ESS540 Designing the Inclusive School (8)


This subject addresses the way schools can be designed to be more responsive to individual difference. This includes the role of the school leader as an agent and strategic planner for change in the learning design of schools. The subject will examine contemporary national and international literature on school reform, improvement, and organisational change as a context for the study of the way schools can be designed for inclusion. The design approach employed in the subject applies principles derived from the study of self-organising systems and their application in education. The subject will focus on the way the school can self-organise and plan for learner diversity. Assessment items focus on the use of the principles and practice of self-organisation to design solutions and solve problems that relate to making schools more inclusive.

+ Subject Availability Modes and Location

Session 2
OnlineBathurst Campus
Continuing students should consult the SAL for current offering details: ESS540
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

Learning Outcomes

Upon successful completion of this subject, students should:
- demonstrate an understanding of the relationship between comprehensive school reform and inclusion;
- recognise and describe the characteristics of an inclusive school;
- apply the principles of Universal Design to school level decision-making;
- apply theoretical principles of self-organisation to the school design problem-solving including: the development of a simple rules and schema for the inclusive school; building collective intelligence through collaborative networks; using the research on professional development to build teacher capacity for inclusion; the design of emergent feedback systems and the role of technology for knowledge discovery and management in schools;
- translate school policy into strategy for inclusive practice;
- apply research on school change and innovation to the development of inclusive school practice; and
- analyse, resolve, and evaluate problem-based cases using the principles of self-organisation.


The subject will cover the following topics:
- School Reform and Inclusion
- The Self-Organising School
- Translating Policy and Practice into School-based Action
- The Inclusive School Curriculum
- Scaling the Differentiated Classroom
- Collaboration and Teams in the Inclusive School
- Knowledge Management and Technology in the Inclusive School
- Inclusive School Planning.


The information contained in the 2017 CSU Handbook was accurate at the date of publication: 25 August 2017. The University reserves the right to vary the information at any time without notice.