EUB244 Embracing Diversity and Inclusion: A Place for Everyone in Early Childhood Education and Care (Work Integrated Learning)
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: | EUB244 |
|---|---|
| Prerequisite(s): | EUB141. EUB141 can be studied in the same teaching period as EUB244. |
| 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: Semester 1 2026, Kelvin Grove, Internal
| Unit code: | EUB244 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB141. It can be done as a concurrent pre-requisite. |
| Coordinator: | Glenys Mann | glenys.mann@qut.edu.au |
Overview
This unit covers the fundamental rights and concepts underpinning inclusive education and your obligations under national legislation, with an emphasis on evidence-based universal strategies to create inclusive early learning environments. You will develop the knowledge and skills to provide all children with equitable access to engage in meaningful learning, and opportunities to demonstrate their learning. The unit will strengthen your ability in making reasonable adjustments to optimise access, participation and engagement in learning. You will enhance your responsiveness to individual children and the skills to create learning environments that embrace all forms of diversity.
You will participate in 8 days of work integrated learning placement. This will provide opportunities to reflect and expand on material covered in this unit. This placement may be undertaken in your place of employment, subject to criteria.
Learning Outcomes
On successful completion of this unit you will be able to:
- Identify the characteristics of diverse learners, and the challenges and barriers to inclusive learning.
- Justify teaching practice decisions based on educational theory, research, human rights and legislation that provide equitable access to children from diverse backgrounds.
- Apply inclusive strategies for social and academic inclusion, and models that respond to linguistic challenges and cultural bias to plan for inclusive learning environments for diverse learners.
- Plan ways to collaborate effectively with other professionals and parents/carers to support a diverse range of learners.
- Demonstrate professional and ethical conduct, including ethical and respectful language about all aspects of inclusive education during work integrated learning placement.
- Seek and apply constructive feedback from supervisors, teachers and peers to improve teaching practices.
Content
This unit will cover the following:
- Belonging and being: Principles of inclusion (fundamental concepts; legislative requirements; diversity vs inclusivity)
- Inclusion in all its forms: learning, sensory, physical, social, emotional, behavioural, cultural
- Strategies for making reasonable adjustments
- Universal design strategies that respond to the strengths and needs of diverse groups of learners, and which support engagement in learning
- Strategies for family-centred practices, including consultation and collaboration with children with disability, parents/carers, and colleagues to enhance inclusive education and involve them in the educative process.
- Recognising language demands, assumed cultural knowledge and cultural bias in teaching resources, including on the education of children from Aboriginal and Torres Strait Islander backgrounds
- Strategies for supporting, assessing and providing effective feedback to EAL/D learners
- Responding to the strengths and needs of children from diverse linguistic, cultural, religious and socioeconomic backgrounds.
- Supporting transitions for children with disability an diverse backgrounds
- Strategies for interprofessional partnerships
- Applying strengths-based perspectives
- Early intervention
Learning Approaches
In this unit, you will learn by engaging in active and reflective learning. Learning activities are designed to draw upon your professional experience and prior learning.
A range of teaching and learning experiences will be used including:
- professional readings
- video and/or audio recordings
- online interactives and activities.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- feedback from peers in group discussions
- unit coordinator and tutor comments to the cohort
- supervising teacher
- formative assessment tasks, and
- summative assessment tasks.
Assessment
Overview
There are three assessment tasks in this unit:
1. Inclusive Education Strategy - this task connects your learning about inclusive practices with the development of a strategy for an early childhood setting.
2. Work Integrated Learning Project - this task draws on your experiences in your work integrated learning placement, and your learning about inclusive practices and the challenges and barriers for learners from diverse backgrounds to make recommendations on children's resources for an early childhood setting.
3. Work Integrated Learning Feedback Form - this task assesses your engagement in professional conversations and demonstration of professional conduct during your work integrated learning placement.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Inclusive Education Strategy
For this assessment task, you are required to develop your Inclusive Education Strategy (IES) for your early childhood setting. You will use your knowledge of the fundamental concepts of inclusive education and legislation to identify equitable and effective strategies that are already in place, and barriers for children with disability in the setting. You will apply universal evidence-based strategies for supporting the academic and social inclusion of all learners in the setting, including children with disability and gifted and talented children. You will also discuss approaches for consulting with children with disability and their parents/carers and for collaborating with colleagues to support inclusive education.
You will have a choice of modes for presenting your assessment.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Work Integrated Learning Project
You will undertake an audit and analysis of the spaces, teaching practices and children’s resources in an early childhood setting. You will write an evaluation about their efficacy for diverse learners, including Aboriginal and Torres Strait Islander children and children with diverse linguistic, cultural, religious and socioeconomic backgrounds. Identify a challenge or opportunity arising from your evaluation to inform a plan for quality improvement. Justify your plan with links to scholarly literature.
