Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course provides an overview of teaching and learning for individuals with a diverse range of abilities and needs in inclusive settings. It aims to develop understanding of what is required to facilitate the learning of a diverse range of students in the regular classroom.
The course is designed to examine how teachers and others should assist students with a diverse range of abilities and needs in the regular classroom. An emphasis is on examining the use of Universal Design for Learning and differentiated instruction. The issue of the use of research-based approaches to teaching and learning is highlighted.
This course may not be offered in person if the enrolment is less than 10 students.
Across the world, inclusive education has been recognised as the most effective approach to welcoming, valuing and supporting diverse learners in shared, general learning environments.
This course is designed to examine the theoretical, research and policy background to inclusive education while exploring practical approaches to inclusive teaching practice.ﾠThe course includes a study of the use of Universal Design for Learning and differentiated instruction, as well as the use of research-based approaches to teaching and learning.
Course requirements
Assumed background
Please note, this course, as part of MEdSt does not prepare students to be teachers.ﾠ
The teacher preparation programs are MTeach(Primary) and MTeach(Secondary).
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC7202
Restrictions
Entry to the Graduate Certificate in Educational Studies and Master of Educational Studies programs.
Quota: Minimum 10 student enrolments for In Person offering
Jointly taught details
This course is jointly-taught with:
- Another instance of the same course
_
Course contact
Course staff
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
The internal offering of this course has been designed for in person mode. Attendance is expected. Sessions will be recorded, though due to potential technical difficulties, availability of recordings cannot be guaranteed.
Aims and outcomes
The course aims to develop understanding of what is required to facilitate the learning of a diverse range of students in the regular classroom.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
demonstrate an understanding of contemporary meanings of inclusive education, diversity and difference, and the diverse ways in which individuals approach their learning;
LO2.
demonstrate knowledge of the links between identifying the diverse learning characteristics of individuals and implementing instruction in inclusive classroom settings;
LO3.
evaluate and/or justify selected pedagogical approaches and practices that meet the needs of a diverse range of learners;
LO4.
complete literature searches using a variety of databases to demonstrate wide reading and deep thinking;
LO5.
access, critique and synthesise theory and/or research and use contemporary literature to develop and sustain argument(s)
LO6.
demonstrate written communication skills (consistent with appropriate conventions of the American Psychological Association Publication Manual).
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation | Task 1 Literature Review Easy Read | 30% 10 A4 page maximum for Easy Read |
11/04/2025 2:00 pm |
| Paper/ Report/ Annotation | Task 2 - Lesson plan improvement | 30% 1000 words INCLUDING references |
16/05/2025 2:00 pm |
| Paper/ Report/ Annotation | Task 3 Plan for improving inclusive practice | 40% 3000 words INCLUDING references |
9/06/2025 2:00 pm |
Assessment details
Task 1 Literature Review Easy Read
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 30% 10 A4 page maximum for Easy Read
- Due date
11/04/2025 2:00 pm
- Learning outcomes
- L01, L04, L05, L06
Task description
In this course, we will be building towards a plan for improving inclusive practice, using the Human Centred Design approach.
The first stages are to understand and to synthesise and these are assessed in this task.
In this task, you are to gain a deep understanding of the research literature that has already been written in the field of your interest. This gives you the opportunity to access, critique and synthesise research to give you a basis for your plan in Task 3.
You will prepare an Easy Read version of your literature review.
Easy Read is becoming increasingly common for researchers to prepare, including for grant applications and government documents.
In class time, you will learn about Human Centred Design Thinking, undertaking narrative literature reviews and preparing Easy Read documents.
Format
Include the following in this order:
1. On a title page, give a 200-word overview that gives a brief introduction to explain your choice of topic, where you searched and the keywords you used.
2. The Easy Read version of your review (maximum 10 A4 pages)
3. Acknowledgements:
a. Person with intellectual disability who has given you feedback on your Easy Read version and how they contributed.
b. Statement about whether or how AI has been used.
4. Appendix containing your narrative review and reference list in APA 7th format. A maximum of 10 references is likely to be sufficient.
