EDF5778 · Research project in inclusive education and applied behaviour analysis

Overview

Creating equitable learning and teaching opportunities for marginalized and vulnerable populations has progressing become a feature of the social justice agenda. Additionally, both theoretical and pragmatic approaches have been explored to address social inequities, and steer toward the removal of barriers, fostering high equality education for all. Given this central tenet of inclusivity, it is notable that research processes are the exception rather than the norm. There is an apparent disjunction however between research conducted in the field and the enactment of practice to reduce social inequity. This gap represents a significant challenge for educators, governments and students that this unit will address. More specifically, this unit covers all aspects of the conduct of research with a specialist focus on inclusive education and applied behaviour analysis. You will undertake a study program in research design and under the guidance of a staff member, plan an independent research project. This project involves designing research in relation to previous work on the topic of the study, understanding how to gain ethical approval for data collection or use of data, data gathering, data entry and analysis using appropriate statistical or within-subject research techniques or methodologies, the preparation of a literature review and brief research report as the assessment tasks.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. demonstrate an understanding of the empirical research in the field of inclusive education and/or applied behaviour analysis
2. demonstrate, describe, apply and evaluate the different research methods used by educators and researchers in the field of inclusive education and/or applied behaviour analysis
3. synthesize and apply knowledge involved in inclusive program evaluations and/or applied behaviour analysis program evaluations
4. utilize knowledge of applied behaviour analysis and/or inclusive education to evaluate the validity of research conclusions
5. interact with data related to an independent research project in the field of inclusive education and/or applied behaviour analysis, and communicate this through coherent and informed writing
6. demonstrate an understanding of appropriate research methodologies in inclusion research and/or research in applied behaviour analysis
7. generate independent ideas for research purposes, reflecting on how these ideas align with key debates in the field selected.

Workload

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.

Student experience, not official rules. Nothing here changes what the Handbook says.