Educating for Inclusion PG (9094.3)

Please note these are the 2026 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 2026 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
2025 Bruce, Canberra Semester 1 03 February 2025 Intensive Mrs Julia Davies-Duff
2025 Bruce, Canberra Semester 2 28 July 2025 On-campus Dr Thomas Nielsen
2026 Bruce, Canberra Semester 1 16 February 2026 Intensive Mrs Julia Davies-Duff
2026 Bruce, Canberra Semester 2 10 August 2026 On-campus Dr Thomas Nielsen
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

Required: 

You may purchase the required text through several book retailers such as: Amazon, Book Depository, and Booktopia, amongst others.

Text: Graham, L. (2020). Inclusive Education for the 21st Century: Theory, Policy and Practice. Taylor and Francis. 

Online course: NCCD for school leaders - https://www.nccd.edu.au/professional-learning/nccd-school-leaders-e-learn  

Recommended

Mitchell, D., & Sutherland, D. (2020). What really works in special and inclusive education. Using evidence-based teaching strategies. Routledge

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. 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, or if no submission has been made by the due date and time, a standard late penalty of 10% of the total marks possible for the task may be applied per day, for three days, after which the submission will receive a score of ‘0' in keeping with UC's Assessment Policy.

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Artificial Intelligence

Students may use generative artificial intelligence (GenAI) as indicated in the assessment instructions for this unit.

GenAI may only be used in authorised ways when completing assessments at UC. This means that GenAI can only be used for an assessment when:

1.     The Unit Convener has authorised its use for that assessment;

2.     The student uses it in the way that the assessment instructions allow for;

3.     The student fully acknowledges its use, with appropriate citations and references. Each referencing guide provided by the Library provides advice on how to appropriately reference the use of GenAI in-text.

Where the assessment instructions do not specifically state that GenAI may be used and how, then its use is not allowed for that assessment. If students are unsure, they should seek advice from the Unit Convener.

Students should be aware that the University of Canberra utilises GenAI detection software. Suspected instances of unauthorised GenAI use may lead to a Learning Validation Conversation' designed to provide assurance that a student is able to demonstrate relevant knowledge and skills to meet required learning outcomes. Students who are suspected of having misused GenAI in assessment may be required to attend a summary inquiry for suspected misconduct.

It is strongly recommended that students keep records of the development process for all works submitted for assessment, or drafts of work submitted for a work-in-progress review, in a learning portfolio or equivalent. Failure to provide evidence of the development process for assessment may influence a suspicion of GenAI misuse or other forms of academic misconduct. 

 The GenAI for Students Library Guide provides further information, including how to reference GenAI.

Special assessment requirements

All assessment tasks are to be submitted. An aggregate mark of 50% is required to pass this unit.

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.

Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.

Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.

UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).

UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.

Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.

Learner engagement

Approximate breakdown of workload:

Reading and private study: 80 hours

Workshop participation (Intensive days):   20 hours

Assessment tasks: 50 hours

Participation requirements

Online, asynchronous learning will take place during the Pre-Intensive and Post-Intensive phases of the unit.

Students are expected to attend and participate for the three full days of intensive workshops 12-14 April 2025.

Your participation in both the asynchronous modules and the Intensive phase 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. 

Artificial intelligence services must not to be used for assessment or assessment preparation by students unless explicitly allowed in the assessment instructions for an assessment task published with the assessment task and/or in the unit outline. That is, an artificial intelligence services may only be used if:

- its use is authorised by the unit convener as part of a specified assessment task, and 

- it is used in the way allowed in the assessment instructions and/or unit outline, and its use is appropriately referenced, meaning that students must reference the use of AI in their assessment in the same way as they reference other source material.

In-unit costs

None

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.

Next step

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