ESS441 Inclusive Learning & Teaching (8)


This subject builds knowledge and skills in the theory and practice of inclusive education. This includes the theoretical, philosophical and applied underpinnings of the practice of inclusion, the current state of practice in the field and the design of inclusive pedagogy. Students will build their capacity to address learner diversity in their own classrooms employing an approach that focuses on learner need and context rather than label. The intent of the subject is to assist students to become self-organizing inclusive educators through the processes of research, design, reflection and collaboration.

+ Subject Availability Modes and Location

Session 2
InternalWagga Wagga Campus
DistanceBathurst Campus
Continuing students should consult the SAL for current offering details: ESS441
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration Grading System School:
One sessionHD/FLSchool of Teacher Education

Enrolment restrictions

Incompatible subject(s)

Learning Outcomes

Upon successful completion of this subject, students should:
- be able to briefly describe the history of the development of inclusion as an educational philosophy/phenomenon
- be able to describe how having a disability may impact on a student's access to and participation in education
- be able to demonstrate a knowledge of the legislative underpinnings of inclusion, with particular reference to (although not limited to) the Australian context
- be able to recognise and describe the characteristics of a successful inclusive learning environment
- have built a personal position on inclusive education based upon research in the field and their professional beliefs and values
- be able to demonstrate how quality teaching, curriculum differentiation and inclusion intersect in practice
- be able to apply collaborative problem-solving processes to assess the nature and needs of students in inclusive settings, including the use of curriculum based assessments and the use of Life Skills outcomes and content
- be able to identify and describe categories of curriculum and instructional differentiation
- be able to design and organise strategies and adaptations that can be implemented within classroom settings that promote learner access to the academic and broader life skills curriculum
- be able to use collaborative and reflective practice in designing inclusive pedagogy through a process of peer mediation
- be able to develop an applied understanding of the theoretical and research-based underpinnings of inclusive strategies and pedagogy as they relate to classroom practice.


The subject will cover the following topics:
- The foundations of inclusive practice - The nature and needs of students in the inclusive classroom - Research supported strategies for promoting inclusive practice. - Application of principles of inclusion to an actual case. - Curriculum Differentiation including the identification and selection of approaches to differentiate curriculum in inclusive settings. - Adapting instruction including the design of instructional adaptations. - Inclusive Pedagogy, including cognitive strategy training, peer assisted and cooperative learning, their design and theoretical underpinnings and application in academic and broader life skill domains.


The information contained in the 2016 CSU Handbook was accurate at the date of publication: 06 September 2016. The University reserves the right to vary the information at any time without notice.