School of Education

EDST4080
Special Education: Inclusive Strategies

Term 3 2021
Contents
1. LOCATION ................................................................................................................................. 3
2. STAFF CONTACT DETAILS ..................................................................................................... 3
3. COURSE DETAILS .................................................................................................................... 3
STUDENT LEARNING OUTCOMES ......................................................................................... 4
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS ........................................... 4
NATIONAL PRIORITY AREA ELABORATIONS ....................................................................... 4
4. RATIONALE FOR THE INCLUSION OF CONTENT AND TEACHING APPROACH .............. 5
5. TEACHING STRATEGIES ......................................................................................................... 5
6. COURSE CONTENT AND STRUCTURE.................................................................................. 5
7. RESOURCES ............................................................................................................................. 8
8. ASSESSMENT ........................................................................................................................... 9

IMPORTANT:
For student policies and procedures relating to assessment, attendance and student support,
please see website, https://education.arts.unsw.edu.au/students/courses/course-outlines/

The School of Education acknowledges the Bedegal people as the traditional custodians of the
lands upon which we learn and teach.
1. LOCATION
Faculty of Arts, Design & Architecture
School of Education
EDST4080 Special Education: Inclusive Strategies (6 units of credit)
Term 3 2021

2. STAFF CONTACT DETAILS

Course Coordinator: Iva Strnadová
Office Location: Morven Brown Building, G23
Email: i.strnadova@unsw.edu.au
Availability: Via email

3. COURSE DETAILS
Course Name Special Education: Inclusive Strategies
Credit Points 6 units of credit (uoc)
Workload Includes 150 number of hours including class contact hours, readings,
class preparation, assessment, follow up activities, etc.
Schedule http://classutil.unsw.edu.au/EDST_T3.html#EDST4080T3

SUMMARY OF COURSE

This course provides an overview of the field of special and inclusive education. It surveys the
characteristics, training, and educational needs of students with a disability. The course emphasizes
accommodating students with a disability in inclusive settings, including legal mandates and
regulations; characteristics and educational needs of students with a disability; and evidenced-based
practices which can be used with these students in the general education classroom.

By the end of the course, students will have a broad overview of the field and its key concepts, issues,
and the relevant Department of Education policies. They will be conversant with the main categories of
students with a disability and know some ways of accommodating for these students in the inclusive
classroom.

THE MAIN WAYS IN WHICH THE COURSE HAS CHANGED SINCE LAST TIME AS A RESULT OF
STUDENT FEEDBACK:

• New readings and resources have been included.

 STUDENT LEARNING OUTCOMES
Outcome Assessment/s
Demonstrate proficiency in the knowledge of the current issues and attitudes
1 affecting policymaking, identification of needs, and educational provision for diverse 1,2
students in NSW.
2 Understanding of differentiated instruction and layered curricula 2
Demonstrate the ability to apply research-based decision making to select
3 1,2
appropriate programming options for students with diverse needs.
Develop strategies to implement Board of Studies (BOS) syllabus documents
4 including Life Skills outcomes and content, and additional literacy and numeracy 2
support.

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS

Standard Assessment/s
Demonstrate knowledge of teaching strategies that are responsive to the learning
1.3.1 strengths and needs of students from diverse linguistics, cultural, religious, and 2
socioeconomic backgrounds
Demonstrate broad knowledge and understanding of the impact of culture, cultural
1.4.1 identity, and linguistic background on the education of students from Aboriginal and 2
Torres Strait Islander backgrounds
Demonstrate knowledge and understanding of strategies for differentiating teaching
1.5.1 1,2
to meet the specific learning needs of students across the full range of abilities
Demonstrate broad knowledge and understanding of legislative requirements and
1.6.1 1,2
teaching strategies that support participation and learning of students with disability
Set learning goals that provide achievable challenges for students of varying
3.1.1 2
characteristics
Describe a broad range of strategies for involving parents/carers in the educative
3.7.1 1,2
process
Identify strategies to support inclusive student participation and engagement in
4.1.1 1,2
classroom activities
Understand strategies for working effectively, sensitively, and confidentially with
7.3.1 1,2
parents/carers

NATIONAL PRIORITY AREA ELABORATIONS

Priority area Assessment/s

A. Aboriginal and Torres Strait Islander Education 1, 2, 3, 4, 5,11,12,13 2

B. Classroom Management 1, 2, 3, 4, 5, 9,11,12,13 1,2

C. Information and Communication Technologies 5, 6, 9 1,2

D. Literacy and Numeracy 1, 2, 8, 11 1,2

E. Students with Special Educational Needs 1-13 1,2

F. Teaching Students from Non-English-Speaking Backgrounds 11, 12, 13 1

 4. RATIONALE FOR THE INCLUSION OF CONTENT AND TEACHING APPROACH
In line with the UNSW Guidelines on Learning that Inform Teaching at UNSW, the learning and
teaching philosophy behind this course is that students are actively engaged as they discuss
current beliefs and learn new things. Course material is designed to be relevant to students’
experience and assessment is intended as part of learning. In this course, students are required to
take responsibility for their own learning.

5. TEACHING STRATEGIES

• small group cooperative learning to understand the importance of teamwork in an educational

context and to demonstrate the use of group structures as appropriate to address teaching
and learning goals
• explicit teaching including lectures and a range of teaching strategies to foster interest and
support learning
• structured occasions for reflection on learning to allow students to reflect critically on issues
discussed
• extensive opportunities for whole group and small group dialogue and discussion, allowing
students the opportunity to demonstrate their capacity to communicate
• the completion of online modules and activities

These activities will occur in a climate that is supportive and inclusive of all learners.

6. COURSE CONTENT AND STRUCTURE

Readings
Supplementary readings will be available on
Module Beginning Topic
Moodle and chapters will be relevant to
multiple weeks

Special and inclusive education:
Legislation, policies, principles,
Week 1 evidence-based practices
13th September
Students with learning disabilities
Characteristics, learning needs,
strategies to use in a classroom
Mandatory:
Strnadová, I., & Foreman, P. (2022).
Introducing inclusion in education. Chapter 1.
In Strnadová, I., Arthur-Kelly, M., & Foreman,
P. (Eds.) (2022). Inclusion in Action. (6th ed.,
pp. 2-51). Cengage Learning: Australia.
Arthur-Kelly, M., & Foreman, P. (2022).
Legislation and policies supporting inclusive
practice. Chapter 2. In Strnadová, I., Arthur-
Kelly, M., & Foreman, P. (Eds.) (2022).
Inclusion in Action. (6th ed., pp. 52-87).
Cengage Learning: Australia.

Mandatory:

Leonard, C., & Conway, R. (2022).

Week 2 Students on the Autism Spectrum
20th September Characteristics, learning needs,
instructional strategies, interventions
Curriculum, learning, teaching and
assessment adjustments. Chapter 4.
In Strnadová, I., Arthur-Kelly, M., & Foreman,
P. (Eds.) (accepted). Inclusion in Action. (6th
ed., pp. 135-195). Cengage Learning:
Australia.
 Mandatory:

Week 3 Students with Intellectual Cumming, T. M., & Arthur-Kelly, M. (2022).

27th September
Disabilities
Characteristics, learning needs,
instructional strategies, interventions
Planning effective teaching strategies.
Chapter 5. In Strnadová, I., Arthur-Kelly, M.,
& Foreman, P. (Eds.) (2022). Inclusion in
Action. (6th ed., pp. 135-195). Cengage
Learning: Australia.

