Overview
In this unit, you will gain awareness of your professional obligations, roles and responsibilities in relation to the Disability Standards for Education and the way these standards inform policy and procedures for meeting the needs of students with disabilities in inclusive school settings. You will 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. You will 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. You will 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
Pre-requisites or Co-requisites
Pre-requisite: EDED20493 Diversity and Inclusion
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 3 - 2025
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).
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.
Class Timetable
Assessment Overview
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.
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.
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 Unit marking team
Standard descriptors on marking guides
Review descriptors to provide clear indications of task quality
Feedback from Student evaluations and tutor reflection
Learning materials
Remove dated learning materials
- 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 disabilities
- 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 demonstrate the Australian Professional Standards for Teachers 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 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 - Knowledge | |||||
| 2 - Communication | |||||
| 3 - Cognitive, technical and creative skills | |||||
| 4 - Research | |||||
| 5 - Self-management | |||||
| 6 - Ethical and Professional Responsibility | |||||
| 7 - Leadership | |||||
| 8 - Aboriginal and Torres Strait Islander Cultures | |||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
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.
s.murket@cqu.edu.au
Module/Topic
Statistics and Facts About Different Abilities
- Terminology
- Prevalence
- Models of disability
Chapter
Honeybourne, V. (2018). The Neurodiverse Classroom: A Teacher's Guide to Individual Learning Needs and How to Meet Them. Jessica Kingsley Publishers. https://moodle.cqu.edu.au/mod/lti/view.php?id=4246316
Australian Institute of Health and Welfare. (2020). Australia’s children. Cat. no. CWS 69. AIHW https://www.aihw.gov.au/getmedia/6af928d6-692e-4449-b915-cf2ca946982f/aihw-cws-69_australias_children_print-report.pdf?v=20230921161957&inline=true
Australian Network on Disability. (2024). Disability statistics. https://australiandisabilitynetwork.org.au/resources/disability-statistics/
Events and Submissions/Topic
Module/Topic
Professional and Legislative Obligations
- Disability Standards for Education
- Legislating for the rights of the child
- Nationally Consistent Collection of Data on School Students with Disability (NCCD)
Chapter
Australian Government. (2005). Disability Standards for Education 2005 (Cth). https://www.legislation.gov.au/Series/F2005L00767
Australian Government. (1992). Disability Discrimination Act 1992 (Cth). https://www.legislation.gov.au/Series/C2004A04426
Department of Education Queensland Government. (2020). Inclusive education policy. https://ppr.qed.qld.gov.au/pp/inclusive-education-policy [Or equivalent from your State Education Department]
Department of Education, Skills and Employment. (2021). Summary Document - 2020 Review of the Disability Standards for Education 2005. https://www.dese.gov.au/disability-standards-education-2005/2020-review-disability-standards-education-2005/summary-document
Sharp, K., Jarvis, J. M., & McMillan, J. M. (2020) Leadership for differentiated instruction: teachers’ engagement with on-site professional learning at an Australian secondary school. International Journal of Inclusive Education, 24(8), 901-920. https://doi.org/10.1080/13603116.2018.1492639
Strnadová, I., Dowse, L., Danker, J., & Tso, M. (2020). A review and synthesis of educational supports for students with disability: Evidence-based practices in Australia. Summary report. UNSW Sydney.
Events and Submissions/Topic
Module/Topic
Identification and Assessment
- Identity, labelling and the rights of the individual
- Early identification
- Asynchronous development
- Tests, data and funding
Chapter
Australian Association for the Education of the Gifted and Talented. (2021). About Giftedness. http://www.aaegt.net.au/?page_id=753
Australian Curriculum, Assessment and Reporting Authority. (2025). Student diversity.
