TEAC 7150 Universal Design for Learning
Credit Points 10
Legacy Code 102150
Coordinator Marion Sturges Opens in new window
Description Developing the ability to meet the needs of a diverse group of learners within a flexible learning situation is critical to promote inclusion. This unit reviews multiple approaches and strategies employed (e.g. accommodation, adjustment, differentiation) and advocates for Universal Design for Learning to achieve this goal. Strategies are critiqued based on their capacity to enhance learning outcomes for individuals with additional needs and to advance inclusion. These analyses are then used to develop strategies and methods which can facilitate the learning and inclusion of individuals with a range of abilities, skills and needs. Students evaluate strategies, plan and reflect on a learning experience based on Universal Design for Learning.
Student Contribution Band HECS Band 1 10cp
Check your HECS Band contribution amount via the Fees page.
Level Postgraduate Coursework Level 7 subject
Equivalent Subjects TEAC 7048 - Inclusion in Practice
Restrictions Students must be enrolled in 1714 Master of Teaching (Secondary), 1720 Master of Inclusive Education or 1721 Graduate Certificate in Inclusive Education
- Apply the principles of UDL to promote authentic learning for diverse learners;
- Assess the effect of diversity within the educational setting for learning and teaching;
- Implement practices that facilitate continuities between systems and settings;
- Design programs that foster positive relationships between individuals with additional needs and their peers;
- Establish effective, collaborative relationships with families, colleagues, and other professionals to optimise the planning, implementation and monitoring of learning experiences;
- Document the learner�fs strengths and needs, and how these will be addressed within the educational setting;
- Evaluate the effect of UDL on learner�fs development and belonging, and;
- Reflect on personal and professional values, practices and skills to implement UDL
Bronfenbrenner?fs ecological model, M2ECCA (Methods of instruction, Materials of instruction, Environment of the classroom, Content of instruction, Collaboration, Assessment), EYLF (Early Years Learning Framework), Loreman?fs 7 pillars of support, Building Blocks, Ambrose?fs model of change
Adaptations and accommodations
Diversity and impact on learning
The social ecology of the educational setting
Considering the needs of the learner with a disability, their families, their peers and the educator in an inclusive setting (e.g., cooperative learning)
Differentiating teaching, learning and assessing to promote development and belonging for all individuals in the setting.
Collaboration for inclusion
Documenting the learner?fs strengths and needs, and progress
Developing an inclusion plan
Planning for transitions
The following table summarises the standard assessment tasks for this subject. Please note this is a guide only. Assessment tasks are regularly updated, where there is a difference your Learning Guide takes precedence.
|Professional Task||2500 words||50||N||Individual|
2022 Semester 1
Subject Contact Marion Sturges Opens in new window
Attendance Requirements 80% attendance rate is imposed in all core subjects’ due to the nature of class activities that are aligned with subject assessments.