Labour Day, Public Holiday - but

study from home this week

Students with hearing and vision

impairments

Characteristics, learning needs,

teaching and classroom
accommodations

PLEASE NOTE THAT you will

complete your lecture online by going
through one Iris training module.
[Therefore, there will be NO LECTURE
on Monday 4th October.] Mandatory:
The Iris training module that you will
complete is: Davies, M. (2022). Secondary school
Week 4
inclusion. Chapter 12. In Strnadová, I.,
4th October Instructional Arthur-Kelly, M., & Foreman, P. (Eds.) (2022).
Accommodations: Making the Inclusion in Action. (6th ed., pp. 533-584).
Learning Environment Accessible to Cengage Learning: Australia.
Students with Visual Disabilities

https://iris.peabody.vanderbilt.edu/mod
ule/v02-successsight/
Your lecture attendance will be
counted based on submission of
completed assessment in the course
Moodle.

Please make sure you submit the

completed assessment in the course
Moodle PRIOR to the following
lecture.

Students with communication

disorders. Using assistive
technology in high school
Week 5 classrooms.
11th October
Assessment for AAC devices and
Assistive Technology, Behaviour and
Communication Disabilities, Teaching
strategies, Response to Intervention
Mandatory:
Sutherland, D. (2022). Developing
communication skills. Chapter 8. In
Strnadová, I., Arthur-Kelly, M., & Foreman, P.
(Eds.) (accepted). Inclusion in Action. (6th ed.,
pp. 318-357). Cengage Learning: Australia.
 Week 6 Flexibility week
Students with mental health issues
The prevalence and characteristics of
mental health problems in
Week 7 adolescence; supportive and resilient
25th October learning environment; mental health
first aid; practical
teaching/management strategies;
what's new in mental health and
schools.
Week 8 Identification and misidentification
1st November of EALD vs students with special
education needs
Effective school-home
collaboration
Week 9 Effective collaborations with other
8th November professionals (e.g., SLSOs, speech
therapists, health professionals)
Schooling transitions for students
Week 10
with disabilities
15th November
Mandatory:
Conway, R., & Foggett, J. (2022).
Encouraging positive interactions. Chapter 6.
In Strnadová, I., Arthur-Kelly, M., & Foreman,
P. (Eds.) (accepted). Inclusion in Action. (6th
ed., pp. 237-284). Cengage Learning:
Australia.
Mandatory:
Dally, K., & Raltson, M. (2022).
Understanding and supporting literacy
competence. Chapter 9. In Strnadová, I.,
Arthur-Kelly, M., & Foreman, P. (Eds.)
(accepted). Inclusion in Action. (6th ed., pp.
358-400). Cengage Learning: Australia.
Mandatory:
Arthur-Kelley, M., Strnadová, I., & Howes, M.
(2022). Practising inclusion in diverse school
communities. Chapter 3. In Strnadová, I.,
Arthur-Kelly, M., & Foreman, P. (Eds.)
(accepted). Inclusion in Action. (6th ed., pp.
88-133). Cengage Learning: Australia.
Mandatory:
Strnadová, I., & Wehmeyer, M. (2022).
Transitions, self-determination and twenty-
first-century skills. Chapter 7. In Strnadová, I.,
Arthur-Kelly, M., & Foreman, P. (Eds.)
(accepted). Inclusion in Action. (6th ed., pp.
285-317). Cengage Learning: Australia.
7. RESOURCES

Course text available in e-book

Required Readings (e-book or hard copy available)

• Disability Standards for Education (2005)

• Strnadová, I., Arthur-Kelly, M., & Foreman, P. (Eds.) (2022). Inclusion in Action. (6th ed.).
Cengage Learning: Australia.

Recommended Readings

• Australian Research Alliance for Children & Youth, (2013), Inclusive education for students with
disability: A review of the best evidence in relation to theory and practice. available at:
http://www.aracy.org.au/publications-
resources/command/download_file/id/246/filename/Inclusive_education_for_students_with_disa
bility_-_A_review_of_the_best_evidence_in_relation_to_theory_and_practice.pdf
• Dixon, R., Woodcock, S., Tanner, K., Woodley, L., & Webster, A. (2017). Teaching in Inclusive
School Environments (2nd ed.). David Barlow Publishing.
• Hyde, M., Carpenter, L., & Dole, S. (Eds.). (2017). Diversity, inclusion and engagement (3rd
ed.). South Melbourne, VIC: Oxford University Press.
• Mitchell, D., Sutherland, D. (2014). What Really Works in Special and Inclusive Education (3rd
ed.). Routledge.

Electronic resources

Australian Association of Special Education (AASE):

www.aase.edu.au

Australian Disability Clearing House on Education and Training:

www.adcet.edu.au

Layered Curriculum:
http://help4teachers.com

The following links may also be beneficial

NESA - Information on students with a disability and syllabuses:

www.boardofstudies.nsw.edu.au/special_ed/
 8. ASSESSMENT
Student Program National
Assessment Learning Learning Priority Area
Length Weight Due Date
Task Outcomes Outcomes Elaborations
Assessed Assessed Assessed

1.5.1, 1.6.1, B1-5, B9, B11-

Assessment 1 Friday 15th
3.7.1, 4.1.1 13
Evidence-based 45% 1,3 October
3,000 words C5-6, C9
Practice Guide 7.3.1 2021 by
D1-2, D8, D11
5pm
E1-13
F11-13

1.3.1,1.4.1, A1-5, A11-13

Assessment 2 Friday 26th
1.5.1, 1.6.1, B1-5, B9, B11-
Information 10 - 15 pages 55% 1-4 November
13
Booklet for High 3.1.1, 3.7.1, 2021 by
C5-6, C9
School Teachers 4.1.1, 7.3.1 5pm
D1-2, D8, D11
E1-13

Submission of assessments

Students are required to follow their lecturer’s instructions when submitting their work for
assessment. All assessment will be submitted online via Moodle by 5pm. Students are also
required to keep all drafts, original data, and other evidence of the authenticity of the work
for at least one year after examination. If an assessment is mislaid the student is
responsible for providing a further copy. Please see the Student Policies and Procedures for
information regarding submission, extensions, special consideration, late penalties and
hurdle requirements etc. https://education.arts.unsw.edu.au/students/courses/course-
outlines/

Assessment Details

Assessment 1 – Evidence-based practice guide (45%)

This assessment will help you to:

• develop familiarity with the evidence-based practices in special and inclusive education,
• develop critical thinking skills,
• improve research and evaluation skills

Your assessment 1 task is to create an Evidence-based Practice Guide for beginning teachers, in
which you demonstrate how selected evidence-based practices (EBPs) could be used in a high school
classroom where there are students with special educational needs included. Select one area of
skills that you wish to address in your guide (e.g., communication skills, social skills, literacy,
numeracy, self-determination).
Your evidence-based practice guide must contain a minimum of 4 evidence-based practices. Here
are a few examples of EBPs that fall under an area of skill, but there is much more out there:

Communication skills
• Picture Exchange Communication System (PECS)
• Technology-aided instruction and intervention
• Functional communication training
Social skills
• Social narratives
• Video modelling
• Social skills training
• Self-management
• Peer-mediated instruction and intervention
Literacy
• Computer-Assisted Instruction (CAI)
• Direct Instruction
• Phonological awareness and phonological processing
Numeracy
• Direct Instruction
• Sequential Instruction
• Constructivist/ inquiry-based approaches
Self-determination
• Self-directed IEP
• “Whose Future Is It Anyway?”
Transitions to post-school life
• Student Participation in the IEP Meeting
• Using Community Based Instruction to teach employment skills

In regard to the structure of the assessment, begin the guide with an introduction that describes the
importance of having a solid knowledge base of research-based teaching strategies and interventions.
The practices you include can be strategies (proactive) or interventions (reactive). For each strategy/
intervention you include, please be sure to provide:

• a complete description of the practice, including when/why it would be used,

• implementation instructions detailed enough that a beginning teacher could follow the
directions and use the strategies,
• a summary of the evidence supporting the practice for the area you decided to focus on.

