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Diversity and Inclusion: Teaching Strategies for Diverse Learners
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EDBED2010 - Diversity and Inclusion: Teaching Strategies for Diverse Learners
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20250200
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Course
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2.2
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2026-09-10
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2026-09-10
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Education
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Institute of Education, Arts & Community
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Education
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Undergraduate
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15
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.125
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070113
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Teacher Education: Special Education
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070113 - Teacher Education: Special Education
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<a href="http://www.federation.edu.au/locate/unit/edbed2010">View unit fees</a>
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Graded (e.g. HD, D, C, etc)
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7
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Bachelor Degree
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Intermediate
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1
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<p>This course examines elements of teaching and learning within a social justice and human rights framework. Students will explore learning environments, differentiation and practical strategies which support the access, participation and engagement of diverse learners, including students with disability. Emphasis is placed on strategies that support wellbeing and safety within the educational setting and align with expectations of policy, curriculum and legislation. Particular attention is directed toward building the capacity of students to identify and accommodate attributes of difference within their planning. Opportunities will be provided for students to explore barriers that may impact wellbeing and educational success, and identify teaching strategies that are responsive to the strengths and needs of learners from diverse backgrounds. Students will consider academic, social and personal needs along with the purpose and benefits of a range of educational strategies, scaffolds and supports to design safe, supportive and effective learning environments.</p>
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<p>Topics to be covered:<br>
• Philosophical differences between inclusion, integration, segregation and exclusion.<br>
• Obligations and requirements related to diversity and inclusion: legislation (Disability Discrimination Act (DDA), Disability Standards for Education (DSE), Child Safe Standards, Codes of Conduct and Ethics), policy, curriculum, social justice, human rights.<br>
• The impact of culture, cultural identity, religion, linguistics and socioeconomic status on the education of learners from diverse backgrounds.<br>
• Practical strategies to support the access, participation, engagement and achievement of diverse learners, including students with disability.<br>
• Inclusive approaches to learning and teaching including multi-tiered systems of support, universal design for learning, differentiation and personalised learning.<br>
• Organisation of classroom activities and operations through differentiation of content, process, product and environment.<br>
• Understanding social-emotional wellbeing and influences on behaviour<br>
• Positive preventative practices and managing safety, risk and challenging behaviour.</p>
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<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
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Year
Year
2027
Current Year
2026
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EDBED2010 - Diversity and Inclusion: Teaching Strategies for Diverse Learners
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EDBED2010 - Diversity and Inclusion: Teaching Strategies for Diverse Learners
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Semester 1
Semester 2
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Year
2027
2026
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Overview
Key information
Requisites
Learning outcomes
Assessment
FedTASK
Parent Region
Overview
Unit description
<p>This course examines elements of teaching and learning within a social justice and human rights framework. Students will explore learning environments, differentiation and practical strategies which support the access, participation and engagement of diverse learners, including students with disability. Emphasis is placed on strategies that support wellbeing and safety within the educational setting and align with expectations of policy, curriculum and legislation. Particular attention is directed toward building the capacity of students to identify and accommodate attributes of difference within their planning. Opportunities will be provided for students to explore barriers that may impact wellbeing and educational success, and identify teaching strategies that are responsive to the strengths and needs of learners from diverse backgrounds. Students will consider academic, social and personal needs along with the purpose and benefits of a range of educational strategies, scaffolds and supports to design safe, supportive and effective learning environments.</p>
Unit content
