ETP310 Teaching and Learning 5 – Inclusive Education

Course title / ETP 310: Inclusive Education
Teaching and Learning 5
Number of profession experience days / 20 days
Academic requirements / Assignment 1: Understanding inclusion
Assignment 2: Programming for Fictional children
Assignment 3: Planning an Educational Adjustment Plan
In-school tasks / Planning an Educational Adjustment Plan (Form B)
Working in a student-focused team
At least 2 full weeks planned and taught in a full time capacity
Forms to be verified by mentor teacher / Planning an Educational Adjustment Plan (EAP) and presentation
Placement Assessment Forms (A, B & C)
Forms to be submitted to the Professional Experience Office / Forms (A, B & C)

Unit Title and Code

Teaching and Learning 5 - ETP310 Inclusive Education

Unit Purpose

This unit focuses on preparing pre-service teachers to teach in inclusive settings - which in reality, are today's classrooms. Every learner has unique needs which the proficient teacher identifies and in turn, delivers differentiated responses to each of them through sound pedagogical practices.

The unit will emphasise the importance of current evidence-based research informing inclusive practices; policies and legislation at the federal, state and territory level that drive inclusion; the language of inclusion and inclusive schools. Understanding the concepts and processes of teaching to an educational adjustment plan will be a key component of this unit.

Unit Outcomes

•Articulate current issues related to inclusion as they apply at the federal and state or territory level

•Describe diversity in today’s classrooms in terms of behaviours, values and norms

•List the attributes of inclusive education programming

•Rationalise the components and requirements of an individualised education plan

Academic requirements

Academic theory on Essential Leanings is fundamental to linking with Professional experience. Participation with the Academic component of this unit is outlined in detail on Learnline, the on-line learning environment. Visit "Learnline login" in the top tool bar on the Charles Darwin University home page

In-school experience contacts

•The Professional Experience Office facilitate the administration of school placements for all pre-service teachers including collecting professional experience placement and assessment forms and organising payments for mentor teachers. Contact: mailto:
Phone: 08 8946 6602.

Length of professional experience

20 days: one day a week for 5 weeks and a three week block

Teaching expectations for pre-service Teachers

•Pre-service teachers work as co-professionals and team teach with the mentor teacher as much as possible

•Pre-service Teachers are encouraged to gain as much practice in their teaching as possible and teach solidly for at least 2 weeks during this time.

See the calendar for start dates.

Over the course of the single-day visits the Pre-service teacher team teaches with the mentor teacher as much as possible, plans teaches and assesses single lessons and sequences of lessons. During the three week block Pre-service teachers are expected to plan, teach and assess continuously for at least a two week period. During the remainder of the time Pre-service teachers are encouraged to gain as much teaching practice as possible. Plans need to be discussed with the mentor teacher before they are taught and reflection from the mentor teacher and Pre-service teacher must form part of a feedback loop.

Daily Journal

Pre-service teachers must keep a daily journal noting in-class and in-school activities, and reflections on experiences and teaching. The reflection focus for ETP310 is the creation of inclusive classroom settings that meet the different needs of individual students. The journal spans the entire period of professional experience. The journal will include a series of entries which detail knowledge and insights gained, problems encountered, solutions applied, and the reflections of work as a Pre-service teacher. The conclusion will sum up the personal insights and learning in the light of the school context and the theories and ideas gained from this unit. Entries in this journal can be used as evidence in the final teaching portfolio. Mentor teachers are asked to sight this journal and make comment on Form C, the Overall Professional Experience Evaluation Record.

Mentor Teacher Feedback

The mentor teacher provides regular written and verbal feedback and guidance throughout the entire block of professional experience. Templates for written feedback are available at:

Teaching portfolio

The electronic teaching portfolio is presented to a school-based panel at the conclusion of the course. Evidence collected from your professional experience in this unit is an important part of demonstrating pedagogical progression. Details about the teaching portfolio can be obtained from the academic component of ETP310 on Learnline.

In-school assessment

Each professional experience unit has one or more in-school tasks. These tasks demonstrate the ability of the pre-service teacher to use academic learning in a professional experience environment.

The tasks for this unit are:Planning an Educational Adjustment Plan (EAP) or the equivalent in the appropriate State or Territory.

  1. Pre-service teachers are asked to observe a designated student (one identified by your mentor) in the class and in the school ground. Select a child who will benefit from additional research into how they can best be supported and included in the class/group. This child may have a diagnosed condition or is exhibiting behaviour that identifies a need for greater educational support

•Ensure the parent’s permission is obtained for this task

•Document the behaviours, actions and additional needs of that child in the class and in the school ground

•Discuss the observations with the mentor teacher. If this child has been professionally assessed and the condition has been named, e.g. down syndrome, Pre-service teachers research the condition and discuss where the student’s actions/behaviour connects with the research

•Pre-service teachers document the actions/ behaviour and possible contributing factors

2.Prepare a 15 minute presentation that contains:

•Practical strategies that will assist the student with inclusion in the classroom and playground

•An outline of the roles of other staff in the school who might be involved with supporting this student

•An outline of other professionals that may be consulted to support this child, for example speech therapist, physiotherapist, counselor

•An outline of the process that is employed to generate an Educational Adjustment Plan (EAP) for a student in a school

In a Teaching School this presentation will occur in an In-school Tutorial

The mentor teacher is asked to assess the observation, research and presentation through the Form B rubric ‘Planning an Educational Adjustment Plan (EAP)’

ETP310Requirements:Page 1 of 3