Please make also sure to acknowledge the population for which an EBP is effective.

The EBPs practices should be well-aligned with each other.

The evidence you provide should be from peer-reviewed journal articles from the last ten years (that is
from 2012-2021). Articles must be sourced from high-quality peer-reviewed journals. You should
include a minimum of ten (10) references.

The Evidence-based Practice Guide should be 3,000 words long; the word count does not include the
list of references. Please do not include tables, diagrams, bullet points, or “step 1, 2, 3” in this
assessment to explain what steps teachers should take when implementing each EBP; instead, use a
narrative to describe this.

The guide should be written in APA 7th edition style; see the course Moodle site for more guidance.
Assessment 2 – Information booklet for high school teachers (55%)

Each student will develop an information booklet for high school teachers focused on one of the
following topics:

Topic 1 Creating an inclusive learning environment for all in high schools: Responding to
the strengths and needs of students with diverse disabilities, students from
Aboriginal and Torres Strait Islander backgrounds, and students from diverse
linguistics, cultural, religious, and socioeconomic backgrounds

This booklet should explain what inclusive education is, and what schools and teachers can do to be
inclusive.

Your booklet should include (but not be limited to) the following:

• strategies for the inclusion of students with diverse disabilities in the educational life of
classrooms and schools,
• strategies for the inclusion of Indigenous students in the educational life of classrooms and
schools,
• strategies for the establishment of partnerships with parents and community for the education
of students with disabilities,
• strategies for the establishment of partnerships with Aboriginal parents and communities for the
education of Aboriginal students,
• strategies for the establishment of partnerships with parents and community for the education
of students from culturally and linguistically diverse backgrounds.

Topic 2 Applying Universal Design for Learning (UDL) in a high school class: Guidelines for
mainstream high school teachers

This booklet should explain the three principles of UDL and how the three UDL principles can be used
across the four curricular components.

Your booklet should include (but not be limited to) the following:

• tips how to present the material in a variety of ways to engage and teach students of all abilities,
including those with disabilities as well as those who are gifted and talented,
• examples from your subject area,
• examples of teaching materials you would use,
• tips for preparing assessment criteria.

For this topic, you can:

• EITHER provide guidelines on applying the Universal Design for Learning in a high school
class irrespective of subject area for mainstream high school teachers (but including some
examples from your subject area)
• OR you can develop guidelines on applying the Universal Design for Learning in a high school
class in your subject area. If you decide to go with this second option, you still need to provide
“an introduction”/ “general information” about the Universal Design for Learning. This does not
need to be extensive but needs to provide high school teachers with foundations of the
Universal Design for Learning in general.
Each information booklet should:

• be written in user-friendly language for high school teachers,

• have a clear structure, using headings and subheadings (please make sure that you include
contents page),
• have introduction on the topic of the information booklet,
• provide advice to teachers based on evidence-based practice,
• provide useful examples and tips for teachers,
• list of resources (e.g., peer-reviewed book, journal articles, DVDs, websites) that you would
recommend to high school teachers,
• list of references that you used in order to create the information booklet. The references should
be from peer-reviewed journal articles from the last ten years (that is from 2012-2021). Articles
must be sourced from high-quality peer-reviewed journals. You should include a minimum of ten
(10) references.

This type of task is very practical, and you will definitely use it in your future practice; however, it is
also a type of assessment that is really hard to put number of pages on. If you are struggling with
estimating the amount of work required, then about 3,000 words is right. The word count does not
include the list of references.
The guide should be written in APA 7th edition style; see the course Moodle site for more guidance.

This must be your original work!

The information booklet for high school teachers should be submitted through Turnitin on the
course's Moodle website.
 UNSW SCHOOL OF EDUCATION
FEEDBACK SHEET
EDST4080 SPECIAL EDUCATION: INCLUSIVE STRATEGIES

Student Name: Student No.:

Assessment Task 1: Evidence-based practice guide

SPECIFIC CRITERIA (-)  (+)

Understanding of the question or issue and the key concepts involved
• Understanding of the task and its relationship to relevant areas of theory,
research, and practice.
• Clarity and accuracy in use of key terms and concepts in the researched area.
Depth of analysis and/or critique in response to the task
• This assessment contains key information and sources on this topic and will
generate a comprehensive Evidence-based Guide.
• Discusses relevant evidence-based practices in depth; the evidence-based
practices are relevant to selected area of skills and are well-aligned with each
other.
• Well-written, avoids vague statements.
Familiarity with and relevance of professional and/or research literature used to
support response
• All sources demonstrate careful consideration of credibility, variety and
perspectives.
• All components of annotation comprehensively addressed for all citations.
Structure and organization of response
• Appropriateness of overall structure of response.
• Clarity and coherence of organisation, including use of numbering,
referencing.
Presentation of response according to appropriate academic and linguistic
conventions
• Clarity, consistency, and appropriateness of conventions for quoting,
paraphrasing, attributing sources of information, and listing references – APA
7th edition.
• Clarity and appropriateness of sentence structure, vocabulary use, spelling,
punctuation, and word length.
GENERAL COMMENTS/RECOMMENDATIONS FOR NEXT TIME

Lecturer: Date:
Recommended: /20 (FL PS CR DN HD) Weighting: 45%

NB: The ticks in the various boxes are designed to provide feedback to students; they are not given equal weight in determining
the recommended grade. Depending on the nature of the assessment task, lecturers may also contextualize and/or amend
these specific criteria. The recommended grade is tentative only, subject to standardisation processes and approval by
the School of Education Learning and Teaching Committee.
 UNSW SCHOOL OF EDUCATION
FEEDBACK SHEET
EDST4080 SPECIAL EDUCATION: INCLUSIVE STRATEGIES

Student Name: Student No.:

Assessment Task 2: Information booklet for high school teachers

SPECIFIC CRITERIA (-)  (+)

Understanding of the question or issue and the key concepts involved
• Understanding of the task and its relationship to relevant areas of theory,
research, and practice.
• Clarity and accuracy in use of key terms and concepts in special
education/inclusive education/disability studies.
• Clear connection between your information booklet’s topic and provided advise
and examples.
Depth of analysis and/or critique in response to the task
• Depth of understanding of key principles, concepts and issues explicitly raised
during the course and in your follow up readings.
• Depth of analysis of information provided to high school teachers.
• Introduction on the topic in your information booklet.
• Provided advice to teachers based on evidence-based practice.
• Useful examples and tips for teachers.
Familiarity with and relevance of professional and/or research literature used
to support response
• Familiarity with the topic of your information booklet.
• List of related and appropriate references recommended to high school teachers
for further reading.
• List of references that you used to create your information booklet.
Structure and organisation or response
• Appropriateness of overall structure of response.
• Clarity and coherence of organization.
Presentation of response according to appropriate academic and linguistic
conventions
• Clarity, consistency, and appropriateness of conventions for quoting,
paraphrasing, attributing sources of information, and listing references - – APA
7th edition.
• Clarity and consistency in presenting your information booklet.
• Clarity and appropriateness of sentence structure, vocabulary use, spelling,
punctuation, and word length.
GENERAL COMMENTS/RECOMMENDATIONS FOR NEXT TIME

