EDF5632 Understanding inclusion
Faculty of Education
EDF5632 Understanding inclusion is a level 5, 12-credit-point, postgraduate unit from the Faculty of Education, offered in 2027 in Semester 2 at Clayton. It has no prerequisites.
- Credit points
- 12
- Offered in 2027
- Semester 2
- Clayton
- Assessment
- No exam
- 2 tasks
- Workload
- 288 hours
- per semester
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Requisites
Before EDF5632
No prerequisites or corequisites besides the enrolment rules below.
After EDF5632
No unit lists EDF5632 as a prerequisite in the 2027 handbook.
Enrolment rules
Corequisite
Must be enrolled in D6014 or D6018 Master of Inclusive Education
Overview
This unit builds on your understanding of the rationale and conceptual basis of inclusive education and introduces you to key concepts and skills essential to understand how it should be implemented. A central emphasis of the unit is on the ways in which schools and systems can be transformed to ensure a high-quality and inclusive education is provided to all learners without exception. You will examine the various social, political, and economic forces that underpin and influence inclusive education practices at global, national and local levels. You will then explore how barriers to learning and participation can be understood through the social model of disability and consider the implications of this for practice. Finally, you will learn key skills in working with research evidence to select the most effective and appropriate practices for teaching all students to learn and engage positively at school.
Offerings in 2027
| Teaching period | Campus | Mode |
|---|---|---|
| Second semester | Clayton | Flx blk |
Assessment
- Reflective essay on inclusion (4000 words or equivalent)Project50%
- Literature review on an inclusive practice (4000 words or equivalent)Written50%
Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.
Learning outcomes
When you finish this unit, you should be able to:
- 1
analyse historical, legal and policy developments that have shaped inclusive education and explain their implications for schools and systems
- 2
explain and critically compare key concepts and frameworks in inclusive education, including models of disability and ideas of inclusion, exclusion, equity and justice
- 3
identify and analyse social, political and economic factors that produce educational exclusion and marginalisation at system, school and classroom levels
- 4
use the social model of disability and related frameworks to identify barriers to learning and participation and consider implications for transforming practice
- 5
locate, synthesise and critically evaluate research on inclusive education to inform decisions about effective practices that support all students to engage positively and learn at school.
Workload and teaching
- Lectures12 hours
- Tutorials24 hours
- Teaching approachActive learning
The minimum total expected workload to achieve the learning outcomes for this unit is 288 hours per teaching period comprising a mixture of scheduled learning activities and independent study.
Usually, you can expect to engage with:
- 12 hours of scheduled learning delivered on campus via weekly/regular directed learning activities, 24 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities and the remaining hours to be allocated towards self-directed/independent study
OR - 36 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities and the remaining hours to be allocated towards self-directed/independent study^
^ International students studying in Australia are not permitted to undertake this scheduled learning delivery mode.
Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.
You will engage with set readings and respond to prompts designed to support the development of your understanding and mastery of the skills being taught. These responses scaffold your development in formal assessment tasks and provide you with the opportunity to engage in self and peer feedback.
Learning resources
Recommended resources
Please visit the unit Moodle site for further information.
Contacts
- Unit Coordinators
- Dr Kate De Bruin
- Chief Examiners
- Dr Kate De Bruin
Common questions
What are the prerequisites for EDF5632?
EDF5632 has no prerequisites, but enrolment rules apply.
When is EDF5632 offered?
In 2027, EDF5632 runs in Semester 2 at Clayton.
How much work is EDF5632?
The handbook expects about 288 hours of study across the semester. No students have rated its difficulty yet.
Does EDF5632 have an exam?
No. EDF5632 has 2 assessment tasks and no exam.