Events and Submissions/Topic
Module/Topic
What is inclusion?
Chapter
Chapter 16
Events and Submissions/Topic
Module/Topic
Arguments for and against inclusion
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Differentiation
Chapter
Set readings
Events and Submissions/Topic
Module/Topic
Challenging behaviours in inclusive classrooms
Chapter
Chapter 5 and 8
Events and Submissions/Topic
Module/Topic
Culturally and linguistically diverse students
Chapter
Chapter 3
Events and Submissions/Topic
Module/Topic
Indigenous students
Chapter
Chapter 4
Events and Submissions/Topic
Module/Topic
Gifted and Talented students
Chapter
Chapter 14
Events and Submissions/Topic
Module/Topic
Students with disabilities
Chapter
Chapter 11, 12 and 15
Events and Submissions/Topic
Module/Topic
Review of the unit
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Assessment Task 1 – Responding to diversity and inclusion
This assessment task requires you to analyse and reflect on the concepts of access, change and formation of attitudes in the context of the work of educators in contemporary Australian settings. To complete this task, you will submit a written response of 1500 words (maximum) that includes each of the sections outlined below.
- Definitions of key concepts
Attitudes towards difference and diversity can influence how society and communities experience social inclusion or exclusion and influences access and participation to all aspects of community life including education. Stereotype, racism, prejudice, and social justice are key concepts associated with inclusion. In your response define / explain these concepts including an example of each concept in action in Australian society.
- The Australian social context – evidence of discrimination or social inclusion
The media is often said to reflect our society and portrays difference and diversity within the community through the way that different groups or people are characterized in advertisements, film or television programs, news reporting and people employed as presenters. Using examples from a range of media texts demonstrate the extent to which Australia can be called an inclusive or exclusive society.
- Legislation and educational policy responses to inclusion
Identify and discuss the legislative framework that, in turn, forms the basis for inclusive education policies in your State. How does this legislation and policy impact on the legal responsibilities and practice of educators in school, classroom or care settings?
- Reflection on your attitude and ability to respond to diversity and inclusion
What influence has your own cultural background and life experience had on developing attitudes around student diversity? What are the implications of this critical reflection on how you might approach your work in responding to diversity and inclusion as future teachers?
Week 5 Monday (7 Aug 2017) 9:00 am AEST
Assignments are due by 9am on Monday 7th August 2017
Assessment will be returned once the moderation process has been completed.
Assessment will be marked against the following criteria
- Knowledge and understanding of specific key concepts relating to inclusion and diversity
- Knowledge and understanding of social inclusion practices
- Knowledge and understanding of relevant legislation and policies that inform inclusion policies
- Articulation of self-reflection responses concerning key concepts within the unit
- Standard of academic writing and use of academic materials
- Explain how difference, dominance and stereotypes related to marginalised groups are constructed and maintained in social contexts.
- Summarise the legislative framework and key principles and processes described in inclusion policies for educational settings.
- Discuss the extent to which Australia can be called an inclusive society and identify and explain the potential impacts on educators’ attempts to promote social inclusion in educational settings.
- Critically reflect on the role of educational professionals and the system support structures required to promote successful social inclusion for students from diverse backgrounds, including students with disability and special needs.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
Assessment Task 2 – Differentiation and catering for differences
Differentiation is a process of adapting curricula and classroom environments to promote quality learning for all students. This task provides an opportunity for you to demonstrate an understanding of how inclusive practice can be achieved through responsive teaching and the selection of strategies that effectively cater for the characteristics of a diverse range of learners. To complete this task you will submit a written response of 2000 words (maximum) addressing each of the sections below:
Labeling and the rights of all students to access education
There are on-going debates about the efficacy of inclusion and labeling with different attitudes and perceptions raised by students, parents and teachers regarding access to education. Identify and discuss these arguments; state your position within the context of these debates justifying your choice.
Personal approach to differentiation
Your classroom has a diverse range of learners with specific characteristics ranging from cultural, linguistic, social-emotional, cognitive and physical disabilities, learning difficulties and socioeconomic differences. Using unit readings and your set text select and describe management and teaching strategies and other important practices that are claimed to be responsive to the strengths and needs of diverse learners that you would use to establish inclusive practice in your classroom.
Catering for Gifted and Talented learners
Gifted and talented students are a group of specific learners that are often missed within the busy classroom. What management and teaching strategies would you use to cater for this group of learners; in what ways could meeting the needs of these students also be useful in meeting the needs of other learners in the classroom?
Fostering positive relationships and quality education and care
Discuss and demonstrate how your approach to differentiation would foster positive social relationships and well-being between teachers and diverse learners, families and communities in education / care settings. Evaluate how specific teaching strategies would provide quality education and / or care for learners from the full range of abilities and backgrounds.
Week 12 Friday (6 Oct 2017) 5:00 pm AEST
Assignments are due by 5pm on Friday October 6th, 2017
Assignments are released after certification of grades
Assessment will be based on the following criteria:
- Knowledge and understanding of competing arguments regarding labeling and rights of students and parents
- Knowledge and application of practices and strategies underpinning differentiation and inclusive practice
- Knowledge and understanding of teaching and learning strategies related to Gifted and Talented learners
- Articulation of appropriate practices for developing well-being and positive relationships among stakeholders
- Standard of academic writing and use of academic materials
- Provide a rationale for establishing productive relationships with culturally diverse families and communities and specialist professional groups to support the aims of inclusive educational settings and the development and integration of inclusive teaching practices.
- Select and evaluate strategies that promote the development of a learning community through effective management of the classroom environment; fostering positive social relationships and a sense of belonging; and provision of quality learning experiences for students from the full range of abilities and backgrounds.
- Describe strategies for meeting the specific learning needs of students with disability.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
