Faculty of Education

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This unit entry is for students who completed this unit in 2016 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

Monash University

6 points, SCA Band 1, 0.125 EFTSL

Undergraduate - Unit

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.




Dr Angelika Anderson



  • Second semester 2016 (Day)


This unit develops students' knowledge and first-hand experience of working with learners who may require a higher degree of support for learning to ensure equitable participation and engagement at school. These are typically learners whose personal circumstances are more than usually complex and who may experience barriers or exclusion due to one or more factors including (but not limited to) disabilities/impairments, health concerns, socioeconomic status or family background. Evidence-based strategies for curriculum design and the use of technology are explored along with ways they may be instrumental in supporting the needs of these learners and their peers. Students build their knowledge of support services in schools and the community that are relevant to learners. Students develop expertise and experience in the skills of consulting, negotiating and facilitating as related to the roles of integration teacher, teaching assistants, families and professionals from a range of sectors, such as health professionals, social workers and out-of-home carers, who may be involved with the education, wellbeing and future success of these learners.


Upon successful completion of this unit students should be able to:

  1. understand the professional implications for supporting diverse learners' education, wellbeing and future success in a variety of educational settings and across the school years
  2. develop skills in using evidence-based approaches for curriculum design and technology to remove barriers for the access, participation and engagement of vulnerable learners
  3. identify community and school resources and supports available for learners with higher support needs
  4. understand the role of, and develop skills to collaborate with, other personnel (including teacher assistants), family members and other professionals when supporting the higher needs of learners
  5. create evidence-based teaching resources relevant to curriculum design, transition planning, professional collaboration or the use of technology and reflect upon their use using professional practice frameworks.


Literature review (1600 words equivalent, 40%)
Case study: practice for supporting diverse learners (2400 words, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)