Style
· Adherence to the UQ Guide to Using Inclusive Language is required. (Document on Blackboard.)
· APA referencing is required for intext citations in the review in the appendix and the reference list.
· References are not required in the Easy Read version.
· Include a statement about whether or how AI has been used.
Submission
The response is to be submitted via Turnitin on the Blackboard Learn UQ site.
Upload a file as a Word file only. Do not upload pdf files.
You will be able to access the similarity report of Turnitin and resubmit as many times as you wish up to the assignment due date and time. Study the similarity matches and determine if you have referenced appropriately in your review in the appendix. If you need assistance, you may ask the team at Student Services or the librarians. You may also consult your lecturer who will be happy to assist.
The due time has been set at 2pm, following advice from the university. Submission during office hours enables technical support to be available, if required. Please plan your submission upload accordingly. If you need an extension, apply before the due date.
Submission guidelines
See instructions in the assessment folder on Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Task 2 - Lesson plan improvement
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 30% 1000 words INCLUDING references
- Due date
16/05/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L06
Task description
Task overview
If lessons are planned from the start to accommodate as many learning needs as possible, additional adjustments can be minimised. One approach to doing this is through the use of Universal Design for Learning (UDL). In this task, you will use a lesson plan of your choice and indicate improvements that could be made using the principles of UDL as a guide.
Format
In approximately 1000 words (including references):
1. Give context for the lesson (subject, year level) in a short introduction.
2. Indicate improvements to the lesson based on the principles of UDL. Justify your improvements through reference to research or practice evidence.
3. Indicate which areas of learning need these improvements would support.
Include the lesson plan you have chosen to modify as an appendix (not included in the word count). Lesson plans from published sources, such as websites, or through generative AI may be used with appropriate referencing or acknowledgment.
Style
· Adherence to the UQ Guide to Using Inclusive Language is required. (See the Learning Resources section on Blackboard.)
· APA referencing is required for intext citations and the reference list.
· The use of first-person point of view in writing is acceptable.
· Headings are expected.
· The word limit includes references.
· Include a statement about whether or how AI has been used.
· Include the original lesson plan as an appendix after the references.
Submission
The response is to be submitted via Turnitin on the Blackboard Learn UQ site.
You will be able to access the similarity report of Turnitin and resubmit as many times as you wish up to the assignment due date and time. Study the similarity matches and determine if you have referenced appropriately. If you need assistance, you may ask the team at Student Services or the librarians. You may also consult your lecturer who will be happy to assist.
The due time has been set at 2pm, following advice from the university. Submission during office hours enables technical support to be available, if required. Please plan your submission upload accordingly. If you need an extension, apply before the due date.
Submission guidelines
See instructions in the assessment folder on Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Task 3 Plan for improving inclusive practice
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 40% 3000 words INCLUDING references
- Due date
9/06/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06
Task description
Task overview
Students in EDUC7210 typically come from a range of professional backgrounds. Many are, or aspire to be, in education leadership positions.
In this task, you will plan to improve inclusive practice in a context of your choice.
We have been using Human Centred Design Thinking to build a plan for improving inclusive practice.
Task 1 assessed the first two stages: to understand and to synthesise.
This task assesses the next two phases: ideate and prototype.
The inclusive practice you wish to improve is to be in a context that is relevant to you.
For example, you could:
a) plan to improve your own teaching through changing aspects of your classroom planning and practice
b) develop a subject department professional learning program to remove ability-based grouping
c) design a program of whole school improvement of inclusive practice to make your school more effective
The choice of context is yours to make with guidance from your lecturer. The aim is to choose a topic that will be relevant and beneficial to your professional work.
Format
The format will be flexible to account for different approaches to this task. Include the following aspects in the equivalent of 3000 words (including references):
Introduction
o State the context and the aspect of inclusive practice you wish to improve.
Plan of action / recommendations for change
o State what you intend to do.
o When it will be done.
o How you will know if you are effective.
o Who you will involve as a critical friend and the role you would ask them to play.
Justification of your plan
o Justify your selected pedagogical approaches involved in your plan.
o Include research references to support your plan. (Refer to Task 1.)
o Reflect on how your plan supports the development of inclusive practice.
