CQUniversity Unit Profile

EDED13435 - Students with Special Needs

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All details in this unit profile for EDED13435 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

General Information

Overview

In the unit "Students with Special Needs", pre-service teachers gain awareness of their professional obligations, roles and responsibilities in relation to the Disability Standards for Education and the way that these standards inform policy and procedures for meeting the needs of students with disabilities in inclusive school settings. They build knowledge of the definitions and criteria used to categorise disabilities in educational environments and explore the concept of “person first” approaches to meeting the needs of learners with disability in the middle years of schooling. Students take an holistic view of supporting the access and participation of learners with special needs and evaluate specific differentiation, accommodation and management strategies to make recommendations that support inclusion, wellbeing, safety and learning of all students in inclusive mainstream settings. They research and document examples of good practice for consulting with students, parents, specialist services and wider community support agencies and demonstrate knowledge of how to access and facilitate partnerships that improve the educational outcomes for individuals with disabilities.

Details

Career Level: Undergraduate

Unit Level: Level 3

Credit Points: 6

Student Contribution Band: 7

Fraction of Full-Time Student Load: 0.125

Pre-requisites or Co-requisites

Prerequisite:- EDED11457

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).

Offerings For Term 2 - 2025

Online

Rockhampton

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).

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Please visit Moodle for more information.

Class and Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate 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.

Class Timetable

Regional Campuses

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville

Metropolitan Campuses

Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Written Assessment

Weighting: 50%

2. Written Assessment

Weighting: 50%

Assessment Grading

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.

CQUniversity Policies

All University policies are available on the CQUniversity Policy site.

You may wish to view these policies:

Grades and Results Policy
Assessment Policy and Procedure (Higher Education Coursework)
Review of Grade Procedure
Student Academic Integrity Policy and Procedure
Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
Monitoring Academic Progress (MAP) Policy and Procedure - International Students
Student Refund and Credit Balance Policy and Procedure
Student Feedback - Compliments and Complaints Policy and Procedure
Information and Communications Technology Acceptable Use Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.

Previous Student Feedback

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.

Feedback from SUTE, email and forum comments

Feedback

Unit content

Recommendation

Continue to emphasise the links between theory, legislative or policy requirements and practical aspects of the content.

Feedback from SUTE, email and forum comments

Feedback

Assignment requirements

Recommendation

Continue to refine explanations and supplied resources connected with the assignments.

Feedback from SUTE, email and forum comments

Feedback

Interaction with teaching team

Recommendation

Continue to respond to forum and email messages as promptly as practical. Encourage teaching team to also do this.

Unit Learning Outcomes

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

Appraise the roles and responsibilities of educational stakeholders under legislation and policy for students with disabilities
Propose processes that overcome barriers to successful inclusion of students with disabilities
Evaluate strategies that support the psychological wellbeing, behaviour, accessibility and learning of students with special needs within whole class groups
Explain the rationale for accommodations and modifications that support the learning and social needs of students with disability
Interpret research literature and primary data sources to make recommendations that support the needs of students with disabilities.

Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:

1.1 Physical, social and intellectual development and characteristics of students

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

1.6 Strategies to support full participation of students with disability

2.6 Information and Communication Technology (ICT)

3.7 Engage parents/carers in the educative process

4.1 Support student participation

4.3 Manage challenging behaviour

4.4 Maintain student safety

6.2 Engage in professional learning and improve practice

6.4 Apply professional learning and improve student learning

7.2 Comply with legislative, administrative and organisational requirements

7.3 Engage with the parents/carers

7.4 Engage with professional teaching networks and broader communities

Alignment of Learning Outcomes, Assessment and Graduate Attributes

N/A Level

Introductory Level

Intermediate Level

Graduate Level

Professional Level

Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks	Learning Outcomes
	1	2	3	4	5
1 - Written Assessment - 50%
2 - Written Assessment - 50%

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes	Learning Outcomes
	1	2	3	4	5
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
9 - Social Innovation
10 - First Nations Knowledges
11 - Aboriginal and Torres Strait Islander Cultures

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks	Graduate Attributes
	1	2	3	4	5	6	7	8	9	10	11
1 - Written Assessment - 50%
2 - Written Assessment - 50%

Textbooks and Resources

Textbooks

There are no required textbooks.

Additional Textbook Information

There is no prescribed textbook for this unit.

