Educating for Inclusion PG (9094.3)

Please note these are the 2025 details for this unit
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Educating for Inclusion PG
Available teaching periods Delivery mode Location
View teaching periods Intensive
On-Campus
 Bruce, Canberra
EFTSL Credit points Faculty
0.125 3 Faculty Of Education
Discipline Study level HECS Bands
Academic Program Area - Education Post Graduate Level Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
This unit provides an overview of inclusive education and its application in educational and community settings. Students will critically analyse theories, research and policies and their implications for contemporary practice. Students study challenges experienced by people with additional needs and a select one or more perspectives for more in-depth study relating to assessment, intervention/ instruction, collaboration and support. Essentially, students are introduced to evidence-based approaches to education and intervention at individual, professional, cross-disciplinary and/or systems levels.

Learning outcomes

On completion of this unit, students will be able to:
1. Demonstrate an understanding of the theoretical framework for understanding social justice, empowerment, learning diversity and inclusive education;
2. Use needs assessments and other tools to contextualise change and intervention from individual and group perspectives;
3. Prepare, implement and evaluate individualised practices and supports that are practical, ethical and feasible;
4. Demonstrate evidence-based professional insights or skills that link theory, international research and practice in relation to the topics studied; and
5. Demonstrate skills in developing responsive curricula, policy, procedures and /or professional learning that take into account individual, family, professional and workforce issues related to both people who provide and receive support.


Graduate attributes

1. UC graduates are professional - communicate effectively
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development


Prerequisites

None.

Corequisites

None.

Equivalent units

None.

Assumed knowledge

None.
Availability for enrolment in 2025 is subject to change and may not be confirmed until closer to the teaching start date.
Year Location Teaching period Teaching start date Delivery mode Unit convener
2024 Bruce, Canberra Semester 1 05 February 2024 Intensive Mrs Julia Davies-Duff
2024 Bruce, Canberra Semester 2 29 July 2024 On-Campus Mrs Jen Croker
2025 Bruce, Canberra Semester 1 03 February 2025 Intensive Mrs Julia Davies-Duff
2025 Bruce, Canberra Semester 2 28 July 2025 On-Campus Mrs Jen Croker
The information provided should be used as a guide only. Timetables may not be finalised until week 2 of the teaching period and are subject to change. Search for the unit timetable.

Required texts

There is no required text for this unit.

Some examples of relevant readings for this unit:

Alur, M. & Timmons, V. (2009). Inclusive Education Across Cultures: Crossing Boundaries, Sharing Ideas. New Delhi, India: SAGE Publications India.

Graham, L., Berman, J., & Bellert, A. (2015) Sustainable Learning: Inclusive practices for 21st century classrooms. Cambridge, UK: Cambridge University Press.

Graham, L. J. (2024). Inclusive Education for the 21st Century. Taylor & Francis. (available as an ebook from the UC Library)

Hyde, M., Carpenter, L.R., & Dole, S. (2017). Diversity, Inclusion and Engagement (3rd ed.).  South Melbourne: Oxford University Press.

Mitchell, D., & Sutherland, D. (2020). What Really Works in Special and Inclusive Education. Using Evidence-Based Teaching Strategies. Abingdon, Oxon.: Routledge.

The above texts are a guide to the more recent texts that apply to this unit. Further readings and resources will be provided on the unit Canvas site. 

Submission of assessment items

Extensions & Late submissions

Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.

All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. Where this is not possible, exceptions may be sought from the Faculty Associate Dean Education (ADE).

It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible. 

Special assessment requirements

An aggregate mark of 50% is required to pass this unit.

Academic integrity

Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.

To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.

Use of Text-Matching Software

The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.

Provision of valid documentation

Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.

Learner engagement

Approximate breakdown of workload:

Reading and private study             78 hours

Workshops:                                    22 hours

Assessment tasks:                        50 hours

Participation requirements

Your participation in both class and online activities will enhance your understanding of the unit content and therefore the quality of your assessment responses. Lack of participation may result in your inability to satisfactorily pass assessment items. 

Required IT skills

Students in this unit are expected to be able to access information from online sources, prepare work and engage electronically with others in the unit. They will be using iPads, laptops and the Canvas learning site during workshop time.

In-unit costs

Nil

Work placement, internships or practicums

None

Additional information

Theoretical foundations

This unit draws heavily on recent research in the field of inclusive and special education from Australia and international sources.  In particular, research in the areas of multi-tiered models of learning and teaching are fundamental to this unit.

Research led Unit

This unit involves research-led education and learning. There are active researchers delivering this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.

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