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HE Unit Template
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Inclusive Education
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EDBED1014 - Inclusive Education
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20260200
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Course
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4.3
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2026-09-10
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2026-09-10
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Education
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Institute of Education, Arts & Community
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Education
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Undergraduate
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15
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.125
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070113
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Teacher Education: Special Education
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070113 - Teacher Education: Special Education
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<a href="http://www.federation.edu.au/locate/unit/edbed1014">View unit fees</a>
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Graded (e.g. HD, D, C, etc)
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7
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Bachelor Degree
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Introductory
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1
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<p>This unit is designed to introduce students to the purpose, policy and practice of inclusive education. Emphasis will be placed on developing an understanding of the needs and abilities of diverse learners and ways in which their learning experience be optimised to achieve equitable outcomes. The course has a focus on the planning and design of learning environments, sequences and activities that meet the specific needs of learners across the full spectrum of abilities. Students will acquire knowledge of inclusive legislation, curriculum and ethics; build skills needed to implement inclusive practice, and develop attitudes essential for learning and teaching success.</p>
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<p>Topics to be covered<br>
• The philosophical differences between exclusion, segregation, integration and inclusion.<br>
• Understand how students learn through investigation of learner attributes, diversity and spectrums of difference: including specific needs of learners with disability, giftedness and cultural and linguistic diversity<br>
• Legislation and policy: implications for learning and teaching<br>
• Pedagogical approaches that support full participation and engagement of a full range of abilities, including Universal Design for Learning, Differentiation, Personalised Learning<br>
• Proactive preventative practices that support student participation in the educational setting: climate, culture, instructional practice and physical environment.<br>
• Teaching activities, strategies, communication and resources (including ICT) to support effective experiences for all learners</p>
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<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
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Hidden Page Items
Semester
Semester
0200
Year
Year
2027
Current Year
2026
Breadcrumb Positioning
Handbook
EDBED1014 - Inclusive Education
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EDBED1014 - Inclusive Education
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Unit
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Semester
Semester 1
Semester 2
Summer Semester
Year
2027
2026
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Overview
Key information
Requisites
Learning outcomes
Assessment
FedTASK
Parent Region
Overview
Unit description
<p>This unit is designed to introduce students to the purpose, policy and practice of inclusive education. Emphasis will be placed on developing an understanding of the needs and abilities of diverse learners and ways in which their learning experience be optimised to achieve equitable outcomes. The course has a focus on the planning and design of learning environments, sequences and activities that meet the specific needs of learners across the full spectrum of abilities. Students will acquire knowledge of inclusive legislation, curriculum and ethics; build skills needed to implement inclusive practice, and develop attitudes essential for learning and teaching success.</p>
Unit content
<p>Topics to be covered<br> • The philosophical differences between exclusion, segregation, integration and inclusion.<br> • Understand how students learn through investigation of learner attributes, diversity and spectrums of difference: including specific needs of learners with disability, giftedness and cultural and linguistic diversity<br> • Legislation and policy: implications for learning and teaching<br> • Pedagogical approaches that support full participation and engagement of a full range of abilities, including Universal Design for Learning, Differentiation, Personalised Learning<br> • Proactive preventative practices that support student participation in the educational setting: climate, culture, instructional practice and physical environment.<br> • Teaching activities, strategies, communication and resources (including ICT) to support effective experiences for all learners</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
070113 - Teacher Education: Special Education
Offering:
<p><strong>Semester 2</strong><p>Ballarat - Mt Helen (On Campus)</p><p>Berwick (On Campus)</p><p>Gippsland - Churchill (On Campus)</p><p>On-line Learning</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edbed1014">View unit fees</a>
Requisites
Prerequisite
None
Corequisite
None
Exclusion
None
Learning outcomes
Learning outcomes
<p>On successful completion of this unit, students are expected to gain the following [K]nowledge, [S]kills and [A]pplication of knowledge & skills</p>
Learning Outcomes
Ref
Outcome
K1
<p>Describe a philosophical framework, a range of educational approaches and a variety of teaching strategies that can be used to create inclusive learning environments.</p>
K2
<p>Name and explain inclusive strategies that support the access, participation, engagement and achievement of all learners, including those experiencing disability or additional challenge.</p>
K3
<p>Outline ways in which legislation, curriculum, policy, attitudes and classroom management can impact diverse learners.</p>
S1
<p>Provide multiple options for learners to express, represent and engage with learning through organisation and differentiation of content, process, product and environment.</p>
S2
<p>Organise elements of the educational environment to support the participation and learning of individuals experiencing disability or additional challenge.</p>
S3
<p>Identify and select effective resources to support the engagement and achievement of all learners.</p>
S4
<p>Use inclusive language for effective communication of instructions, directions and feedback.</p>
A1
<p>Identify specific needs of learners with disability and develop teaching strategies to address barriers to their access, participation, engagement and/or achievement.</p>
A2
<p>Create and demonstrate differentiated learning activities that incorporate a variety of resources and multimodal options to support engagement and achievement for all learners.</p>
A3
<p>Respond to learner diversity with sensitivity and respect</p>
Assessment
Learning Tasks and Assessment
Ref
Learning task
Assessment type
Weighting
Learning outcomes assessed
1
<p>Collaborative planning for meeting the needs of diverse learners. Exploring community and school partnerships for authentic inclusive 21st century approaches and practices.</p>
<p>Applied Task</p>
<p>40% - 60%</p>
K1, K2, S1, S2, S4, A1, A2, A3
2
<p>Critical Auto-ethnographic study: Students will maintain a weekly reflective diary of their learning journey. Each diary entry will be annotated with links to legislative, policy and 21st Century best practice research.</p>
<p>Reflective Task</p>
<p>40% - 60%</p>
K1, K3, S2, S3, A3
Supplementary assessment available:
Yes
Supplementary assessment information:
<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
FedTASK
FedTASK
Description of FedTASK outcome
Level
FedTASK 1: Interpersonal
The ability to effectively communicate, interact and work with others both individually and in groups.
<p>Level 1 - Students require directions and boundaries from mentor</p>
FedTASK 2: Leadership
The ability to apply professional skills and behaviours in leading others.
<p>Level 1 - Students require directions and boundaries from mentor</p>
FedTASK 3: Critical Thinking and Creativity
The ability to work in complexity and ambiguity using imagination to create new ideas.
<p>Level 1 - Students require directions and boundaries from mentor</p>
FedTASK 4: Digital Literacy
The ability to work fluently across a range of tools and applications to achieve a range of skills.
<p>Level 1 - Students require directions and boundaries from mentor</p>
FedTASK 5: Sustainable and Ethical Mindset
The ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions.
<p>Level 1 - Students require directions and boundaries from mentor</p>
FedTASK
<p>Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FedTASKs (<strong>T</strong>ransferable <strong>A</strong>ttributes <strong>S</strong>kills and <strong>K</strong>nowledge) provide a targeted focus on five key, transferable Attributes, Skills, and Knowledge that are embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and co-operative learning opportunities.</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
070113 - Teacher Education: Special Education
Offering:
<p><strong>Semester 2</strong><p>Ballarat - Mt Helen (On Campus)</p><p>Berwick (On Campus)</p><p>Gippsland - Churchill (On Campus)</p><p>On-line Learning</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edbed1014">View unit fees</a>
Additional information
Add Info Static Text
Internal reference: EDBED1014 - U4.3