You will undertake a series of professional conversations with your supervising teacher as you undertake all of these steps to complete your analysis and plan.
You will submit evidence of your engagement in the work integrated learning placement (audit, analysis and professional conversations), along with your evaluation and plan for quality improvement.
Note: As part of this task you will complete 8 days of work integrated learning placement in your early childhood education and care setting.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Threshold Assessment:
You must achieve a grade of Pass or higher on this assessment task to successfully pass this unit.
Assessment: Work Integrated Learning Feedback Form
You will submit your completed Work Integrated Learning Feedback Form. You must sign the form and it must also be signed by the supervising teacher and site co-ordinator.
This piece of assessment will be graded as Satisfactory/Unsatisfactory.
Note: As part of this task you will complete 8 days of work integrated learning placement in your early childhood education and care setting.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on this task to successfully pass this unit. If this task is unsatisfactory, it cannot be resubmitted.
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.
Requirements to Study
Requirements
Meet, and show evidence of, the public health or employment vaccination mandates/requirements of your state jurisdiction.
Blue Card
A blue card is required to complete this unit. A blue card confirms that you have passed a screening of your criminal history (the Working with Children Check) and have been approved to work with children and young people. For more information on the blue card and how to apply please visit the QUT website.
Costs
There may be costs related to immunisations.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Managing the risk associated with your work integrated learning placement is bound in an agreement with the systemic employment bodies and individual sites where necessary. The Workplace Health and Safety Act 2011 (Qld) places duties of care on everyone to ensure the health and safety of themselves and others in the workplace.
Students should be aware of and comply with the QUT work integrated learning policy.
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: ULO1, Inclusive Education Strategy, Work Integrated Learning Project - Scholarly: Analyse and interpret scholarly and professional literature to inform decision-making in early childhood education and care.
Relates to: ULO2, Inclusive Education Strategy, Work Integrated Learning Project - 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: ULO3, Inclusive Education Strategy, Work Integrated Learning Project - Collaborative: Collaborate with children, families, colleagues, wider communities and other professionals to promote child learning development and wellbeing outcomes
Relates to: ULO4, ULO6, Inclusive Education Strategy, Work Integrated Learning Project - Professional: Apply policy, legislative requirements, codes of conduct and ethical principles to early childhood practice.
Relates to: ULO5, Work Integrated Learning Project
Unit Outline: Semester 1 2026, Online
| Unit code: | EUB244 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB141. It can be done as a concurrent pre-requisite. |
Overview
This unit covers the fundamental rights and concepts underpinning inclusive education and your obligations under national legislation, with an emphasis on evidence-based universal strategies to create inclusive early learning environments. You will develop the knowledge and skills to provide all children with equitable access to engage in meaningful learning, and opportunities to demonstrate their learning. The unit will strengthen your ability in making reasonable adjustments to optimise access, participation and engagement in learning. You will enhance your responsiveness to individual children and the skills to create learning environments that embrace all forms of diversity.
You will participate in 8 days of work integrated learning placement. This will provide opportunities to reflect and expand on material covered in this unit. This placement may be undertaken in your place of employment, subject to criteria.
Learning Outcomes
On successful completion of this unit you will be able to:
- Identify the characteristics of diverse learners, and the challenges and barriers to inclusive learning.
- Justify teaching practice decisions based on educational theory, research, human rights and legislation that provide equitable access to children from diverse backgrounds.
- Apply inclusive strategies for social and academic inclusion, and models that respond to linguistic challenges and cultural bias to plan for inclusive learning environments for diverse learners.
- Plan ways to collaborate effectively with other professionals and parents/carers to support a diverse range of learners.
- Demonstrate professional and ethical conduct, including ethical and respectful language about all aspects of inclusive education during work integrated learning placement.
- Seek and apply constructive feedback from supervisors, teachers and peers to improve teaching practices.
Content
This unit will cover the following:
- Belonging and being: Principles of inclusion (fundamental concepts; legislative requirements; diversity vs inclusivity)
- Inclusion in all its forms: learning, sensory, physical, social, emotional, behavioural, cultural
- Strategies for making reasonable adjustments
- Universal design strategies that respond to the strengths and needs of diverse groups of learners, and which support engagement in learning
- Strategies for family-centred practices, including consultation and collaboration with children with disability, parents/carers, and colleagues to enhance inclusive education and involve them in the educative process.
