Assignment Overview
Unit Learning Outcomes: ULO1, ULO2, ULO3, ULO4, ULO5
- ULO1: Understand the range of ways in which diversity in education is understood and experienced and the implications of this for learners and learning.
- ULO2: Articulate the relevant theoretical frameworks that inform approaches to enhancing learning environments that support inclusion.
- ULO3: Appraise the various factors that influence inclusion and learning at structural, societal, institutional, pedagogic, and individual levels.
- ULO4: Identify contemporary education policies and explain how these are translated and enacted inside Australian educational settings.
- ULO5: Explain how inclusion can occur in a diverse world.
Task Overview
In this task, you will write an individual report that analyses an issue of exclusion or inequity in an educational setting. Drawing on ideas from the unit and relevant academic literature, your report will critically examine barriers to inclusion faced by TWO case study students from ONE educational setting (early childhood, primary, or secondary) and suggest evidence-based strategies to address these challenges.
The purpose of this task is to deepen your understanding of how factors such as language, culture, religion, disability, and socioeconomic background can influence students’ learning. You will critically analyse barriers to participation and recommend practical strategies for promoting inclusive and equitable teaching.
Early Childhood Case Studies: Temi and Sofia
Temi
Temi is a 4-year-old who recently moved to Australia from Nigeria with her family. She speaks fluent English and comes from a highly educated and financially secure background — both of her parents are doctors.
Temi is confident and articulate, but her educators have noticed that she sometimes feels excluded during group activities. Although she communicates easily, she occasionally withdraws from peer interactions and has expressed frustration when her cultural identity is overlooked or misunderstood in classroom conversations and activities.
Sofia
Sofia is a 4-year-old who arrived in Australia from Ukraine eight months ago with her mother and two grandparents. She communicates mainly through gestures and drawing, and her spoken English is still limited.
She often remains near familiar adults and is hesitant to engage with other children. In busy or noisy settings, Sofia appears quiet and withdrawn, showing signs of discomfort or overwhelm. Sofia’s family is adjusting to life in Australia following their displacement, and her mother relies on Sofia’s grandparents and community networks for support.
Primary School Case Studies: Jayden and John
Jayden
Jayden is a 10-year-old First Nations student attending a Catholic primary school in an urban area. His parents are part of the LGBTQI+ community, and while they want Jayden to do well academically, their involvement with the school is limited.
He speaks English at school and uses a dialect commonly spoken in his First Nations community at home. While he participates in class discussions, he sometimes expresses frustration when what happens in class doesn’t connect with his life outside school.
Jayden often disengages during literacy activities but responds well to practical, hands-on tasks and storytelling, and he often engages with his peers during recess where they create games and stories.
John
John is a 10-year-old student from a Catholic, Anglo-Australian background who attends a Catholic primary school in an urban area. He has been diagnosed with ADHD (inattentive type) and enjoys creative subjects like music and drama.
He often shares imaginative ideas during discussions but struggles to follow classroom routines, frequently forgets instructions, and becomes easily distracted. At times, John displays disruptive behaviours such as calling out, leaving his seat, or arguing with peers when frustrated.
His family has strong expectations about quiet, respectful behaviour during chapel and religious education, which John finds particularly challenging. He has begun to feel that his difficulties make him “not a good Catholic boy,” affecting his self-esteem and participation in faith activities.
Secondary School Case Studies: Minh and Khai
Minh
Minh is a 15-year-old student who arrived in Australia from Vietnam two years ago. He is still developing his English skills and often finds class discussions and written assignments challenging.
He tends to keep to himself in class and is hesitant to speak in front of peers. His teachers also report struggling to connect with Minh but are committed to supporting him.
Both of his parents work long hours and have limited involvement in his schooling, but Minh is actively involved in his local Vietnamese community, where he feels a strong sense of belonging. As a result, he has made several friends in his local Vietnamese community, but few in class.
Khai
Khai is a 15-year-old student born in Australia to Vietnamese parents who migrated shortly before he was born. He is fluent in both Vietnamese and English and generally performs well academically.
Khai attends an Anglican school. His family places a strong emphasis on educational success and provides him with substantial support, including tutoring.
Although he appears confident, Khai feels pressure to meet high expectations and often withdraws in group settings. Recently, he has begun identifying as queer and while he has come out to his very supportive best friend, Khai is not yet ready to tell his parents.
He has fewer connections to the local Vietnamese community and sometimes struggles to balance what’s expected at home versus at school.
Structure of the Assessment
Part 1: Introduction and Student Overview (200 words)
Briefly introduce your chosen setting and the two students. Summarise their key background characteristics, and identify their learning strengths, educational needs, and the barriers they face in fully participating in education.
Part 2: Critical Analysis (900 words)
Using relevant academic literature, critically examine how the challenges identified in Part 1 impact your case study students’ educational experiences and outcomes.
Your analysis should address both individual factors (e.g., linguistic background, cultural identity, disability, behavioural needs) and broader systemic influences (e.g., educational policies, curricula, and teaching practices).
Move beyond simply describing student challenges to critically examine underlying assumptions, institutional practices, and systemic barriers that may contribute to exclusion and inequity.
You must reference at least 5 different peer-reviewed academic sources in this part to support your analysis.
Part 3: Strategies for Inclusive Practice (900 words)
Drawing directly on your analysis from Part 2, provide specific and practical recommendations to support each student’s learning and participation.
Your strategies should be tailored to their individual strengths, needs, and circumstances, while addressing the systemic issues you have identified.
Remember also, as you provide recommendations, that your strategies need to function in an educational context where other students exist as well, not just the two you are writing about.
Structure your recommendations to include:
- Individual support strategies for each student
- Modifications to classroom or educational setting practices
- Broader institutional changes needed to promote equity and inclusion
Each recommendation should be clearly justified using the academic literature (these may need to be different from Part 2, so you may need more), clearly demonstrating how research evidence supports your suggested approaches.
Conclude with an explanation on how these strategies work together to create more inclusive educational experiences for all students.