<p>Topics to be covered:<br> • Philosophical differences between inclusion, integration, segregation and exclusion.<br> • Obligations and requirements related to diversity and inclusion: legislation (Disability Discrimination Act (DDA), Disability Standards for Education (DSE), Child Safe Standards, Codes of Conduct and Ethics), policy, curriculum, social justice, human rights.<br> • The impact of culture, cultural identity, religion, linguistics and socioeconomic status on the education of learners from diverse backgrounds.<br> • Practical strategies to support the access, participation, engagement and achievement of diverse learners, including students with disability.<br> • Inclusive approaches to learning and teaching including multi-tiered systems of support, universal design for learning, differentiation and personalised learning.<br> • Organisation of classroom activities and operations through differentiation of content, process, product and environment.<br> • Understanding social-emotional wellbeing and influences on behaviour<br> • Positive preventative practices and managing safety, risk and challenging behaviour.</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
070113 - Teacher Education: Special Education
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edbed2010">View unit fees</a>
Requisites
Prerequisite
None
Corequisite
None
Exclusion
<p>must not have completed "EDECE1013"</p>
Learning outcomes
Learning outcomes
<p>On successful completion of this unit, students are expected to gain the following [K]nowledge, [S]kills and [A]pplication of knowledge & skills</p>
Learning Outcomes
Ref
Outcome
K1
<p>Explain educational inclusion as a response to the diverse strengths and needs of all learners.</p>
K2
<p>Recognise the philosophical differences between inclusion, integration, segregation and exclusion within an educational context.</p>
K3
<p>Describe ways in which effective responses to attributes of difference, including diverse linguistic, cultural, religious and socioeconomic backgrounds, can support educational access, participation and engagement.</p>
K4
<p>Identify legislative requirements, government initiatives and teaching strategies that support equitable outcomes for all learners, including students with disability</p>
K5
<p>Explain potential influences on behaviour and explore practical teaching approaches to prevent and respond to challenging behaviours.</p>
S1
<p>Investigate the impact of environmental, relational and intrapersonal factors on social and learning behaviours.</p>
S2
<p>Plan and justify inclusive classroom activities in response to diversity of learner strengths and needs with a focus on wellbeing for all learners, including students with disability.</p>
S3
<p>Collaborate with others to develop and justify an inclusive approach to creating a positive, safe and supportive learning environment.</p>
S4
<p>Set achievable learning goals and plan differentiated and achievable challenges within educational activities to enable access, participation, engagement and achievement opportunities for all learners.</p>
A1
<p>Use knowledge of diverse characteristics, differentiated teaching strategies and classroom management options to design inclusive learning activities and educational supports that promote positive behaviour and wellbeing for all learners, including students with disability.</p>
A2
<p>Demonstrate the capacity to address barriers to learner success through the provision of appropriate curricula, teaching strategies and organisational elements.</p>
A3
<p>Generate informative material that explains and advocates inclusive purposes, processes and practices.</p>
Assessment
Learning Tasks and Assessment
Ref
Learning task
Assessment type
Weighting
Learning outcomes assessed
1
<p>Learner Profiles - create a description of a learner cohort that demonstrates diverse strengths, needs and backgrounds (linguistic, cultural, religious and socio-economic) and list teaching strategies for supporting participation and engagement.</p>
<p>Individual Written Task</p>
<p>10-20%</p>
K1, K3, S2, A2
2
<p>Differentiated Lesson Plan and Justification - design and organise an activity sequence for the cohort described in Task 1, describing how directions, organisational factors, teaching approach and achievable challenges will support participation and engagement.</p>
<p>Individual Written Task</p>
<p>30-50%</p>
K2, K4, K5, S2, S4, A1, A2
3
<p>Multimodal Project - in small collaborative groups research, plan and demonstrate a range of inclusive teaching strategies and processes that support learning, wellbeing and safety within an educational setting. Part A: Individual Task – Appraise and select, inclusive teaching strategies and supports Part B: As a group, deliver an oral presentation on teaching strategies for diverse learners including students with disability Part C: Individual reflection on the relevance, purpose and benefits of the demonstrated teaching strategies and the links to inclusive frameworks, legislation and policy.</p>
<p>Multimodal Project</p>
<p>30-50%</p>
K4, K5, S1, S3, A1, A3
Supplementary assessment available:
Yes
Supplementary assessment information:
<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
FedTASK
FedTASK
Description of FedTASK outcome
Level
FedTASK 1: Interpersonal
The ability to effectively communicate, interact and work with others both individually and in groups.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 2: Leadership
The ability to apply professional skills and behaviours in leading others.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 3: Critical Thinking and Creativity
The ability to work in complexity and ambiguity using imagination to create new ideas.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 4: Digital Literacy
The ability to work fluently across a range of tools and applications to achieve a range of skills.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 5: Sustainable and Ethical Mindset
The ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions.
<p>Level 1 - Students require directions and boundaries from mentor</p>
FedTASK
<p>Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FedTASKs (<strong>T</strong>ransferable <strong>A</strong>ttributes <strong>S</strong>kills and <strong>K</strong>nowledge) provide a targeted focus on five key, transferable Attributes, Skills, and Knowledge that are embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and co-operative learning opportunities.</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
070113 - Teacher Education: Special Education
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edbed2010">View unit fees</a>
Additional information
Add Info Static Text
Internal reference: EDBED2010 - U2.2