Course Outline

EDU202 Individual Learner Needs

Course Coordinator:Tracey Sempowicz ( School:School of Education and Tertiary Access

2023Semester 2

UniSC Sunshine Coast

UniSC Moreton Bay

UniSC Fraser Coast

Blended learning Most of your course is on campus but you may be able to do some components of this course online.

Please go to for up to date information on the
teaching sessions and campuses where this course is usually offered.

What is this course about?


In this course you will learn how to support learners in your class who have a range of abilities (physical, sensory, cognitive, language and/or social) and who may require individualized learning support. You will investigate policies, legislation and research that influence classroom practices for children with diverse learning needs. You will also learn about the key principles of adapting curriculum generally, but also planning for key transition periods, such as moving from primary to secondary school and secondary school to the workforce.

How will this course be delivered?

Activity Hours Beginning Week Frequency
Blended learning
Learning materials – You are required to engage and interact with asynchronous materials and activities accessed through Canvas modules, course readings and required texts. 2hrs Week 1 10 times
Tutorial/Workshop 1 – This workshop will be delivered on-campus in scheduled tutorial class time for the engagement and application of learning materials and assessment. 2hrs Week 1 10 times
Seminar – Online 1hr Week 2 6 times

Course Topics

• Theories, practices, concepts, contexts and issues of equity and inclusive education, F-12
• Identification, teaching strategies and classroom accommodation of students with disabilities
• Demonstrate a range of verbal and non-verbal communication strategies to support student engagement
• Assessment of students with special needs and disabilities; accessing educational support services
• Understand strategies for involving and working effectively with parents/carers, colleagues and community representatives to meet student needs/disabilities
• Social and interpersonal development
• Working ethically, sensitively and confidentially with students and parents/carers
• Personal, social/familial, community, legal, and education system influences on development and learning and strategies that support student well-being and safety, regarding a diverse range of learners
• Policies, legislation and research pertaining to a range of student learning needs and disabilities, F-12

What level is this course?

200 Level (Developing)

Building on and expanding the scope of introductory knowledge and skills, developing breadth or depth and applying knowledge and skills in a new context. May require pre-requisites where discipline specific introductory knowledge or skills is necessary. Normally, undertaken in the second or third full-time year of an undergraduate programs.

What is the unit value of this course?

12 units

How does this course contribute to my learning?

Course Learning Outcomes On successful completion of this course, you should be able to... Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... Professional Standard Mapping * Australian Institute for Teaching and School Leadership
1 Critically reflect on your beliefs, values and understanding as a teacher working with a wide range of individual learner needs and how this relates to your interactions with students, and your teaching design, planning, assessment and teaching strategies. Knowledgeable
1.1, 1.2, 1.5, 1.6, 3.3, 3.5, 3.7, 4, 4.1, 4.2, 4.3, 4.4, 4.5, 6.3, 7, 7.1, 7.2, 7.3, 7.4
2 Know and discuss the broad range of ethical and inclusive practices, legislation, policies and procedures for students with special needs and disabilities that support participation in schools and strategies that support student well-being and safety. Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. Empowered
1.1, 1.2, 1.5, 1.6, 3.3, 3.5, 3.7, 4, 4.1, 4.2, 4.3, 4.4, 4.5, 6.3, 7, 7.1, 7.2, 7.3, 7.4
3 Apply your knowledge, understanding and skills as a professional educator to interpret, implement, integrate and adapt learning for individual needs and disabilities. Empowered
1.1, 1.2, 1.5, 1.6, 3.3, 3.5, 3.7, 4, 4.1, 4.2, 4.3, 4.4, 4.5, 6.3, 7, 7.1, 7.2, 7.3, 7.4
4 Identify and promote the importance of involving and working effectively, sensitively and confidentially with colleagues, parents/carers and community representatives to assist in developing teacher professional knowledge and to facilitate productive relationships that achieve positive educational outcomes for individual students. Ethical
1, 1.1, 1.5, 1.6, 3.5, 3.7, 4, 4.1, 4.2, 4.3, 4.4, 4.5, 6.3, 7, 7.1, 7.2, 7.3, 7.4

