| CODE | IAL1026 | ||||||||
| TITLE | Responding to Diversity in the Primary Classroom | ||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 5 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||||
| DESCRIPTION | Students bring to the primary classroom different characteristics such as ability and disability, socio-economic background, language, ethnicity and cultural background, beliefs and religion and gender characteristics. How society, and specifically teachers, respond to these particular dimensions of identity may very well determine the opportunities of these students to access, participate and succeed in education. An acknowledgment of the value of diversity enables teachers to challenge accepted norms and to ensure inclusive learning environments which guarantee an equitable quality education for all. Evidence suggests that inclusive pedagogies, such as inclusive design and differentiated teaching, can promote social and academic growth, and provide a more equitable and inclusive learning environment for all. This study-unit promotes a strengths-based, student-centred pedagogy. It explores key challenges, practices and strategies that are related to understanding and responding to diversity in the primary classroom. In its emphasis on the principles which define inclusive education, this study-unit promotes the organisation of learning environments in which students feel valued for who they are. The study-unit encompasses an inclusive design and differentiated teaching. Study-unit Aims: This study-unit aims to: - foster an awareness of policies, theories and models which shape the principles of inclusive education; - promote an awareness of diversity in the primary classroom, familiarising students with concepts and assumptions about diversity and difference; - develop the students' ability to critically analyse teaching and learning contexts in order to identify and address barriers to developing an equitable quality education for all learners; - develop knowledge on strategies and practices that reflect the principles of inclusive education and, taking into account their diverse characteristics and needs of all learners in the primary classroom; - promote collaborative practices with parents and with members of the teaching team; - employ reflective practice as a means for professional development. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - identify relevant key policies and documents pertaining to historical and contemporary developments in inclusive education; - recognise student diversity within the primary classroom; - appraise the implications of stereotyping and prejudice on the classroom climate and on the teaching and learning process; - recognise barriers which impede students from accessing, participating and succeeding in their education; - acknowledge the potential of a collaborative relationship with parents and members of the teaching team in ensuring a healthy inclusive environment. 2. Skills By the end of the study-unit the student will be able to: - plan responsive and inclusive teaching that addresses the needs of all learners within a mixed-ability classroom context; - apply content, process and product differentiation in the teaching and learning process; - design collaborative and cooperative learning groups; - implement assessment for learning techniques; - engage in collaborative working relationships with parents and members of the teaching team; - evaluate own practice on responding to diversity. Main Text/s and any supplementary readings: Main Texts: - Miles, S., & Ainscow, M. (2011). Responding to diversity in schools. An inquiry-based approach. - Ainscow, M. (2002). Understanding the development of inclusive schools. Routledge. - Ainscow, M., Dyson, A., Goldrick, S., & West, M. (2013). Developing equitable education systems. Routledge. Supplementary Reading: - Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. Routledge. - Ainscow, M., & Sandill, A. (2010). Developing inclusive education systems: The role of organisational cultures and leadership. International journal of inclusive education, 14(4), 401-416. - Bartolo, P. A., Janik, I., Janikova, V., Hofsass, T., Koinzer, P., Vilkiene, V., ... & Humphrey, N. (2007). Responding to student diversity: teacher's handbook. University of Malta. Faculty of Education. - Rief, S. R. (1996). How to reach & teach all students in the inclusive classroom. Centre for applied research in education. |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Colin Calleja |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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