Acknowledgement of whether or how AI has been used
Reference list in APA 7th format
Style
· Adherence to the UQ Guide to Using Inclusive Language is required. (Document on Blackboard.)
· APA referencing is required for intext citations and the reference list.
· The use of first-person point of view in writing is acceptable.
· Headings are expected.
Submission
The response is to be submitted via Turnitin on the Blackboard Learn UQ site.
You will be able to access the similarity report of Turnitin and resubmit as many times as you wish up to the assignment due date and time. Study the similarity matches and determine if you have referenced appropriately. If you need assistance, you may ask the team at Student Services or the librarians. You may also consult your lecturer who will be happy to assist.
The due time has been set at 2pm, following advice from the university. Submission during office hours enables technical support to be available, if required. Please plan your submission upload accordingly. If you need an extension, apply before the due date.
Submission guidelines
See instructions in the assessment folder on Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Little or no understanding or demonstration task requirements,ﾠ no assessment items submitted. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Little understanding or application of key concepts; no demonstration of wider reading; Ideas are confused or incomplete |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Faulty or limited understanding of key concepts; poor demonstration of knowledge and application of ideas, ideas often confused; arguments lack substantiation or are inappropriate |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all basic requirements of the course, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in the course.ﾠ Communicates information and ideas adequately in terms of the conventions of the discipline. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts and skills of the course, going beyond mere description or replication of content knowledge from source materials to show understanding of key ideas, awareness of their relevance, and some use of analytical skills. Communicates information and ideas clearly and fluently in terms of the conventions of the discipline. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding of deeper and subtler aspects of the course, such as the ability to identify and debate critical issues or problems. Uses analytical skills and offers insightful commentary, implications and conclusions.ﾠ Uses a level, styles and means of communication appropriate to the discipline and audience. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates comprehensive and complex understanding and insight of the topics; and proficiency in all of the objectives for the course; very strongly analytical; critically evaluative; able to develop, justify and sustain arguments. Uses a level, style and means of communication of a superior quality and appropriate to the discipline and the audience. |
Additional course grading information
Determining final grades: The final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.
An exemplar to show calculation of the final grade:
All three assignments in this course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows.
A student receives the following three grades
Assignmentﾠ1 (A1): grade of 6 at 30% weighting
Assignment 2 (A2): grade of 5 at 30% weighting
Assignment 3 (A3): grade of 6 at 40% weighting
The final grade for this student taking into account the weighting of each assignment would be:
(6 x 0.30) + (5 x 0.30) + (6 x 0.40) = 1.8 + 1.5 + 2.4 = 5.7
The final grade would be rounded up to the nearest whole number; in this case the grade would be 6.ﾠ
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly acknowledge any use of AI or MT in each instance.
A failure to acknowledge generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
This course has been designed in external mode. There will be weekly zoom classes. Attendance is encouraged. Sessions will be recorded though due to potential technical difficulties, availability of recordings cannot be guaranteed.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks From Week 1 To Week 6 |
Seminar |
Module 1 - Inclusive classroom practice This module will explore differentiation techniques to enable effective inclusive education. Topics will include: Learning outcomes: L01, L02, L06 |
Multiple weeks From Week 7 To Week 9 |
Seminar |
Module 2 - Theoretical perspectives In this module, we will consider inclusive education as a philosophy, process and practice. We will consider frameworks, models and legal underpinnings from an international and local perspective. Key points from the UN Convention on the Rights of People with Disabilities and the Disability Standards for Education will be a focus. Learning outcomes: L01, L03, L04, L05, L06 |
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
Mid-semester Break |
Multiple weeks From Week 10 To Week 13 |
Seminar |
Module 3 - Working in Partnerships Effective inclusive education relies on partnerships with teaching teams, teacher aides, allied professionals such as therapists, family members and the students themselves. In this module we will study: Learning outcomes: L01, L04, L05, L06 |
Additional learning activity information
Weekly learning materials will be found in folders under learning materials on the course Blackboard site. These will be uploaded just prior to the lecture. Pre-reading is not required. Post class individual learning is essential.
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.