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EDED11457 - Responding to Diversity and Inclusion

General Information

Unit Synopsis

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

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 - 2015

Term 2 - 2017 Profile
Bundaberg
Cairns
Distance
Gladstone
Mackay
Noosa
Rockhampton
Townsville
Term 2 - 2018 Profile
Bundaberg
Cairns
Distance
Gladstone
Mackay
Noosa
Rockhampton
Townsville
Term 2 - 2019 Profile
Bundaberg
Cairns
Gladstone
Mackay
Noosa
Online
Rockhampton
Townsville
Term 2 - 2020 Profile
Bundaberg
Cairns
Gladstone
Mackay
Noosa
Online
Rockhampton
Townsville
Term 2 - 2021 Profile
Bundaberg
Cairns
Gladstone
Mackay City
Online
Rockhampton
Townsville
Term 2 - 2022 Profile
Bundaberg
Cairns
Gladstone
Mackay
Online
Rockhampton
Townsville

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. Group Work 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 - 2020 : The overall satisfaction for students in the last offering of this course was 4.4 (on a 5 point Likert scale), based on a 19.26% 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
Word counts were too restrictive for the assessment tasks.
Recommendation
Reviewing of assessment tasks word count prior to the next unit offering.
Action Taken
Word counts for the assessment tasks were revised.
Source: SUTE
Feedback
Week 11 readings were excessive at that time of term.
Recommendation
Review the topic order of the unit prior to the next unit offering.
Action Taken
Topic order was reviewed and required readings were adjusted.
Source: SUTE
Feedback
Engaging Zoom sessions
Recommendation
Maintain opportunities for student collaboration in Zoom sessions.
Action Taken
Nil.
Source: SUTE
Feedback
Embedded ALC Support
Recommendation
Consider separation of ALC support sessions from unit Zoom sessions as DST students requested more time for content discussions.
Action Taken
Nil.
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 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 the course 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 course 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
2 - Group Work
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
1 - Written Assessment
2 - Group Work