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EDAC223 Instructional Delivery and EDAC224 Understanding Behaviours and Disability

Unit rationale, description and aim

This unit forms part of a suite of units designed to equip students with practical skills to enhance the learning and development of people who are marginalised. This unit builds on knowledge and skills gained in introductory units EDAC135 Inclusive Learning and EDAC223 Instructional Delivery. In this unit students should develop the ability to achieve the overall course outcomes by building on their knowledge and skills gained in the units EDAC135 Inclusive Learning and the unit EDAC223 Instructional Delivery to explore advanced skills in teaching in a range of complex situations. Key strategies and techniques will be investigated based on the developmental model. Complex issues such as reinforcement programs, informal learning, functional academics, social communication skills, intimacy and sexuality, self-care skills and adapting tasks and workplace modifications will be explored.  

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

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

LO1 - Apply a developmental approach to learning for any individual regardless of age or disability (GA1, GA4, GA8)

LO2 - Design programs on a range of complex issues (GA4, GA8)

LO3 - Undertake assessment and develop modifications to support learning (GA8, GA10).

Graduate attributes

GA1 - demonstrate respect for the dignity of each individual and for human diversity 

GA4 - think critically and reflectively 

GA8 - locate, organise, analyse, synthesise and evaluate information 

GA10 - utilise information and communication and other relevant technologies effectively.


Topics will include: 

  • Image, competence and the developmental model
  • Informal and formal learning
  • Functional academics
  • Teaching self-care skills, social communication, intimacy and sexuality
  • Adapting tasks and environments: adaptation, accommodations and workplace modifications.

Learning and teaching strategy and rationale

150 hours in total with a normal expectation of 36 hours of directed study and the total contact hours should not exceed 36 hours. Directed study might include lectures, tutorials, webinars, podcasts etc. The balance of the hours then becomes private study.

The teaching and learning organisation may take a number of forms, depending on specific course/subject requirements at the time of delivery, this may include a combination of face to face and/or online learning delivered on a weekly or intensive schedule. Tutorials and/or synchronous learning will enable students to participate in cooperative and supportive learning opportunities. All learning modes will be delivered and/or supported by a range of resources and activities on ACU’s technology learning platform (LEO).

Assessment strategy and rationale

Assessments have been designed to build upon the content covered in EDAC 135 Inclusive Learning to ensure students explore strategies for learning, social communication and intimacy while considering the adaptations and accommodations required. Assessment one is an essay where students examine the functional aspects of learning for all individual regardless of age or disability. This aims to develop their understanding of the competence and developmental model while exploring formal and informal learning strategies (LO1). The second assessment is a report based on a specific learning situation where students critically reflect and evaluate the content and apply the theories and content to a real world situation (LO2, 3). 

These assessments provide a platform for students to think critically while synthesising and evaluating content in all tasks to deepen their own understanding and equip them with practical skills to enhance the learning development of marginalised people.

Assessment Tasks 

The assessment tasks and their weighting for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, students are required to submit and participate in all assessment tasks. 

The total of assessment tasks will amount to the equivalent of 4,000 words. In order to pass this unit, students are required to obtain a pass in all assessment tasks. 

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate Attributes

Assessment Task 1

2,000 word essay

Students will write an essay outlining aspects of the functional approach to learning



GA1, GA 4, GA8

Assessment Task 2

2,000 word report

Students will prepare a report on a specific learning situation applying the techniques explored in this unit.


LO2, LO3

GA4, GA8, GA10

Representative texts and references

Archer, A.L., & Hughes, C.A. (2010). Explicit instruction: Effective and efficient teaching. New York: Guildford Publications.

Collins B.C. (2012). Systematic instruction for students with moderate and severe disabilities. Baltimore, MD: Paul H Brookes.

Foreman, P., & Arthur-Kelly M. (Eds) (2014). Inclusion in action (4th ed.)Melbourne: Cengage Learning Australia.

Herron Ross, R., & Roberts-Pacchione, B. (2011). Making friends pre-K3: A social skills program for inclusive settings. Thousand Oaks, CA: Corwin Press.

Storey, K., Miner, C. (2011) Systematic Instruction of Functional Skills for Students and Adults with Disabilities. Springfield: Charles C. Thomas

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