Outline

Overview

Meeting the education needs of students with diverse abilities, additional learning, or social/ behavioural needs is a requirement of all schools and teachers as mandated by the Disability Standards for Education (2005). This unit of study provides students opportunities to develop a deep understanding of the key issues and ideas that underpin those pedagogies serving the requirement of ‘quality education for all’. This unit of study also provides opportunity for students to examine and refine their own professional praxis and make direct links to classroom practice.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	36 credit points of 3000-level EDUP-coded units
Corequisites ?	None
Prohibitions ?	EDUP4009
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 and speaker notes.	15%	Week 02	3 minutes + 200 words of Speaker Notes
Outcomes assessed:
Assignment	Literature Review Literature review of focus disability	30%	Week 04 Due date: 19 Mar 2025 at 23:59	1500 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	1500 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	1000 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. You will also submit an accompanying one single-sided page of speaker notes.
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 (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) 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 (3 hr)
Week 02	Inclusive practice and exploring diversity. Understanding the function of classification of students. Speed share presentation (Assignment 1A)	Seminar (3 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 (3 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 (3 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 (3 hr)
Week 06	School visit (School for Specific Purposes – SSP)	Seminar (3 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 (3 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 (3 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 (3 hr)
Week 10	School visit (Support class – Primary setting)	Seminar (3 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 (3 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 (3 hr)

Attendance and class requirements

In accordance with the Faculty of Arts and Social Sciences Resolutions: Coursework Awards

Students are expected to attend a minimum of 90 per cent of timetabled activities for a unit of study, unless granted exemption by the Associate Dean or relevant delegated authority. The Associate Dean or relevant delegated authority may determine that a student fails a unit of study because of inadequate attendance. Alternatively, at their discretion, they may set additional assessment items when attendance is lower than 90 per cent.

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. Interpret Federal and State legislation and policy relating to the education of students with diverse education needs
LO2. Utilise skills of curriculum analysis across all the syllabus areas to engage learners
LO3. Demonstrate through planning the knowledge, skills and values that enhance opportunities for student learning, engagement and participation
LO4. Identify and critique a range of strategies and practices that support the participation of all students in education
LO5. Critically analyse and evaluate a range of assessment protocols related to the education of students with diverse education needs
LO6. Demonstrate skills necessary for interdisciplinary effectiveness in practice, including communication, collaboration, and reflection when working with peers, colleagues, and families

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) - 1.6. Strategies to support full participation of students with disability. 4.4. Maintain student safety 7.2. Comply with legislative, administrative and organisational requirements
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.3. Curriculum, assessment and reporting 3.6. Evaluate and improve teaching programs
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1. Physical, social and intellectual development and characteristics of students. 1.4. Strategies for teaching Aboriginal and Torres Strait Islander students. 1.6. Strategies to support full participation of students with disability. 3.1. Establish challenging learning goals 3.2. Plan, structure and sequence learning programs 4.1. Support student participation
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2. Understand how students learn. 1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 3.3. Use teaching strategies 3.4. Select and use resources 3.5. Use effective classroom communication 4.1. Support student participation
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.3. Curriculum, assessment and reporting 5.1. Assess student learning 5.4. Interpret student data
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 6.3. Engage with colleagues and improve practice 7.3. Engage with the parents/carers 7.4. Engage with professional teaching networks and broader communities

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

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Physical, social and intellectual development and characteristics of students.
1.2		Understand how students learn.
1.3		Students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4		Strategies for teaching Aboriginal and Torres Strait Islander students.
1.5		Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
1.6		Strategies to support full participation of students with disability.
2.1		Content and teaching strategies of the teaching area
2.2		Content selection and organisation
2.3		Curriculum, assessment and reporting
2.4.1		(Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5		Literacy and numeracy strategies
2.6		Information and Communication Technology (ICT)
3.1		Establish challenging learning goals
3.2		Plan, structure and sequence learning programs
3.3		Use teaching strategies
3.4		Select and use resources
3.5		Use effective classroom communication
3.6		Evaluate and improve teaching programs
4.1		Support student participation
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2.1		(Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
4.4		Maintain student safety
4.5		Use ICT safely, responsibly and ethically
5.1		Assess student learning
5.2		Provide feedback to students on their learning
5.3		Make consistent and comparable judgements
5.4		Interpret student data
5.5		Report on student achievement
6.1		Identify and plan professional learning needs
6.3		Engage with colleagues and improve practice
6.4		Apply professional learning and improve student learning
7.1		Meet professional ethics and responsibilities
7.2		Comply with legislative, administrative and organisational requirements
7.3		Engage with the parents/carers
7.4		Engage with professional teaching networks and broader communities

Responding to student feedback

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

This is the first time this unit has been delivered so we encourage your feedback and comments.

Additional information

All assessments must be submitted.

Site visit guidelines

Please refer to Canvas for school visit requirements

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) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDUP4107: Specialist Pedagogies for Learning 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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links