Outline

Overview

This unit of study explores the design and development of educational programs that allow students with special education needs to access the general curriculum on the same basis as their peers. Current research in inclusive curriculum design will be explored together with a critical analysis of the political and controversial issues related to the design of such curricula. Concepts of universal design for learning, selection and design of curriculum adjustments, and evidence-based instructional practices will be examined. Students will critically reflect on these principles and concepts within the context of their professional practice.

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 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Task 1: Article Critique Critically examine current positions on students with disability accessing, participating and benefiting from the general curriculum.	20%	Week 04 Due date: 22 Mar 2026 at 23:59	1500 words	AI allowed
Outcomes assessed:
Practical skill	Task 3a: Instructional Sequence One of three tasks to illustrate the use of instructional design principles	10%	Week 07 Due date: 17 Apr 2026 at 23:59	500 words (equivalent)	AI allowed
Outcomes assessed:
Practical skill	Task 3b: Instructional Sequence One of three tasks to illustrate the use of instructional design principles	10%	Week 08 Due date: 24 Apr 2026 at 23:59	500 words (equivalent)	AI allowed
Outcomes assessed:
Practical skill	Task 3c: Instructional Sequence One of three tasks to illustrate the use of instructional design principles	10%	Week 09 Due date: 01 May 2026 at 23:59	500 words (equivalent)	AI allowed
Outcomes assessed:
Written work	Task 2: Practically Speaking In small groups develop a product for colleagues that highlights an educational practice or principle.	25%	Week 10 Due date: 10 May 2026 at 23:59	1500 words equivalent per student	AI allowed
Outcomes assessed:
Experimental design	Task 4: Unit of Work n/a	25%	Week 13 Due date: 29 May 2026 at 23:59	1500 words (equivalent)	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

Article critique: The aim of this assignment is to examine the tenets that underpin access to the curriculum for all learners through critical examination of culture, policy and legisation, and practice within NSW, Australia and from your own experiences.
Practically speaking: The aim of this assignment is to develop a piece of work (1500 words including references) that highlights inclusive education practice, and how it can be used to meet the needs of students with diverse learning needs. This piece of work needs to be written in a manner that is concise, informative and one your peers would pick up and read (i.e., you are writing for an audience).
Designing instructional sequences: The aim of this assignment is to demonstrate your practical skills and knowledge in designing a sequence of instruction underpinned by theory. The three parts of this assignment require you to write an instructional sequence to teach a concept (x2) and a rule.
Unit of work: The aim of this assignment is to design a small unit of work. For the purposes of this assignment, you are required to plan using links to mainstream syllabus outcomes (or corresponding documentation). If you are working with students in a secondary context, this assignment requires you use the mainstream syllabus outcomes; links to the NSW Life Skills syllabus are secondary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2021.

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.

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 will be applied as per Section 7A of the Assessment Procedures 2024.

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	Access to the general curriculum: culture, policy and legislation, and practice	Seminar (2 hr)
Week 02	Accessing the general curriculum: Challenging existing beliefs and practices	Seminar (2 hr)
Week 03	Inclusive pedgagogies: Exploring the universal design for learning framework	Seminar (2 hr)
Week 04	Exploring the UDL framework; Managing curriculum and instructional demands: Big ideas and task analysis	Seminar (2 hr)
Week 05	Exploring the UDL framework; Managing curriculum and instructional demands: Explicit and systematic instruction	Seminar (2 hr)
Week 06	Managing curriculum and instructional demands: Designing instructional sequences; example selection and high leverage practices	Seminar (2 hr)
Week 07	Managing curriculum and instructional demands: Designing instructional sequences; practice schedules	Seminar (2 hr)
Week 08	Managing curriculum and instructional demands: Designing instructional sequences; video-self modelling	Seminar (2 hr)
Week 09	Managing the instructional environment: Using peer support, technologies	Seminar (2 hr)
Week 10	Exploring the UDL framework across the school; Using the Australian Curriculum/NESA syllabus to design curriculum accessible by all students	Seminar (2 hr)
Week 11	Using the Australian Curriculum/NESA syllabus to design curriculum accessible by all students: Assessment and monitoring learning	Seminar (2 hr)
Week 12	Personalised learning and designing inclusive learning experiences: Are we there yet?	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 asked to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study.

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

Bondie, R., Dahnke, C., & Zusho, A. (2019). How does changing “one-size-fits-all” to differentiated instruction affect teaching? Review of Research in Education, 43, 336-362. doi:10.3102/0091732X18821130

Bross, L., & Craig, S. (2022). Universal design for learning: A viable framework to support student-led IEP meetings. TEACHING Exceptional Children. https:/doi.org/10.1177/00400599221074267

Englemann, S., & Carnine, D. (2016). Theory of instruction. NIFI Press.

