EDF5781 A systems approach to implementing inclusive education
Faculty of Education
EDF5781 A systems approach to implementing inclusive education is a level 5, 6-credit-point, postgraduate unit from the Faculty of Education, offered in 2024 in Semester 2 at Clayton. It needs EDF5611 and EDF5610.
- Credit points
- 6
- Offered in 2024
- Semester 2
- Clayton
- Assessment
- No exam
- 2 tasks
- Workload
- 144 hours
- per semester
This is the 2024 handbook entry. See the 2027 entry.
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Requisites
Before EDF5781
Prerequisites
Pass these before you enrol.
After EDF5781
No unit lists EDF5781 as a prerequisite in the 2024 handbook.
Overview
This unit focuses on multiple tiers of support and how this can be used across schools and systems to improve educational outcomes, establish equitable practices and evaluate educational practices. The multiple tiers of support framework is a data-based decision-making approach that is grounded in prevention science. It is designed to improve the effectiveness of schools through the coordinated delivery of evidence-based instruction and intervention to every learner on the basis of need. The unit examines the research on systems of support and how it can be used to improve academic and behavioral progress for all, by reducing the segregation and exclusion of students with disabilities. In the unit you will examine effective practices, consider identification methods to identify those in need of more intensive intervention, and explore the selection and coordination of evidence-based practices. The focus will therefore centre on instruction and intervention across increasingly intensive tiers of support, as well as monitoring the progress of learners receiving intervention support.
Offerings in 2024
| Teaching period | Campus | Mode |
|---|---|---|
| Second semester | Clayton | Flx blk |
Assessment
- Annotated bibliography (2000 words or equivalent)50%
- Evaluation of a personalised learning plan (2000 words or equivalent)50%
Learning outcomes
When you finish this unit, you should be able to:
- 1
understand the key principles of utilising systems of support within schools and systems
- 2
synthesize research relating to existing models of support in schools and systems
- 3
understand the rationale for using a systems of support framework to improve equity and inclusion within a school or a school system
- 4
demonstrate an understanding of prevention science and data-based decision-making
- 5
reflect on the need for effective collaboration with students, families, educators and clinicians to effectively support educational planning for students with disabilities.
Workload and teaching
- Tutorials24 hours
- Teaching approachActive learning
The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study.
Usually, you can expect to engage with:
A. Clayton enrolment
• 12 hours of scheduled learning delivered on campus via weekly/regular directed learning activities, 12 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
• 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^
^ International students studying in Australia are not permitted to undertake this scheduled learning delivery mode
B. Kaplan enrolment
• 12 hours of scheduled learning delivered synchronously on campus and/or online via regular directed learning activities, 12 hours of scheduled learning delivered online via synchronous and/or asynchronous directed learning activities and the remaining hours to be allocated towards self-directed/independent study
Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement
You will be provided with the opportunity to engage with relevant literature and resources. Further, you will be encouraged to deepen your understanding of topic areas through collegial discussion and debate, and by participating in activities designed to extend your understanding.
Learning resources
Recommended resources
Please visit the unit Moodle site for further information.
Where it fits
EDF5781 is part of 1 area of study in the 2024 handbook.
Contacts
- Chief Examiners
- Dr Penny Round
- Unit Coordinators
- Dr Karina Barley
Common questions
When is EDF5781 offered?
In 2024, EDF5781 runs in Semester 2 at Clayton.
How much work is EDF5781?
The handbook expects about 144 hours of study across the semester. No students have rated its difficulty yet.
Does EDF5781 have an exam?
No. EDF5781 has 2 assessment tasks and no exam.
Which majors and minors include EDF5781?
EDF5781 is part of Inclusive and special education.