Outline

Overview

This unit addresses mandatory requirements to be met by every graduate pre-service teacher. Issues relating to the education of students with a disability will be addressed through working with a student/s with a disability, engaging in tutorials that highlight evidence-based practices and behaviour supports for working with students with special education needs, and engaging in lectures and tutorials that promote attitudes, knowledge and beliefs that students with disabilities will access and participate in high quality education programs.

Unit details and rules

Unit code	EDMT6125
Academic unit	Education
Credit points	3
Prohibitions ?	None
Prerequisites ?	48 credit points including EDMT5010 and EDMT5502
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Cathy Little, cathy.little@sydney.edu.au

Type	Description	Weight	Due	Length
Tutorial quiz	Online Quiz n/a	25%	Multiple weeks	750 words
Outcomes assessed:
Presentation	Group presentation session Recorded group presentation to be uploaded to a tute-specific Disc. Board	35%	Week 06	20 minutes
Outcomes assessed:
Assignment	Field placement report n/a	40%	Week 07 Due date: 22 Apr 2021 at 23:59	1250 words
Outcomes assessed:
= group assignment ?

Assessment summary

Online Quizzes weeks 2 and 4: Two short online quizzes will address your understanding of the material presented in both the online lectures and readings allocated to each of weeks 2 and 4.

Group presentation: You will be allocated to a group of 3-5 students. Your group will be provided with an educational scenario that you will work with throughout the first five weeks of this course. Presentations will take place during your scheduled tutorial in week 6.

Field Placement: The Field Placement assignment comprises a field placement of a minimum of 15 hrs to be undertaken in a setting of your choice. As part of this assignment you are required to submit evidence of undertaking the experience and to produce two pieces of written work

Assessment criteria

This unit of study follows ‘meets requirements’/ ‘doesn’t meet requirements’ grading. A rubric for the assessment criteria is available on the Canvas site for the unit.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Late penalties align with Assessment Procedures 2011

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
-	Field work	Field trip (15 hr)
Week 01	1. Introduction to the unit of study 2. Inclusive education: Policy and practice developments (online live)	Lecture (1 hr)
Week 01	Case studies: setting the scene	Tutorial (2 hr)
Week 02	Case studies: whole school considerations	Tutorial (1 hr)
Week 02	Online Lecture: Collaboration and Practice	Online class (1 hr)
Week 03	Personalised learning in schools	Lecture (1 hr)
Week 03	Case studies: planning for individual needs	Tutorial (1 hr)
Week 04	Online lecture: Learning and Engagement within an Inclusive Classroom	Online class (1 hr)
Week 04	Case studies: implementing learning adjustments	Tutorial (2 hr)
Week 05	Supporting student behaviour: functional assessment	Lecture (1 hr)
Week 05	Case studies: establishing positive behaviour support strategies	Tutorial (1 hr)
Week 06	Case studies: group presentations	Tutorial (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 3 credit point unit, this equates to roughly 60-75 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library Reading List, available on Canvas.

Additional readings:

Ashman, A., & Elkins, J. (Eds.). (2011). Education for inclusion and diversity (4th ed.). Frenchs Forest, NSW: Pearson.

Armstrong, A., & Spandagou, I. (2010). Communicating inclusively. In R. Ewing, T. Lowrie & J. Higgs (Eds.), Teaching and Communicating: Rethinking Professional Experiences (pp. 65-75). Melbourne: Oxford University Press.

Allor, J., Mathes, P., Jones, F., Champlin, T., & Cheatham, J. (2010). Individualized research- based reading instruction for students with intellectual disabilities: Success stories. Teaching Exceptional Children, 42(3), 6-12.

Bouck, E., Courtad, C., Heutsche, A., Okolo, C., & Englert, C. (2009). The virtual history museum: A universally designed approach to social studies instruction. Teaching Exceptional Children, 42(2), 14-20.

Bray, B.P., & McClaskey, K. P. (2013). A step-by-step guide to personalize learning. Learning & Leading With Technology, 40(7), 12-19.

Chung, Y.-C., & Douglas, K. H. (2014). Communicative competence inventory for students who use augmentative and alternative communication: A team approach, TEACHING Exceptional Children, 47(1), 56-68, doi:10.1177/0040059914534620

Commonwealth Department of Education and Training. (2015). Planning for personalised learning and support: A national resource. Author: Canberra. Retrieved from https://docs.education.gov.au/documents/planning-personalised-learning-and-support-national-resource-0

Cook, S., & Rao, (2018). Systematically applying UDL to effective practices for students with learning disabilities. Learning Disability Quarterly, 1-13. doi: 10.1177/0731948717749936

Coyne, M., Kameenui, E., & Carnine, D. (Eds.). (2011). Effective teaching strategies that accommodate diverse learners (4th ed.). Upper Saddle River, NJ: Pearson.