Reading resources for this unit are a combination of journal articles, book chapters and websites. All reading resources are compiled in the eReading list found in Moodle.

IT Resources

You will need access to the following IT resources:

CQUniversity Student Email
Internet
Unit Website (Moodle)

Referencing Style

All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)

For further information, see the Assessment Tasks.

Teaching Contacts

Emma De Heaume Unit Coordinator
e.deheaume@cqu.edu.au

Events and Submissions/Topic

Information Product (1500-2000 words)

Due: Wednesday, 20 August 20 225

Assessment Task 1 - Information Product Due: Vacation Week Wednesday (20 Aug 2025) 11:45 pm AEST

Week 6

Begin Date: 25 Aug 2025

Module/Topic

Topic 6: Informal adjustments

Chapter

Universal Design for Learning guidelines graphic (CAST, 2024)
Salinger (2020)
Students with diverse needs [or equivalent section] from your State Education Department’s website (2024)

Events and Submissions/Topic

Week 7

Begin Date: 01 Sep 2025

Module/Topic

Topic 7: Students with academic needs

Chapter

Vodickova et al. (2023)

Review of the unit

Chapter

Events and Submissions/Topic

Review/Exam Week

Begin Date: 13 Oct 2025

Module/Topic

Chapter

Events and Submissions/Topic

Informed interactions in the classroom

Due: Monday, 13 October 2025

Assessment Task 2 - Informed Interactions in the Classroom Due: Review/Exam Week Monday (13 Oct 2025) 11:45 pm AEST

Exam Week

Begin Date: 20 Oct 2025

Module/Topic

Chapter

Events and Submissions/Topic

Assessment Tasks

1 Written Assessment

Assessment Title

Assessment Task 1 - Information Product

Task Description

Develop an information product (1500 – 2000 words) that applies recommendations from the 2020 Review of the Disability Standards for Education 2005.

The information product is to be based on Tyra, Joseph or Charlotte’s stories found inside the Resources and Tools portal of the NCCD's website. The audience will be the stakeholders at your selected student’s next school in your own State/Territory.

Using your selected student’s story, extrapolate appropriate transition strategies to support inclusive student participation and engagement in classroom activities and transition processes best suited to their psychological wellbeing, behaviour, accessibility and learning needs. Justify how these strategies reflect your State or Territory's Inclusive Education Policy. [APST 1.1 & 4.1]
Construct a list of strategies the staff at the new setting could implement in a sensitive and confidential manner to maintain the interrelated involvement of key stakeholders including parents/carers in the educative process. Explain why these strategies could enhance your selected student’s participation in learning opportunities on the same basis as their peers. [APST 3.7 & 7.3]
Summarise legislation and systemic policies plus teaching and learning resources that may assist with the successful inclusion of your selected student. Defend your choices. [APST 1.5, 1.6 & 7.2]
Recommend professional development avenues for stakeholders in the new setting. Discuss the relevance and positive impact of each avenue on the selected student’s wellbeing and learning. [APST 6.4 & 7.4]

Note:

Contemporary citations including from the unit must be used in every section of this assignment.
All sections of this assignment are equally weighted.

Word count for written assignments:

The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.
Word count for this assignment: 2000 words maximum.

AI Assessment scale tool:

Level 2 - You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas. Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity.

Assessment Due Date

Vacation Week Wednesday (20 Aug 2025) 11:45 pm AEST

Return Date to Students

Assessment Task 1 will be marked, moderated and returned to students in a timely manner that provides sufficient time for feedback to inform Assessment Task 2 submission.

Weighting

50%

Assessment Criteria

Selection and justification of relevant inclusive transition strategies applicable to the selected student's psychological wellbeing, behaviour, accessibility and learning needs. [APST 1.1 & 4.1]

Compilation of strategies designed to maintain parent/carer and other stakeholder involvement sensitively and confidentially in the educative process. [APST 3.7 & 7.3]

Defence of selected legislation, policies and resources relevant to the successful inclusion of your selected student. [APST 1.5, 1.6 & 7.2]

Recommendation and justification of professional development avenues related to the selected student's wellbeing and learning needs. [APST 6.4 & 7.4]

Application of academic conventions and professional literacy competence.

Referencing Style

American Psychological Association 7th Edition (APA 7th edition)

Submission

Online

Submission Instructions

Task to be submitted as a Word Docx file (or equivalent file) that adheres APA style protocols.

