Outline

Overview

This unit aims to advance students' understanding and knowledge of responding to student diversity in secondary classrooms. It extends knowledge of relevant legislation and policy on disability and learning, welfare, and behaviour support. It provides opportunities for in-depth engagement with areas of diversity including disability, learning support, behaviour support, mental health, and gifted and talented education promoting understanding of whole-school and classroom approaches. Students will engage with the curriculum and implement the principles of universal design and differentiation, including specific opportunities to work in their curriculum areas.

Unit details and rules

Academic unit	Education
Credit points	12
Prerequisites ?	210 credit points including EDUF3031
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

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

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Presentation	Presentation In-class group presentation. Compulsory	15%	Multiple weeks	20 minutes	AI allowed
Outcomes assessed:
Written work	Project Report post presentation Group written submission supplementing the presentation. Compulsory	20%	Multiple weeks	2500 words	AI allowed
Outcomes assessed:
Case studies	Online submission Task completion & reflection. Compulsory	15%	Week 03 Due date: 19 Aug 2025 at 23:59 Closing date: 16 Sep 2025	2 x 1000 equivalent (see Canvas)	AI allowed
Outcomes assessed:
Written work	Lesson planning Unit of work - description on Canvas. Compulsory	30%	Week 08 Due date: 24 Sep 2025 at 23:59 Closing date: 22 Oct 2025	4000 words equivalent	AI allowed
Outcomes assessed:
Written work	Situational analysis Report. Compulsory	20%	Week 09 Due date: 07 Oct 2025 at 23:59 Closing date: 04 Nov 2025	2000 words equivalent	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

Group presentation: Students in groups identify a specific area of diversity to focus on within a school-wide support system, and research relevant educational strategies that can be utilised for this group of students. Students in each group present a 20-minute presentation
Project Report post presentation: The group submit a written submission that includes evidence of the selected strategies' effectiveness (using a provided matrix) and an implementation plan.
Lesson planning: Students plan a unit of work from a provided scenario representing classroom diversity. A selection of lessons is developed with evidence of universal design for learning, differentiation, and adjustments and personalised learning in planning, implementing, assessing and evaluating the lessons.
Online submissions: From a list of possible online professional development activities, students choose two to complete and submit a reflection on their professional learning.
Situational analysis: Using a provided proforma, students complete a situational analysis of the school where they have their internship based on available information. Alternative options are available for students who do not have an internship this semester.

All five assignments are compulsory.

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.

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	Lecture 1 Policy and legislation context for responding to diverse needs in schools & Introduction to the unit	Lecture (2 hr)
	Lecture 2 Universal design for learning (UDL)	Lecture (2 hr)
	Tutorial 1	Tutorial (3 hr)
Week 02	Lecture 1 Universal design in practice	Lecture (2 hr)
	Lecture 2 Behaviour support in secondary schools	Lecture (2 hr)
	Tutorial 2	Tutorial (3 hr)
Week 03	Lecture 1 “School House to Big House": The impact of school suspension on young adolescents	Lecture (2 hr)
	Lecture 2 Becoming collaborative educators: Communication and conflict resolution skills to respond to diverse needs in schools	Lecture (2 hr)
	Tutorial 3	Tutorial (3 hr)
Week 04	Lecture 1 Structures and support processes: the role of teachers as leaders	Lecture (2 hr)
	Lecture 2 Teachers' wellbeing and peer support	Lecture (2 hr)
	Tutorial 4	Tutorial (3 hr)
Week 05	Lecture 2 Gifted and Talented Education	Lecture (2 hr)
Week 05	Tutorial 5	Tutorial (3 hr)
Week 06	Lecture 2 Responding to neurodiversity in classrooms and schools	Lecture (2 hr)
Week 06	Tutorial 6	Tutorial (3 hr)
Week 07	Lecture 2 Post-school transitions	Lecture (2 hr)
Week 07	Tutorial 7	Tutorial (3 hr)
Week 08	Lecture 2 Guest Topic + Overview of the unit	Lecture (2 hr)
Week 08	Tutorial 8	Tutorial (3 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 12 credit point unit, this equates to roughly 240-300 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library Reading List available 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. demonstrate your advanced understanding of current theoretical developments and trends in the fields of special education and inclusive education
LO2. demonstrate your advance knowledge of current policy and legislation in inclusive education
LO3. demonstrate understanding and knowledge of classroom diversity, including issues of disability, learning needs, mental health, behaviour support, gifted and talented education and differentiation of the curriculum and personalised learning
LO4. apply your knowledge of the curriculum and personalised learning in planning lessons for meeting the diverse needs of your students
LO5. demonstrate your knowledge in leading classroom practice and contributing to the school environment.

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.

In each iteration changes in the unit are implemented to respond to students' needs. This year the readings of the unit were linked to the assignments rather than the tutorials to allow for increased flexibility.

Additional information

The unit of study coordinator is available for consultation in person (if permitted), Zoom or by phone.

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

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

EDSE4513: Responding to Diverse Needs in Schools

Semester 2, 2025 [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