Lecturer: Date:
Recommended: /20 (FL PS CR DN HD) Weighting: 55%

NB: The ticks in the various boxes are designed to provide feedback to students; they are not given equal weight in determining
the recommended grade. Depending on the nature of the assessment task, lecturers may also contextualize and/or amend
these specific criteria. The recommended grade is tentative only, subject to standardisation processes and approval by
the School of Education Learning and Teaching Committee.
Assessment 1: Evidence-Based Practice Guide
Rubric
Criterion High distinction
Understanding of Deep, insightful
the question or understanding of the task
issue and the key is creatively demonstrated
concepts involved: with a strong relationship
• Understanding of to relevant areas of theory.
the task and its Choices of evidence-
relationship to based practice are well-
relevant areas of justified, demonstrating
theory, research, broad knowledge of the
and practice. subject area.
• Clarity and
accuracy in use of Use of terminology
key terms and demonstrates accurate,
concepts in the self-reflective, and
researched area. respectful usage.
Reflective insights into
relevant theory, practice
and research are
creatively and seamlessly
woven into the balance of
Weighting: 25% the essay.
Evidence-based practices
are well-matched with the
selected skill area
according to the latest
research trends. The
chosen challenge and
solutions are creatively
explored and critiqued.
The populations and
contexts the evidence-
based practices are
demonstrably effective for
are acknowledged.
Distinction Credit Pass Fail
Deep understanding of Understanding is Understanding of key The assignment demonstrates
the task is demonstrated demonstrated and concepts is generally significant gaps in understanding of
with a strong choices of evidence- adequate but may only be the relevant concepts. There are
relationship to relevant based practice are superficial or have some problematic inaccuracies with
areas of theory. Choices appropriately justified. minor gaps to be filled with regard to the key concepts
of evidence-based further reading and involved.
practice are engagement with course
appropriately justified. materials.
Use of terminology Use of terminology Possible minor errors in May contain problematic/incorrect
demonstrates accurate, demonstrates accurate terminology, but generally use of key terminology. Language
self-reflective, and and respectful usage. demonstrates accurate may be too obscure to be clearly
respectful usage. and respectful usage. and accurately deciphered. May
include surface level reference to a
few domains of theory, research,
and practice, but these may be
misrepresented and/or
Evidence-based practices misunderstood.
are generally relevant/
accurate according to
Evidence-based Evidence-based research but may benefit Evidence-based practices and skill
practices are well- practice and skill area from additional development area may be
matched with the links are development. Some inaccurately paired; the skill area or
selected skill area relevant/accurate matches between the evidence-based practices
according to the latest according to current evidence-based practices themselves may not be widely
research trends. The research. The and skills require better relevant to inclusive education
populations and populations the justification or may be and/or high school teachers.
contexts the evidence- evidence-based require more up-to-date
based practices are practices are research. The populations All evidence-based practices may
demonstrably effective demonstrably effective the evidence-based not be clearly or accurately
for are acknowledged. for are acknowledged. practices are described. One or more of the
demonstrably effective for practices may not be evidence-
are acknowledged. based.
Depth of analysis The guide critically
and/or critique in analyses key concepts,
response to the principles, and issues,
task: incorporating breadth and
• This assessment depth into their synthesis
contains key of ideas and perspectives.
information and
sources on this topic
and will generate a
comprehensive Complexities relating to
Evidence-based various identity factors and
Guide. their influence of people’s
• Discusses relevant experiences, perspectives,
evidence-based and possible solutions are
practices in depth; integrated into the
the evidence-based foundations of the essay’s
practices are arguments. Clear and
relevant to selected logical implications are
area of skills and are drawn from insights on
well-aligned with inclusive education, rights,
each other. and quality of life for
• Well-written, people with intellectual
avoids vague disabilities.
statements.
The position taken around
the issue and suggested
Weighting: 25% solutions is well-developed
and insightful, critically
evaluating the depth and
complexity that exists
within the area of
research. Conclusions are
extensively linked with an
impressive breadth of
ideas from research. Ideas
from academic literature
are synthesised to inform
robust and insightful
conclusions.
The guide addresses The guide addresses The guide addresses key The guide attempts to address key
key concepts, principles key concepts, principles concepts, principles, and concepts, principles, and issues,
and issues with and issues with some issues descriptively rather but there are many gaps in the
insightful interpretation interpretation and than engaging in any analysis and argument, flawed
and synthesis of ideas synthesis of ideas and depth of critique or linking conclusions, or misrepresented
and perspectives. perspectives. the ideas together ideas.
cohesively to draw logical
conclusions.
Complexities relating to Complexities relating to Complexities relating to Complexities relating to various
various identity factors various identity factors various identity factors identity factors and their influence
and their influence of and their influence of and their influence of of people’s experiences,
people’s experiences, people’s experiences, people’s experiences, perspectives and possible solutions
perspectives and perspectives and perspectives and possible are inadequately acknowledged. In
possible solutions possible solutions may solutions may be general, ideas may be addressed
underpin the thread of be acknowledged. This superficially superficially, rather than critically
argument. This complexity helps to acknowledged. engaging by synthesising ideas
complexity plays a inform ideas and logical from multiple sources, contexts, or
critical role in the conclusions. perspectives to draw creative
presentation of ideas conclusions.
and conclusions.
The position taken The position taken The position taken around The position taken around the issue
around the issue and around the issue and the issue and suggested and suggested solutions is
suggested solutions is suggested solutions is solutions is primarily simplistic, with major gaps,
developed and somewhat developed, simplistic, rather than misunderstandings, or flaws.
somewhat insightful, acknowledging depth acknowledging the depth Conclusions are inconsistently tied
acknowledging depth and complexity that and complexity that exists to some of the information
and complexity that exists within the area of within the area of discussed, but significant gaps
exists within the area of research. Conclusions research. Conclusions are hinder the progression and logic of
research. Conclusions are linked with some of inconsistently tied to some the argument. Ideas from academic
are linked with some of the ideas from of the information literature are outlined superficially.
the ideas from research. research. Ideas from discussed. Ideas from
Ideas from academic academic literature are academic literature are
literature are outlined with some outlined superficially and
synthesised and inform interpretation. unquestioningly.
insightful conclusions.
Familiarity with The guide demonstrates The guide demonstrates The guide Some selected literature Argument is inadequately
and relevance of insightful and creative use insightful use of credible, demonstrates some may be of relevance or contextualised and grounded within
professional of credible, relevant relevant sources to careful selection of suitability, but in general current academic discourse.
and/or research sources to support ideas support ideas that are research for the essay the main body of
literature used to that are situated within the situated within the and applies insights consulted literature is
support response: academic discourse in academic discourse in from these articles and adequate for the task.
• All sources inclusive education. inclusive education. course readings with a
demonstrate careful degree of skill.
consideration of
credibility, variety Literature is highly Literature is relevant and All literature is suitable An adequate number of Does not cite the required range of
and perspectives. relevant and elegantly curated to support the to the task. The guide articles have been academic literature. Some articles
• All components of curated to support the flow flow of ideas. Close draws with varying consulted according to the may not meet criteria.
