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A major challenge for teachers is the diversity that exists in all classrooms. Within the current context of inclusion it is vital for teachers to understand current approaches to addressing individual diverse learning needs and to be able to develop an effective inclusive classroom. A recommendation from the January 2016 senate report ? Access to real learning: the impact of policy, funding and culture on students with disability, involved equipping teachers to differentiate lesson plans for different learners. A variety of methods to cater for student difference will be explored including differentiation techniques based on a Universal Design for Learning framework. This will allow teachers to support the individualised learning needs of all students.

EDU8706 will introduce the development of inclusive education and allow students to draw on their prior knowledge in this area. The link from inclusive education will be made to the concept of differentiation and other frameworks such as Universal Design for Learning, in order to address diverse learning needs in the inclusive classroom. There will be a particular focus on the practical nature of employing theory in the classroom. Through pedagogical strategies, students will have the opportunities to practice applying the principles of differentiated curriculum. This will assist in the development of effective skills for classroom teachers and special education personnel. In this course students will be supported in their understanding of how to modify content and resources, and deliver instruction that is differentiated for students with a range of abilities. This course also examines working with other educators through co-teaching and collaboration.

On successful completion of this course students should be able to:

1. reflect on the concept and definition of differentiation and critically analyse its place in inclusive education (Assessment 1);
2. research differentiating the learning process through modifying the content, instruction, resources, student output and assessment (Assessment 2);
3. report on how to effectively implement a differentiated program (Assessment 1; 3);
4. apply information literacy skills, including critical and reflective thinking (Assessment 1; 2);
5. effectively utilise advanced academic communication skills to portray theoretical concepts and their use in professional practice (Assessment 1, 2, 3).