Edwards, C. C. & Da Fonte, A. (2012). The 5-Point Plan: Fostering Successful Partnerships with Families of Students with Disabilities. Teaching Exceptional Children, 44(3), 6-13.

Evans, D. (2015). Curriculum adaptations. In A. Ashman (Ed.), Education for inclusion and diversity (5th ed.) (pp. 103-128). Frenchs Forest, NSW: Pearson.

Frey, L., & Wilhite, K. (2005). Our five basic needs: Application for understanding the function of behaviour. Intervention in School and Clinic, 40(3), 156-160.

Grenier, M., Miller, N., & Black, K. (2017). Applying universal design for learning and the inclusion spectrum for students with severe disabilities in general physical education. Journal of Physical Education, Recreation & Dance, 88(6), 51. 10.1080/07303084.2017.1330167

Hall, T., Cohen, N., Vue, G., & Ganley, P. (2014). Addressing learning disabilities with UDL and technology: Strategic Reader. Learning Disability Quarterly. doi: 10.1177/0731948714544375

Hedegaard-Soerensen, L., Riis Jensen, C., & Børglum Tofteng, D.M. (2017). Interdisciplinary collaboration as a prerequisite for inclusive education. European Journal of Special Needs Education, published online 10 April 2017. doi: 10.1080/08856257.2017.1314113

Hollo, A. & Chow, J. (2015). Communicative functions of problem behaviour for students with high-incidence disabilities. Beyond Behavior, 24(3), 23-30.

Hehir, T., Gridal, T., Freeman, B., Lamoreau, R., Borquaye, Y., & Burke, S. (2016). A summary of the evidence on inclusive education. Alana Institute

Hollo, A. & Chow, J. (2015). Communicative functions of problem behaviour for students with high-incidence disabilities. Beyond Behavior, 24(3), 23-30.

Klein, E. & Hollingshead, A. (2015). The collaboration between special and physical education: The benefits of a healthy lifestyle for all students. Teaching Exceptional Children, 47(3), 163-171.

Lavay, B., French, R., & Henderson, H. (2007). A practical plan for managing the behaviour of students with disabilities in general physical education. Journal of Physical Education, Recreation & Dance, 78(2), 42-48. 

Leach, D., & Duffy, M. (2009). Supporting students with autism spectrum disorders in inclusive settings. Intervention in School and Clinic, 45(1), 31-37. 

Little, C. (2017). Supporting social inclusion for students with autism spectrum disorder: Insight from research and practice. London: Routledge.

Lohrmann, S., Forman, S., Martin, S., & Palmieri, M. (2008). Understanding school personnel's resistance to adopting schoolwide positive behavior support at a universal level of intervention. Journal of Positive Behavior Interventions, 10(4), 256-269.

Meadan, H., & Monda-Amaya, L. (2008). Collaboration to promote social competence for students with mild disabilities in the general classroom: A structure for providing social support. Intervention in School and Clinic, 43(3), 158-168.

Menear, K., & Davis, T. (2007). Modifying physical activities to include individuals with disabilities: A Systematic Approach. Journal of Physical Education, Recreation & Dance, 78(2), 37-41.

Meo, G. (2008). Curriculum planning for all learners: Applying universal design for learning (UDL) to a high school reading comprehension program. Preventing School Failure, 52, 21-30.

Nordness, P. D., Swain, K. D., & Haverkost, A. (2012). A screening matrix for an initial line of inquiry. Intervention in School and Clinic, 47(4), 245-251.

Paulsen, K. (2008). School-based collaboration: An introduction to the collaboration column. Intervention in School and Clinic, 43(5), 313-315.

Qi, J. & Ha, A. S. (2012). Inclusion in physical education: A review of literature. International Journal of Disability, Development and Education, 59(3), 257-281. doi:10.1080/1034912X.2012.697737

Radford, J., Bosanquet, P., Webster, R., & Blatchford, P. (2015). Scaffolding learning for independence: Clarifying teacher and teaching assistant roles for children with special educational needs. Learning and Instruction, 36, 1-10. 10.1016/j.learninstruc.2014.10.005

Shaddock, A., Packer, S., Roy, A. (2015). Report of the expert panel on students with complex needs and challenging behaviour. Canberra, ACT: Author.

