Including Learners with Disabilities

Subject EDUC90766 (2014)

Note: This is an archived Handbook entry from 2014.

Credit Points: 12.50
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject is not offered in 2014.

Time Commitment: Contact Hours: 18 hours face to face and 6 hours online learning
Total Time Commitment:

120 hours

Attendance at all classes (tutorial/seminars/practical classes/lectures/labs/online classes) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

Prerequisites: None
Corequisites: None
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison website:


Education Student Centre
234 Queensberry Street
Call: 13 MELB (13 6352)

Subject Overview:

In this subject, students will complete an individually negotiated project in which the student undertakes a literature review of current theories and principles underpinning the inclusion of children with disabilities in early childhood intervention or school education. Students will trace the research into the evolution of educational practices for children and students with disabilities, and contrast to current educational policy and practice. The research project will culminate with students synthesising the findings of their work in a written research proposal outlining a proposed investigation to address a challenge in the area of inclusive education. A hurdle requirement for this subject is that students will also provide an oral presentation of their findings, which should incorporate a reflection on the key learnings and understandings they have gained from their studies.

Learning Outcomes:

On completion of this subject, students should be able to:

  • Demonstrate in-depth knowledge of children and students with disabilities and strategies to facilitate their inclusion
  • Demonstrate a capacity to engage in critical, reflective discussion in relation to inclusive education
  • Apply analytical and critical thinking skills in relation to theories and practices influencing inclusive education

There are two assessment tasks:

  • Literature Review that generates a research question (2500 Words) due mid semester, 50%
  • Research Proposal (including oral presentation) (2500 Words)due end of semester, 50%

Prescribed Texts: None
Breadth Options:

This subject is not available as a breadth subject.

Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills:

On completion of this subject, students should be able to:

  • Demonstrate their capacity and skills to review research
  • Identify gaps within the literature and formulate a research question(s) in response to them
  • Select appropriate research methodologies to explore an issue
  • Synthesise educational research to formulate a research question(s)
  • Position their research question within the broader theoretical framework
  • Demonstrate cultural sensitivity, understanding and problem solving when interpreting educational research
Links to further information:
Related Course(s): Master of Education (Special Education Inclusion and Early Intervention)
Master of Education (Special Education, Inclusion & Early Intervention)
Master of Education (Stream 100B)Coursework
Master of Education (Stream 150)
Postgraduate Certificate in Education (SE,I&EI)

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