EUN253 Inclusive Teaching Strategies for Learners with Complex Learning Profiles

Unit Outline: Semester 2 2025, Online

Overview

This unit will cover evidence-based teaching strategies for learners with complex learning profiles in inclusive secondary schools. It will focus on why, when and how to make adjustments in accordance with the Disability Standards for Education 2005, and how to do so in partnership with parents/carers and and in collaboration with colleagues, external professionals and teacher aides. The learning in this unit will help you to develop your understanding of learners with complex learning profiles and your capability to plan and enact supplementary, substantial and extensive adjustments to curriculum, pedagogy, assessment and the environment within inclusive secondary schools. The option unit builds on your learning in EUN109 and is related to other units covering pedagogical and curriculum approaches.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Demonstrate your understanding of learners with complex learning profiles. (Relates to CLO1)
2. Explain and apply supplementary, substantial and extensive adjustments to curriculum, pedagogy and assessment to support full participation and engagement for learners with complex learning profiles in inclusive settings. (Relates to CLO1, 2, 3, 4)
3. Demonstrate your knowledge of how to engage ethically and respectfully with learners, colleagues, parents/carers and community representatives for broadening professional knowledge and practice. (Relates to CLO7)
4. Engage in effective professional communication. (Relates to CLO8)

Content

Learning Approaches

In this unit you will learn through engaging in the following:

• Recorded lectures;
• Weekly readings;
• Online activities including discussion forums;
• Recorded conversations including professionals from the field;
• Individual and small-group workshop activities related to the application of unit content and preparation for the assessment; 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 tutor on formative tasks leading to the summative assessment item;
• Formative self-assessment through online quizzes with automated feedback; and
• Written, timely and constructive feedback from your tutor on your assessment.

Assessment

Overview

In the first (group) assessment you will collaborate with your peers to create an evidence-based resource about learners with complex learning profiles to be shared with your future professional teaching networks. In the second (individual) assessment you will describe and justify the supplementary, substantial and extensive adjustments for learners with complex learning profiles in an inclusive secondary context. 

This is an assignment for the purposed of an extension.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Poster Presentation

Drawing from scholarly sources, you will develop an evidence-based resource to be shared with your future professional teaching networks with the intent to raise awareness of the characteristics of learners with complex learning profiles. In your poster you will provide educationally relevant information about learners with complex learning profiles from at least two groups (e.g., attention deficit hyperactivity disorder, autism spectrum disorder, developmental language disorder, intellectual disability, physical disability, sensory disability). You will also highlight similarities and differences between learners in these groups.

Assessment: Problem solving task

For this assessment, you are required to identify, explain and discuss evidence-based supplementary, substantial or extensive adjustments to curriculum, pedagogy, assessment and the environment that would be appropriate for students with complex learning profiles in a given real-world scenario. Making explicit reference to educators' legal obligations, you will also consider how you will consult with learners, families, colleagues and external professionals to create an effective and inclusive learning environment for the learners in your scenario.

This is an assignment for the purposes of an extension.

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

Resource Materials

Prescribed text(s)

Graham, L.J., (Ed). (2020). Inclusive education for the 21st century: Theory, policy and practice. Routledge

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.

Course Learning Outcomes

EU50 Master of Teaching (Secondary)

1. Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
   Relates to: ULO1, ULO2
2. Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
   Relates to: ULO2
3. Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
   Relates to: ULO2
4. Innovative: Lead and create innovative future- focused learning.
   Relates to: ULO2
5. Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
   Relates to: ULO3
6. Communicative: Engage and communicate effectively and professionally.
   Relates to: ULO4