Outline

Overview

Education is a right of all learners. This unit examines differing features of educational and social frameworks (NDIS) developed to support the education and quality of life for children, young people and older persons who identify with disability. Transitioning from early childhood through schooling and postschool options, seminars will focus on how education supports and works with persons with disabilities and their families to maximise quality of life outcomes across the life span. Students will explore processes and practices in early intervention, schooling and beyond that empower persons with disability to be self-determined, independent members of their families and communities.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	12 credit points of 2000-level EDUF-coded units
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Cathy Little, cathy.little@sydney.edu.au
Lecturer(s)	Cathy Little, cathy.little@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
Portfolio or journal	Online tasks Online reflective tasks to check for understanding	25%	Multiple weeks	6 x 250 words	AI allowed
Outcomes assessed:
Written work	Written Plan Students are to write a plan for an educational activity	15%	Week 04 Due date: 28 Aug 2025 at 23:59	1000 words	AI allowed
Outcomes assessed:
Q&A following presentation, submission or placement	Educational Activity Viva-Voce Students use this viva to explain their educational activity.	15%	Week 05 Due date: 04 Sep 2025 at 12:00	10mins (1000wd equivalent)	AI prohibited
Outcomes assessed:
Presentation	Lesson Sequence Video Student groups develop a video to explain their lesson sequence.	20%	Week 10 Due date: 16 Oct 2025 at 23:59	10mins (1000wd equivalent)	AI allowed
Outcomes assessed:
Written work	Lesson Sequence Students design a series of three educational activities.	25%	Week 10 Due date: 16 Oct 2025 at 23:59	1500 words	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

Written Plan + Viva Voce - Students are to write a 1000 word plan for an educational activity that whould be reflective of a personalised plan for a student. They will engage in a 10 minute Viva with their tutor to explain their plan.

Lesson Sequence and Video - This is a small group/pairs task where students deisgn a series of three lessons/activities demonstrating the skills they have learned in curriculum planning, Universal Design for Learning, and interdisciplinary collaboration. As a group, they then record a short video to explain the process they undertook in developing the lesson sequence.

Online Tasks - These are a series of six 250 words tasks to check for understanding of the weekly content.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy (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	Awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at an exceptional standard as defined by grade descriptors or exemplars established by the faculty.
Distinction	75 - 84	Awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at a very high standard as defined by grade descriptors or exemplars established by the faculty.
Credit	65 - 74	Awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at a good standard as defined by grade descriptors or exemplars established by the faculty.
Pass	50 - 64	Awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at an acceptable standard as defined by grade descriptors or exemplars established by the faculty.
Fail	0 - 49	Awarded to students who, in their performance in assessment tasks, fail to demonstrate the learning outcomes for the unit at an acceptable standard established by the faculty..

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:

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 align with Assessment Procedures 2011

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	The role of education in promoting quality of life for all.	Lecture (1 hr)
Week 01	Exploring quality of life through social models of disability and international policy.	Tutorial (2 hr)
Week 02	Exploring educational transitions through social frameworks.	Lecture (1 hr)
Week 02	Exploring the role of transitions in education across the lifespan and their relationship to supports such as the NDIS and NCCD.	Tutorial (2 hr)
Week 03	Using curriculum as a lever for enhancing outcomes for all learners.	Lecture (1 hr)
Week 03	Examining differing curriculum options to include all learners, including Life Skills, Australian Curriculum, General Capabilities.	Tutorial (2 hr)
Week 04	Person centred planning.	Lecture (1 hr)
Week 04	Promoting student voice, self determination in planning and advocacy.	Tutorial (2 hr)
Week 05	Using assistive technologies and augmentative communication tools to inhance engagement in learning.	Lecture (1 hr)
Week 05	Viva-voce session	Tutorial (2 hr)
Week 06	Using interdisciplinary expertise in planning and curriculum.	Lecture (1 hr)
Week 06	Identifying key stakeholders and the roles they play in education for all learners.	Tutorial (2 hr)
Week 07	Educational design and planning for lessons and units of work inclusive of all learners.	Lecture (1 hr)
Week 07	Identifying appropriate tools and supports for students engagement and participation.	Tutorial (2 hr)
Week 08	Where to next? The role of educator as advocate for all learners.	Lecture (1 hr)
Week 08	Applying the principles of the Universal Design for Learning framework to promote inclusive planning and instruction for all learners.	Tutorial (2 hr)

Attendance and class requirements

In accordance with the Faculty of Arts & Social Sciences Resolutions: Coursework Awards, this unit of study has a 90% attendance requirement.

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This requirement includes face to face attendance at all timetabled lectures and tutorials.

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 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 examine the current philosophies and theories underlying the education of persons with disability within the context of national and international policy, practice and legislation.
LO2. Describe the provisions of support for children and young persons with disability as provided through the National Disability Insurance Scheme, Nationally Consistent Collection of Data and International Classification of Functioning.
LO3. Compare and contrast the impact of diagnosis on the implementation of quality of life outcomes for learners with disability.
LO4. Engage in interdisciplinary conversations with key stakeholders in the learning environment to support the engagement and participation of learners.
LO5. Design a personalised plan that incorporates reasonable adjustments including augmentative communication strategies and assistive technologies.
LO6. Map the educational pathway options, including access to the curriculum, and key transition points for learners with disability.

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 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. 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. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge 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. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
	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. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. 3.7.1. (Graduate) Describe a broad range of strategies for involving parents/carers in the educative process. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 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) - 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. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.5.1. (Graduate) Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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.

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.
1.5.1		(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.
2.5.1		(Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
3.1.1		(Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.3.1		(Graduate) Include a range of teaching strategies.
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.
5.1.1		(Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
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.
7.2.1		(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.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This is the second time this unit has been offered so we welcome your feedback.

Additional information

1. Meeting the attendance requirements of this unit of study is essential for satisfactory completion.

2. All assessment tasks need to be submitted in order to pass the unit of study.

3. Always keep a copy of any submitted assignment.

4. All assessment tasks must be passed in order to pass this unit of study.

5. Generative AI can be used for those assessments identified as such but must be disclosed with the appropriate wording.

6. Those students undertaking the mobility experience will complete the Viva Voce and Lesson Plan assessment and Lesson Sequence and Video Presentation assessment as part of the overseas experience.

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

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

Disclaimer

On this page

Useful links

EDUF3046: Empowering Learners Across the Lifespan

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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links