EDF5781 · A systems approach to implementing inclusive education

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

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

Learning outcomes

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

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: • 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 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.