* Competencies by Professional Body

Australian Institute for Teaching and School Leadership
1 PROFESSIONAL KNOWLEDGE: Know students and how they learn
1.1 Physical, social and intellectual development and characteristics of students: Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2 Understand how students learn: Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities: Demonstrate knowledge and understanding of strategies for differentiating 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: Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
3.3 Use teaching strategies: Include a range of teaching strategies.
3.5 Use effective classroom communication: Demonstrate a range of verbal and non-verbal communication strategies to support student engagement
3.7 Engage parents/carers in the educative process: Describe a broad range of strategies for involving parents/carers in the educative process.
4 PROFESSIONAL PRACTICE: Create and maintain supportive and safe learning environments
4.1 Support student participation: Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2 Manage classroom activities: Demonstrate the capacity to organise classroom activities and provide clear directions
4.3 Manage challenging behaviour: Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4 Maintain student safety: Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
4.5 Use ICT safely, responsibly and ethically: Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
6.3 Engage with colleagues and improve practice: Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
7 PROFESSIONAL ENGAGEMENT: Engage professionally with colleagues, parents/carers and the community
7.1 Meet professional ethics and responsibilities: Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
7.2 Comply with legislative, administrative and organisational requirements: Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
7.3 Engage with the parents/carers: Understand strategies for working effectively, sensitively and confidentially with parents/carers.
7.4 Engage with professional teaching networks and broader communities: Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Am I eligible to enrol in this course?

Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.


(EDU100 or EDU101 and enrolled in Program AE301, ED306, BE301, SE301 or ED304)


Not applicable


Not applicable

Specific assumed prior knowledge and skills (where applicable)

ED304 students (Bachelor of Primary Education) will have successfully completed minimum of 6 Education Courses, not including school placement courses

How am I going to be assessed?

Grading Scale

Standard Grading (GRD)

High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).

Details of early feedback on progress

Feedback will be given following online quiz/zes, commencing in week 3.  In week 3 or 4 of this course a draft copy of your Task 1 assessment will be peer reviewed in your tutorial/workshop.

Assessment tasks

Delivery mode Task No. Assessment Product Individual or Group Weighting % What is the duration / length? When should I submit? Where should I submit it?
All 1 Essay Individual 40%
1000-1200 words
Week 5 Online Assignment Submission with plagiarism check
All 2 Quiz/zes Individual 30%
80-100 mins
Throughout teaching period (refer to Format) Online Test (Quiz)
All 3 Oral and Written Piece Group 30%
15-20 minute presentation in groups + documentation
Week 8 Online Submission
All - Assessment Task 1:Reflective Essay Review of Individual Learner Needs in the Classroom
The goal of this task is to submit a reflective essay. You will review the literature relating to individual learner needs/disabilities in the classroom and reflect on how your growing knowledge will inform your professional practice.
Product: Essay
You are required to refer to current legislation, policy and practices, and to use academic literature relating to inclusive practices and individual learner needs/disabilities in the classroom, to write and submit a reflective essay that addresses the following:
(i) Current legislation, policies and practices in relation to a broad range of individual needs and disabilities in classrooms today. Discuss the ways in which Australian policy and practices are enacted to support student well-being and safety and the implications for teachers.
ii) Apply a “strengths-based” social model of inclusion rather than a “deficit” medical model to address both the strengths and needs of one specific learner need/disability of your choice.
Iii) Critically reflect on the range of inclusive practices that aim to support participation of all students in schools. Also, reflect on your own attitudes, values and beliefs and how these will shape your future role as a teacher.
No. Learning Outcome assessed
Knowledge of the relevant legislative, administrative and organisational policies and practices to support students and create safe environments that inclusively and ethically cater for the broad range of individual learner needs and disabilities.
Identification and analysis of individual learner needs and disabilities in the classroom.
2 3
Critical reflection on your beliefs, values and role as a teacher working with a wide range of individual learner needs; how this relates to ethical interactions with students, and your teaching design, planning and pedagogy.
Written communication and academic literacies including grammar, English expression, APA referencing conventions, and technical accuracy.
All - Assessment Task 2:Quiz/zes
The goal of this task is to demonstrate your knowledge of individual learner needs and your developing capacity to support and encourage all students to learn optimally within the classes you will teach. You will do this via a series of quizzes given throughout the course. The goal of this task is to draw together your understanding of the course topics as the semester progresses.
Product: Quiz/zes
You will undertake quizzes in week3, 5, 7 and 9 in order to determine your knowledge and understanding of legislation, policy and inclusive practices required to cater for the individual needs of all students in the classroom. Each quiz will assess the previous 2 weeks' learning materials and readings. Following each quiz, you will be provided with feedback to reflect on your current understanding of the course topics which in turn may be used to shape and enhance your final assessment item, the professional conversation.
No. Learning Outcome assessed
Knowledge of a broad range of inclusive and ethical practices that support participation and safety/well-being of all students in schools.
1 2
Knowledge of strategies for involving and working effectively with carers and for collaboration with internal and external support staff.
Applied knowledge of practices which support individual learners in given scenarios.
All - Assessment Task 3:Professional Conversation: Individual Learning Needs
The goal of this task is to work collaboratively with colleagues to select one student from provided scenarios, and to discuss, negotiate and formulate appropriate plans for action to support this student with individual learning needs/disabilities. You will also participate as a member of the Learning Support Team, to provide feedback and make recommendations to your colleagues in support of their student.
Product: Oral and Written Piece
You are provided with several student scenarios from which to select one student whose case you will present to your school’s Learning Support Team for consultation and negotiation of future support plans. You are to access sources in addition to the course text. You will work collaboratively with your group to:

