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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

Forms to be submitted to the


Professional Experience Office

Forms (A, B& C)

Placement Assessment 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 todays 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 www.cdu.edu.au

In-school experience contacts

ETP310

The Professional Experience Office facilitate the administration of school placements for all preservice teachers including collecting professional experience placement and assessment forms
and organising payments for mentor teachers. Contact: mailto:InSchool@cdu.edu.au
Phone: 8946 6602.

Requirements:

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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
practise 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: http://InSchool.cdu.edu.au

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.http://www.inschool.cdu.edu.au

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 parents 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, eg down syndrome, Pre-service teachers research the
condition and discuss where the students actions/behaviour connects with the research

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

ETP310

Requirements:

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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)
Further information about Educational Adjustment Plans can be found at
W: http://www.det.nt.gov.au/__data/assets/pdf_file/0003/7473/EAP_ParentsBrochure.pdf

ETP310

Requirements:

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