EDPD5011: Semester 2, 2021

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Units EDPD5011 Semester 2 2021 [Normal day]

Unit of study_

EDPD5011: Inclusive Education

Semester 2, 2021 [Normal day] - Camperdown/Darlington, Sydney

Overview

This unit will critically examine the process, models, educational policies and strategies proposed for the inclusion of students with disability and additional support needs in inclusive schools and classrooms and the community. The shift in the debate from whether or not integration should take place to the acceptance of the principles of inclusion, and the consequent debates concerning strategies for the implementation of inclusion are major discussion topics. Issues such as a human-rights approach, education system reform, whole-school approaches, and effective curriculum structures will be raised. The strong movement towards full inclusion of people with disabilities, both in schools and the community, will be explored, together with an examination of the barriers to full inclusion, such as stigma and negative attitudes towards disability, the service delivery structures in schools and community services, the cost factor, and appropriate levels of training for all staff involved.

Unit details and rules

Unit code	EDPD5011
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Ilektra Spandagou, ilektra.spandagou@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Research project Research project	50%	STUVAC Due date: 16 Nov 2021 at 23:59	2500 words and 700 words preparation
Outcomes assessed:
Assignment	Film review and critique Submission	30%	Week 04 Due date: 31 Aug 2021 at 23:59	1000 words and 500 words preparation
Outcomes assessed:
Assignment	Group project Group submission	20%	Week 08 Due date: 05 Oct 2021 at 23:59	1300 words
Outcomes assessed:
= group assignment ?

Assessment summary

Film review and critique – You will select a film related to disability and write a critique about the cultural representation of disability. In preparation, you will submit an online post on a discussion board.

Group project – You will work in a group to assess the inclusive potential of a set of educational material, presenting also potential changes to strengthen this potential.

Research Project – For this assignment, you will develop a small research study on a relevant inclusive education topic. You will use existing, or construct you own data collection tool(s), and analyse and report the results with support from the relevant literature.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades

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.

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
Week 01	Introduction to the unit & Cultural representations of disability	Seminar (2 hr)
Week 02	Cultural representations of disability and the different models of disability	Seminar (2 hr)
Week 03	Inclusive education; Defining the concept	Seminar (2 hr)
Week 04	The relation between special education and inclusive education	Seminar (2 hr)
Week 05	Inclusive education; Frameworks and models (independent task on group task)	Seminar (2 hr)
Week 06	Planning for inclusive education in schools and classrooms	Seminar (2 hr)
Week 07	Inclusive education in practice	Seminar (2 hr)
Week 08	Working with others for inclusive education	Seminar (2 hr)
Week 09	The role of assessment in inclusive practice	Seminar (2 hr)
Week 10	Revisiting the evidence on inclusive education; the role of research	Seminar (2 hr)
Week 11	Inclusive education; The way forward	Seminar (2 hr)
Week 12	Informal presentations of research projects & overview of the unit	Seminar (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 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

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

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.

Outcomes
Graduate qualities

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

LO1. develop a recognition and acceptance of a strength-based approach to the education of students with disability
LO2. critically engage with and evaluate policies, practices, initiatives and research concerning inclusive education
LO3. demonstrate knowledge of the role of teachers and other professionals in facilitating the inclusion of people with disabilities in education and society based on a human rights perspective
LO4. demonstrate an awareness of the legislation, policies and models of service delivery that operate within Australia, and in comparison with other countries, and the controversial issues that revolve around these models
LO5. demonstrate an awareness of the importance of attitudinal change and personal reflection in order to promote collaboration for the success of inclusion as part of the special educator's role.

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

Responding to student feedback

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

The unit receives consistently positive feedback. No major changes have been made since the unit was last offered, but continuous development includes updating readings in a fast-evolving field. In addition, a dedicated session to work on the group assignments was introduced.

Additional information

The unit of study coordinator is available for consultation. A meeting in person (if consistent with health advice), Zoom or phone can be made.

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.

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

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

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