This unit is designed for educators with an interest in special and/or inclusive education. The Melbourne Declaration on Educational Goals for Young Australians (MYCEETYA, 2008) and the Disability Standards for Education (2005) make it clear that students with disability should expect that Australian schooling will enable them to become successful learners, confident and creative individuals, and active and informed citizens. In this context, you will be required to independently research and analyse the theoretical and practical issues associated with supporting the education of students with multiple disabilities and complex health conditions. Building on your work in EDU303 Inclusive Practices in Education Settings, you will develop an advanced understanding of collaborative, multi-disciplinary approaches to supporting this diverse population of students.
|Unit name||Educating Students with Multiple Disabilities|
|College/School||College of Arts, Law and Education
Faculty of Education
|Coordinator||Doctor Robyn McCarthy|
|Available as an elective?||No|
|Delivered By||University of Tasmania|
|Location||Study period||Attendance options||Available to|
- International students
- Domestic students
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|Study Period||Start date||Census date||WW date||End date|
* 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 2023 are indicative and subject to change. Finalised census dates for 2023 will be available from the 1st October 2022. Note census date cutoff is 11.59pm AEST (AEDT during October to March).
- Identify legislation, policy, and/or standards relevant to the education of students with multiple disabilities and describe their implications for educators
- Analyse the educational and developmental needs of students with multiple disabilities, understanding when collaborating with other key professionals is required in this process.
- Evaluate strategies for collaboration in the planning, implementation, monitoring, and review of educational programs for individuals with multiple disabilities
- Collaborate with peers to examine and reflect upon your developing beliefs and attitudes about supporting the education of students with multiple disabilities.
- Use conventions of academic writing style and referencing to communicate and analyse key concepts related to supporting students with multiple disabilities.
|Field of Education||Commencing Student Contribution 1||Grandfathered Student Contribution 1||Approved Pathway Course Student Contribution 2||Domestic Full Fee|
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.
Please note: international students should refer to What is an indicative Fee? to get an indicative course cost.
|Assessment||Attendance (10%)|Reflection (15%)|Critique (35%)|Assignment (40%)|
|Timetable||View the lecture timetable | View the full unit timetable|
Required readings will be listed in the unit outline prior to the start of classes.
|Links||Booktopia textbook finder|
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