Outline

Overview

This unit of study addresses issues related to the provision of educational opportunities for persons with disability. These issues will be examined and interrogated through the philosophy and principles of inclusive education, current legislation, and international commitments. The development and design of evidenced-based and inclusive educational practices that support all learners will be explored across environments. The role of collaboration between key actors (e.g., educators, specialist educators, parents/carers, families community agencies) will be explored and critiqued.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	12 credit points at 1000 level in Education Studies
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
Lecturer(s)	Cathy Little, cathy.little@sydney.edu.au
	Ilektra Spandagou, ilektra.spandagou@sydney.edu.au
	Olivia Karaolis, olivia.karaolis@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Online task	Short Response Tasks Small tasks to probe understanding of content, readings and lectures (Weeks -1 to 6); work will indirectly link into tasks undertaken with students from the University of Sydney.	12%	Multiple weeks	4 x 20 minutes (800 words equivalent)
Outcomes assessed:
Online task	Early Feedback Task Quiz Small tasks to probe understanding of content, readings and lectures #earlyfeedbacktask	3%	Week 03 Due date: 14 Mar 2025 at 23:59	1 x 20 minutes (200 words equivalent)
Outcomes assessed:
Assignment	Personal Statement Statement reflecting personal understanding of the right to a quality, inclusive education	30%	Week 09 Due date: 02 May 2025 at 23:59	800 words
Outcomes assessed:
Presentation	Group Collaborative Task Culminating group presentation based on problem-based learning tasks	15%	Week 12	15min (700 words equivalent per student)
Outcomes assessed:
Placement	Fieldwork Report 20 hour fieldwork placement + report. Report consists of reflective journal (1200 words with no AI) plus literature review of topic related to your fieldwork observation (AI permitted with relevant acknowledgement).	40%	Week 13 Due date: 30 May 2025 at 23:59	20 hours fieldwork plus 2000 words
Outcomes assessed:
= group assignment ? = AI allowed ? = restricted AI ? = early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Quizzes: Five quizzes (one of these is the Early Feedback Task) consiting of multiple choice questions examining your understanding of key ideas and concepts covered in lectures, readings and materials on Canvas.

Personal Statement: prepare a statement in which you express your formative ideas and beliefs about provision of education for all learners.

Fieldwork Report: involves completion of a 20 hour fieldwork experience in a context where person/persons with disability are participating in an experience to support their education, employment and/or independence. You are to prepare a report reflecting on your experience inclusive of a short literature review.

Collaborative Task: within a small group prepare a response to a scenario within an educational context; in Tutorial 6, each group will present their approach to supporting all learners within the scenario.

Assessment criteria

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

For more information see guide to grades.

Use of generative artificial intelligence (AI) and automated writing tools

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

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.

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	Presentation by staff from University of Sydney and University of Glasgow	Independent study (1 hr)
Week 01	Introduction: Persons with Disability and Access to Education	Lecture (1 hr)
Week 02	Promoting Inclusion and Equality Through Education in Formal and Informal Educational Contexts	Lecture (1 hr)
Week 03	Designing Inclusive Educational Environments	Lecture (1 hr)
Week 04	Supporting behaviour: Whole of Context Considerations Through Theory and Practice	Lecture (1 hr)
Week 05	Technology, Augmentative and Alternative Communication and Personalised Learning	Lecture (1 hr)
Week 06	Leadership and Inclusive Learning Contexts	Lecture (1 hr)
Week 07	Policy to Practice: Building Inclusive Contexts	Lecture (1 hr)
Week 07	Tutorial 1: Setting the Scene	Tutorial (2 hr)
Week 08	Whole of Education Context Considerations	Lecture (1 hr)
Week 08	Tutorial 2: Designing Supportive Educational Contexts	Tutorial (2 hr)
Week 09	Designing Accessible and Inclusive Learning Contexts	Lecture (1 hr)
Week 09	Tutorial 3: Applying Inclusive Design Principles within Problem-Based Learning Scenarios	Tutorial (2 hr)
Week 10	Approaches to Behaviour Support and Wellbeing	Lecture (1 hr)
Week 10	Tutorial 4: Building Frameworks to Support Behaviour	Tutorial (2 hr)
Week 11	Principles of Personalised Learning	Lecture (1 hr)
Week 11	Tutorial 5: Personalising Responses to Individual Needs	Tutorial (2 hr)
Week 12	Transition Across Contexts	Lecture (1 hr)
Week 12	Tutorial 6: Group Responses to Scenarios	Tutorial (2 hr)

Attendance and class requirements

EDUF2022 has a 90% attendance requirement for lectures and tutorials. Attendance equates to preparing for classes and assignments, being physically in class, and participating and contributing to learning activities designed each week (e.g., COIL activities, tutorials). It is an assumption that you will undertake study of materials set.

It is your responsibility to monitor your attendance, to sign on in lectures, and through your tutor in tutorials.

You must attempt and submit all of the assessments within this unit of study to receive a pass mark.

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

A key piece of work within this unit of study is:

Spandagou, I., Little, C., Evans, D. & Bonati, M. (2020). Inclusive education in schools and early childhood settings. Springer.

This text is available online through the library; all readings for this unit can be accessed through the Library’s reading list system Leganto, 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.

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

LO1. Critically engage with the philosophies and theories of special and inclusive education.
LO2. Apply knowledge of disability issues, legislation and government policies through professional judgment based on problem-based learning.
LO3. Apply the principles of universal design for learning to educational programs to meet the learning and personal needs of all learners.
LO4. Critically analyse assessment processes to be inclusive of all learners.
LO5. Demonstrate knowledge of reasonable adjustments and differentiation to support learners with disability to access, participate and achieve within a universally designed environment.
LO6. Critically analyse pedagogies and use of resources to support all learners to achieve educational and personal goals.
LO7. Critique a range of collaboration strategies that are inclusive of all parties.
LO8. Demonstrate knowledge of proactive approaches that build positive learning and social behaviours.
LO9. Identify transitions within and across different environments and critically analyse approaches to support successful transition.

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 Children's Education & Care Quality Authority - 1.6. Diversity, difference and inclusivity. Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 4.1. Support student participation 4.4. Maintain student safety NESA Priority Area Elaborations - 2-CM.02. Knowledge of child and adolescent development, student well-being and mental health, and an understanding of the implications for learning and the management of behaviour 5-SWD.03. Understanding of the likely impacts that disability may have on a student’s access to and participation in learning
	Australian Children's Education & Care Quality Authority - 1.5. Early intervention Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.6. Strategies to support full participation of students with disability. 4.4. Maintain student safety 5.1. Assess student learning 7.4. Engage with professional teaching networks and broader communities NESA Priority Area Elaborations - 2-CM.09. Understanding of key systemic policy documents and legislative requirements, resources, personnel and referral agencies that assist teachers to create effective learning environments and interpersonal relationships 5-SWD.02. Understanding of the broader implications of disability on learning and the responsibilities of teachers
	Australian Children's Education & Care Quality Authority - 3.2. The Australian curriculum Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.2. Content selection and organisation 3.5. Use effective classroom communication 4.2. Manage classroom activities NESA Priority Area Elaborations - 2-CM.04. Ability to enact appropriate strategies that respond to the learning needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds 4-LAN.03. Awareness that all students can be literate and numerate 4-LAN.04. Understanding of the diversity of literacy and numeracy abilities and the needs of learners, including English as a Second or Other Language needs
	Australian Children's Education & Care Quality Authority - 2.5. Children with diverse needs and backgrounds Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 5.1. Assess student learning 5.3. Make consistent and comparable judgements NESA Priority Area Elaborations - 5-SWD.04. Ability to identify individual learning needs and, with appropriate specialist support, apply strategies to address such needs in the school and classroom environment 5-SWD.06. Ability to use curriculum based assessment and monitoring procedures for identifying prior achievement and making differentiated assessment and learning decisions, including the reasonable adjustments required to enable students to meet curriculum outcomes
	Australian Children's Education & Care Quality Authority - 2.5. Children with diverse needs and backgrounds 3.3. Numeracy, science and technology Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 1.6. Strategies to support full participation of students with disability. 2.5. Literacy and numeracy strategies 2.6. Information and Communication Technology (ICT) NESA Priority Area Elaborations - 4-LAN.15. Ability to develop specific strategies to cater for students requiring additional support
	Australian Children's Education & Care Quality Authority - 2.5. Children with diverse needs and backgrounds Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 4.1. Support student participation NESA Priority Area Elaborations - 5-SWD.01. Understanding of child and adolescent development and milestones
	Australian Children's Education & Care Quality Authority - 4.1. Developing family and community partnerships Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 7.3. Engage with the parents/carers NESA Priority Area Elaborations - 5-SWD.08. Broad understanding of how programs and resources can meet specific learning needs of all students, including inclusive education practices, specialist support and government and community services
	Australian Children's Education & Care Quality Authority - 2.3. Guiding behaviour / engaging young learners Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 4.3. Manage challenging behaviour NESA Priority Area Elaborations - 2-CM.05. Ability to design and implement plans and strategies that can be used within classrooms and other school settings to facilitate a positive classroom climate. This should include conceptual frameworks that emphasise evidence-based practises and support a proactive approach to classroom management (e.g. Positive Behaviour Interventions and Supports (PBIS) or Response to Intervention (RTI)). These strategies could include (but not be limited to): a. the promotion of positive student behaviour and positive relationships within the classroom b. support of students with disability within the classroom and wider school settings, including practical strategies to facilitate the students’ success c. effective communication with parents/care-givers and communities d. intervention to manage disruptive student behaviour e. discipline/crisis/emergency response for disruptive student behavior 2-CM.10. Awareness and understanding of the whole-school approach to student welfare/discipline policies and/or approaches to classroom and student management adopted by professional experience schools and the evidence on which these are based
	Australian Children's Education & Care Quality Authority - 4.1. Developing family and community partnerships Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 5.5. Report on student achievement NESA Priority Area Elaborations - 5-SWD.09. Knowledge of legislative responsibilities and educational policies as they relate to educational settings for students with disability

