EUB401 Teaching Learners with Complex Learning Profiles
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUB401 |
|---|---|
| Prerequisite(s): | EUB207 or EUB244 |
| Antirequisite(s): | LCB006 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,816 |
| International unit fee | $4,932 |
Unit Outline: Flexible Period - 03A 2026, Kelvin Grove, Internal (Start Date: 19 Jan 2026)
| Unit code: | EUB401 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB207 or EUB244 |
| Anti-requisite: | LCB006 |
| Coordinator: | Bessie Stone | bessie.stone@qut.edu.au |
Overview
This unit will cover targeted strategies for learners with complex learning profiles in inclusive classrooms in prior-to-school and formal school contexts. This unit focuses on why, when, and how to make adjustments in accordance with the Disability Standards for Education 2005. It will teach you how to implement these adjustments in partnership with parents/carers and in collaboration with relevant professionals. The learning in this unit will develop your understanding of learners with complex learning profiles. It will develop your capability to plan and enact supplementary, substantial and extensive adjustments to curriculum, pedagogy, assessment and environment within prior-to-school and primary school contexts. The unit is offered at the mastery stage of the course to develop your ability to teach learners with complex learning profiles. It builds on your learning in EUB207 and is related to other units covering pedagogical and curriculum approaches.
Learning Outcomes
On successful completion of this unit you will be able to:
- Analyse characteristics of learners with complex learning profiles.
- Plan supplementary, substantial and extensive adjustments for learners with complex learning profiles in classrooms.
- Discuss how to build collaborative partnerships with colleagues, parents/carers and community representatives.
- Outline professional communication strategies for consulting with children to develop Personal Learning Plans.
Content
Content and learning activities in this unit include:
- The theory and practice of early intervention;
- How to effectively teach students with diverse learning needs including students/learners with complex learning profiles and students/learners with disability;
- Teaching literacy in subjects other than English through discipline and discipline-specific curriculum and pedagogical studies;
- Developing literacy resource across curriculum areas for learners with complex learning profiles or disabilities;
- Why and how to enact supplementary, substantial and extensive adjustments to curriculum, pedagogy, assessment and environment within inclusive classrooms and early childhood settings;
- How to develop and maintain partnerships with parents/carers and collaborations with other professionals;
- Implications of current policy and funding arrangements for supports in inclusive classrooms in prior-to-school and primary school contexts (eg, UN Convention on Children’s Rights, 1989); and
- Best practices for collaborating with other professionals such as inclusion support personnel and teacher aides.
Some example activities you will participate in are:
Discussion with peers about supporting teaching literacy in subjects other than English through discipline and discipline-specific curriculum and pedagogical studies. Kirsten, N. (2019), Cross et al., (2022), and Miller et al., (2025) will be used as key resources to support the content and learning activities outlined in this unit.
Discussion with peers about the effectiveness of core teaching practices for students with additional needs, the legal and policy frameworks supporting inclusion (e.g. Disability Discrimination Act 1992, Disability Standards for Education 2005, UN Convention on Children’s Rights, 1989), and evidence-based approaches for supporting high-prevalence disabilities in Australian classrooms, developed with input from disciplines such as linguistics, psychology, health, and education. The Australian Education Research Organisation’s resource Engaged Classrooms Through Effective Classroom Management will be used to support the discussion of research evidence that underpins the content and learning activities in this unit.
Learning Approaches
In this unit you will learn through engaging in the following:
- Recorded lectures;
- Weekly readings;
- Online activities including discussion forums;
- Recorded conversations with guest speakers including professionals from the field;
- Individual and small group workshop activities related to the application of unit content and preparation for assessment items; and
- Authentic assessment tasks for applying your scholarly knowledge of the unit content in real-world scenarios.
Feedback on Learning and Assessment
In this unit, formative and summative feedback will be provided as follows:
- Feedback from your peers and your lecturer on formative tasks leading to summative assessment items;
- Written, timely and constructive feedback from your lecturer on your assessment items, and
- Formative self assessment through online quizzes with automated feedback items.
Assessment
Overview
There are two assessment items in this unit:
1. Information Resource - In the first assessment you will create and present an authentic evidence-based resource based upon provided case study scenario. Your resource will focus on diverse groups of students/learners with diverse learning needs, including particular group of students/learners with disability and complex learning profiles and adjustments to discipline and discipline-specific curriculum, pedagogy, assessment and environment to effectively teach these students/learners in an inclusive classroom or early childhood setting. Your resource can be used in your professional practice and shared with colleagues.
