ECE404 - Inclusive Education for Young Children
| Year: | 2024 unit information |
|---|---|
| Enrolment modes: | 2024: Trimester 2: Burwood (Melbourne), Online, Community Based Delivery (CBD)* Trimester 3: Burwood (Melbourne), Online, Community Based Delivery (CBD)* From 2025: Trimester 2: Burwood (Melbourne), Online, Community Based Delivery (CBD)* |
| Credit point(s): | 1 |
| EFTSL value: | 0.125 |
| Cohort rule: | This unit is only available to students enrolled in E330, E333, E334 or E359 |
| Prerequisite: | Students must have completed 10 credit points |
| Corequisite: | Nil |
| Incompatible with: | Nil |
| Study commitment | Students will on average spend 150-hours over the teaching period undertaking the teaching, learning and assessment activities for this unit. This will include educator guided online learning activities within the unit site. |
| Scheduled learning activities - campus | 1 x 3-hour on campus seminar per non placement weeks |
| Scheduled learning activities - online | 1 x 1.5-hour online seminar per non placement weeks |
| Note: | *Community Based Delivery (CBD) is for National Indigenous Knowledges, Education, Research and Innovation NIKERI Institute students only. |
Content
This unit informs students’ practice in the promotion of inclusion and equity of children, and their families who experience or may be at risk of vulnerability. Through critical inquiry into contemporary theories, policies and practices on inclusive education and diversity, this unit develops students’ understanding of a range of differences that can influence children’s engagement and learning outcomes in early childhood and school contexts (e.g. individual ability, disability, family structure, social, linguistic, socioeconomic, cultural and religious). The unit also aims to develop students’ awareness, knowledge and skills of why and how inclusive education can be created. Rights-based pedagogical approaches which position teachers as change agents frame the unit. Topics include conceptualizing inclusivity, social justice, policies and discourses on the rights of children, indigenous community, people with disabilities, working with children who are gifted, and children’s social, cultural and linguistic diversity. Communication strategies will be examined and framed around their role in relationship building, responding to challenges and differentiation. PSTs will engage with legislation, the ECA Code of Ethics and the VIT Code of Conduct to examine the challenges, contexts and issues that inform inclusive practice.
Unit Fee Information
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