EDF5692 Advanced practice in inclusive education

This unit consolidates and extends your prior learning in inclusive education by focusing on the deliberate design, enactment and critical reflection of professional practice. In the first half of the unit, you will refine and extend the planning and instructional skills developed in earlier units by learning how to design accessible whole-class teaching plans that fully include students with complex disability profiles, including those with significant intellectual and developmental disabilities and complex communication support needs. Drawing on cognitive load theory, universal design for learning and the thoughtful use of assistive technologies, you will learn to plan the teaching of grade-level curriculum that is taught at an appropriate level of complexity for all students, and to adjust achievement standards where necessary while still promoting the development of independent academic skills.

In the second half of the unit, you will draw together your learning from the preceding units to curate a professional portfolio that captures your vision and capabilities in implementing inclusive education. You will critically examine a coherent set of school-based practices you have selected, showing how these align to support students’ right to inclusive education and uphold schools’ legislative and policy obligations. In doing so, you will synthesise evidence for these practices and consider what is required for skillful, high-fidelity implementation within real-world constraints and enabling conditions, reflecting on your own current competence and your role in leading and supporting others to use these practices.