2. Professional Plan - In the second assessment you will draw on a provided case study scenario and describe the supplementary, substantial and extensive adjustments for an inclusive classroom or early childhood setting and justify the level of adjustment required. You will also plan ways to build collaborative relationships with parents/carers of students/learner with diverse learning needs including students/learners with disability and other professionals. This reflects the work of practising teachers.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Information Resource
In the first assessment, you will create and present an authentic evidence-based resource based upon the provided case study scenario. Your resource will focus on diverse groups of students/learners with diverse learning needs, including particular groups of students/learners with disability and complex learning profiles and adjustments to discipline and discipline-specific curriculum, pedagogy, assessment and environment to effectively teach these students/learners in an inclusive classroom or early childhood setting. Your resource can be used in your professional practice and shared with colleagues.
Drawing from scholarly sources, policy and legislation, you will develop an evidence-based resource (a narrated PowerPoint presentation) that could be used in your future professional practice.
Through the process of developing a SMART goal framework, you will draw upon literature and policy to identify a specific goal and subsequent adjustment to either the curriculum, pedagogy, assessment or environment to effectively teach a learner with a complex learning profile in your inclusive classroom.
This is an authentic assessment as it reflects an activity you would be expected to engage in during your professional practice.
CC: 2.4, 2.4.3, 4.4, 4.4.1, 4.4.2, 4.4.3
Assessment: Professional Plan
Adjusting teaching and assessment strategies
In the second assessment you will draw on a provided case study scenario and describe the supplementary, substantial and extensive adjustments for an inclusive classroom or early childhood setting and justify the level of adjustment required. You will also plan ways to build collaborative relationships with parents/carers of students/learners with diverse learning needs, including students/learners with disability and other professionals. This reflects the work of practising teachers.
Choose one inclusive classroom or early childhood setting scenario from the options provided on Canvas to develop a Case Study Report and subsequent Personal Learning Plan. It is important to identify the level of adjustment (NCCD) you would make to support this child.
Identify and describe the (i) supplementary, (ii) substantial or (iii) extensive adjustments to teaching and assessment strategies appropriate for your chosen scenario and justify the level of adjustment required.
Making explicit reference to legislative requirements, including the educators' obligations under the Disability Standards for Education 2005, discuss strategies to:
- drawing on foundational research on learning, consult with students about their strengths, interests and how they learn best;
- create partnerships with the parents/carers of learners in your chosen scenario to include them in the educative process;
- work effectively, sensitively and confidentially with parents/carers; and
- collaborate with relevant professionals to create an effective and inclusive learning environment.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
This is an authentic assessment as it reflects an activity you would be expected to engage in during your professional practice.
CC: 4.4, 4.4.1, 4.4.3
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Other
QUT Reading List as advised.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Information Resource, Professional Plan - Understand how students learn
Relates to: Information Resource, Professional Plan - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Professional Plan - Strategies to support full participation of students with disability
Relates to: Information Resource, Professional Plan
3 Professional Practice: Plan for and implement effective teaching and learning
- Plan, structure and sequence learning programs
Relates to: Professional Plan - Use teaching strategies
Relates to: Professional Plan - Engage parents/carers in the educative process
Relates to: Professional Plan
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Professional Plan - Maintain student safety
Relates to: Professional Plan
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Professional Plan
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Professional Plan - Engage with professional teaching networks and broader communities
Relates to: Professional Plan
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED34 Bachelor of Early Childhood Education (Birth to Five)
- Knowledgeable: Integrate theory, curriculum and context to plan, implement and evaluate learning and teaching.
Relates to: ULO2, Information Resource, Professional Plan - Inclusive: Apply inclusive, culturally safe and strengths-based principles to plan for and respond to children, families and communities in early childhood education and care.
Relates to: ULO1, Information Resource, Professional Plan - Collaborative: Collaborate with children, families, colleagues, wider communities and other professionals to promote child learning development and wellbeing outcomes
Relates to: ULO3, Professional Plan - Communicative: Articulate early childhood teaching philosophies, pedagogies and practices to a variety of audiences.
Relates to: ULO4, Professional Plan
ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Apply professional knowledge to learning areas, learning and learners.
