Outline

Overview

Meeting the education needs of students with disabilities, sensory and physical disabilities, and emotional and behaviour disorders is a requirement of the Disability Standards for Education (2005). This unit of study provides an in depth examination of legislation and policy, and a detailed exploration of quality education practice that is required to assist teachers in meeting the requirements of this policy and legislation. Further, it will offer students an opportunity to make direct links to classroom practice. Focus will be given to the cycle of teaching and learning and planning to meet individual needs of students.

Unit details and rules

Academic unit	Education
Credit points	4
Prerequisites ?	138 credit points
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

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Presentation	Speed share In-class presentation providing an overview of chosen disability.	15%	Week 02 Due date: 05 Mar 2025 at 14:00	3 minutes
Outcomes assessed:
Assignment	Literature review Literature review of focus disability	30%	Week 04 Due date: 19 Mar 2025 at 23:59	1000 words
Outcomes assessed:
Assignment	Discussion paper Discussion paper addressing the educational implications of focus disability	30%	Week 07 Due date: 09 Apr 2025 at 23:59	1000 words
Outcomes assessed:
Assignment	Summative overview and Response Artefact for teachers compiling considerations for inclusion and responding to peer postings	25%	Week 12 Due date: 22 May 2025 at 23:59	700 words
Outcomes assessed:
= AI allowed ?

Assessment summary

Literature review: This assignment requires you to research and report on an educational need that a student in your class may present with.
Speed share: You will give a short, 3 minute presentation to the class discussing your chosen educational need.
Discussion paper: This paper requires you to discuss the educational implications of your chosen educational need for the school community, teachers, students, peers and families.
Summative overview: Develop a "message to my teacher" artefact that could be given to or used by a teacher by a student with your chosen educational need. Examine 2 of your peers' messages. Using the understandings you have gained from your own research, reflect on the content and implications of their findings for you as a teacher.

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 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	Exploring the realities of education for all: Overview, policy and practice. A contemporary exploration of special & inclusive education. Who are students with diverse learning needs? Review of the Disability Discrimination Act, Disability Standards for Education (2005) and subsequent DSE Reviews (2010, 2015, 2020).	Seminar (2 hr)
Week 02	Inclusive practice and exploring diversity. Understanding the function of classification of students. Speed share presentation (Assignment 1A)	Seminar (2 hr)
Week 03	Effective, inclusive class- wide practice: Curriculum and Planning. Analysis of K-6 syllabus documents for inclusive practices. Whole-class planning, teachers day book and lesson plans. Strengths- based planning for learning and behaviour.	Seminar (2 hr)
Week 04	Effective, inclusive class- wide practice: Assessment and Screening. An exploration of assessment protocols useful for students with diverse learning needs, including assessing for functional needs. Workshop data-based decision making and curriculum based measurement strategies.	Seminar (2 hr)
Week 05	Universal Design for Learning (UDL) – practice and principles. Core principles of Universal Design for Learning. Discussion of implications for planning and instruction. Practical exercises developing a teaching and assessment sequence using the principles of UDL.	Seminar (2 hr)
Week 06	School Visit (SSP)	Field trip (2 hr)
Week 07	Instruction and evidence- based practices. What is inclusive practice in a mainstream setting? - Looking past the label to explore diversity in mainstream classes. Critiquing evidence- based practices for students with diverse needs. Exploring task analysis and differentiation.	Seminar (2 hr)
Week 08	Adjustments for learning, assessment and the environment: The Nationally Consistent Collection of Data (NCCD). Adjustments for learning, assessment and the environment (NCCD). Workshop the identification of adjustments within a lesson for students with identified learning needs, and teacher requirements for documentation and evidence of the NCCD process.	Seminar (2 hr)
Week 09	AAC and Assistive Technologies. A practical seminar demonstrating a range of augmentative strategies and assistive and digital technologies to support student communication, engagement and participation.	Seminar (2 hr)
Week 10	School visit - Support class	Field trip (2 hr)
Week 11	Interdisciplinary and Interagency collaboration. Exploring the National Disability Insurance Scheme (NDIS) and its impact for teachers in schools. Practical workshop discussing the skills required for effective collaborations with professionals, families and community members. Role play an interdisciplinary team meeting. Guest speaker panel – parent, student, teacher and therapist to discuss the process of collaboration in schools.	Seminar (2 hr)
Week 12	Leadership and advocacy for inclusion. The role of school leaders in promoting access and participation in education for all students. Exploring how leadership is different from management. Workshop how to advocate for and with students and their families.	Seminar (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 4 credit point unit, this equates to roughly 80-100 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. interpret federal and state legislation relating to the education of students with special education needs
LO2. interpret policy relating to the education of students with special education needs
LO3. identify strategies that support the participation of students with disabilities in education
LO4. interpret a range of assessment protocols related to the education of students with special education needs
LO5. demonstrate skills of collaboration when working with peers
LO6. demonstrate skills of curriculum analysis across all the syllabus areas
LO7. demonstrate in classroom planning the knowledge, skills and values required to cater effectively for a diverse range of students
LO8. reflect on professional practices in catering for the diverse needs of students.

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

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.
1.3.1		(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.
1.4.1		(Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander 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.
3.5.1		(Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
6.4.1		(Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.

Responding to student feedback

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

We welcome feedback on this unit of study. Please take time to offer constructive written feedback at the end of semester. The teaching team is committed to the participation of learners in the process of planning and evaluation of courses.

Additional information

Please supply your Lecturer with a copy of your current WWCC.

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) 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

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDUP4009: Principles and Practice for All Learners A

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

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links