annotation of ideas. Close reading of reading of relevant detail and depth from minimum standard of the
comprehensively relevant literature is literature is evident, and across selected task, however some may
addressed for all evident, and care has care has been taken to academic research, be less effective choices Alternatively, or additionally, the
citations. been taken to interpret interpret and evaluate including course to support the guide’s recommendations in the guide may
and evaluate articles articles within their materials. position. The rely primarily on one or two of
within their research research context. recommendations may articles or some weak evidence,
Weighting: 20% context. rely on a surface reading which need to be analysed in
of some articles or be further depth and supported by
overly dependent on a further research literature.
small number of articles
without adequately
integrated links beyond.
Structure and The structure and The structure and The structure and The structure and The structure and organisation of
organization of organisation of the guide organisation of the guide organisation of the organisation of the guide the guide needs work to improve
response: are exceedingly effective, are clear, showing guide is clear, showing may require additional clarity and logical cohesion of
• Appropriateness of showing logical cohesion logical cohesion of ideas logical cohesion of attention in order to ideas. For example, run-on
overall structure of of ideas and reflection. and reflection. ideas and reflection. support clarity of sentences, inadequately organised
response. argument. paragraphs, poorly applied relevant
• Clarity and academic textual structure
coherence of conventions may impede the
organisation, message.
including use of
numbering, Use of subheadings and Use of subheadings and Use of subheadings There are some concerns Significant concerns around overall
referencing. other structural features other structural features and other structural and around overall structures structures such as introduction,
seamlessly and creatively smoothly guide the visual features guide such as introduction, section and paragraph
guide the reader through a reader through a clear the reader along the paragraph organisation, or organisation, or conclusion hinder
Weighting: 15% clear path of argument path of argument and writer’s line of conclusion, which may effective communication of analysis
and analysis. analysis. argument, perhaps with hinder effective and content understanding.
a few minor disruptions communication of analysis
or inconsistencies. and content The format and structure may
understanding. disregard key exclusions and
considerations expressed in the
Use of subheadings and task description, such as the use of
other structural features is a narrative rather than bullet points
generally adequate but to explain the chosen practices.
would benefit from further
attention.
 Presentation of The guide demonstrates
response the use of graceful
according to language that skilfully
appropriate communicates meaning to
academic and readers with clarity and
linguistic fluency and is virtually
conventions: error-free.
• Clarity,
consistency, and
appropriateness of Presentation, formatting,
conventions for and stylistic choices are
quoting, creative and effective, in
paraphrasing, addition to being
attributing sources compatible with the APA
of information, and 7th style guide. Reference
listing references – list and in-text referencing
APA 7th Edition are impeccable. Seamless
• Clarity and paraphrasing is elegantly
appropriateness of integrated, according to
sentence structure, APA conventions, within
vocabulary use, the structure of the
spelling, argument. When
punctuation, and paraphrasing is
word length inadequate, quotes are
used and correctly
Weighting: 15% attributed.
Language is judiciously
selected for the context,
flow of argument and tone
to fluently enhance
insightful and creative
communication.
The recommended grade is tentative only, subject to standardisation processes and approval by the School of Education Learning and Teaching Committee
The guide demonstrates
the skilful use of
language to
communicate meaning
to readers with clarity
and accuracy.
Presentation, formatting,
and stylistic choices are
highly effective, in
addition to being
compatible with the APA
7th style guide.
Reference list and in-
text referencing are
thorough and virtually
error-free. Seamless
paraphrasing is
integrated, according to
APA conventions, within
the structure of the
argument. When
paraphrasing is
inadequate, quotes are
used and correctly
attributed.
Language is judiciously
selected for the context,
flow of argument and
tone to enhance
communication.
The guide
communicates meaning
to readers with clarity
and accuracy. Care
needs to be taken not
to overly rely on quoting
directly from academic
texts.
Presentation,
formatting, and stylistic
choices are effective, in
addition to being
compatible with the
APA 7th style guide.
Reference list and in-
text referencing may
contain only minor
errors. Effective
paraphrasing is
integrated, according to
APA conventions,
within the structure of
the argument. When
paraphrasing is
inadequate, quotes are
used and correctly
attributed.
The language shows
general regard for
audience and purpose.
with adequate use of an
academic style and
register.
The written style is
readable, with some
inconsistencies and areas
of confusion. Care needs
to be taken not to overly
rely on quoting directly
from academic texts.
Correctly attributed
paraphrasing is preferred
to demonstrate your deep
understanding of the texts
and offer greater
opportunities for research
synthesis.
Use of the UNSW
Academic Skills Support
Service is recommended
to better meet the written
textual requirements,
including effective and
appropriate
communication, and
adherence to APA 7th
referencing style.
An obscure or confused written
style obstructs readability of the
guide. Common errors include:
Incorrect and poorly attributed
ideas which derive from academic
literature/course materials; incorrect
quoting (e.g., no page numbers,
punctuation issues); paraphrasing
without referencing; references
copied from the internet or books,
without checking APA 7th style
guide adherence; in-text
referencing does not adhere to APA
7th style; colloquial language; run-
on sentences, over-use of commas
when full stops are required;
inadequate editing (spelling errors,
vocabulary taken out of context and
losing meaning).
The UNSW Academic Skills
Support Service is available to
support you to better meet the
written textual requirements,
including effective and appropriate
communication, and adherence to
APA 7th referencing style and
formatting is recommended.
Assessment 2 – Information Booklet
Topic 1 – Inclusive Environments in High Schools
Rubric
Criterion High distinction Distinction Credit Pass Fail
Understanding of Deep, insightful Deep understanding Booklet demonstrates Understanding of key The assignment demonstrates
the question or understanding of the task of the task is understanding of the concepts is generally significant gaps in
issue and the key is creatively demonstrated demonstrated with a chosen topic and the adequate but may only understanding of the relevant
concepts involved with a strong relationship to strong relationship to theory, concepts and be superficial or have concepts. There are problematic
• Understanding of relevant areas of theory. relevant areas of research underpinning some minor gaps to be inaccuracies with regard to the
the task and its theory. it. filled with further key concepts involved. The
relationship to reading and response may contain
relevant areas of engagement with problematic use of key
theory, research, and course materials. terminology; the language may
practice. Examples, advice and Examples, advice and Examples, advice, and be too obscure for the intended
• Clarity and inclusions in the selected inclusions for the inclusions for the audience to easily understand;
accuracy in use of booklet are well-justified, selected booklet topic selected booklet topic may include surface level
key terms and demonstrating broad are appropriately are justified and reference to a few domains of
concepts in special knowledge of the subject justified and highly generally relevant to theory and practical advice,
education/inclusive area exceeding task relevant to the the intended audience. without giving useful examples;
education/disability requirements intended audience. advice and examples may be
studies. inaccurate, irrelevant, or lacking
• Clear connection in adequate research
between your Use of terminology Use of terminology Use of terminology Possible minor errors in foundations; requires revision
information booklet’s demonstrates accurate, demonstrates demonstrates terminology, but for understanding of core
topic and provided self-reflective, and accurate, self- accurate and generally demonstrates concepts.
advise and respectful usage. reflective, and respectful usage. accurate and respectful
examples. respectful usage. usage.

