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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.

Summary 2021

Unit name Educating Students with Multiple Disabilities
Unit code EES201
Credit points 12.5
Faculty/School College of Arts, Law and Education
Faculty of Education
Discipline Education
Available as student elective? No
Breadth Unit? No



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About Census Dates

Learning Outcomes

  1. Identify legislation, policy, and/or standards relevant to the education of students with multiple disabilities and describe their implications for educators.
  2. Analyse the educational and developmental needs of students with multiple disabilities, understanding when collaborating with other key professionals is required in this process.
  3. Evaluate strategies for collaboration in the planning, implementation, monitoring, and review of educational programs for individuals with multiple disabilities.
  4. Collaborate with peers to examine and reflect upon your developing beliefs and attitudes about supporting the education of students with multiple disabilities.
  5. Use conventions of academic writing style and referencing to communicate and analyse key concepts related to supporting students with multiple disabilities.






Teaching Pattern

Online class (weekly, 2 hours)
Other (weekly, 1 hour)


Task 1: Engaging in a Professional Learning Community, 400 words equivalent (10%)

Task 2: Reflective Statement, 600 words (15%)

Task 3: Critical evaluation of an individual education plan, 1400 words (35%)

Task 4: Educational program proposal for a student with multiple disabilities, 1600 words (40%)

TimetableView the lecture timetable | View the full unit timetable



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