Outline

Overview

This unit addresses issues relating to the education of children and students with special education needs. They include the impact of the philosophy and principles of inclusive education and current legislation; universal design for learning; evidence-based approaches to curriculum design, teaching and learning practices for students with special education needs; and collaboration in schools. A specific focus is given to supporting students with challenging behaviours in a range of settings.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	96 credit points of units
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

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
	Jessica Zanuttini, jessica.zanuttini@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Skills-based evaluation	Reflective Commentary Quiz 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.	15%	Multiple weeks	5 x 20 minutes (1000 words equivalent)
Outcomes assessed:
Assignment	Professional Statement Written file upload	30%	Week 09 Due date: 02 May 2025 at 23:59	800 words
Outcomes assessed:
Presentation	Group Presentation with Visual Aid Tutorial presentation in final week and submitted work	15%	Week 12	15min (700 words equivalent per student)
Outcomes assessed:
Placement	Field Placement 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 ?

Assessment summary

Reflective commentary quiz: In weeks 3 and 5, outside of class, you will access a multiple-choice quiz on the Canvas site. Each quiz will consist of 15 questions in which you are required to select the most appropriate response based on the content of the readings and lecture material.
Professional statement: This is a professional statement based on the lectures and readings of the first half 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 with a visual aid: In the first tutorial of the semester (week 6) 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.
Field placement report: The field placement assignment comprises a field placement 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 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) 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.

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 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	Lecture 1: Introduction: Persons with Disability and Access to Education	Lecture (1 hr)
Week 02	Lecture 2: Promoting Inclusion and Equality Through Education in Formal and Informal Educational Contexts	Lecture (1 hr)
Week 03	Lecture 3: Designing Inclusive Educational Environments	Lecture (1 hr)
Week 04	Lecture 4: Supporting behaviour: Whole of Context Considerations Through Theory and Practice	Lecture (1 hr)
Week 05	Lecture 5: Technology, Augmentative and Alternative Communication and Personalised Learning	Lecture (1 hr)
Week 06	Lecture 6: Leadership and Inclusive Learning Contexts	Lecture (1 hr)
Week 07	Lecture 7: Policy to Practice: Building Inclusive Contexts	Lecture (1 hr)
Week 07	Tutorial 1: Setting the Scene	Tutorial (2 hr)
Week 08	Lecture 8: Whole of Education Context Considerations	Lecture (1 hr)
Week 08	Tutorial 2: Designing Supportive Educational Contexts	Tutorial (2 hr)
Week 09	Lecture 9: 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	Lecture 10: Approaches to Behaviour Support and Wellbeing	Lecture (1 hr)
Week 10	Tutorial 4: Building Frameworks to Support Behaviour	Tutorial (2 hr)
Week 11	Lecture 11: Principles of Personalised Learning	Lecture (1 hr)
Week 11	Tutorial 5: Personalising Responses to Individual Needs	Tutorial (2 hr)
Week 12	Lecture 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

All readings for this unit can be accessed through the Reading Lists tab through Canvas.

Key Reading Source

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

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 underlying the inclusion of children and students with disabilities (i.e. disabilities, learning difficulties and behaviour disorders) in neighbourhood education settings, learning centres and classrooms, including issues related to early intervention
LO2. apply knowledge of disability issues, legislation and government policies related to children and students with disabilities using professional judgements based on problem based learning
LO3. demonstrate knowledge of assessment procedures for evaluating program effectiveness and monitoring child and student progress
LO4. analyse evidence-based teaching and learning strategies and practices used to assist children and students with disabilities meet educational outcomes
LO5. support curriculum adjustments in order to assist children and students with disabilities meet educational outcomes
LO6. apply a range of theories addressing the support of children and students with challenging behaviours, as well as behaviour support in general, as part of problem-based learning sessions
LO7. discuss the application of a range of strategies for collaborating with setting and/or school staff and support staff as well as parents and caregivers when catering for children and students with disabilities
LO8. apply knowledge, skills and values in accordance with appropriate aims and outcomes of the University of Sydney: Generic Attributes of Graduates policy.

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. 1.7. Learners with special needs 4.5. Culture, diversity and inclusion Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
	Australian Children's Education & Care Quality Authority - 5.2. Contemporary theories and practice 6.3. Professional identity and development Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
	Australian Children's Education & Care Quality Authority - 3.9. Curriculum planning, programming and evaluation Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
	Australian Children's Education & Care Quality Authority - 1.6. Diversity, difference and inclusivity. 2.1. Alternative pedagogies and curriculum approaches. 3.9. Curriculum planning, programming and evaluation Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
	Australian Children's Education & Care Quality Authority - 1.7. Learners with special needs 2.1. Alternative pedagogies and curriculum approaches. 3.1. Early Years Learning Framework 3.2. The Australian curriculum 5.2. Contemporary theories and practice Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
	Australian Children's Education & Care Quality Authority - 1.3. Social and emotional development 1.5. Early intervention 2.3. Guiding behaviour / engaging young learners Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 4.3.1. (Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.7.1. (Graduate) Describe a broad range of strategies for involving parents/carers in the educative process. 5.5.1. (Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers.

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

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.1		(Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.5.1		(Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
1.6.1		(Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
2.1.1		(Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.5.1		(Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.3.1		(Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour.
5.2.1		(Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
6.2.1		(Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
7.3.1		(Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers.
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.

Previous Unit of Study Surveys have informed minor changes to this unit for Semester 1, 2025.

Additional information

Students must attempt and submit all assignments in this unit of study.

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 in Australia, students 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

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

Work, health and safety

Disclaimer

On this page

Useful links

EDUF3031: Positive Approaches to Special Education

Semester 1, 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) 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

Work, health and safety

Disclaimer

On this page

Useful links