RECENT ASSIGNMENT

ASSIGNMENT 1
Assessment Task 1:
Critical reflection and analysis (2,750 words) – Critical Task
Important information
This task is a Critical Task. Preservice teachers must demonstrate mastery of every summative standard listed in Page 11 of 21 Version:2023 the learning outcomes and attain a score of at least 50% in the Critical Task to pass this unit. A Critical Task is synonymous with a Graded Hurdle Task as defined in Section 3 of the Assessment Policy. As such, failure to pass the Critical Task will mean you are not eligible for a supplementary assessment in this unit (in accordance with Section 1d of the Supplementary Assessment Policy). Students who are otherwise on track to pass the unit but are in the range of 45-49% for the Critical Task, then a ‘revisit’ of the Critical Task may be offered. The revisit is treated as an ungraded hurdle task (pass/fail). The revisit would be an opportunity for the student to address the feedback provided by the marker and make additions or minor alterations to their submission to bring it to a passing standard.
This assessment requires you to critically reflect on teaching students with disability, with a focus on effective ways to support their learning through inclusive practice. You must support your reflection with recent academic research (i.e., peer reviewed journal articles or book chapters no more than 10 years old) and address issues around access and participation in learning. This will be achieved through engagement with relevant Australian legislation and policy frameworks, the perspectives of a focus student and relevant stakeholders, as well as other relevant professional sources which provide support for students with disability in inclusive settings.
The task is divided into 3 sections:
1. Human Rights and principles of social justice
(800 words - not including references or in-text citations).
Describe how Human Rights and principles of social justice have informed current understandings and delivery of inclusive education.
You must:
• Include and explain references to education in the Universal Declaration of Human Rights, the Convention on the Rights of Persons with Disabilities (CRPD), and the Convention on the Rights of the Child.
• Demonstrate your own understanding of social justice and equity from several perspectives/sources (i.e., avoid relying on direct quotations).
• Incorporate content from the unit site (lectures, tutorial activities, readings).
• Reference according to APA 7 conventions.
UN General Assembly (1948). Universal Declaration of Human Rights, 10 December 1948, 217 A (III). https://www.un.org/en/aboutus/universal-declaration-of-human-rights
UN General Assembly (2007). Convention on the Rights of Persons with Disabilities: Resolution / adopted by the General Assembly, 24 January 2007, A/RES/61/106. https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html
United Nations (1989). Convention on the rights of the child. Treaty no. 27531. United Nations Treaty Series, 1577 https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child
Stakeholder perspectives on inclusive education.
(800 words- not including references or in-text citations)
Understanding and valuing different perspectives on inclusive education is very important for teachers. Choose one focus student profile from the list below. Use at least seven professional websites, peer reviewed journal articles, and professional resources that inform possible educational issues or challenges for your focus student.
Complete a MULTIVIEW table to consider your focus student’s inclusion in mainstream educational settings. Evaluate the different stakeholders’ understandings through focusing on two benefits and two concerns from their perspectives.
You must:
• Identify the focus student.
• Identify two benefits and two possible challenges for your focus student being educated in inclusive settings.
• Take the view of the stakeholder concerned (i.e., step into their shoes). What are the benefits and challenges for that particular stakeholder?
• Incorporate content from the unit site (lectures, tutorial activities, readings).
• Support your work with academic references in each cell of the table using in-text citations. Do not use personal opinions or guesswork.
• Provide a separate reference list for the references cited in the table.
• Reference according to APA 7 conventions.
Being an inclusive educator.
(1150 words- not including references or in-text citations).
What are your key understandings on inclusive practice for your future teaching?
Critically anaylse what you have learnt from looking at the multiple perspectives of inclusive practice, including legislation and policies, issues of access and participation, stakeholder views, and teaching and learning strategies that will inform your work as a future inclusive teacher. Refer to the of the Disability Standards for Education in your response (2005).
Within this reflection, detail at least five strategies that you will put in place to better understand your learners, their strengths, needs and challenges, both at the start of the school year and at key points throughout the school year. Detail how you will assess your own practice at the end of the school year. How will you know that you have been successful in implementing inclusive practice?
Use at least ten academic journal articles and professional sources to support your reflection.
You must:
• Refer to teachers’ obligations as set out in the Disability Standards for Education (2005);
• Demonstrate an understanding of the key issues in inclusive practice including the difference between exclusion, integration and inclusion;
• Include multiple perspectives including your own;
• Explain five strategies you will use and how these will be assessed;
• Incorporate content from the unit site (lectures, tutorial activities, readings);
• Support your work with academic references and policies using in-text citations. Do not use personal opinions or guesswork;
• Provide a separate reference list for the references in the table.
Australian Government (2005). Disability Standards for Education. https://www.education.gov.au/disability-standards-education2005
NOTE: Acceptable sources for this assessment task include peer reviewed academic journal articles no more than 10 years old; Australian and International legislation and policies that address rights for people with disability or anti-discrimination, as well as access to inclusive education; professional web-based sources (for example, professional organisations such as Autism Australia, Vision Australia, Down Syndrome Australia); and professional resources (for example, Autism Australia’s Sensory Processing Fact Sheet, Vision Australia’s Adaptive Technology advice, the Down Syndrome App).
Focus Students
1. Student in year 1. Born in refugee camp in Kenya after leaving war-torn Rwanda. Has limited skills in English language but highly verbal in mother tongue. Lives with mother and older brother. Displays anxiety about attending school. Demonstrates strong artistic talent.
2. Student in year 4 with low vision. Lives with sighted parents and two siblings. Has a keen sense of humour and excellent IT skills. Uses assistive technologies as cannot write using pen and paper due to having an action tremor.
3. Student in year 6 with hemiplegic cerebral palsy. Lives with parents and younger sister. Loves sport but has limited kinaesthetic ability. Is particularly social and displays leadership qualities.
4. Student in year 9 and diagnosed with Opposition Defiance Disorder. Lives in a group home. Is not well liked or understood by peers and is easily led. Aims to be a vet and loves to work with animals.
5. Student in year 11 who teachers suspect is gifted. Has epilepsy which is usually well controlled, but episodes have increased in severity and frequency. As such, student has missed quite a few days of school. Wants to fit in with peers and engages in risk-taking. Parents are very concerned and protective.
Weighting: 50%
Length and/or format: 2750 words
Purpose: This assessment (critical task) requires you to critically reflect on teaching students with disability, with a focus on effective ways to support their learning through inclusive practice.
Learning outcomes assessed: 1,2,3,4,5 How to submit: Submit electronically via TurnitIn on the assessment tile in LEO Return of assignment: Feedback will be available via TurnitIn 15 working days after submission Assessment criteria: See assessment criteria in rubric in Appendix 1