Outline

Overview

This unit is examines current theories, research and practice in the development of basic skills within literacy and numeracy, with a specific emphasis on students with disability and additional learning needs. Participants will critically examine current theory and practices associated with supporting the design of quality literacy and numeracy programs for students with disability and additional learning needs in multiple learning contexts. Evidence-based instruction used to implement quality literacy and numeracy programs will be critically examined; tiered approaches to supporting literacy and numeracy development will be discussed in terms of monitoring student progress.

Unit details and rules

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

Teaching staff

Coordinator	David Evans, david.evans@sydney.edu.au

Assessment

The census date for this unit availability is 31 August 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Q&A following presentation, submission or placement	Application of research to practice: planning a series of learning experiences n/a	25%	Mid-semester break	1250 words	AI prohibited
Outcomes assessed:
Written work	Application of research to practice: assessment and program development n/a	25%	Mid-semester break Due date: 28 Sep 2026 at 23:59	1500 words	AI allowed
Outcomes assessed:
Written work	Personal statement Note: due before first class; no research needed. Just your expertise	5%	Week 01 Due date: 04 Aug 2026 at 23:59	250 words	AI allowed
Outcomes assessed:
Written work	Critical review of practice n/a	20%	Week 04 Due date: 30 Aug 2026 at 23:59	1500 words	AI allowed
Outcomes assessed:
Written work	Topic review na	25%	Week 11 Due date: 23 Oct 2026 at 23:59	1500 words	AI allowed
Outcomes assessed:

Assessment summary

Personal statement: The aim of this task is for you to articulate your professional position in regards to the place of literacy in your teaching or education context.
Critical review of practice: The aim of this assignment is to critique an article that highlights the use of practices in teaching students diagnosed with significant cognitive disabilities.
Assessment and program development: Identify an instructional approach in the teaching and/or support of literacy that is of specific interest you; refine your focus - age group curriculum area/s. Undertake an investigation of the research and professional literature in the area and then prepare a presentation that could be used as part of a workshop to further teacher professional knowledge around the instructional approach you have selected.
Topic review: The aim of this piece of work is to review a topic or strategy in the area of numeracy that has been shown to support students with disability. Locate at least four pieces of literature that relate to this area and develop an academic paper.
Planning a series of learning experiences: The aim of this piece of work is to plan a series of learning sessions that will assist in teaching a clearly defined skill/s in the area of numeracy. You are required to arrange a time in week 13 to present your assignment online and have a 15 minute discussion online.

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 guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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 University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Overview of unit of study: topics, assessments; 2. Inclusive education and inclusive pedagogies	Seminar (2 hr)
Week 02	1. Learning theory; access, participation and learning; and inclusive pedagogies; 2. Implications for teaching reading	Seminar (2 hr)
Week 03	1. Learning to read: theory to practice; 2. Whole of context considerations: Tier 1; 3. Progress monitoring and strengthening the 'core'.	Seminar (2 hr)
Week 04	1. Intensifying reading instruction - Tier 2 and 3; 2. Systematic and explicit instruction and cognitive load theory in literacy	Seminar (2 hr)
Week 05	1. Making meaning and reading to learn; 2. Vocabulary instruction (applying learning theory)	Seminar (2 hr)
Week 06	1. Comprehension instruction; 2. Intensifying instruction in the upper years	Seminar (2 hr)
Week 07	1. Literacy and students with high support needs; 2. Levels of adjustment (assistive technologies and AI); 3. Cross curricula planning	Seminar (2 hr)
Week 08	1. Learning, mathematics and numeracy: Issues; 2. Applying learning thoery to mathematics and numeracy: barriers and facilitators	Seminar (2 hr)
Week 09	1. Number sense; 2. Systematic and explicit instruction: number facts	Seminar (2 hr)
Week 10	1. Systematic and explicit instruction through strategy instruction: problem-solving; 2. Intensifying numeracy instruction	Seminar (2 hr)
Week 11	1. Inclusive numeracy instruction and students with high support needs; 2. Planning in numeracy for students with diverse learning needs	Seminar (2 hr)
Week 12	1. Planning to intensify instruction in literacy and numeracy; 2. Quality differentiated teaching practice (including assistive technologies and AI); 3. Levels of adjustment; 4. Review	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. 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

Please see Canvas site for schedule of weekly readings, and access to library holdings. Readings are inclusive of the following:

Browder, D., Jimenez, B., Spooner, F., Saunders, A., Hudson, M., & Bethune, K. (2012). Early numeracy instruction for students with moderate and severe developmental disabilities. Research and Practice for Persons with Severe Disabilities, 37(4), 308-320.

Evans, D. (2017). Examining the literacy within numeracy to provide access to the curriculum for all. In M. Milton (Ed.), Inclusive principles and practices in literacy education (pp. 35-52). Netherlands: Emerald.

Florian, L. (2014). Reimagining special education; Why new approaches are needed. In L. Florian (Ed.), The SAGE Handbook of special education (pp. 9-23) (2nd ed.). London: Sage.

Gersten, R., & Chard, D. (1999). Number sense: Rethinking arithmetic instruction for students with mathematical disabilities. The Journal of Special Education, 33(1), 18-28.