https://www.australiancurriculum.edu.au/student-diversity
Australian Government Department of Education. (2025). NCCD case studies: Case studies Victorian, Queensland, NCCD. Nationally Consistent Collection of Data. https://www.nccd.edu.au/
Events and Submissions/Topic
Module/Topic
Taking a Team Approach
- Collaboration with internal stakeholders
- Collaboration with external stakeholders
Chapter
Allied Health Professions Australia. (n.d.). Allied health professions. https://www.ahpa.com.au/allied-health-professions
Burkett-McKee, S., Knight, B. A., & Vanderburg, M. A. (2021). Psychological well-being of students with high abilities and their school’s ecology: Is there a relationship? Roeper Review, 43(3), 197–211. https://doi.org/10.1080/02783193.2021.1923593
Mofield, E. L. (2020). Benefits and barriers to collaboration and co-teaching: Examining perspectives of gifted education teachers and general education teachers. Gifted Child Today, 43(1), 20–33. https://doi.org/10.1177%2F1076217519880588
Roy, D. & Armstrong, D. (2019, January 16). What you need to know if your child with a disability is starting school soon. The Conversation. https://theconversation.com/what-you-need-to-know-if-your-child-with-a-disability-is-starting-school-soon-107275
Events and Submissions/Topic
Module/Topic
Formal and Informal Adjustments
- Types and levels of adjustments
- Reasonable adjustments resourcing (RAR) allocation
- Universal design for learning (UDL)
- Adjustments for behavioural reasons
Chapter
Australian Education Research Organisation. (2023). How students learn best: An overview of the learning process and the most effective teaching practices. https://www.edresearch.edu.au/sites/default/files/2023-11/how-students-learn-best-aa_0.pdf
CAST (2024). Universal design for learning guidelines version 3.0 [graphic organizer]. Author. https://udlguidelines.cast.org/more/downloads/#v3-0
Cumming, J. J. (2017, November 23). Standardised tests limit students with disability. The Conversation. https://theconversation.com/standardised-tests-limit-students-with-disability-86763
Education Services Australia. (2022). NCCD: Selecting the level of adjustment. https://www.nccd.edu.au/sites/default/files/2018-10/Level%20of%20adjustment%20provided%20to%20the%20student.pdf
Salinger, R. (2020) Empirically Based Practices to Address Disability Stigma in the Classroom. Journal of Applied School Psychology, 36(3), 324-345. https://doi.org/10.1080/15377903.2020.1749203
The State of Queensland (Department of Education). (2025). Students with disability resourcing—information for students and families. https://education.qld.gov.au/student/Documents/rar-school-information-students-families.pdf
Events and Submissions/Topic
Module/Topic
Students with Academic Needs
- Simplifying content
- Extending content
- Modifying content
- Assistive technologies and instructional practices
Chapter
Alloway, T. P., & Carpenter, R. K. (2020). The relationship among children's learning disabilities, working memory, and problem behaviours in a classroom setting: Three case studies. The Educational and Developmental Psychologist, 37(1), 4-10. https://doi.org/10.1017/edp.2020.1
Australian Dyslexia Association. (2025). Dyslexia, Dysgraphia and Dyscalculia? https://dyslexiaassociation.org.au/support/dyslexiadysgraphia-and-dyscalculia/
Jarvis, J. M. (2018). Designing and adapting curriculum for academically gifted students. In J. L. Jolly & J. M. Jarvis (eds.) Exploring Gifted Education: Australian and New Zealand Perspectives. Chapter 7, pp. 95-111. Taylor & Francis. https://moodle.cqu.edu.au/mod/lti/view.php?id=4246384
Reach Out. (2023). ADHD: Everything You Need to Know. https://au.reachout.com/challenges-and-coping/adhd/everything-you-need-to-know-about-adhd?gad_source=1&gad_campaignid=18819419915&gclid=CjwKCAjwr8LHBhBKEiwAy47uUu7vHFWBRMExSMQcaDoVme_E1X8cnx0Xl4_AsHrTTysifTSgpFJl5BoCnZYQAvD_BwE#2
Events and Submissions/Topic
Module/Topic
Non-Teaching Week
Chapter
Events and Submissions/Topic
Module/Topic
Non-Teaching Week
Chapter
Events and Submissions/Topic
Module/Topic
Students with Communication or Sensory Needs
- Communication needs
- Autism Spectrum Disorder
- Hearing impairment
- Vision impairment
- Assistive technologies and instructional practices
Chapter
Aspect. (n.d.). A Different Brilliant. https://www.aspect.org.au/
Cain, M. & Fanshawe, M. (2019, June 10). Four things students with vision impairment want you (their teachers and friends) to know. The Conversation. https://theconversation.com/four-things-students-with-vision-impairment-want-you-their-teachers-and-friends-to-know-115377
Lowe, H., Henry, L., & Joffe, V. (2019). The effectiveness of classroom vocabulary intervention for adolescents with language disorder. Journal of Speech, Language, and Hearing Research, 62(8), 2829-2846. https://moodle.cqu.edu.au/mod/lti/view.php?id=4246406
Events and Submissions/Topic
Module/Topic
Students with Physical and Wellness Needs
- Mobility needs
- Physical impairment
- Physical wellness
- Psychological wellness
- Assistive technologies and instructional practices
Chapter
Australian Institute of Health and Welfare (AIHW). (2022). Australia’s Children – Health https://www.aihw.gov.au/reports/children-youth/australias-children/contents/health/health-australias-children
Cerebral Palsy Alliance. (2023). About Cerebral Palsy. https://cerebralpalsy.org.au/our-research/about-cerebral-palsy/
Gilmour. M. (2021). Don’t Wait Until They’re Well: School Policy and Technology to Keep Sick Kids Connected. https://stories.uq.edu.au/policy-futures/2021/school-policy-technology-to-keep-sick-kids-connected/index.html