- Recognising language demands, assumed cultural knowledge and cultural bias in teaching resources, including on the education of children from Aboriginal and Torres Strait Islander backgrounds
- Strategies for supporting, assessing and providing effective feedback to EAL/D learners
- Responding to the strengths and needs of children from diverse linguistic, cultural, religious and socioeconomic backgrounds.
- Supporting transitions for children with disability an diverse backgrounds
- Strategies for interprofessional partnerships
- Applying strengths-based perspectives
- Early intervention
Learning Approaches
In this unit, you will learn by engaging in active and reflective learning. Learning activities are designed to draw upon your professional experience and prior learning.
A range of teaching and learning experiences will be used including:
- professional readings
- video and/or audio recordings
- online interactives and activities.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- feedback from peers in group discussions
- unit coordinator and tutor comments to the cohort
- supervising teacher
- formative assessment tasks, and
- summative assessment tasks.
Assessment
Overview
There are three assessment tasks in this unit:
1. Inclusive Education Strategy - this task connects your learning about inclusive practices with the development of a strategy for an early childhood setting.
2. Work Integrated Learning Project - this task draws on your experiences in your work integrated learning placement, and your learning about inclusive practices and the challenges and barriers for learners from diverse backgrounds to make recommendations on children's resources for an early childhood setting.
3. Work Integrated Learning Feedback Form - this task assesses your engagement in professional conversations and demonstration of professional conduct during your work integrated learning placement.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Inclusive Education Strategy
For this assessment task, you are required to develop your Inclusive Education Strategy (IES) for your early childhood setting. You will use your knowledge of the fundamental concepts of inclusive education and legislation to identify equitable and effective strategies that are already in place, and barriers for children with disability in the setting. You will apply universal evidence-based strategies for supporting the academic and social inclusion of all learners in the setting, including children with disability and gifted and talented children. You will also discuss approaches for consulting with children with disability and their parents/carers and for collaborating with colleagues to support inclusive education.
You will have a choice of modes for presenting your assessment.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Work Integrated Learning Project
You will undertake an audit and analysis of the spaces, teaching practices and children’s resources in an early childhood setting. You will write an evaluation about their efficacy for diverse learners, including Aboriginal and Torres Strait Islander children and children with diverse linguistic, cultural, religious and socioeconomic backgrounds. Identify a challenge or opportunity arising from your evaluation to inform a plan for quality improvement. Justify your plan with links to scholarly literature.
You will undertake a series of professional conversations with your supervising teacher as you undertake all of these steps to complete your analysis and plan.
You will submit evidence of your engagement in the work integrated learning placement (audit, analysis and professional conversations), along with your evaluation and plan for quality improvement.
Note: As part of this task you will complete 8 days of work integrated learning placement in your early childhood education and care setting.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Threshold Assessment:
You must achieve a grade of Pass or higher on this assessment task to successfully pass this unit.
Assessment: Work Integrated Learning Feedback Form
You will submit your completed Work Integrated Learning Feedback Form. You must sign the form and it must also be signed by the supervising teacher and site co-ordinator.
This piece of assessment will be graded as Satisfactory/Unsatisfactory.
Note: As part of this task you will complete 8 days of work integrated learning placement in your early childhood education and care setting.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on this task to successfully pass this unit. If this task is unsatisfactory, it cannot be resubmitted.
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.
Requirements to Study
Requirements
Meet, and show evidence of, the public health or employment vaccination mandates/requirements of your state jurisdiction.
Blue Card
A blue card is required to complete this unit. A blue card confirms that you have passed a screening of your criminal history (the Working with Children Check) and have been approved to work with children and young people. For more information on the blue card and how to apply please visit the QUT website.
Costs
There may be costs related to immunisations.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Managing the risk associated with your work integrated learning placement is bound in an agreement with the systemic employment bodies and individual sites where necessary. The Workplace Health and Safety Act 2011 (Qld) places duties of care on everyone to ensure the health and safety of themselves and others in the workplace.
Students should be aware of and comply with the QUT work integrated learning policy.
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: ULO1, Inclusive Education Strategy, Work Integrated Learning Project - Scholarly: Analyse and interpret scholarly and professional literature to inform decision-making in early childhood education and care.
Relates to: ULO2, Inclusive Education Strategy, Work Integrated Learning Project - 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: ULO3, Inclusive Education Strategy, Work Integrated Learning Project - Collaborative: Collaborate with children, families, colleagues, wider communities and other professionals to promote child learning development and wellbeing outcomes
Relates to: ULO4, ULO6, Inclusive Education Strategy, Work Integrated Learning Project - Professional: Apply policy, legislative requirements, codes of conduct and ethical principles to early childhood practice.
Relates to: ULO5, Work Integrated Learning Project