Learning Outcomes Assessed

Appraise the roles and responsibilities of educational stakeholders under legislation and policy for students with disabilities
Propose processes that overcome barriers to successful inclusion of students with disabilities

Graduate Attributes

Communication
Problem Solving
Critical Thinking
Information Literacy
Ethical practice

2 Written Assessment

Assessment Title

Assessment Task 2 - Informed Interactions in the Classroom

Task Description

Part A (1500-2000 words)

Create a profile of two fictitious students drawn from two different student groupings covered during Weeks 6-11. One student must have a medically diagnosed special need.

For each student:

Using the current literature, summarise the student's possible academic, biological, and social functioning. Ensure positive and challenging aspects are considered. [APST 1.1 & 6.2]
List assistive aids or other ICT resources the student might use. State the relevance of each. [APST 2.6]
List a range of collaborative strategies with parents/carers and other stakeholders such as external professionals, community representatives and service providers. Demonstrate how the collaboration broadens your professional knowledge and practice in supporting students with a range of needs. Explain how working effectively, sensitively and confidentially with parents/carers could be maintained throughout the educative process. [APST 3.7, 7.3 & 7.4]

Part B (1500-2000 words)

Using a previously taught lesson and transition (to a break or another lesson) as a basis, provide brief contextual information about a hypothetical class. Outline demographic details, year level, subject and curriculum focus. Both profiled students from Part A are members of this class.

Propose inclusive accommodations and modifications which show your ability to promote student wellbeing, learning, and safety while managing social participation and practical approaches to managing challenging behaviour of all students in your hypothetical class including the specific students profiled in Part A.
Identify strategies you would use to support inclusive student participation and engagement in the planned classroom activities. Aim for quality over quantity.
Justify these adjustments and demonstrate how the adjustments comply with school and/or system, curriculum and legislative requirements. [APST 1.5, 1.6, 4.1, 4.3 & 4.4]
Document how you will take ownership of your professional learning and your mental health when interacting with a group of students like your hypothetical class. [APST 6.4]

Note:

Current citations including readings from this unit must be embedded into all sections of this assignment.
Parts A and B are equally weighted.
All sub-sections are equally weighted.

Word count for written assignments:

AI Assessment scale tool:

Assessment Due Date

Review/Exam Week Monday (13 Oct 2025) 11:45 pm AEST

Return Date to Students

Assessment Task 2 will be returned to students within appropriate timeframes that accommodate marking, moderation and preparation for Certification of Grades.

Weighting

50%

Assessment Criteria

Creation of profiles showing students' individuality. [APST 1.1 & 6.2]

Identification of aids and resources for use by the student. [APST 2.6]

Compilation of collaborative strategies with internal and external stakeholders, including parents/carers. [APST 3.7 & 7.4]

Explanation of how sensitivity and confidentiality towards the students and their family will be maintained throughout the educative process. [APST 7.3]

Documentation of adjustments which address student well-being, learning, safety, social participation, and challenging behaviours. [APST 1.5, 1.6, 4.1 & 4.3]

Justification of adjustments and demonstration of compliance with educational and legal requirements. [APST 4.4]

Reflection on ways of engaging in professional learning and attending to your own mental health. [APST 6.2 & 6.4]

Application of academic conventions and personal literacy competence.

Referencing Style

American Psychological Association 7th Edition (APA 7th edition)

Submission

Online

Submission Instructions

Task to be submitted as a Word Docx file (or equivalent file) that adheres APA style protocols.

Learning Outcomes Assessed

Appraise the roles and responsibilities of educational stakeholders under legislation and policy for students with disabilities
Propose processes that overcome barriers to successful inclusion of students with disabilities
Evaluate strategies that support the psychological wellbeing, behaviour, accessibility and learning of students with special needs within whole class groups
Explain the rationale for accommodations and modifications that support the learning and social needs of students with disability
Interpret research literature and primary data sources to make recommendations that support the needs of students with disabilities.

Graduate Attributes

Communication
Problem Solving
Critical Thinking
Information Literacy
Team Work
Information Technology Competence
Cross Cultural Competence
Ethical practice

Academic Integrity Statement

As a CQUniversity student you are expected to act honestly in all aspects of your academic work.

Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.

When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.

Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.

As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.

What is a breach of academic integrity?

A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.

Why is academic integrity important?

A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.

Where can I get assistance?

For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.