Pinquart, M., & Behle, A. (2021). Adolescents with and without Physical Disabilities: Which Processes Protect Their Self-Esteem?. International Journal of Disability, Development and Education, 68(3), 427-441. https://moodle.cqu.edu.au/mod/lti/view.php?id=4210384
Ronald McDonald Learning Program. (2018). Our Program. https://rmhc.org.au/what-we-do/learning-program/
Tait, K. (2017). Understanding physical impairment in young children. In M. Hyde, L. Carpenter, & S. Dole. Diversity, Inclusion and Engagement (3 ed., pp. 330 – 364). ProQuest Ebook Central. https://ebookcentral.proquest.com/lib/cqu/detail.action?docID=5199514
Events and Submissions/Topic
Module/Topic
Students with Multiple or Complex Needs
- Balancing multiple needs
- Navigating complex needs
- Assistive technologies and instructional practices
Chapter
Australian Childhood Trauma Group. (2020). Home page. https://theactgroup.com.au/
Berry Street. (2024). Home page. https://www.berrystreet.org.au/
Clark, T., & Wormald, C. (2018). Gifted students with disability: Twice-exceptional learners. In J. L. Jolly & J. M. Jarvis (eds.) Exploring Gifted Education: Australian and New Zealand Perspectives (pp. 50-65). Taylor & Francis Group. ProQuest Ebook Central. https://ebookcentral.proquest.com/lib/cqu/detail.action?docID=5257670
Lin, J., & Davidson, P. (2025). Our study of 267,000 kids reveals the hidden burden of multiple developmental conditions. The Conversation. https://theconversation.com/our-study-of-267-000-kids-reveals-the-hidden-burden-of-multiple-developmental-conditions-267114?utm_medium=email&utm_campaign=Latest%20from%20The%20Conversation%20for%20October%2015%202025%20-%203549336187&utm_content=Latest%20from%20The%20Conversation%20for%20October%2015%202025%20-%203549336187+CID_762d28b5e216a120e8fdff41cb334e8f&utm_source=campaign_monitor&utm_term=Our%20study%20of%20267000%20kids%20reveals%20the%20hidden%20burden%20of%20multiple%20developmental%20conditions
Maes, B., Penne, A., Vastmans K., Arthur-Kelly, M. (2020). Inclusion and participation of students with profound intellectual and multiple disabilities. In M. Nind & I. Strnadova (eds.) Belonging for People with Profound Intellectual and Multiple Disabilities: Pushing the Boundaries of Inclusion (pp. 41-58). Taylor & Francis Group. ProQuest Ebook Central. https://ebookcentral.proquest.com/lib/cqu/detail.action?docID=6192185
Events and Submissions/Topic
Module/Topic
Chapter
Clark & Wormald (2018)
Maes et al. (2020)
Lin & Davidson (2025)
Events and Submissions/Topic
Module/Topic
Non-Teaching Week
Chapter
Events and Submissions/Topic
Module/Topic
Non-Teaching Week
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
This unit contains a lot of information and resources about students with a range of special needs. By the end of the unit, you are not expected to be an expert in the range of special needs discussed. However, you are expected to have a greater awareness of the many different needs students in our classes can have, and who you might collaborate with in addition to the student and their families.
In both assignments, you are encouraged to use a professional tone as though you are collaborating with a colleague.
The 72-Hour grace period applies to both assignments. If you need longer than 72 hours, you'll still need to use the normal Assessment Extension System process.
1 Written Assessment
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 Harley, Tyra or Cindy’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.
1. 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]
2. 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]
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]
4. 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:
- On the title page, state if you used any AI tools. If you used any AI tools, explain with examples, how you used the AI tools in your assignment preparation.
- Contemporary citations including from the unit must be used in every section of this assignment.
- Concise formatting is recommended, e.g., tables, dot points, or simple graphics.
- All sections 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.
Week 5 Thursday (11 Dec 2025) 11:45 pm AEST
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.
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.
- 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
2 Written Assessment
Part A (1500-2000 words)
Create a profile of two fictitious students drawn from two different student groupings covered during Weeks 7-10. 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:
- On the title page, state if you used any AI tools. If you used any AI tools, explain with examples, how you used the AI tools in your assignment preparation.
- Current citations including readings from this unit must be embedded into all sections of this assignment.
- Concise formatting is recommended, e.g., tables, dot points, or simple graphics.
- Parts A and B are equally weighted.
- All sub-sections 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: 4000 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.
Week 10 Thursday (29 Jan 2026) 11:45 pm AEST
Assessment Task 2 will be returned to students within appropriate timeframes that accommodate marking, moderation and preparation for Certification of Grades.
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.
- 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 disabilities
- Interpret research literature and primary data sources to make recommendations that support the needs of students with disabilities.
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.
What can you do to act with integrity?