Relates to: ULO1, ULO2, Information Resource, Professional Plan - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO2, Information Resource, Professional Plan - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Professional Plan - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Professional Plan
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Information Resource, Professional Plan - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO2, Information Resource, Professional Plan - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Professional Plan - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Professional Plan
Unit Outline: Flexible Period - 03A 2026, Online (Start Date: 19 Jan 2026)
| Unit code: | EUB401 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB207 or EUB244 |
| Anti-requisite: | LCB006 |
Overview
This unit will cover targeted strategies for learners with complex learning profiles in inclusive classrooms in prior-to-school and formal school contexts. This unit focuses on why, when, and how to make adjustments in accordance with the Disability Standards for Education 2005. It will teach you how to implement these adjustments in partnership with parents/carers and in collaboration with relevant professionals. The learning in this unit will develop your understanding of learners with complex learning profiles. It will develop your capability to plan and enact supplementary, substantial and extensive adjustments to curriculum, pedagogy, assessment and environment within prior-to-school and primary school contexts. The unit is offered at the mastery stage of the course to develop your ability to teach learners with complex learning profiles. It builds on your learning in EUB207 and is related to other units covering pedagogical and curriculum approaches.
Learning Outcomes
On successful completion of this unit you will be able to:
- Analyse characteristics of learners with complex learning profiles.
- Plan supplementary, substantial and extensive adjustments for learners with complex learning profiles in classrooms.
- Discuss how to build collaborative partnerships with colleagues, parents/carers and community representatives.
- Outline professional communication strategies for consulting with children to develop Personal Learning Plans.
Content
Content and learning activities in this unit include:
- The theory and practice of early intervention;
- How to effectively teach students with diverse learning needs including students/learners with complex learning profiles and students/learners with disability;
- Teaching literacy in subjects other than English through discipline and discipline-specific curriculum and pedagogical studies;
- Developing literacy resource across curriculum areas for learners with complex learning profiles or disabilities;
- Why and how to enact supplementary, substantial and extensive adjustments to curriculum, pedagogy, assessment and environment within inclusive classrooms and early childhood settings;
- How to develop and maintain partnerships with parents/carers and collaborations with other professionals;
- Implications of current policy and funding arrangements for supports in inclusive classrooms in prior-to-school and primary school contexts (eg, UN Convention on Children’s Rights, 1989); and
- Best practices for collaborating with other professionals such as inclusion support personnel and teacher aides.
Some example activities you will participate in are:
Discussion with peers about supporting teaching literacy in subjects other than English through discipline and discipline-specific curriculum and pedagogical studies. Kirsten, N. (2019), Cross et al., (2022), and Miller et al., (2025) will be used as key resources to support the content and learning activities outlined in this unit.
Discussion with peers about the effectiveness of core teaching practices for students with additional needs, the legal and policy frameworks supporting inclusion (e.g. Disability Discrimination Act 1992, Disability Standards for Education 2005, UN Convention on Children’s Rights, 1989), and evidence-based approaches for supporting high-prevalence disabilities in Australian classrooms, developed with input from disciplines such as linguistics, psychology, health, and education. The Australian Education Research Organisation’s resource Engaged Classrooms Through Effective Classroom Management will be used to support the discussion of research evidence that underpins the content and learning activities in this unit.
Learning Approaches
In this unit you will learn through engaging in the following:
- Recorded lectures;
- Weekly readings;
- Online activities including discussion forums;
- Recorded conversations with guest speakers including professionals from the field;
- Individual and small group workshop activities related to the application of unit content and preparation for assessment items; and
- Authentic assessment tasks for applying your scholarly knowledge of the unit content in real-world scenarios.
Feedback on Learning and Assessment
In this unit, formative and summative feedback will be provided as follows:
- Feedback from your peers and your lecturer on formative tasks leading to summative assessment items;
- Written, timely and constructive feedback from your lecturer on your assessment items, and
- Formative self assessment through online quizzes with automated feedback items.
Assessment
Overview
There are two assessment items in this unit:
1. Information Resource - In the first assessment you will create and present an authentic evidence-based resource based upon provided case study scenario. Your resource will focus on diverse groups of students/learners with diverse learning needs, including particular group of students/learners with disability and complex learning profiles and adjustments to discipline and discipline-specific curriculum, pedagogy, assessment and environment to effectively teach these students/learners in an inclusive classroom or early childhood setting. Your resource can be used in your professional practice and shared with colleagues.
