EDUC3005 – Inclusive Education Strategies Assessment 2: Classroom Inclusion Action Plan

Course Code: EDUC3005 Course Title: Inclusive Education Strategies Program Level: Undergraduate Teacher Education Institutional Model: Common to universities in Australia, UK, USA, Canada and UAE Assessment Type: Individual Assignment Length: 2,500 words Weighting: 40 percent Due Date: Week 9 of semester

Assessment Overview

Inclusive education is a core professional responsibility for modern teachers. Schools require educators who can design learning environments that respond to diverse student needs. This assessment requires you to create a practical inclusion action plan for a real or realistic classroom context. The task reflects standard assessment practices used in teacher education programs from 2023 to 2026.

Purpose of the Assessment

This assessment evaluates your ability to translate inclusive education theory into classroom practice. You must demonstrate knowledge of differentiation, universal design for learning, and reasonable adjustments for students with additional needs. The task measures professional planning skills, evidence-based decision making, and reflective teaching practice.

Assessment Task Description

You are required to design a detailed Classroom Inclusion Action Plan for a primary or secondary class of your choice. The plan must address the needs of at least three different learner profiles within the same classroom. These profiles may include students with learning disabilities, language barriers, behavioral challenges, giftedness, or cultural diversity.

Required Components

Your assignment must include the following sections:

• Context description of the selected classroom
• Identification of three learner profiles
• Analysis of barriers to learning
• Inclusive teaching strategies
• Assessment adjustments
• Collaboration and support approaches
• Evaluation methods

Mandatory Structure

1. Introduction to inclusive education principles
2. Description of classroom context
3. Detailed learner profiles
4. Identification of learning barriers
5. Planned instructional strategies
6. Assessment and feedback modifications
7. Monitoring and evaluation plan
8. Conclusion and professional reflection

Research Requirements

• Minimum of ten academic sources
• At least eight peer-reviewed journal articles
• Publications dated between 2018 and 2026
• Harvard referencing style required
• Integration of policy and curriculum documents

Formatting Instructions

• 2,500 words plus or minus 10 percent
• Professional academic language
• 12-point readable font
• Double line spacing
• APA or Harvard referencing as specified by institution
• Title page and reference list required

Assessment Rubric

Knowledge of Inclusive Education – 25 percent

• Understanding of inclusion principles
• Use of relevant academic literature
• Connection to educational policy

Quality of Action Plan – 35 percent

• Appropriateness of strategies
• Alignment with learner needs
• Practical classroom application

Critical Analysis – 20 percent

• Identification of barriers
• Justification of adjustments
• Depth of professional reasoning

Academic Presentation – 20 percent

• Structure and coherence
• Referencing accuracy
• Clarity of written communication

Submission Guidelines

Submit your assignment through the official learning management system by the due date. Late submissions will be penalized according to university policy. All work must be original and produced individually. Artificial intelligence tools may be used only for proofreading and idea organization, not for generating assessed content.

Learning Outcomes Assessed

This task assesses your ability to plan inclusive learning experiences, evaluate diverse learner needs, apply evidence-based strategies, and design fair assessment practices.

Inclusive classrooms succeed when teachers plan proactively for student diversity. Differentiated instruction allows educators to respond to varied learning styles and abilities. Universal Design for Learning principles help remove unnecessary barriers before they affect participation. Collaboration with specialist staff strengthens classroom support systems. Assessment adjustments ensure that evaluation methods measure learning rather than disability. Positive behavior supports encourage engagement and reduce exclusionary practices. Culturally responsive pedagogy builds respectful learning communities. Research demonstrates that well-planned inclusive strategies improve academic outcomes for all students (Florian, 2019, https://doi.org/10.1080/13603116.2019.1622801).

Scholarly References

Florian, L. (2019). On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23(7-8), 691-704. https://doi.org/10.1080/13603116.2019.1622801

Graham, L. (2020). Inclusive education in the 21st century. Australian Journal of Teacher Education, 45(2), 1-18. https://doi.org/10.14221/ajte.2020v45n2.1

Tomlinson, C. (2018). Differentiated classroom practices. The Educational Forum, 82(3), 239-250. https://doi.org/10.1080/00131725.2018.1465457

Black-Hawkins, K. (2021). Inclusive classroom practice and learner participation. Cambridge Journal of Education, 51(2), 219-236. https://doi.org/10.1080/0305764X.2020.1831441

The post Write EDUC3005 Classroom Inclusion Action Plan appeared first on EssayBishops.