EUN625 Developing Inclusive Learning Environments: Multi-tiered systems of support for positive behaviour
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: | EUN625 |
|---|---|
| Equivalent(s): | EUN641, EUZ625 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
Unit Outline: Semester 1 2027, Kelvin Grove, Internal
| Unit code: | EUN625 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUN641, EUZ625 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Coordinator: | Beth Saggers | b.saggers@qut.edu.au |
Overview
This unit focuses on the use Multi-Tiered Systems of Support (MTSS) to develop inclusive learning environments guided by high-quality teaching and learning that supports positive behaviour, student engagement and success in inclusive classrooms and prior to school settings. It covers universal, targeted, and intensive approaches to designing positive learning environments that support engagement and positive behaviour for diverse learners, including those with complex profiles. The unit addresses educators' concerns about creating and maintaining safe and supportive learning environments, emphasising effective practices, collaborative partnerships, and behaviour support strategies. It includes theoretical approaches and practical strategies such as functional behavioural assessments, personal and social capabilities, connectedness, and wellbeing, enhancing your scholarly knowledge, pedagogical ability, and ethical practice to support all learners' participation and engagement.
Learning Outcomes
On successful completion of this unit you will be able to:
- Discuss and integrate tiered systems of support with professional educational practice and scholarly literature to develop positive learning environments for all learners.
- Reflect on own practice to identify ways to improve learning environments in future professional practice.
- Critically analyse and critique learning contexts to identify barriers and enablers, and how they support positive learning environments for all learners.
- Propose and justify innovative solutions to educational practice that reduce barriers, strengthen enablers and create positive learning environments for all learners.
Content
This unit will cover the following:
- The rationale underpinning, evidence-base for, and processes involved in Multi-Tiered Systems of Support
- A variety of evidence-based universal, targeted, and intensive approaches to facilitate participation, engagement and learning of diverse learners
- An examination of the current literature related to structuring a learning environment to maximise success for all learners and create and maintain positive, safe, supportive learning environments through adopting a tiered approach to support
- An examination of the processes involved in supporting a learner with a complex learning profile in an inclusive classroom including positive behaviour support, functional behaviour assessment procedures, connectedness and sense of belonging, self-regulation, wellbeing, social emotional learning and self-determination
- Developing appropriate support plans to provide tiered supports in learning contexts, and evaluate and reflection outcomes
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online and on-campus)
- online learning activities
- reflective journalling
- readings
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning, case study based activities and critical reflection on the intersection of theory and experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- self reflection activities
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas site.
Assessment
Overview
This unit has two assessments:
- Case Study Workbook - this task connects the theories and concepts covered in this unit with your professional experience and context to build a case study.
- Critique of a learning environment - this task builds on your understanding of tiered systems of support and the ways to critique a learning environment, identify enablers and barriers to learning and provide advice for strengthening the positive learning environment.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study Workbook
You will create a case study about a learning context by reflecting on professional practice and completing workbook activities. Your case study will describe your context and analyse elements of the context drawing on a multi-tiered system framework. You will need to include evidence of your context in your workbook.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Critique of a learning environment
You will take on the role of an educator to critique your learning context and provide advice for educators in this context. Your critique will analyse different elements in the learning environment that create barriers or enablers to a positive learning environment for all learners. You will propose and justify changes that reduce barriers and strengthen enablers in the learning context for all learners. You will also reflect on your professional practice and how this impacts on your future practice. You will submit your critique along with evidence of your context.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
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
There are no resources that are required to be purchased for this unit. Other resources will be available in the unit's Canvas site.
Risk Assessment Statement
During this unit, you will discuss sensitive topics with your peers that may have significant impact and meaning to you, your peers and/or your teaching team. The teaching team will aim to create a supportive and safe environment for all students enrolled in the unit. They will also support you to develop the appropriate skills to engage in these conversations in an appropriate and respectful manner to ensure a positive experience for all students. If you are concerned that the content of a unit may impact your completion of the course, please see the unit coordinator. You can also access free student counselling through QUT Counselling via the QUT Student Homepage.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO1, Case Study Workbook, Critique of a learning environment - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO2, Case Study Workbook, Critique of a learning environment - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO3, Critique of a learning environment - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO4, Critique of a learning environment
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Case Study Workbook, Critique of a learning environment - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO2, Case Study Workbook, Critique of a learning environment - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO3, Critique of a learning environment - Design and justify innovative solutions to authentic problems of educational practice, drawing on discipline-specific knowledge and skills to lead and influence positive change.
