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Inclusive Practices in Education Settings unit (EMT603)

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Unit year 2026

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Location: Hobart, Online

Introduction

The unit will explore the nature of inclusive education in the 21st century with an emphasis on diversity and exceptionality. Based on a philosophical foundation that values every student and acknowledges the right of every student to the most appropriate educational opportunities, this unit involves independently researching and analysing the complex theoretical and practical issues associated with effective inclusive education. You will be required to develop an advanced and integrated understanding of learning and teaching approaches to suit the diverse educational needs of students. You will build on your understanding of theories of human development and learning in relation to student diversity and exceptionality, applying planning models to include all students.

Summary

Unit name Inclusive Practices in Education Settings
Unit code EMT603
Credit points 12.5
College/School Arts and Society
Faculty of Education
Discipline Education
Coordinator Mr Robert Carter
Delivered By University of Tasmania
Level Postgraduate

Sustainable Development Goals

The Unit Coordinator has identified that this unit aligns with the following UN Sustainable Development Goals. We welcome your thoughts and feedback on the alignment of the unit with these goals.

Availability

Location Study period Attendance options Available to
Hobart Semester 1 This unit is available through on-campus delivery Available to International Students Available to Domestic Students
Online Semester 1 This unit is available through off-campus delivery Available to International Students Available to Domestic Students
Online Summer This unit is available through off-campus delivery Available to International Students Available to Domestic Students
  • Key:
  • This unit is available through on-campus delivery On-campus
  • This unit is available through off-campus delivery Off-Campus
  • Available to International Students International students
  • Available to Domestic Students Domestic students
Note

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Units are offered in attending mode unless otherwise indicated (that is attendance is required at the campus identified). A unit identified as offered by distance, that is there is no requirement for attendance, is identified with a nominal enrolment campus. A unit offered to both attending students and by distance from the same campus is identified as having both modes of study.

Key Dates

Study Period Start date Census date WW date End date
Summer 1/1/2026 12/1/2026 23/1/2026 14/2/2026
Semester 1 22/2/2026 16/3/2026 19/4/2026 13/6/2026

* The Final WW Date is the final date from which you can withdraw from the unit without academic penalty, however you will still incur a financial liability (refer to How do I withdraw from a unit? for more information).

Unit census dates currently displaying for 2026 are indicative and subject to change. Finalised census dates for 2026 will be available from the 1st October 2025. Note census date cutoff is 11.59pm AEST (AEDT during October to March).

About Census Dates

Learning Outcomes

  • evaluate the implications of legislation and professional teacher standards that relate to inclusive education.
  • analyse the diversity of students needs and abilities.
  • design learning experiences that cater for student diversity and exceptionality.
  • critically engage with content to create knowledge, and to communicate concepts and ideas to an intended audience.
  • contribute to a professional learning community.

Fee Information

Field of Education Commencing Student Contribution 1,3 Grandfathered Student Contribution 1,3 Approved Pathway Course Student Contribution 2,3 Domestic Full Fee 4
070199 $592.00 $592.00 not applicable $2,562.00
  • Available as a Commonwealth Supported Place
  • HECS-HELP is available on this unit, depending on your eligibility3
  • FEE-HELP is available on this unit, depending on your eligibility4

1 Please refer to more information on student contribution amounts.
2 Please refer to more information on eligibility and Approved Pathway courses.
3 Please refer to more information on eligibility for HECS-HELP.
4 Please refer to more information on eligibility for FEE-HELP.

If you have any questions in relation to the fees, please contact UniConnect or more information is available on StudyAssist.

Please note: international students should refer to What is an indicative Fee? to get an indicative course cost.

Requisites

Prerequisites

EMT502

Teaching

Teaching Pattern

Off Campus: 
Weekly online lectures or equivalent (1 hour), weekly online tutorials (4 hours), periodic online workshops (1.5 hours) throughout the semester

On Campus: 
Weekly online lectures or equivalent (1 hour), weekly face-to-face tutorials (2 hours), periodic online workshops (1.5 hours) throughout the semester
 

AssessmentWhat does it mean to be an inclusive educator? (20%)|Inclusive education and learners who are gifted (40%)|Inclusive practices for learning with disability (40%)
TimetableView the lecture timetable | View the full unit timetable

Textbooks

Required

No prescribed text
Recommended

Recommended Readings are set by the Unit Coordinator as readings that will be useful for this Unit to develop your knowledge and understanding of teaching and course-specific content.  If you are seeking sources of evidence to support your assessment work, you will find these readings a useful starting point. There is no requirement to buy these texts/materials.


Ashman, A. (2019). Education for inclusion and diversity (6th ed.). Melbourne: Pearson Education Australia.
Allen, K., & Cowdery, G. (2016). The exceptional child: Inclusion in early childhood education (8th ed.). Belmont, CA: Wadsworth, Cengage Learning.
Alberto, P., & Troutman, A. (2006). Applied behavior analysis for teachers (7th ed.). Upper Saddle River, NJ: Pearson Education.
Carrington, S., & Macarthur, J. (2012). Teaching in inclusive school communities. Milton, QLD: John Wiley & Sons Australia.
Cologon, K. (2014). Inclusive education in the early years: Right from the start. South Melbourne: Oxford University Press. 
Foreman, P., & Arthur-Kelly, M. (2017). Inclusion in action (5th ed.). South Melbourne, VIC: Thomson.
Graham, L. (2020). Inclusive Education for the 21st Century: Theory, Policy and Practice. Routledge, New York, NY.
Hyde, M., Carpenter, L., & Doyle, S. (2017). Diversity, inclusion & engagement (3rd ed.). South Melbourne: Oxford University Press. 
Orelove, F., Sobsey, D., & Gilles, D. (2016). Educating students with severe and multiple disabilities (5th ed.). Baltimore, MD: Brookes Publishing.
Strnadová, I., Arthur-Kelly, M., & Foreman P. (2022). Inclusion in Action (6th Edition). South Melbourne: Cengage
Tomlinson, C., & Imbeau, M. (2010). Leading and managing a differentiated classroom. Alexandria, VA: Association for Supervision and Curriculum Development. 
University of Tasmania (2015). APA. In Referencing and assignment writing. Retrieved from http://utas.libguides.com/content.php?pid=27520&sid=199805
 

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