EUN681 Inclusive Education: Policy and Practice Foundations
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN681 |
|---|---|
| Prerequisite(s): | EUN639 or EUZ639 |
| Antirequisite(s): | LCN629 |
| Equivalent(s): | EUZ681 |
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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| CSP student contribution | $289 |
| Domestic tuition unit fee | $1,608 |
| International unit fee | $2,172 |
Unit Outline: Flexible Period - 06A 2025, Online (Start Date: 06 May 2025)
| Unit code: | EUN681 |
|---|---|
| Credit points: | 6 |
| Pre-requisite: | EUN639 or EUZ639 |
| Equivalent: | EUZ681 |
| Anti-requisite: | LCN629 |
Overview
Inclusive education is a process of systemic transformation that begins with educators acquiring the knowledge and skills necessary to ensure that all learners can access and participate in high-quality, age-appropriate curriculum, pedagogy and assessment in regular classrooms and early childhood education and care settings. This unit steps through the fundamental knowledge that inclusive educators need to collaborate as members of multidisciplinary teams in designing accessible learning experiences using inclusive practices. Together with EUN639, EUN681 provides a strong foundation for the three other core units in the Inclusive Education specialization: EUN640 Understanding Reading and Writing Difficulties, EUN641 Multi-tiered Supports for Diverse Learners, and EUN642 Creating Positive Learning Environments.
Learning Outcomes
On successful completion of this unit you will be able to:
- Understand relevant policy documents and processes, including the Nationally Consistent Collection of Data on School Students with a Disability (NCCD) and the Queensland Department of Education Inclusive Education policy (CLO 1.1, 2.1)
- Make reasonable adjustments to curriculum, pedagogy and assessment in consultation with learners and in collaboration with parents, allied health professionals and teacher aides (CLO 2.4)
- Apply universal principles to design accessible, age-appropriate learning experiences in inclusive environments (CLO 3.1).
Content
This unit will cover the following topics:
- Relevant policy documents guiding the implementation of inclusive education.
- Inclusive school reform, ethical school leadership, professional collaboration, maximising teacher aides, partnering with parents.
- Universal approaches to designing accessible curriculum, pedagogy and assessment.
Learning Approaches
In this unit you will learn through engaging in the following:
- Lectorials with leading inclusive education experts and guest speakers
- Weekly readings
- Recap workshops to prepare for assessment
- Authentic assessment tasks designed to support real-world application of unit content.
Feedback on Learning and Assessment
In this unit, formative and summative feedback will be provided as follows:
- Formative feedback will be provided by way of an assessment discussion forum, through weekly lectorials, and a re-cap workshop.
- Core knowledge needed for the Assessment will be developed in the assessment, using the extensive feedback provided by means of written comments on the assessment item.
Assessment
Overview
You are required to complete one assessment task: a problem solving task.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Problem Solving Task
Use what you have learned throughout the unit to consider the educational barriers typically experienced by learners with disability. Draw on the social model of disability to identify and describe these barriers using scenarios developed from your own experiences and relevant to your educational context. Show how these barriers can be eliminated using universal approaches (e.g., Universal Design for Learning) and reasonable adjustments to curriculum, pedagogy, assessment and educational environments. Demonstrate how you would consult the learner/s and/or partner with parents in the process of identifying barriers and designing adjustments. You will also consider how best to use teacher aides, if appropriate.
Relates to learning outcomes
CLOs 1.1, 2.1, 2.4, 3.1
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Prescribed text(s)
Graham, L.J., (Ed) (2023). Inclusive education for the 21st century: Theory, policy and practice (2nd ed.). Routledge.
Risk Assessment Statement
There are confronting topics included in this unit and these may be distressing to some students. There are also communication risks associated with making comments on Canvas. These risks can be mitigated through the use of inclusive language and respect for human dignity; both are core elements of inclusive education.