Sherlock-Shangraw, R. (2013). Creating inclusive youth sport environments with the universal design for learning. Journal of Physical Education, Recreation and Dance, 84(2), 40-46.

Strickland-Cohen, M. K., Kennedy, P. C., Berg, T. A., Bateman, L. J., & Horner, R. H. (2016). Building school district capacity to conduct functional behavioral assessment. Journal of Emotional and Behavioral Disorders, published online January 5. doi: 10.1177/1063426615623769

Strnadova, I., & Cumming, T. M. (2014). The importance of quality transition processes for students with disabilities across settings: Learning from the current situation in New South Wales. Australian Journal of Education, 58(3), 318-336.

Tannock, M. (2009). Tangible and intangible elements of collaborative teaming. Intervention in School and Clinic, 44(3), 173-178.

Tripp, A., Rizzo, T., & Webbert, L. (2007). Inclusion in physical education: Changing the culture. Journal of Physical Education, Recreation & Dance, 78(2), 32-38 (48).

Policy Documents

Commonwealth Attorney-General’s Department. (2005). Disability standards for education (2005). Canberra: Author.

Commonwealth Attorney-General's Department. (1992). Commonwealth disability discrimination act (1992). Canberra: Author.

Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne declaration on educational goals for young Australians. Carlton, South Vic: Author.

NSW Department of Education and Training. (2000). Transition to school for young children with special learning needs. Sydney: Author.

NSW Department of School Education. (1994). Student welfare policy. Sydney: Author.

NSW Department of School Education. (1995). Strategies for safer schools. Sydney: Training and Development Directorate.

NSW Department of School Education. (1996). Student welfare, good discipline and effective learning. Sydney: Author.

NSW Parliamentary Counsel’s Office. (1977). Anti-Discrimination Act 1977. Sydney: Author.

UNESCO. (2008). Policy guidelines on inclusion in education. Paris: Author.

UNESCO. (1994). The Salamanca statement and framework for action on special needs education. Paris: Author.

United Nations. (2006). Convention on the rights of persons with disabilities. New York: Author.

United Nations. (2016). General Comment No. 4 (2016) on the right to inclusive education. New York: United Nations.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. critically engage with the philosophies and theories underlying the inclusion of students with special education needs (i.e. disabilities, learning difficulties and behaviour disorders) in regular education classrooms
LO2. apply knowledge of disability issues, legislation and government policies related to students with special education needs in professional judgement based on problem based learning
LO3. demonstrate knowledge of assessment procedures for evaluating program effectiveness and monitoring student progress
LO4. analyse evidence-based teaching and learning strategies and practices used to assist students with special education needs meet educational outcomes
LO5. support curriculum adjustments in order to assist students with special education needs meet educational outcomes
LO6. apply a range of theories addressing the support of students with challenging behaviours, as well as behaviour support in general, as part of problem-based learning sessions
LO7. discuss the application of a range of strategies for collaborating with school staff and support staff as well as parents and caregivers when catering for students with special education needs.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.3.1. (Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.5.1		(Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
1.6.1		(Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
2.1.1		(Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.3.1		(Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.5.1		(Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6.1		(Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.1.1		(Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.3.1		(Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour.
7.1.1		(Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
7.3.1		(Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers.
7.4.1		(Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

In responding to student feedback from 2017 and 2018, the delivery of unit EDMT6125 has undergone a significant change from the way it has been delivered previously. Students suggested longer tutorials, particularly in Week 6 when delivering the group presentation assessment, as one hour was not long enough. To that end, three of the six tutorials have been extended from one to two hours to allow for greater exploration of the material and content, including Week 6 to allow more time for group presentations. Three of the lectures have been given over to on-line lectures, allowing greater flexibility of access for students. The content of these lectures has been linked to quizzes which form part of ongoing, formative assessment, thus allowing students to see how they are progressing throughout the unit. We look forward to hearing from you about your experience during this unit of study to help us continue responding in an informed manner to students' feedback and further improvement. Please contact your tutor, lecturer or unit of study coordinator with comments and suggestions.

Additional information

1. Meeting the attendance requirements of this unit of study is essential for satisfactory completion.

2. All assessment tasks need to be submitted in order to pass the unit of study.

3. Always keep a copy of any submitted assignment.

4. All assessment tasks must be passed in order to pass this unit of study.

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Work, health and safety

Working With Children Check is required for Field Placement.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDMT6125: Special Education: Inclusive Schools

Semester 1a, 2021 [Block mode] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect