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	Jessica Zanuttini, jessica.zanuttini@sydney.edu.au
Lecturer(s)	Cathy Little, cathy.little@sydney.edu.au
	David Evans, david.evans@sydney.edu.au
	Ilektra Spandagou, ilektra.spandagou@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
Out-of-class quiz	Quizzes Four 30min online quizzes completed after lectures in Weeks 1 through to Week 4 to be done outside class time.	12%	Multiple weeks	4 online quizzes (800wd total equiv)	AI allowed
Outcomes assessed:
Out-of-class quiz	Early Feedback Task Early Feedback Task Online Quiz	0%	Week 03	30 minutes	AI allowed
Outcomes assessed:
Written work	Personal Statement Written personal statement to be submitted online	30%	Week 10 Due date: 04 May 2026 at 23:59	1000 words	AI allowed
Outcomes assessed:
Q&A following presentation, submission or placement	Group Presentation Q&A Q&A following group presentation based on scenario	3%	Week 12	3 minutes (200 word equiv)	AI prohibited
Outcomes assessed:
Peer or expert observation or supervision	Fieldwork Placement Self organised fieldwork placement to observe and submission of evidence	0%	Week 12 Due date: 22 May 2026 at 23:59	20 hours (800wd equiv)	AI prohibited
Outcomes assessed:
Presentation	Group Presentation Group presentation based on scenario	15%	Week 12	12 minutes (1200 word equiv)	AI allowed
Outcomes assessed:
Written work	Fieldwork Report Written report based on fieldwork hours submitted online	40%	Week 12 Due date: 22 May 2026 at 23:59	2000 words	AI allowed
Outcomes assessed:
= hurdle task ? = group assignment ? = 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: In weeks 1–4, outside of class, you will access a multiple-choice quiz on the Canvas site. Each quiz will consist of 6 questions in which you are required to select the most appropriate response based on the content of the readings and lecture material.
Personal statement: This is a personal statement based on the lectures and readings of the first 9 weeks of the unit and your personal thinking. The aim is to give you an opportunity to formulate your initial thinking on inclusion, effective and inclusive teaching practices and how you will support behaviour as part of your professional role.
Group presentation: In the first tutorial of the semester (Week 6/7) you will be allocated to a group of 3-6 students. Your group will be provided with an educational scenario that you will work on in subsequent tutorials. In Week 12, each group will present to the class about the outcomes of your collaboration.
Q&A following Group Presentation: Each member of the group addressing a question posed by the class or tutor. You are required to give an answer to the question – verbally or in writing. (If in writing it must be within the Q&A session for your group.)
Fieldwork Report: The field placement assignment comprises a field placement (observation) of a minimum of 20 hours to be undertaken in a setting of your choice. As part of this assignment you are required to submit evidence of undertaking the experience and to produce two pieces of written work: a reflective journal that includes relevant links to the literature, and a review of the literature on a topic related to the field placement and special/inclusive education.

Detailed information for each assessment can be found on Canvas.

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)

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 according to https://canvas.sydney.edu.au/courses/13426

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
Multiple weeks	Tutorial 1: Setting the Scene * Education for all * Strengths, demands and disablement * Designing strong educational environments	Tutorial (2 hr)
	Tutorial 2: Designing Supportive Educational Contexts * establishing whole context ethos * collective teacher efficacy * designing an approach to MTSS * place of strong Tier 1/core programs * collaboration with parents/carers, student, colleagues, agencies	Tutorial (2 hr)
	Tutorial 3: Applying Inclusive Design Principles within Problem-Based Learning Scenarios * establishing strong Tier 1/core programs through collaborative approaches * identifying and resolving barriers in the learning environment through quality inclusive practice * cognitive load and design of inclusive learning activities	Tutorial (2 hr)
	Tutorial 4: Building Frameworks to Support Behaviour * fieldwork and behaviour support * MTSS levels and behaviour support * behaviour support, quality instruction and environment (rules and routines) * responding to behaviour * behaviour support plans and building educator capacity	Tutorial (2 hr)
	Tutorial 5: Focused Responses to Meet Individual Needs * inclusive and equitable quality education * MTSS Tier 1/core programs and personalising learning * universal design for learning, differentiation and personalising learning * individualised education and planning * responding to behaviour (verbal & non-verbal, proportionate) * collaborating with parents/carers	Tutorial (2 hr)
	Tutorial 6: Group Responses to Scenarios * principles of inclusion * inclusive practices * behaviour support * collaboration * attitudes towards disability inclusion	Tutorial (2 hr)
Week 01	Introduction: Persons with Disability and Access to Education * setting the scene * education as a right * education and disability inclusion * collective and inclusive educational communities	Lecture (1 hr)
Week 02	Promoting Inclusion and Equality Through Education in Formal and Informal Educational Contexts * concept of disability * models of disability * chronology of disability inclusion in education * legislation and policy	Lecture (1 hr)
Week 03	Designing Inclusive Educational Environments * inclusive pedagogies and principles of universal design for learning * knowing your learners and inclusive education * disability and cognitive and social demands	Lecture (1 hr)
Week 04	Supporting behaviour: Whole of Context Frameworks Through Theory and Practice * purpose of behaviour * behaviour and communication * behaviour support	Lecture (1 hr)
Week 05	Leadership and Inclusive Learning Contexts * MTSS and quality inclusive practice * designing strong Tier 1 in the classroom * relationship between strong Tier 1 and the need for targeted and intensive interventions	Lecture (1 hr)
Week 06	Technology, Augmentative and Alternative Communication and AI * Inclusive pedagogies and technology * Assistive technologies * AI, teacher workload and disability inclusion	Lecture (1 hr)
Week 07	Policy to Practice: Building Inclusive Contexts * policy and legislation * concepts of disability * removing barriers within educational environments	Lecture (1 hr)
Week 08	Whole of Education Context Frameworks * whole of context ethos for inclusive education * designing strong Tier 1 in the classroom * relationship between strong Tier 1 and the need for further targeted and intensive interventions	Lecture (1 hr)
Week 09	Designing Accessible and Inclusive Learning Contexts * designing quality inclusive education learning environments * using MTSS to foster collaborative approaches to designing quality Tier 1/core education programs * identifying and removing barriers to learning - curriculum, instruction and environment	Lecture (1 hr)
Week 10	Approaches to Behaviour Support and Wellbeing * whole of context supports * quality instruction and behaviour support * establishing rules and routines * functional behaviour assessment	Lecture (1 hr)
Week 11	Principles of Personalised Learning * quality Tier 1/core education programs * responsive approaches to personalising learning * learning support teams * individualised planning	Lecture (1 hr)
Week 12	Transition Across Contexts * transition as a lifelong process * transition taxonomy * facilitating key transitions * micro transitions	Lecture (1 hr)

Attendance and class requirements

EDUF2022 attendance below 90% will be reviewed inline with Faculty policy. Your attendance at and participation in all educational elements is expected, and this will form part of assessments tasks (e.g., Q&A). You must make a reasonable attempt and submit all of the assessments and sub-components, including the fieldwork placement, within this unit of study to receive a pass mark. All individual assignments must be completed independently.

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

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 experience. Please do not hesitate to contact the unit of study coordinator or staff within the unit. The unit of study outcomes will be tailored to your interests and expertise. Attendance at school based and university experiences is non-negotiable (unless impacted by medical condition/s.)

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.

Work, health and safety

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).

When in the field and working with children you must have a current Working with Children Check (WWCC).

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

Early feedback task

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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

EDUF2022: Special and Inclusive Education

Semester 1, 2026 [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)

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

Work, health and safety

Disclaimer

On this page

Useful links