Evans, D. (2020). Designing access to the curriculum. In I. Spandagou, C. Little, D. Evans, & M. Bonati, Inclusive education in schools and early childhood settings (pp. 47-58). Springer.

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

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.). SAGE.

Floyd, K., Galyon, C., & Floyd-Norris, K. (2021). Use of assistive technology to access curriculum. Teaching Exceptional Children, 52(6), 436-439. https://doi.org/10.1177/0040059920936135

Foxworth, L., Hasley, A., Dexter, C., Rasnitsyn, S., & Beck, R. (2021). Approaching explicit instruction within a universal design for learning framework. Teaching Exceptional Children. https://doi.org/10.1177/00400599211010190

Hanreddy, A., & Ostlund, D. (2020). Alternate curricula as a barrier to inclusive education for students with intellectual disabilities. International Electronic Journal of Elementary Education, 12(3), 235-247. https:doi.org/10.26822/ielee.2020358217

Hughes, C., Morris, J., Therrien, W., & Benson, S. (2017). Explicit instruction: Historical contemporary contexts, Learning Disabilities Research and Practice, 32(3), 140-148. http://doi.org/10.1111/ldrp.12142

Humphreys, S., & Jimenez, B. (2018). The evolution of personalised learning: from different, to differentiated and now to universally designed. Global Journal of Intellectual & Developmental Disabilities, 5(4), 1-2.

Martin, A. (2016). Using Load Reduction Instruction (LRI) to boost motiviation and engagement. British Psychological Society.

Meier, B., & Rossi, K. (2020). Removing instructional barriers with UDL. Kappa Delta Pi Record, 56(2), 82-88. https://doi.org/10.1080/00228958.2020.1729639

Nelson, L. (2021). Design and deliver: Planning and teaching using universal design for learning (2nd ed). (pp. 7-21). Brookes.

Price, D., & Slee, R. (2021). An Australian Curriculum that includes diverse learners: The case of students with disability. Curriculum Perspectives, 41, 71-81. https://doi.org/10.1007/s41297-021-00134-8

Riccomini, P., Morano, S., & Hughes, C. (2017). Big ideas in special education: Specially designed instruction, high-leverage practices, explicit instruction, and intensive instruction. TEACHING Exceptional Children, 50(1), 20-27. https://doi.org/10.1177/0040059917724412

Riley-Tillman, T., Burns, M., & Kilgus, S. (2020). Evaluating education interventions: Single-case design for measuring response to intervention. (2nd ed). Guildford.

Ryndak, D., Moore, M., Orlando, A. & Delano, M. (2008-2009). Access to the general curriculum: The mandate and role of context in research-based practice for students with extensive support needs. Research and Practice for Persons with Severe Disabilities, 33, 199-213.

Xu, K., Koorn, P., Koning, B., Skuballa, I., Lin, L., Henderikx, M., Marsh, H., Sweller, J., & Paas, F. (2021). A growth mindset lowers perceived cognitive load an improves learning: Integrating motivation to cognitive load. Journal of Educational Psychology, 113(6), 1177-1191. https://doi.org/10.1037/edu0000631

Zagona, A., Kurth, J., Turner, E., Pace, J., Shogren, K., Lansey, K., Jameson, M., Burnette, K., Mansouri, M., Hicks, T., Gerasimova, D. (2022). Ecobehavioral analysis of the experiences of students with complex support need in different classroom types. Research and Practice for Persons with Severe Disabilities, 47(4), 209-228. https://doi.org/10.1177/15407969221126496

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. demonstrate skills in the analysis of research to identify quality educational practices inclusive of students with disability.
LO2. critically analyse research and knowledge to support design of quality education environments inclusive of students with disability.
LO3. demonstrate knowledge for designing curriculum-based assessment protocols and functional assessment to assist develop long term and short term learning goals, and monitor learning.
LO4. evaluate instructional practices in how they facilitate learning, or pose barriers to all learners accessing and participating in learning.
LO5. demonstrate knowledge and skills in designing curriculum in key learning areas to meet the full range of learner needs.
LO6. demonstrate knowledge of literacy and numeracy development in interpreting curriculum frameworks and designing instruction inclusive of students with disabilities.
LO7. articulate knowledge of specialised and assistive technology to facilitate reasonable adjustments.
LO8. articulate an understanding of facilitating learning for students through collaboration with learners, families and allied professionals, and the use of peers, teacher aides and assistants, and volunteers.

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.

Feedback from versions of this unit have identified two features for further enhancement. They are: Feedback on work in a more timely manner (feedback on materials to be completed within two weeks; one week for drafts of group work); and Applied nature of strategies (inclusion of EBP within semester weeks; to be topic of discussion lead by students and applied within seminars).

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

Disclaimer

On this page

Useful links

EDPD5015: Designing for Access to the Curriculum

Semester 1, 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

Disclaimer

On this page

Useful links