TEAC 7150 Universal Design for Learning

Credit Points 10

Legacy Code 102150

Coordinator Annette Sartor Opens in new window

Description Developing the ability to meet the needs of a diverse group of learners within a flexible learning situation is critical to promote inclusion. This subject reviews multiple approaches and strategies employed (e.g. accommodation, adjustment, differentiation) and advocates for Universal Design for Learning to achieve this goal. Strategies are critiqued based on their capacity to enhance learning outcomes for individuals with additional needs and to advance inclusion. These analyses are then used to develop strategies and methods which can facilitate the learning and inclusion of individuals with a range of abilities, skills and needs. Students evaluate strategies, plan and reflect on a learning experience based on Universal Design for Learning.

School Education

Discipline Teacher Education: Special Education

Student Contribution Band HECS Band 1 10cp

Check your fees via the Fees page.

Level Postgraduate Coursework Level 7 subject

Equivalent Subjects TEAC 7048 - Inclusion in Practice


Students must be enrolled in 1714 Master of Teaching (Secondary), 1720 Master of Inclusive Education or 1721 Graduate Certificate in Inclusive Education

Learning Outcomes

On successful completion of this subject, students should be able to:

  1. Apply the principles of UDL to promote authentic learning for diverse learners.
  2. Assess the effect of diversity within the educational setting for learning and teaching.
  3. Implement practices that facilitate continuities between systems and settings.
  4. Design programs that foster positive relationships between individuals with additional needs and their peers.
  5. Establish effective, collaborative relationships with families, colleagues, and other professionals to optimise the planning, implementation and monitoring of learning experiences.
  6. Document the learner’s strengths and needs, and how these will be addressed within the educational setting.
  7. Evaluate the effect of UDL on learner’s development  and belonging.
  8. Reflect on personal and professional values, practices and skills to implement UDL.

Subject Content

  1. Universal Design for Learning
  2. Bronfenbrenner’s ecological model, M2ECCA (Methods of instruction, Materials of instruction, Environment of the classroom, Content of instruction, Collaboration, Assessment), EYLF (Early Years Learning Framework), Loreman’s 7 pillars of support, Building Blocks, Ambrose’s model of change
  3. Adaptations and accommodations
  4. Diversity and impact on learning
  5. The social ecology of the educational setting
  6. Considering the needs of the learner with a disability, their families, their peers and the educator in an inclusive setting (e.g., cooperative learning)
  7. Differentiating teaching, learning and assessing to promote development and belonging for all individuals in the setting.
  8. Collaboration for inclusion
  9. Documenting the learner’s strengths and needs, and progress
  10. Developing an inclusion plan
  11. Planning for transitions


The following table summarises the standard assessment tasks for this subject. Please note this is a guide only. Assessment tasks are regularly updated, where there is a difference your Learning Guide takes precedence.

Type Length Percent Threshold Individual/Group Task
Portfolio 2500 words (or equivalent depending on chosen mode of expression) 50 N Individual
Professional Task 2500 words 50 N Individual

Teaching Periods

Spring (2023)



Subject Contact Annette Sartor Opens in new window

View timetable Opens in new window