Weighting: 25% Reflective and useful Advice and examples

insights into relevant relating to all required
theory, practice, and sections are generally
research (related to a relevant, with only
creative array of sections minor inconsistencies,
and topics) are such as inconsistent
communicated through pairing between advice,
advice and examples that research, and
are highly relevant to the examples.
intended audience.
Depth of analysis The booklet’s introduction
and/or critique in creatively and insightfully
response to the critically analyses key
task concepts, principles, and
• Depth of issues, incorporating
understanding of key breadth and depth into
principles, concepts their synthesis of ideas and
and issues explicitly perspectives.
raised during the
course and in your
follow up readings.
• Depth of analysis of
information provided The complexities of school
to high school communities and
teachers. contextual experiences of
• Introduction on the students, families, and staff
topic in your are a core consideration
information booklet. within in examples and
• Provided advice to advice.
teachers based on
evidence-based Advice and recommended
practice. practices for inclusion are
• Useful examples evidence-based and
and tips for teachers. contextually appropriate
and valuable. They are
Weighting: 25% selected according to
unique research insights.
Logical and insightful
advice, examples, and
solutions are
communicated creatively
and clearly.
The booklet’s The booklet’s The booklet’s The booklet attempts to address
introduction introduction addresses introduction addresses key concepts, principles and
addresses key key concepts, key concepts, issues, but there are many gaps
concepts, principles principles and issues principles, and issues in the analysis, flawed
and issues with with some descriptively rather conclusions, or misrepresented
insightful interpretation and than engaging in any ideas.
interpretation and synthesis of ideas and depth of critique or
synthesis of ideas and perspectives. linking the ideas
perspectives. together cohesively to
draw logical
conclusions.
The complexities of Advice and examples Advice and examples Advice and examples may not
school communities adequately adequately adequately acknowledge the
and contextual acknowledge the acknowledge the complexity of school
experiences of complexity of school complexity of school communities.
students, families, and communities. communities.
staff are considered in
advice and examples.
Advice and Advice and Advice and Recommended practices for
recommended recommended recommended inclusion may not be evidence-
practices for inclusion practices for inclusion practices for inclusion based or be otherwise
are evidence-based are evidence-based are evidence-based contextually inappropriate.
and contextually and contextually and contextually
appropriate and relevant. appropriate.
valuable. They are
selected according to
research insights.
Logical and relevant Logical and relevant In general, ideas may be
advice, examples, advice, examples, and addressed superficially, rather
and solutions are solutions are shared. than critically engaging by
communicated synthesising ideas from multiple
practically and clearly. sources, contexts, or
perspectives to draw logical and
analytical conclusions.
Familiarity with and The booklet demonstrates
relevance of consistent, deeply
professional and/or insightful, and creative use
research literature of credible, relevant
used to support sources to support ideas
response: that are situated within the
• Familiarity with the academic discourse in
topic of your inclusive education.
information booklet.
• List of related and
appropriate
references Literature is highly relevant
recommended to and elegantly curated to
high school teachers support the flow of ideas.
for further reading. Close reading of relevant
• List of references literature is evident, and
that you used to care has been taken to
create your interpret and evaluate
information booklet. articles within their
research context.
Weighting: 20%
Suggested resources are
highly appropriate to the
audience, varied, and have
been selected and shared
with regard for a range of
contextual variations in
school and teacher
requirements. Includes
inclusive research that
authentically incorporates
and is guided by the
specific and nuanced
perspectives and needs of
a wide variety of relevant
stakeholders in inclusive
school communities.
The booklet The booklet Some selected Argument not adequately
demonstrates demonstrates some literature may be of contextualised and grounded
insightful use of careful selectivity in borderline relevance or within current academic
credible, relevant the identification of a suitability, but in discourse.
sources to support research base for the general the main body
ideas that are situated booklet and applies of consulted literature
within the research in insights from these is adequate for the
inclusive education. articles and course task.
readings with a degree
of skill.
Literature is highly All literature, including An adequate number of Does not cite the required range
relevant and curated suggested teacher articles and parent of academic literature.
to the support the flow resources, is resource Some articles may not meet
of ideas. Close unquestionably recommendations have criteria. For example, reference
reading of relevant suitable to the task. been consulted to research material and ideas
literature is evident, The booklet draws according to the presented in the course may be
and care has been with varying detail and minimum standard of absent.
taken to interpret and depth from across the task, however of
evaluate articles selected academic these, some may be Alternatively, or additionally, the
within their research research, including less effective choices arguments in the booklet may
context. course materials. support the overall rest primarily one or two of
booklet’s position and articles or some weak evidence,
May include inclusive May include inclusive arguments. The booklet which may need to be analysed
research that research that may over-rely on a in further depth and supported
authentically authentically surface reading of by further research literature.
incorporates and is incorporates and is some articles or be
guided by the specific guided by the specific overly dependent on a
and nuanced and nuanced small number of
perspectives and perspectives and articles without
needs of a wide needs of a wide adequately integrated
variety of relevant variety of relevant links beyond.
stakeholders in stakeholders in
inclusive school inclusive school Some suggested
communities. communities. resources may need to
be re-evaluated for
suitability for the
intended audience.
Structure and The structure and
organization of organisation of the booklet
response: are exceedingly effective,
• appropriateness of showing logical cohesion of
overall structure of ideas and reflection.
response
• clarity and
coherence of
organization
Weighting: 15%
Use of subheadings and
other structural and visual
features seamlessly and
creatively guide the reader
through the topics
addressed in the booklet.
The structure and The structure and The structure and The structure and organisation
organisation of the organisation of the organisation of the of the booklet needs work to
booklet are clear, booklet are clear, booklet may require improve clarity and logical
showing logical showing logical additional attention in cohesion of ideas. For example,
cohesion of ideas and cohesion of ideas and order to support clarity run-on sentences, inadequately
reflection. reflection. of argument. organised paragraphs, poorly
applied relevant academic
writing, and formal
communication structure
conventions may impede the
message.
Use of subheadings Use of subheadings It is possible that at this Significant concerns around
and other structural and other structural level some concerns overall structures such as the
and visual features and visual features around overall introduction, paragraph and
smoothly guide the guide the reader structures such as the section organisation, or
reader through the through the topics introduction, paragraph conclusion hinder effective
topics addressed in addressed in the and section communication of analysis and
the booklet. booklet, perhaps with organisation, or content understanding
a few minor conclusion may at components of the task.
disruptions or times hinder effective
inconsistencies. communication of
analysis and content
understanding
components of the
task.
Use of subheadings
and other structural
and visual features is
generally adequate but
would benefit from
further attention in
order due to
inconsistencies and
lack of cohesive
structural theme.
Presentation of The booklet demonstrates The booklet The booklet The written style is An obscure or confused written
response according the use of graceful demonstrates the use demonstrates the use readable, with some style obstructs readability of the
to appropriate language that skilfully of skilful use of of skilful use of inconsistencies and booklet. Common errors include:
academic and communicates meaning to language to language to areas of confusion. obscure language and jargon
linguistic readers with clarity and communicates communicates Care needs to be taken without clarification for teachers
conventions: fluency and is virtually meaning to readers meaning to readers not to overly rely on new to the subject; incorrect,
• clarity, consistency, error-free. with clarity and with clarity and quoting directly from poorly attributed, or unattributed
and appropriateness accuracy. accuracy. Care needs academic texts. ideas which derive from
of conventions for to be taken not to Correctly attributed academic literature/course
quoting, overly rely on quoting paraphrasing is materials; incorrect quoting
paraphrasing, directly from academic preferred to (e.g., no page numbers,