• Prepare a presentation about your child for the Support Team meeting
• prepare a two-page fact sheet and reference list to share with your peers
• Upload fact sheet and reference list to Canvas prior to the commencement of the week 8 presentations and provide a copy to your tutor before your presentation.
Preparing for your professional conversation:
• analyse your student’s learning needs
• document and evaluate strategies you have previously trialled with your student
• make recommendations for appropriate interventions, adjustments and support with teaching strategies and assessment (e.g. literacy, numeracy, behaviour), including the use of ICTs.
• discuss communication strategies with key stakeholders (internal and external personnel) and community representatives.
• propose strategies for differentiation of the curriculum
• suggest guidelines for future staff who may work with your student, including recommendations for professional development.

The presentation
Your group will:
present your student’s case in either Week 8, 9 or 10 tutorial (to be negotiated with your tutor) to the Learning Support Team (your peers) for feedback and suggestions on future action plans. You will participate in a professional conversation and provide feedback to other groups on their presentations.
No. Learning Outcome assessed
Knowledge and understanding: inclusive and ethical practices to provide a safe environment that supports individual needs/disabilities and community needs (including documentation and research).
Application of skills: interprets, integrates, adapts learning and assessment for individual needs in a given scenario.
Collaborative skills: engages sensitively and confidentially with parents, support team and other internal and external representatives through effective strategies (listening, responding, questioning, engaging with feedback).
1 4
Oral communication skills: presents key ideas in a synthesised manner using inclusive language and effective time management.

Directed study hours

A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.


Period and Topic Activities

What resources do I need to undertake this course?

Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.

Prescribed text(s) or course reader

Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.

Required? Author Year Title Edition Publisher
Required Hyde, M., Dole, L., & Tait, K. 2021 Diversity, Inclusion and Engagement Fourth Edition Oxford Press

Specific requirements

Students are required to access either an online or hard copy version of the current textbook and recommended resources.
Electronic devices to access the internet during tutorials is an advantage.

How are risks managed in this course?

Health and safety risks for this course have been assessed as low. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.

What administrative information is relevant to this course?

Assessment: Academic Integrity

Academic integrity is the ethical standard of university participation.  It ensures that students graduate as a result of proving they are competent in their discipline.  This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.

Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person.  You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.

In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin.  This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.

Assessment: Additional Requirements

Eligibility for Supplementary Assessment

Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:

The final mark is in the percentage range 47% to 49.4%
The course is graded using the Standard Grading scale
You have not failed an assessment task in the course due to academic misconduct

Assessment: Submission penalties

Late submission of assessment tasks may be penalised at the following maximum rate: 
- 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. 
- 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. 
- A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.


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Study help

For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.

If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or

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AccessAbility Services

Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.

To book a confidential appointment go to Student Hub, email or call 07 5430 2890.

Links to relevant University policy and procedures

For more information on Academic Learning & Teaching categories including:

  • Assessment: Courses and Coursework Programs
  • Review of Assessment and Final Grades
  • Supplementary Assessment
  • Central Examinations
  • Deferred Examinations
  • Student Conduct
  • Students with a Disability

For more information, visit

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