ESS540 Designing the Inclusive School (8)


This subject addresses the way schools/settings can be designed to be more responsive to individual difference. 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/settings 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 schools/settings 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/settings 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:
  • be able to analyse the reform context generating a set of drivers that account for the challenge of school reform and improvement;
  • be able to demonstrate an understanding of scale in school reform and improvement and what it means for a learning organization. Students will develop a set of characteristics of an inclusive school that should exist at scale across the organization;
  • be able to identify five design factors that would create better practice at scale in school design;
  • be able to explain how your design framework serve as a response to the issues described in your initial problem analysis;
  • be able to select an evidence-based whole school intervention that will be the target of reform at scale in a school or setting;
  • be able to apply the embedded design principle to a school commitment. This includes specifying the knowledge and skills required of teachers and the developmental career trajectory for teachers at the school/setting and the foci of the key areas for feedback associated with the commitment;
  • be able to build an emergent feedback model for Positive Behavioural Support (PBS);
  • be able to develop an organisational structure (network of teams) for decision-making in the school that is capable of supporting the commitment to evidence-based inclusive practice;
  • be able to frame the professional capacity building required within an embedded design framework to build teacher capacity with evidence-based practice that underpins the commitment;
  • be able to undertake a SWOT analysis that reflects all other outcomes in the subject including the reform context, getting to scale and the specifics of the design created; and,
  • be able to write a reflection that links their design effort to the broader focus of a multi-tiered approach to school design evaluating the design's merits/limitations in light of the issues, benefits and challenges associated with Multi-Tiered Approach (MTA).


The subject will cover the following topics:
  • The Reform Context
  • Getting to Scale
  • Design Theory
  • Response to the Problem
  • Instantiating Commitments
  • Applying Embedded Design
  • Emergent Feedback
  • Network of Teams
  • Professional Capacity Building
  • Analysing the Design
  • The Design and the Multi-Tiered Approach (MTA)


The information contained in the 2018 CSU Handbook was accurate at the date of publication: 23 February 2018. The University reserves the right to vary the information at any time without notice.