attributing sources of texts. demonstrate your deep punctuation issues);
information, and understanding of the paraphrasing without
listing references – texts and offer greater referencing; references copied
APA 7th Edition opportunities for from the internet or books,
• clarity and research synthesis. without checking APA 7th style
consistency in guide adherence; in-text
presenting the Presentation, formatting, Presentation, Presentation, The presentation of referencing does not adhere to
information booklet and stylistic choices are formatting, and formatting, and response according to APA 7th style guide; colloquial
• clarity and creative and effective, in stylistic choices are stylistic choices are appropriate academic language; run-on sentences:
appropriateness of addition to being highly effective, in highly effective, in and linguistic over-use of commas when full
sentence structure, compatible with the APA addition to being addition to being conventions may stops are required; incorrect or
vocabulary use, 7th style guide. compatible with the compatible with the benefit from supported poorly executed paragraph
spelling, punctuation, APA 7th style guide. APA 7th style guide. improvement. Use of structure, or lack of
and word limit the UNSW Academic paragraphing; inadequate
Reference list and in-text Reference list and in- Reference list and in- Skills Support Service editing (spelling errors,
Weighting: 15% referencing are flawless or text referencing are text referencing may to better meet the vocabulary taken out of context
nearly flawless. Seamless thorough and virtually contain only minor written textual and losing meaning); written text
paraphrasing is elegantly error-free. Seamless errors. Seamless requirements, including not re-read prior to submission
integrated, according to paraphrasing is paraphrasing is effective and to ensure clear flow of ideas;
APA conventions, within integrated, according integrated, according appropriate excessive use of the passive
the structure of the booklet to APA conventions, to APA conventions, communication, and voice.
sections. When within the structure within the structure adherence to APA 7th
paraphrasing is within the structure of within the structure of referencing style and
inadequate, quotes are the booklet sections. the booklet sections. formatting is
used and correctly When paraphrasing is When paraphrasing is recommended.
attributed. inadequate, quotes inadequate, quotes
are used and correctly are used and correctly
attributed. attributed.
 Language is judiciously
selected for the context,
and sentence structure,
flow of argument and tone
fluently enhance insightful
and creative
communication.
The recommended grade is tentative only, subject to standardisation processes and approval by the School of Education Learning and Teaching Committee.
Language is The language shows The presentation of response
judiciously selected general regard for according to appropriate
for the context, and audience and purpose academic and linguistic
sentence structure, without nearly conventions may benefit from
flow of argument and impeccable use of an supported improvement. The
tone fluently enhance academic style and UNSW Academic Skills Support
communication. register. Service is available to support
you to better meet the written
textual requirements, including
effective and appropriate
communication, and adherence
to APA 7th referencing style and
formatting is recommended.
Assessment 2 – Information Booklet
Topic 2 – UDL Implementation in High Schools
Rubric
Criterion High distinction
Understanding of Deep, insightful
the question or understanding of the task is
issue and the key creatively demonstrated
concepts involved with a strong relationship to
• Understanding of relevant areas of theory.
the task and its
relationship to
relevant areas of Examples, advice and
theory, research, and inclusions in the selected
practice. booklet are well-justified,
• Clarity and demonstrating broad
accuracy in use of knowledge of the subject
key terms and area exceeding task
concepts in special requirements. The three
education/inclusive UDL principles and the four
education/disability curriculum components are
studies. creatively interlinked with
• Clear connection the booklet’s structure and
between your uniquely insightful
information booklet’s recommendations.
topic and provided
advise and Use of terminology
examples. demonstrates accurate,
self-reflective, and
Weighting: 25% respectful usage.
Reflective and useful
insights into relevant
theory, practice, and
research (related to a
creative array of sections
and topics) are
communicated through
advice and examples that
are highly relevant to the
intended audience.
Distinction Credit Pass Fail
Deep understanding Booklet demonstrates Understanding of key The assignment demonstrates
of the task is understanding of the concepts is generally significant gaps in
demonstrated with a chosen topic and the adequate but may only understanding of the relevant
strong relationship to theory, concepts and be superficial or have concepts. There are
relevant areas of research underpinning some minor gaps to be problematic inaccuracies with
theory. it. filled with further regard to the key concepts
reading and involved. The response may
Examples, advice and Examples, advice, and engagement with contain problematic use of key
inclusions for the inclusions for the course materials. terminology; the language may
selected booklet topic selected booklet topic be too obscure for the intended
are appropriately are justified and The booklet addresses audience to easily understand;
justified and highly generally relevant to the three UDL may include surface level
relevant to the the intended audience. principles and the four reference to a few domains of
intended audience. The three UDL curriculum theory and practical advice,
The three UDL principles and the four components, but the without giving useful examples;
principles and the four curriculum depth of investigation advice and examples may be
curriculum components are and reflection may be inaccurate, irrelevant, or lacking
components are addressed within the superficial or in adequate research
thoroughly addressed booklet’s structure and inconsistent. foundations; requires revision
within the booklet’s recommendations. for understanding of core
structure and highly concepts.
relevant Possible minor errors
recommendations. in terminology, but
generally demonstrates
Use of terminology Use of terminology accurate, and
demonstrates demonstrates respectful usage.
accurate, self- accurate, and Advice and examples
reflective, and respectful usage. relating to all required
respectful usage. sections are generally
relevant, with only
minor inconsistencies,
such as inconsistent
pairing between
advice, research, and
examples.
Depth of analysis The booklet’s introduction
and/or critique in creatively and insightfully
response to the critically analyses key
task concepts, principles, and
• Depth of issues, incorporating
understanding of key breadth and depth into their
principles, concepts synthesis of ideas and
and issues explicitly perspectives.
raised during the
course and in your
follow up readings.
• Depth of analysis of
information provided The complexities of school
to high school communities and
teachers. contextual experiences of
• Introduction on the students, families, and staff
topic in your are a core consideration
information booklet. within in examples and
• Provided advice to advice.
teachers based on
evidence-based
practice. Advice and recommended
• Useful examples practices for inclusion are
and tips for teachers. evidence-based and
contextually appropriate
Weighting: 25% and valuable. They are
selected according to
unique research insights.
Logical and insightful
advice, examples, and
solutions are
communicated creatively
and clearly.
The booklet’s The booklet’s The booklet’s The booklet attempts to
introduction addresses introduction addresses introduction addresses address key concepts,
key concepts, key concepts, key concepts, principles, and issues, but there
principles and issues principles and issues principles, and issues are many gaps in the analysis,
with insightful with some descriptively rather flawed conclusions, or
interpretation and interpretation and than engaging in any misrepresented ideas.
synthesis of ideas and synthesis of ideas and depth of critique or
perspectives. perspectives. linking the ideas
together cohesively to
draw logical
conclusions.
The complexities of Advice and examples Advice and examples Advice and examples may not
school communities adequately adequately adequately acknowledge the
and contextual acknowledge the acknowledge the complexity of school
experiences of complexity of school complexity of school communities.
students, families, and communities. communities.
staff are considered in
advice and examples.
Advice and Advice and Advice and Recommended practices for
recommended recommended recommended inclusion may not be evidence-
practices for inclusion practices for inclusion practices for inclusion based or be otherwise
are evidence-based are evidence-based are evidence-based contextually inappropriate.
and contextually and contextually and contextually
appropriate and relevant. appropriate.
valuable. They are
selected according to
research insights.
Logical and relevant Logical and relevant In general, ideas may be
advice, examples, and advice, examples, and addressed superficially, rather
solutions are solutions are shared. than critically engaging by
communicated synthesising ideas from multiple
practically and clearly. sources, contexts, or
perspectives to draw logical and
analytical conclusions.
Familiarity with and The booklet demonstrates
relevance of consistent, deeply
professional and/or insightful, and creative use
research literature of credible, relevant
