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  • Semester 2Multi-mode


EDAP610 Educational and Behavioural Functional Assessment


EDIP609 Implementing Differentiated Provision

Unit rationale, description and aim

School leaders and teachers have a broad range of programs and approaches to draw from in developing pedagogical approaches in schools. A key goal of educational psychology is to offer evidence-based differentiations and interventions that scaffold individuals to optimize their potential in the cultures in which they interact. It draws on the assessment and diagnostic knowledge and skill developed in EDAP613 to provides the knowledge and skill needed to design and implement individualized and efficacious differentiation programs and to evaluate interventions.

This unit will provide students with the skills to reflect critically on the theoretical and evidence-based foundations of programs and approaches to make informed decisions. It will address considerations for atypical learners including Indigenous Australians as well as individuals with diverse cultural linguistic and experiential backgrounds. Students will gain the skills to reflect critically on the theoretical and evidence-based foundations of programs and approaches to make informed decisions by engaging in supervised practice in which they

  • are scaffolded to develop individual diagnostic assessment plans for students who have atypical learning profiles; they will administer a range of assessment protocols and diagnose the learning profiles of individual atypical learners;
  • plan and administer, under supervision, an intervention program for students who have atypical learning profiles; this intervention will include academic, learning, and social interaction goals as appropriate.
  • plan and administer, without on-going supervision, an intervention program for students who have atypical learning profiles; this intervention will include academic, learning, and social interaction goals as appropriate.

The aim of this unit is to support students in developing the required advanced knowledge, understanding and expert skills they need to realise effective school and class-wide evidence-based interventions.

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.

Learning Outcome NumberLearning Outcome DescriptionRelevant Graduate Capabilities
LO1Define a learning problem and locate relevant literature to develop a base of evidence relating to the problem (APST 1.2, 6.4, 7.4 (HA & / or Lead)GC1, GC2, GC7, GC8, GC9, GC11
LO2Apply effective interventions including the “Response to intervention” model of facilitating change in learning and teaching and its application to particular problems (APST 1.2, 1.3, 1.5, 1.6, 2.5, 2.6, 3.2, 3.6, 4.3, 5.4, 6.4 (HA &/or Lead)GC1, GC2, GC7, GC8
LO3Articulate the key principles of effective learning and teaching for atypical students and how these apply to individual classrooms. (APST 3.2, 3.6, 4.1, 4.3, 4.5, 6.4 (HA &/or Lead)GC1, GC2, GC7, GC8, GC11
LO4Appraise challenges at school and classroom level relating to cultural competence and the inclusion of culturally and linguistically diverse students in schools. (APST 1.3, 1.4, 2.4, 7.4 (HA &/or Lead)GC1, GC2, GC4, GC6, GC7, GC8, GC9
LO5Create classroom programs and strategies based on evidence-based interventions including “Response to Intervention” (APST 1.5, 2.6, 3.2, 3.6, 4.5 (HA &/or Lead)GC1, GC2, GC4, GC6, GC7, GC8, GC9


On successful completion of this unit, students should have gained evidence towards the following standards:

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

Provide advice and support colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge of and support from community representatives.

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

Support colleagues with providing opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

2.5 Literacy and numeracy strategies

Support colleagues to implement effective teaching strategies to improve students’ literacy and numeracy achievement.

2.6 Information and Communication Technology (ICT)

Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful.


On successful completion of this unit, students should have gained evidence towards the following standards:

1.2 Understand how students learn

Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students.

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.

1.6 Strategies to support full participation of students with disability

Initiate and lead the review of school policies to support the engagement and full participation of students with disability and ensure compliance with legislative and/or system policies.

3.2 Plan, structure and sequence learning programs

Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills.

3.6 Evaluate and improve teaching programs

Conduct regular reviews of teaching and learning programs using multiple sources of evidence including: student assessment data, curriculum documents, teaching practices and feedback from parents/ carers, students and colleagues.

4.1 Support student participation

Demonstrate and lead by example the development of productive and inclusive learning environments across the school by reviewing inclusive strategies and exploring new approaches to engage and support all students.

4.3 Managing challenging behaviour

Lead and implement behaviour management initiatives to assist colleagues to broaden their range of strategies.

4.5 Use ICT safely, responsibly and ethically

Review or implement new policies and strategies to ensure the safe, responsible and ethical use of ICT in learning and teaching.

5.4 Interpret student data

Coordinate student performance and program evaluation using internal and external student assessment data to improve teaching practice.

6.4 Apply professional learning and improve student learning

Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.

7.4 Engage with professional teaching networks and broader communities

Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.


Topics will include: 

1. Theoretical and evidence-based foundations of interventions, programs, and approaches; the differentiation of pedagogy, curriculum, school culture and classroom climate. The structure of an intervention. The key decisions to make in planning an intervention. Differentiating the curriculum (task analysis), the teaching and the classroom culture and climate. 

2. How to map the outcomes of the diagnosis into an individual learning program.  Response to intervention as an evidence-based approach to interpreting the learning profiles of exceptional students. Using the student’s experiential, abstract and procedural knowledge, ways of thinking, emotional engagement and attitudes, learning personality or identity and cultural knowledge to identify the entry level for the intervention and for deciding how the curriculum, pedagogy and classroom climate will be differentiated. A framework for the differentiation of pedagogy based on an evidence-based ‘phases-of-learning’ sequence.