Relates to: ULO4, Critique of a learning environment
Unit Outline: Semester 1 2027, Online
| Unit code: | EUN625 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUN641, EUZ625 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
Overview
This unit focuses on the use Multi-Tiered Systems of Support (MTSS) to develop inclusive learning environments guided by high-quality teaching and learning that supports positive behaviour, student engagement and success in inclusive classrooms and prior to school settings. It covers universal, targeted, and intensive approaches to designing positive learning environments that support engagement and positive behaviour for diverse learners, including those with complex profiles. The unit addresses educators' concerns about creating and maintaining safe and supportive learning environments, emphasising effective practices, collaborative partnerships, and behaviour support strategies. It includes theoretical approaches and practical strategies such as functional behavioural assessments, personal and social capabilities, connectedness, and wellbeing, enhancing your scholarly knowledge, pedagogical ability, and ethical practice to support all learners' participation and engagement.
Learning Outcomes
On successful completion of this unit you will be able to:
- Discuss and integrate tiered systems of support with professional educational practice and scholarly literature to develop positive learning environments for all learners.
- Reflect on own practice to identify ways to improve learning environments in future professional practice.
- Critically analyse and critique learning contexts to identify barriers and enablers, and how they support positive learning environments for all learners.
- Propose and justify innovative solutions to educational practice that reduce barriers, strengthen enablers and create positive learning environments for all learners.
Content
This unit will cover the following:
- The rationale underpinning, evidence-base for, and processes involved in Multi-Tiered Systems of Support
- A variety of evidence-based universal, targeted, and intensive approaches to facilitate participation, engagement and learning of diverse learners
- An examination of the current literature related to structuring a learning environment to maximise success for all learners and create and maintain positive, safe, supportive learning environments through adopting a tiered approach to support
- An examination of the processes involved in supporting a learner with a complex learning profile in an inclusive classroom including positive behaviour support, functional behaviour assessment procedures, connectedness and sense of belonging, self-regulation, wellbeing, social emotional learning and self-determination
- Developing appropriate support plans to provide tiered supports in learning contexts, and evaluate and reflection outcomes
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online and on-campus)
- online learning activities
- reflective journalling
- readings
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning, case study based activities and critical reflection on the intersection of theory and experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- self reflection activities
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas site.
Assessment
Overview
This unit has two assessments:
- Case Study Workbook - this task connects the theories and concepts covered in this unit with your professional experience and context to build a case study.
- Critique of a learning environment - this task builds on your understanding of tiered systems of support and the ways to critique a learning environment, identify enablers and barriers to learning and provide advice for strengthening the positive learning environment.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study Workbook
You will create a case study about a learning context by reflecting on professional practice and completing workbook activities. Your case study will describe your context and analyse elements of the context drawing on a multi-tiered system framework. You will need to include evidence of your context in your workbook.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Critique of a learning environment
You will take on the role of an educator to critique your learning context and provide advice for educators in this context. Your critique will analyse different elements in the learning environment that create barriers or enablers to a positive learning environment for all learners. You will propose and justify changes that reduce barriers and strengthen enablers in the learning context for all learners. You will also reflect on your professional practice and how this impacts on your future practice. You will submit your critique along with evidence of your context.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
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
There are no resources that are required to be purchased for this unit. Other resources will be available in the unit's Canvas site.
Risk Assessment Statement
During this unit, you will discuss sensitive topics with your peers that may have significant impact and meaning to you, your peers and/or your teaching team. The teaching team will aim to create a supportive and safe environment for all students enrolled in the unit. They will also support you to develop the appropriate skills to engage in these conversations in an appropriate and respectful manner to ensure a positive experience for all students. If you are concerned that the content of a unit may impact your completion of the course, please see the unit coordinator. You can also access free student counselling through QUT Counselling via the QUT Student Homepage.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO1, Case Study Workbook, Critique of a learning environment - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO2, Case Study Workbook, Critique of a learning environment - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO3, Critique of a learning environment - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO4, Critique of a learning environment
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Case Study Workbook, Critique of a learning environment - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO2, Case Study Workbook, Critique of a learning environment - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO3, Critique of a learning environment - Design and justify innovative solutions to authentic problems of educational practice, drawing on discipline-specific knowledge and skills to lead and influence positive change.
Relates to: ULO4, Critique of a learning environment