used to support sources to support ideas
response: that are situated within the
• Familiarity with the academic discourse in
topic of your inclusive education.
information booklet.
• List of related and
appropriate
references Literature is highly relevant
recommended to and elegantly curated to
high school teachers support the flow of ideas.
for further reading. Close reading of relevant
• List of references literature is evident, and
that you used to care has been taken to
create your interpret and evaluate
information booklet. articles within their
research context.
Weighting: 20%
Suggested resources are
highly appropriate to the
audience, varied, and have
been selected and shared
with regard for a range of
contextual variations in
school and teacher
requirements. Includes
inclusive research that
authentically incorporates
and is guided by the
specific and nuanced
perspectives and needs of
a wide variety of relevant
stakeholders in inclusive
school communities.
The booklet The booklet Some selected Argument not adequately
demonstrates demonstrates some literature may be of contextualised and grounded
insightful use of careful selectivity in borderline relevance or within current academic
credible, relevant the identification of a suitability, but in discourse.
sources to support research base for the general the main body
ideas that are situated booklet and applies of consulted literature
within the research in insights from these is adequate for the
inclusive education. articles and course task.
readings with a degree
of skill.
Literature is highly All literature, including An adequate number of Does not cite the required
relevant and curated suggested teacher articles and parent range of academic literature.
to the support the flow resources, is resource Some articles may not meet
of ideas. Close unquestionably recommendations have criteria. For example, reference
reading of relevant suitable to the task. been consulted to research material and ideas
literature is evident, The booklet draws with according to the presented in the course may be
and care has been varying detail and minimum standard of absent. Alternatively, or
taken to interpret and depth from across the task, however of additionally, the arguments in
evaluate articles within selected academic these, some may be the booklet may rest primarily
their research context. research, including less effective choices one or two of articles or some
course materials. support the overall weak evidence, which may
booklet’s position and need to be analysed in further
May include inclusive May include inclusive arguments. The depth and supported by further
research that research that booklet may over-rely research literature.
authentically authentically on a surface reading of
incorporates and is incorporates and is some articles or be
guided by the specific guided by the specific overly dependent on a
and nuanced and nuanced small number of
perspectives and perspectives and articles without
needs of a wide needs of a wide variety adequately integrated
variety of relevant of relevant links beyond. Some
stakeholders in stakeholders in suggested resources
inclusive school inclusive school may need to be re-
communities. communities. evaluated for suitability
for the intended
audience.
Structure and The structure and
organization of organisation of the booklet
response: are exceedingly effective,
• appropriateness of showing logical cohesion of
overall structure of ideas and reflection.
response
• clarity and
coherence of
organization
Weighting: 15%
Use of subheadings and
other structural and visual
features seamlessly and
creatively guide the reader
through the topics
addressed in the booklet.
The structure and The structure and The structure and The structure and organisation
organisation of the organisation of the organisation of the of the booklet needs work to
booklet are clear, booklet are clear, booklet may require improve clarity and logical
showing logical showing logical additional attention in cohesion of ideas. For example,
cohesion of ideas and cohesion of ideas and order to support clarity run-on sentences, inadequately
reflection. reflection. of argument. organised paragraphs, poorly
applied relevant academic
writing, and formal
communication structure
conventions may impede the
message.
Use of subheadings Use of subheadings It is possible that at this Significant concerns around
and other structural and other structural level some concerns overall structures such as the
and visual features and visual features around overall introduction, paragraph and
smoothly guide the guide the reader structures such as the section organisation, or
reader through the through the topics introduction, paragraph conclusion hinder effective
topics addressed in addressed in the and section communication of analysis and
the booklet. booklet, perhaps with organisation, or content understanding
a few minor conclusion may at components of the task.
disruptions or times hinder effective
inconsistencies. communication of
analysis and content
understanding
components of the
task.
Use of subheadings
and other structural
and visual features is
generally adequate but
would benefit from
further attention in
order due to
inconsistencies and
lack of cohesive
structural theme.
Presentation of The booklet demonstrates The booklet The booklet The written style is An obscure or confused written
response according the use of graceful demonstrates the use demonstrates the use readable, with some style obstructs readability of the
to appropriate language that skilfully of skilful use of of skilful use of inconsistencies and booklet. Common errors
academic and communicates meaning to language to language to areas of confusion. include: obscure language and
linguistic readers with clarity and communicates communicates Care needs to be taken jargon without clarification for
conventions: fluency and is virtually meaning to readers meaning to readers not to overly rely on teachers new to the subject;
• clarity, consistency, error-free. with clarity and with clarity and quoting directly from incorrect, poorly attributed, or
and appropriateness accuracy. accuracy. Care needs academic texts. unattributed ideas which derive
of conventions for to be taken not to Correctly attributed from academic literature/course
quoting, overly rely on quoting paraphrasing is materials; incorrect quoting
paraphrasing, directly from academic preferred to (e.g., no page numbers,
attributing sources of texts. demonstrate your deep punctuation issues);
information, and understanding of the paraphrasing without
listing references texts and offer greater referencing; references copied
• clarity and opportunities for from the internet or books,
consistency in research synthesis. without checking APA 7th style
presenting the guide adherence; in-text
booklet Presentation, formatting, Presentation, Presentation, The presentation of referencing does not adhere to
• clarity and and stylistic choices are formatting, and formatting, and stylistic response according to APA 7th style guide; colloquial
appropriateness of creative and effective, in stylistic choices are choices are highly appropriate academic language; run-on sentences:
sentence structure, addition to being highly effective, in effective, in addition to and linguistic over-use of commas when full
vocabulary use, compatible with the APA 7th addition to being being compatible with conventions may stops are required; incorrect or
spelling, punctuation, style guide. compatible with the the APA 7th style benefit from supported poorly executed paragraph
and word limit APA 7th style guide. guide. improvement. structure, or lack of
paragraphing; inadequate
Weighting: 15% Reference list and in-text Reference list and in- Reference list and in- Use of the UNSW editing (spelling errors,
referencing are flawless or text referencing are text referencing may Academic Skills vocabulary taken out of context
nearly flawless. Seamless thorough and virtually contain only minor Support Service to and losing meaning); written
paraphrasing is elegantly error-free. Seamless errors. Seamless better meet the written text not re-read prior to
integrated, according to paraphrasing is paraphrasing is textual requirements, submission to ensure clear flow
APA conventions, within integrated, according integrated, according including effective and of ideas; excessive use of the
the structure of the booklet to APA conventions, to APA conventions, appropriate passive voice.
sections. When within the structure within the structure communication, and
paraphrasing is within the structure of within the structure of adherence to APA 7th
inadequate, quotes are the booklet sections. the booklet sections. referencing style and
used and correctly When paraphrasing is When paraphrasing is formatting is
attributed. inadequate, quotes inadequate, quotes are recommended.
are used and correctly used and correctly
attributed. attributed.
 Language is judiciously
selected for the context,
and sentence structure,
flow of argument and tone
fluently enhance insightful
and creative
communication.
The recommended grade is tentative only, subject to standardisation processes and approval by the School of Education Learning and Teaching Committee.
Language is The language shows The presentation of response
judiciously selected for general regard for according to appropriate
the context, and audience and purpose academic and linguistic
sentence structure, without nearly conventions may benefit from
flow of argument and impeccable use of an supported improvement. The
tone fluently enhance academic style and UNSW Academic Skills Support
communication. register. Service is available to support
you to better meet the written
textual requirements, including
effective and appropriate
communication, and adherence
to APA 7th referencing style
and formatting is
recommended.