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Educating learners with additional needs is a challenge that is faced by educators across all educational contexts. With many of these learners participating in regular classrooms, educators must strive to meet the wide variety of abilities that are present. A clear understanding of the legal and professional responsibilities associated with supporting these diverse learners is imperative for all educators working in both general and special education, across early childhood, primary and secondary contexts, to ensure they are prepared to meet these responsibilities. This course will provide an awareness of learner differences and how these differences interact with contextual factors to influence educational outcomes. Pre-service educators should develop the knowledge, skills and attitudes necessary to create inclusive learning environments that maximize outcomes for all learners.

This foundational course will provide an overview of inclusive education with a specific focus on how special education is integral to the everyday professional practice of all educators across all educational contexts. Pre-service educators will become familiar with current legislation, policy and practice, from international, national and state perspectives. They will be provided with an overview of the characteristics of learners with additional needs including: low and high incidence disabilities, gifts and talents, mental health considerations and behavioural challenges, and will consider the impact of these for participation and access to learning. A variety of instructional approaches will be explored, to support learners with additional needs in the areas of curriculum, pedagogy, classroom and behaviour management, and social and emotional learning. Upon successful completion of this course pre-service educators have been introduced to the knowledge, skills, attitudes and behaviours needed to support a diverse range of learners within inclusive learning environments.

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership鈥檚 (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service educators should be able to:

1. identify relevant legislation, administrative and organisational policy and resources regarding learners with additional needs, and apply these guidelines and practices across educational contexts (APST 1.6, 7.2);
2. describe the range of characteristics of learners with additional needs, and explain how these characteristics impact on learning and teaching across educational contexts (APST 1.1, 1.6);
3. analyse personal and societal attitudes and beliefs, legislation and administrative and organisational policy and critically reflect on how these impact the access and participation of learners with additional needs across educational contexts (APST 1.6, 4.1, 7.2);
4. describe the importance of engaging with parents/carers, the broader community, and external professional teaching networks to broaden knowledge and practice to support the inclusion of learners with additional needs across educational contexts (APST 3.7, 7.4);
5. analyse and discuss the effectiveness of specific teaching strategies used to support participation and improve learning for learners with additional needs in inclusive educational contexts (APST 1.5, 1.6, 3.1, 4.1);
6. apply knowledge and understanding of assessment and planning practices to develop challenging learning goals and inclusive educational programs for learners with varying abilities, characteristics and needs (APST 1.5, 3.1, 4.1).