| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Understanding Dis/ability |
| Unit ID: | EDBED1013 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070113 |
| Other Change: | |
| Brief description of the Unit |
This unit is designed to introduce students to the theoretical perspective of Disability Studies in Education with a focus on understanding how socially constructed barriers can limit access, participation and inclusion. Students will engage with current literature, develop critical thinking and reflecting skills and assess their attitudes and approaches toward individuals experiencing dis/ability. The unit considers historical views of learners with additional needs and changes in educational approaches over time. Students will synthesise knowledge of current, historical and global perspectives to develop their understanding of how language, attitudes, policy and practice can impact educational provision and learner experience |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | |  | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Examine and compare current theoretical and historical perspectives on dis/ability |
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| K2. | Describe ways in which attitudes and social mores build and contribute to dis/ability |
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| K3. | Explore legislation, curriculum and policy requirements relating to the education of learners with disability |
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| Skills: |
| S1. | Identify and explain a range of pedagogical approaches that support inclusion. |
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| S2. | Investigate a variety of ways in which knowledge can be communicated and learning can be supported |
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| S3. | Discuss and articulate barriers to access, participation, engagement and achievement within educational settings and identify supportive options for addressing them. |
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| Application of knowledge and skills: |
| A1. | Produce a personal philosophy that supports accessible education for all learners. |
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| A2. | Demonstrate the capacity to support learner access, participation and engagement through selection and use of multimodal material and inclusive teaching strategies. |
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| A3. | Evaluate and reflect on educational scenarios involving learners with disability to provide a critical analysis of problems and resolutions. |
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| Unit Content: |
Topics to be covered
• Models of disability: medical, social and biopsychosocial and stakeholder perspectives
• Historical approaches to the education of individuals with disability, (exclusion, segregation, integration and inclusion) and their relationship to current legislation, curriculum, policy and human rights
• The impact of current and historical perspectives of dis/ability on learner identity, wellbeing and safety
• The use of ICT supports to enhance opportunities for learners to access, participate and engage in curriculum activities
• Language, labels, culture, media representation; challenges and supportive strategies involving verbal and non-verbal communication
• Disabled childhoods: Addressing the issue of power relationships to support inclusion, wellbeing and safety
• Relationships between individual characteristics of impairment, disabling barriers to success and impacts on learning |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 1 - Students require directions and boundaries from mentor | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 1 - Students require directions and boundaries from mentor |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K3, S1, S2, S3, A2 | Multimodal Presentation: Students will work to identify a social issue experienced by persons with a disability and develop a multi-modal presentation responding to the social issue demonstrating principles of co-design, “nothing about us without us” and “do no harm”. | Multimodal Presentation | 40% - 50% | | 2. | K1, K2, K3, S1, S3, A1, A3 | e-Portfolio Reflective Journal: Students will maintain a reflecting journal documenting (with links to theory) their learning journey, with links to legislative and policy requirements for working with persons with a disability. As part of this task student will maintain a reading diary of weekly readings | e-Portfolio/Reflective Journal | 50% - 60% |
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