Gillon, G., McNeill, B., Scott, A., Gath, M., Macfarlane, A., & Taleni T. (2024). Large scale implementation of effective early literacy instruction. Frontiers of Education, 9:1354182. https:/doi.org/10.3389/feduc.2024.1354182

Graham, L. de Bruin, K, Lassig, L., & Spandagou, I. (2021) A scoping review of 20 years of research on differentiation: investigating conceptualisation, characteristics, and methods used. Review of Education, 9(1), 161–198. https://doi.org/10.1002/rev3.3238

Hovland, J. (2020). Inclusive comprehension strategy instruction: Reciprocal teaching and adolescents with intellectual disability. TEACHING Exceptional Children, 52(6) 404-413. https;//doi.org/10.1177/0040059920914334

Hughes, E., Powell, S., & Stevens, E. (2020). Schema-based instruction for mathematics word-problem-solving: An evidence-based review for students with learning disabilities. Learning Disability Quarterly, 43(2), 75-87.

Jordan, N, & Dyson, N. (2025).Early numeracy, big ideas: Fostering number sense in young children. (Analysis paper 82). The Centre for Independent Studies.

Kim, Y. (2023). Executive function and morphological awareness explain the shared variance between word reading and listening comprehension. Scientific Studies of Reading, 27(5), 451-474. https://doi.org/10.1080/10888438.2023.2195112

Kirshner, Sweller, J., & Clarke, (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologists, 41, 75-86.

Lembke, E., Allen, A., Cohen, D., Hubbuch, C., Landon, J., Bruns, H. (2017). Progress monitoring in social studies using vocabulary matching curriculum-based measurement. Learning Disabilities Research & Practice, 32(2), 112-120. https://doi.org/10.1111/ldrp.12130 (Links to an external site.)

Lemons, C., Allor, J., Al Otaiba, S., & LeJune, L. (2016). 10 research-based tips for enhancing literacy instruction for students with intellectual disability. TEACHING Exceptional Children, 50(4), 220-232. https://doi.org/10.1177/0040059918758162

McKenna, J., Garwood, J., & Werunga, R. (2020). Reading instruction for secondary grade students with emotional and behavioral disorders: A focus on comprehension. Beyond Behavior, 29(1), 18-30. https://doi.org/10.1177/1074295619900379 (Links to an external site.)

Nation, K. (2019). Children's reading difficulties, language, and reflections on the simple view of reading. Australian Journal of Learning Disabilities, 24(1), 47-73. https://doi.org/10.1080/19404158

Porta, T., & Todd, N. (2023). The impact of labelling students with learning difficulties on teacher self-efficacy in differentiated instruction. Journal of Research in Special Educational Needs. https://doi.org/ DOI: 10.1111/1471-3802.12619

Rittle-Johnson, B. (2019). Iterative development of conceptual and procedural knowledge in mathematics learning and instruction. In J. Dunlosky, & K. Rawson (Eds.), The Cambridge handbook of cognition and education (pp.124-147). Cambridge, UK: Cambridge University Press.

Root, J., Browder, D., Saunders, A., & Lo, Y. (2017). Schema-based instruction with concrete and virtual manipulatives to teach problem-solving to students with autism. Remedial and Special Education, 38(1), 42-52.

Ruppar, A., Fisher, K., Olson, A., & Orlando, A. (2018). Exposure to literacy for students eligible for the alternate assessment. Education and Training in Autism and Developmental Disabilities, 53(2), 192-208.

Spear-Swerling, L. (2018). Structured literacy and typical literacy practices: Understanding difference to create instructional opportunities. Teaching Exceptional Children, 51(3), 201-211.

Tunmer, W., & Hoover, W. (2019). The cognitive foundations of learning to read: A framework for preventing and remediating reading difficulties. Australian Journal of Learning Difficulties, 24(1), 75-93. https://doi.org/10.1080/19404158.2019.1614081

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 analyse skills in the use of evidence-based practices in literacy and numeracy
LO2. discuss and analyse a range of theoretical perspectives in literacy and numeracy development
LO3. demonstrate through discussion, research and assessment tasks an understanding of a range of effective instructional strategies to promote literacy and numeracy across a range of curriculum areas and contexts
LO4. demonstrate a breadth and depth of knowledge and skills in developing, implementing and monitoring literacy and numeracy programs using a range of measures including curriculum-based measures
LO5. demonstrate skills in summarising, evaluating and critiquing current research through written work, and contribution to discussions in class
LO6. evaluate current research through class discussions, and written work developed for assessment
LO7. articulate an understanding of a three tier process for meeting the literacy and numeracy needs of students
LO8. demonstrate skills in developing curriculum-based measures to assist in monitoring student progress, and evaluating personalised learning plans.
LO9. justify through professional engagement the planning and teaching of literacy and numeracy across the curriculum
LO10. discuss and demonstrate your understanding of the use of technologies to engage with literacy and numeracy for a range of purposes.

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

Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.5.2		(Proficient) Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.
1.6.2		(Proficient) Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements.
2.1.2		(Proficient) Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.
2.2.2		(Proficient) Organise content into coherent, well-sequenced learning and teaching programs.
2.5.2		(Proficient) Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
3.1.2		(Proficient) Set explicit, challenging and achievable learning goals for all students.
3.3.2		(Proficient) Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and critical and creative thinking.
4.1.2		(Proficient) Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.
5.1.2		(Proficient) Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.
6.2.2		(Proficient) Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities.
6.3.2		(Proficient) Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.
6.4.2		(Proficient) Undertake professional learning programs designed to address identified student learning needs.
7.4.2		(Proficient) Participate in professional and community networks and forums to broaden knowledge and improve practice.

Responding to student feedback

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

Participant feedback is continued on an ongoing basis, and changes made (e.g., relevance of readings, discussion topics). Participants are welcome to meet with the unit of study coordinator to seek out changes in emphases and/or addition of new topics.

Additional information

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. 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

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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

On this page

Useful links

EDPD5014: Inclusive Literacy and Numeracy Pedagogies

Semester 2, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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

On this page

Useful links