2. Professional Plan - In the second assessment you will draw on a provided case study scenario and describe the supplementary, substantial and extensive adjustments for an inclusive classroom or early childhood setting and justify the level of adjustment required. You will also plan ways to build collaborative relationships with parents/carers of students/learner with diverse learning needs including students/learners with disability and other professionals. This reflects the work of practising teachers.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Information Resource
In the first assessment, you will create and present an authentic evidence-based resource based upon the provided case study scenario. Your resource will focus on diverse groups of students/learners with diverse learning needs, including particular groups of students/learners with disability and complex learning profiles and adjustments to discipline and discipline-specific curriculum, pedagogy, assessment and environment to effectively teach these students/learners in an inclusive classroom or early childhood setting. Your resource can be used in your professional practice and shared with colleagues.
Drawing from scholarly sources, policy and legislation, you will develop an evidence-based resource (a narrated PowerPoint presentation) that could be used in your future professional practice.
Through the process of developing a SMART goal framework, you will draw upon literature and policy to identify a specific goal and subsequent adjustment to either the curriculum, pedagogy, assessment or environment to effectively teach a learner with a complex learning profile in your inclusive classroom.
This is an authentic assessment as it reflects an activity you would be expected to engage in during your professional practice.
CC: 2.4, 2.4.3, 4.4, 4.4.1, 4.4.2, 4.4.3
Assessment: Professional Plan
Adjusting teaching and assessment strategies
In the second assessment you will draw on a provided case study scenario and describe the supplementary, substantial and extensive adjustments for an inclusive classroom or early childhood setting and justify the level of adjustment required. You will also plan ways to build collaborative relationships with parents/carers of students/learners with diverse learning needs, including students/learners with disability and other professionals. This reflects the work of practising teachers.
Choose one inclusive classroom or early childhood setting scenario from the options provided on Canvas to develop a Case Study Report and subsequent Personal Learning Plan. It is important to identify the level of adjustment (NCCD) you would make to support this child.
Identify and describe the (i) supplementary, (ii) substantial or (iii) extensive adjustments to teaching and assessment strategies appropriate for your chosen scenario and justify the level of adjustment required.
Making explicit reference to legislative requirements, including the educators' obligations under the Disability Standards for Education 2005, discuss strategies to:
- drawing on foundational research on learning, consult with students about their strengths, interests and how they learn best;
- create partnerships with the parents/carers of learners in your chosen scenario to include them in the educative process;
- work effectively, sensitively and confidentially with parents/carers; and
- collaborate with relevant professionals to create an effective and inclusive learning environment.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
This is an authentic assessment as it reflects an activity you would be expected to engage in during your professional practice.
CC: 4.4, 4.4.1, 4.4.3
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Other
QUT Reading List as advised.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Information Resource, Professional Plan - Understand how students learn
Relates to: Information Resource, Professional Plan - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Professional Plan - Strategies to support full participation of students with disability
Relates to: Information Resource, Professional Plan
3 Professional Practice: Plan for and implement effective teaching and learning
- Plan, structure and sequence learning programs
Relates to: Professional Plan - Use teaching strategies
Relates to: Professional Plan - Engage parents/carers in the educative process
Relates to: Professional Plan
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Professional Plan - Maintain student safety
Relates to: Professional Plan
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Professional Plan
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Professional Plan - Engage with professional teaching networks and broader communities
Relates to: Professional Plan
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED34 Bachelor of Early Childhood Education (Birth to Five)
- Knowledgeable: Integrate theory, curriculum and context to plan, implement and evaluate learning and teaching.
Relates to: ULO2, Information Resource, Professional Plan - Inclusive: Apply inclusive, culturally safe and strengths-based principles to plan for and respond to children, families and communities in early childhood education and care.
Relates to: ULO1, Information Resource, Professional Plan - Collaborative: Collaborate with children, families, colleagues, wider communities and other professionals to promote child learning development and wellbeing outcomes
Relates to: ULO3, Professional Plan - Communicative: Articulate early childhood teaching philosophies, pedagogies and practices to a variety of audiences.
Relates to: ULO4, Professional Plan
ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Apply professional knowledge to learning areas, learning and learners.
Relates to: ULO1, ULO2, Information Resource, Professional Plan - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO2, Information Resource, Professional Plan - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Professional Plan - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Professional Plan
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Information Resource, Professional Plan - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO2, Information Resource, Professional Plan - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Professional Plan - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Professional Plan