EDED11457 - Responding to Diversity and Inclusion

General Information

Unit Synopsis

Responding to Diversity and Inclusion develops your knowledge and understanding of legislation and policy related to inclusion in educational settings. You will examine representations of diversity and difference in contemporary Australian society and the ways in which stereotypes associated with marginalised groups are constructed and maintained. You will 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 your own socio-cultural backgrounds and belief systems on creating inclusive settings. You will 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

Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the 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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2024

Term 2 - 2025 Profile
Bundaberg
Cairns
Mackay
Online
Rockhampton

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 50%
2. Written Assessment 50%

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

Past Exams

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Previous Feedback

Term 2 - 2023 : The overall satisfaction for students in the last offering of this course was 83.33% (`Agree` and `Strongly Agree` responses), based on a 19.95% response rate.

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.

Source: SUTE
Feedback
Unit structure
Recommendation
Maintain current unit structure where learning is developed incrementally.
Action Taken
The structure of the unit was maintained.
Source: SUTE
Feedback
Assessment feedback
Recommendation
Continue to work with staff to enhance the quality and relevance of feedback.
Action Taken
Feedback examples were provided to staff.
Source: SUTE
Feedback
Assessment clarity
Recommendation
Revise the assessment descriptions to ensure clarity of requirements.
Action Taken
In Progress
Source: SUTE
Feedback
Timetabling
Recommendation
Consider the time of day that the ZOOM class is held.
Action Taken
In Progress
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Explain how difference, dominance and stereotypes related to marginalised groups are constructed and maintained in social contexts
  2. Summarise the legislative framework and key principles and processes described in inclusion policies for educational settings
  3. 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
  4. 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
  5. Provide a rationale for establishing productive relationships with culturally diverse parents/carers, families and communities and specialist professional groups to support the aims of inclusive educational settings and the development and integration of inclusive teaching practices
  6. 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
  7. Describe strategies for meeting the specific learning needs of students with disability.

Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:

1.1 Physical, social and intellectual development and characteristics of students

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

1.6 Strategies to support full participation of students with disability

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

3.7 Engage parents/carers in the educative process

4.1 Support student participation

4.3 Manage challenging behaviour

4.4 Maintain student safety

6.4 Apply professional learning and improve student learning

7.1 Meet professional ethics and responsibilities

7.2 Comply with legislative, administrative and organisational requirements

7.3 Engage with the parents/carers

7.4 Engage with professional teaching networks and broader communities

In addition, competency elements from the Diploma of Children's Services (Early Childhood Education and Care) are taught and assessed in this unit.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - Written Assessment • • • •
2 - Written Assessment • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
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 • •
7 - Cross Cultural Competence • • • • •
8 - Ethical practice • • • • • • •
Alignment of Assessment Tasks to Graduate Attributes
• Introductory Level
• Intermediate Level
• Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10