EDED20506 - Innovative Practices in Disability and Inclusive Education

Showing: 2026 HE Term 1
General Information

Unit Synopsis

Educational leaders in a complex and dynamic environment, have the ability to enact and direct change that can improve the provision of equitable learning outcomes for students. In this unit, you will examine educational setting governance structures, policies and procedures as well as national and global agendas with a view to identifying disability and inclusive education priorities and practices. These frameworks will provide you with opportunities to explore and design innovative changes based on evidence based practice.

Details

Level Postgraduate
Unit Level 8
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Co-requisite: EDED20497 Leadership in the School Context

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2019

Term 1 - 2019 Profile
Online
Term 1 - 2020 Profile
Online

Attendance Requirements

All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Report 50%
2. Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University's Grades and Results Policy for more details of interim results and final grades

Past Exams

Previous Feedback

No previous feedback available

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Source: Unit evaluation
Feedback:
 It would be nice to see some more representation from the international perspective (particularly international schools themselves).

Recommendation:
 Include more papers/resources with an international focus on inclusive education.

Action Taken:
 The unit did not run in 2020 as there were no students. However, in designing the new Master of Educational Leadership units we need to take into account international perspectives- as we are hoping to attract students based outside Australia.
Source: NA
Feedback:
 There was no feedback in 2020 as the unit did not run

Recommendation:
 NA

Action Taken:
 In Progress
Unit Learning Outcomes

On successful completion of this unit, you will be able to:

  1. Analyse disability and inclusive practices in a current educational setting, using evidence based practice to inform change
  2. Examine school governance structures, policies and procedures, as well as national and global agendas in disability and inclusive education and evaluate their implications for disability and inclusive education
  3. Design an innovative change/s to disability and inclusive practices based on the evidence gathered
  4. Justify changes made to practice, communicating these to a wide audience to inform school improvement.

N/A

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Report • •
2 - Written Assessment • •
Alignment of Graduate Attributes to Learning Outcomes
• Professional Level
• Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4
1 - Knowledge •
2 - Communication • •
3 - Cognitive, technical and creative skills • •
4 - Research •
5 - Self-management •
6 - Ethical and Professional Responsibility • • •
7 - Leadership • •
Alignment of Assessment Tasks to Graduate Attributes
• Professional Level
• Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 8
2 - Written Assessment • • • • • •
1 - Report • • • •