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

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Physical, social and intellectual development and characteristics of students.
1.2		Understand how students learn.
1.4		Strategies for teaching Aboriginal and Torres Strait Islander students.
1.5		Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
1.6		Strategies to support full participation of students with disability.
2.2		Content selection and organisation
2.3		Curriculum, assessment and reporting
2.5		Literacy and numeracy strategies
2.6		Information and Communication Technology (ICT)
3.1		Establish challenging learning goals
3.3		Use teaching strategies
3.4		Select and use resources
3.5		Use effective classroom communication
3.7		Engage parents / carers in the educative process
4.1		Support student participation
4.2		Manage classroom activities
4.3		Manage challenging behaviour
4.4		Maintain student safety
4.4.1		(Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
4.5		Use ICT safely, responsibly and ethically
5.1		Assess student learning
5.2		Provide feedback to students on their learning
5.5		Report on student achievement
6.1		Identify and plan professional learning needs
6.2		Engage in professional learning and improve practice
6.3		Engage with colleagues and improve practice
7.1		Meet professional ethics and responsibilities
7.2		Comply with legislative, administrative and organisational requirements
7.2.1		(Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
7.3		Engage with the parents/carers
7.4		Engage with professional teaching networks and broader communities
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.

The unit has been developed with input from a range of students. We would be interested in your feedback throughout the semester. Please do not hesitate to contact the unit of study coordinator or tutors within the unit. A feature of the class in Semester 1 and 2, 2024, identified in need of attention was managing the demands of study (e.g., attendance, completing assignment in a timely manner). We have worked with our educational designers to implement a ways to support everyone in these areas. The first 6 weeks are lecture only. Feedback and experience tells us that many students do not experience a strong sense of belonging with the content. In Semester 1, 2025, we are working with colleagues from the University of Glasgow to provide a collaborative online international learning (COIL) experience. Working in small groups, you will follow up on lecture material and readings to address differing elements of the unit of study. This work will link into the development of the Personal Statement.

Additional information

Site visit guidelines

This unit of study involves a fieldwork experience. It is important that you make yourself aware of the professional code of conduct for undertaking this experience (see Canvas).

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

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDUF2022: Special and Inclusive Education

Semester 1, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links