3. The practical application of the intervention procedures. Examples of intervention programs. Evaluation of evidence-based pedagogy used in interventions for literacy and numeracy.  Teaching students to be self-teachers and learners and to take responsibility for their learning.

4. Broader issues to do with the design of interventions. These include:

  • Positive behaviour intervention and support
  • Information and communication technologies in interventions
  • Cultural and linguistic diversity and cultural competence.
  • Monitoring, evaluating the efficacy of interventions and procedures for modification.
  • Working with parents and families to support the intervention
  • Principles for implementing interventions in any domain.

Learning and teaching strategy and rationale

Engagement for learning is the key driver in the delivery of this curriculum. The unit will facilitate active participation in pedagogical approaches that demonstrate alignment of teaching, learning and assessment and incorporate: 

  • Use of a core set of digital resources (including modules, readings, suggested websites and other electronic resources) to support learning and assessment; 
  • Use of online tools to build a community of learners (e.g. forum, chat, podcasts, WIKI)
  • Engagement in reflective practice supported by the study of scholarly literature
  • Critical analysis and applied learning to educational case studies for the purposes of assessment. 

The unit uses a combination of multiple methods or approaches working implicitly to assist students to progress purposefully toward the unit’s goals in a constructive way. It is supported by a unit Learning Management System (LMS) site.  Students work through and reflect on the content in the core set of resources, explore, evaluate, and elaborate it in tutorial settings and apply it. 

This is a 10 credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total.

Mode of delivery: This unit will be offered in one or more of modes of delivery described below, chosen with the aim of providing flexible delivery of academic content.

  • On Campus: Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
  • Intensive: In an intensive mode, students require face-to-face attendance on weekends or any block of time determined by the school. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes. This unit is structured with required upfront preparation before workshops. The online learning platforms used in this unit provide multiple forms of preparatory and practice opportunities for you students to prepare and revise. 
  • Multi-mode: Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
  • Online unscheduled: Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable. 
  • Online scheduled: All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.

Assessment strategy and rationale

To successfully complete this unit, postgraduate students need to complete and submit two graded assessment tasks. The assessment strategy used allows students to demonstrate their knowledge and skill related to school and class-wide evidence-based interventions for all children.   

The first task (50%) requires students to identify the key issues to be examined in implementing an individualized intervention program using the diagnostic data for one or more atypical learning students that is supported by the current literature and to provide recommendations from the diagnosis for an intervention. The second task (50%) requires students to describes how to implement personalized inclusive provision for a particular category of exceptional learning, drawing on relevant diagnostic information.

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning Outcomes

Assessment Task 1 

A paper that identifies the key issues to be examined in implementing an individualised intervention program. The issues will reflect current research and dialogue in the domain of educational provision for exceptional learners.


LO1, LO3, LO4

Assessment Task 2 

A paper that describes how to implement personalised inclusive provision for a particular category of exceptional learning. The provision will be supported by the current literature.


LO1, LO2, LO3, LO4, LO5

Representative texts and references

Required text(s)

Butler, S., Urrutia, K., Buenger, A., & Hunt, M. (2010). A review of the current research on comprehension instruction. Contract No. ED-08-CO0123). National Reading Technical Assistance Center, RMC Research Corporation. Retrieved from US Department of Education http://www2. ed. gov/programs/readingfirst/support/compfinal. pdf.

Ebbels, S. H., McCartney, E., Slonims, V., Dockrell, J. E., & Norbury, C. (2017). Evidence based pathways to intervention for children with language disorders. In PeerJ preprints. PeerJ, Inc.

Gersten, R., Chard, D., Jayanthi, M., Baker, S., Morphy, P., & Flojo, J. (2009). A meta- analysis of mathematics instructional interventions for students with learning disabilities: A technical report. Instructional Research Group.

Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching elementary school students to be effective writers: A practice guide (NCEE 2012- 4058). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from wwc/publications_reviews.aspx#pubsearch.

Krause, Kerri-Lee, Sue Duchesne, Sandra Bochner, and Anne McMaugh. Educational Psychology for Learning and Teaching, edited by Kerri-Lee Krause, et al., Cengage Learning Australia, 2015. ProQuest Ebook Central,

National Reading Panel (US), National Institute of Child Health, & Human Development (US). (2000). Report of the national reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health.

Recommended references

Ashman, A. (Eds.). (2019). Education for inclusion and diversity (6th ed.). Pearson Australia. 

Carrington, S., & MacArthur, J. (Eds.). (2012). Teaching in inclusive school communities. John Wiley &Sons. 

Harrison, N. (2022). Teaching and learning in Aboriginal and Torres Strait Islander education (4th ed.). Oxford University Press. 

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). Association for Supervision and Curriculum Development. 

Solís, M., Vaughn, S. & Scammacca, N. (2015). The Effects of an Intensive Reading Intervention for Ninth Graders with very Low Reading Comprehension. Learning Disabilities Research & Practice 30(3): 104-113. DOI:  10.1111/ldrp.12061

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