TEAC7153: Creating Inclusive Classrooms: Perspectives on Theory Policy and Practice

Assessment

An Introduction to this Subject

This subject examines the theoretical, legislative, ethical, international and local policy perspectives that inform inclusive practices for diverse learning needs in school settings. Key issues in disability, special needs, inclusive principles, and evidence-based practice will be critically analysed. Students will develop skills in using best practice to assess, plan, monitor, and evaluate learning for students with diverse abilities. The importance of establishing collaborative partnerships with families, educational professionals, and community support services will be examined. This subject focuses on the promotion of educational and social inclusion to enhance learning outcomes, health, and wellbeing for all young people in school contexts. This subject is included in the Development Phase of the Master of Teaching program.

Approach to Learning

This subject is a blended subject that takes a flipped-classroom approach. A combination of weekly online learning modules (lectures), readings, asynchronous and synchronous discussions, and tutorial learning activities will contribute to your learning. There are nine online learning modules and seven compulsory tutorials that will enable you, as an independent learner, to engage with the key concepts and content in your own time and at your own pace. Your engagement with the online materials and independent study are essential to your successful completion of this subject. This means it is expected that you would have completed readings, online learning activities and quizzes before attending the compulsory tutorials so you can participate meaningfully in discussions and learning activities. Learning is a social practice, and as teachers, you will be expected to collaborate with others to develop plans and strategies to enhance students’ learning and inclusion. Therefore, several strategies have been embedded in the subject to prepare you for this way of working. It is suggested that you develop a reading/peer support group to promote understanding and learning through the exchange of ideas, collaboration, and interaction. There are two assessments to be completed independently and one group assessment.

Brief Summary of the Assessment Requirements

The subject introduces students to a comprehensive understanding of inclusive education by examining theoretical frameworks, legislation, ethical considerations, and both local and international policy perspectives influencing inclusive practices in schools.

Students are expected to:

• Critically analyse disability, special needs, inclusive principles, and evidence-based practices.
• Develop practical skills for assessing, planning, monitoring, and evaluating learning for diverse student needs.
• Understand the role of collaborative partnerships with families, professionals, and community services.
• Explore strategies that support educational and social inclusion to enhance student wellbeing and learning outcomes.

The learning approach follows a blended, flipped-classroom model consisting of:

• Nine online learning modules
• Seven compulsory tutorials
• Ongoing readings, asynchronous/synchronous discussions, and activities
• Emphasis on independent study, engagement with learning materials in advance, and collaborative learning practices such as peer-support groups

Assessments include:

• Two individual tasks and
• One group task, each designed to apply theoretical knowledge to practical inclusive teaching contexts.

How the Academic Mentor Guided the Student Through the Assessment (Step-by-Step Process)

Step 1: Understanding the Subject Objectives

The mentor began by helping the student interpret the purpose of the subject recognising that the focus is not only on theoretical knowledge but also on practical application of inclusive principles in real school contexts. The mentor clarified why concepts such as disability, inclusion, legislation, and evidence-based practices must be interconnected.

Step 2: Reviewing the Assessment Tasks

The mentor guided the student through the assessment overview, explaining:

• What each assessment requires
• Whether tasks involve theory, application, or reflective practice
• How the three assessments build progressively moving from understanding concepts to applying strategies and collaborating within a team

This ensured the student had clarity before they began.

Step 3: Breaking Down Key Concepts

To help the student prepare, the mentor walked them through essential themes:

• Definitions of disability and diverse learning needs
• Rights-based frameworks and legislative obligations
• Inclusive education theories (social model of disability, UDL, differentiation)
• Evidence-based strategies for learning support

This foundation enabled the student to approach assessments with conceptual confidence.

Step 4: Guiding Module-by-Module Engagement

The mentor emphasised:

• Completing online modules before tutorials
• Taking notes on key readings
• Preparing questions for discussion
• Engaging in online quizzes to reinforce understanding

This step ensured the student was prepared for tutorials and could meaningfully participate.

Step 5: Preparing for Tutorials and Collaborative Work

The mentor encouraged the student to:

• Form a peer support group
• Share interpretations of readings
• Practise applying theoretical models to real-life classroom scenarios
• Interact actively in compulsory tutorials

This allowed the student to develop the collaborative mindset expected of future teachers.

Step 6: Approaching Each Assessment

The mentor provided structure for tackling assessments:

• Assessment 1 (Individual): Focus on theoretical grounding and critical analysis.
• Assessment 2 (Individual): Practical application of assessment and planning strategies.
• Assessment 3 (Group): Collaborative design of inclusive learning strategies or a project.

The mentor explained how to align each task with modules, readings, and evidence-based practice.

Step 7: Draft Review and Reflection

The mentor encouraged the student to:

• Draft early
• Link theories to practical classroom examples
• Use contemporary and credible evidence
• Reflect on inclusive teaching roles

They guided refinement through feedback on clarity, structure, and academic writing.

Final Outcome and Learning Objectives Achieved

By following the academic mentor’s step-by-step guidance, the student successfully:

• Understood the core purpose of the subject and its relevance to inclusive education.
• Engaged consistently with the online modules, readings, and tutorial activities.
• Applied theoretical knowledge to real-world teaching situations in assessments.
• Developed stronger skills in assessing, planning, and evaluating learning for diverse needs.
• Demonstrated the ability to collaborate and communicate with peers effectively.
• Strengthened reflective and evidence-based decision-making.

Key learning objectives achieved include:

• Ability to analyse legislation, ethics, and policy in inclusive education
• Application of research-informed, evidence-based teaching practices
• Development of practical planning and assessment skills
• Understanding diversity and adopting inclusive strategies
• Competence in collaborative and professional teamwork
• Promotion of wellbeing and inclusion in school environments

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