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Today’s classrooms are environments inclusive of a diverse group of learners. Diversity of learners, means diversity of individual needs including physical, social, and intellectual, as well as unique cultural and linguistic needs. Providing quality teaching with consideration of the concepts of social justice and equity to support and effectively ensure participation and engagement of all learners is the job of every educator. Awareness and understanding of learner diversity in the classroom is fundamental to establishing a culture of inclusion where the individual needs of all learners are catered for. At all levels of career development educators must demonstrate, with practical examples, their competency in relation to the Australian Professional Standards for Teachers (APST), one of which outlines the need for differentiated teaching to meet the additional needs of all learners. National expectations and legislation guide curriculum delivery and mandate educator accountabilities, reflecting expectations of social justice and inclusive practice across global educational contexts.

This course will focus on developing an awareness and understanding of learner diversity, and the knowledge, skills and attitude pre-service teachers will need to cater for this diversity within an inclusive learning environment. Exploration of current evidence-based approaches, including socially just and equitable practices, legislation, policies, and professional contexts that inform inclusive education will be studied along with their implications for teaching and learning. A key focus within the course is developing an understanding of the range of learner diversity and the implications of this diversity for planning, teaching, and assessing participation and learning. Inclusive pedagogy will be explored to help pre-service teachers develop their understanding and skills to implement effective teaching and learning strategies, managing challenging behaviours and promote positive outcomes for all learners. As part of course assessment a case study approach will be considered to support pre-service teachers in developing a `real life' understanding of classroom diversity. Assessment in this course will focus on knowing learners and how they learn; planning, and implementing effective teaching and learning; and creating and maintaining supportive and safe learning environments.

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

1. describe the physical, social, and intellectual development and characteristics of learners from diverse backgrounds and needs (consideration of cultural, religious and socioeconomic), and discuss the implications of these characteristics for teaching and learning (APST 1.1, 1.2, 1.3);
2. identify, describe, and justify differentiated teaching strategies to support learner participation and engagement, and meet the learning goals of a diverse range of learners in an inclusive classroom setting (APST 1.5, 3.1, 4.1, 4.3);
3. identify and describe the relevant legislative, administrative, and organisational policies and processes relevant to teaching, learning and participation for diverse learners including those with disabilities (APST 1.6, 7.2);
4. identify, describe and justify practical approaches, including classroom organisation and clear directions, to manage challenging behaviour within an inclusive learning environment (APST 4.2, 4.3);
5. identify, describe and justify practical approaches to support students’ wellbeing and safety within an inclusive learning environment (APST 4.4).