EUN608 Leading Inclusive Practices in Early Childhood Education
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: | EUN608 |
|---|---|
| Equivalent(s): | EUZ608 |
| 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 |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,468 |
| International unit fee | $4,740 |
Unit Outline: Semester 2 2026, Kelvin Grove, Internal
| Unit code: | EUN608 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ608 |
| 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: | Suzanne Carrington | sx.carrington@qut.edu.au |
Overview
This unit addresses the fundamental rights and concepts underpinning inclusive education and your obligations under international and national legislation to provide appropriate support and create inclusive early learning environments for all children. You will develop the knowledge and skills to provide all children equitable access to meaningful learning, and opportunities to achieve learning outcomes. 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.
Learning Outcomes
On successful completion of this unit you will be able to:
- Synthesise educational theory, research, human rights and legislation that provide equitable access to children from diverse backgrounds.
- Critically analyse inclusive early childhood learning environments produced by Generative AI and other techniques.
- Communicate learning environment and inclusive practice plans to specialist and non-specialist audiences in early childhood education.
- Plan and justify inclusive strategies plan using Generative AI and other techniques, critique, improve and justify a final proposal that responds to diverse learners in ECE settings.
- Create a plan for collaboration with stakeholders using Generative AI and other techniques, critique, improve and justify a final proposal that supports diverse learners in ECE settings.
Content
This unit will cover the following:
- Leading collective efficacy for inclusion
- Fundamental concepts underpinning inclusive education
- Legislative requirements for inclusive education in the early years
- Strengths-based perspectives for understanding student diversity
- Culturally responsive pedagogies to support diverse learners including children from Aboriginal and Torres Strait Islander backgrounds
- Strategies for assessing and supporting EAL/D learners
- Family-centred practices for inclusive early years education
- Interprofessional partnerships for inclusive education
- Universal design in the early years and prior-to-school settings
- Strategies for making reasonable adjustments
- Creating equitable learning opportunities for diverse learners across the curriculum
- Successful transitions for children with disability and diverse backgrounds
- Early intervention
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules and activities
- Weekly readings
- Presentations with leading inclusive education experts and guest speakers
- Recap tutorials to prepare for assessment (On-campus and online)
- Online consultation sessions
- Authentic assessment tasks designed to support real-world application of unit content.
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 activities undertaken throughout the unit
- self-reflection on learning and own experiences
- peer feedback as you discuss issues raised throughout the unit
- comments about summative assessment tasks included with your grade
Assessment
Overview
This unit has two assessments:
1. Inclusive Learning Environment Design - this task draws on the concepts, legal frameworks, universal strategies and other diversity considerations covered in this unit to design an early childhood learning environment.
2. Inclusive Practice Proposal - this task applies adjustments for creating positive early childhood learning environments to planning personalised learning support of individual children with complex learning profiles and intersectional identities.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Inclusive Learning Environment Design
You will design an inclusive learning environment in an early childhood setting. The learning environment includes the physical learning space, resources, and learning and assessment approaches. You will record yourself explaining and justifying your learning environment. Your critical analysis will draw on the fundamental concepts, the legal and policy framework for inclusive education, Universal supports, culturally and linguistically diverse strategies, First Nations perspectives, trauma-aware education and other diversity considerations.
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: Inclusive Practice Proposal
You will plan for personalised learning support of individual children with complex learning profiles and intersectional identities. The plan will include strategies for consultation with the children, families and other professionals. You will design and justify appropriate adjustments to support social and academic learning for learners with disability in early childhood contexts.
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
The following resource is the prescribed reading for this unit and can be accessed through the QUT library. Other resources will be available on the unit's Canvas site.
Resource Materials
Prescribed text(s)
Cologon, K. & Mevawalla, Z. (Ed.) (2023). Inclusive Education in the Early Years: Right from the Start (2nd ed.). Oxford University Press.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit.
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, Inclusive Learning Environment Design - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO2, Inclusive Learning Environment Design - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO4, Inclusive Practice Proposal - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO3, ULO5, Inclusive Learning Environment Design, Inclusive Practice Proposal
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Inclusive Learning Environment Design - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO2, Inclusive Learning Environment Design - 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, Inclusive Practice Proposal - Employ a range of communication modes to transmit knowledge, skills and ideas to specialist and non-specialist audiences in professional and scholarly contexts.
Relates to: ULO3, ULO5, Inclusive Learning Environment Design, Inclusive Practice Proposal
Unit Outline: Semester 2 2026, Online
| Unit code: | EUN608 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ608 |
| 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 addresses the fundamental rights and concepts underpinning inclusive education and your obligations under international and national legislation to provide appropriate support and create inclusive early learning environments for all children. You will develop the knowledge and skills to provide all children equitable access to meaningful learning, and opportunities to achieve learning outcomes. 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.
Learning Outcomes
On successful completion of this unit you will be able to:
- Synthesise educational theory, research, human rights and legislation that provide equitable access to children from diverse backgrounds.
- Critically analyse inclusive early childhood learning environments produced by Generative AI and other techniques.
- Communicate learning environment and inclusive practice plans to specialist and non-specialist audiences in early childhood education.
- Plan and justify inclusive strategies plan using Generative AI and other techniques, critique, improve and justify a final proposal that responds to diverse learners in ECE settings.
- Create a plan for collaboration with stakeholders using Generative AI and other techniques, critique, improve and justify a final proposal that supports diverse learners in ECE settings.
Content
This unit will cover the following:
- Leading collective efficacy for inclusion
- Fundamental concepts underpinning inclusive education
- Legislative requirements for inclusive education in the early years
- Strengths-based perspectives for understanding student diversity
- Culturally responsive pedagogies to support diverse learners including children from Aboriginal and Torres Strait Islander backgrounds
- Strategies for assessing and supporting EAL/D learners
- Family-centred practices for inclusive early years education
- Interprofessional partnerships for inclusive education
- Universal design in the early years and prior-to-school settings
- Strategies for making reasonable adjustments
- Creating equitable learning opportunities for diverse learners across the curriculum
- Successful transitions for children with disability and diverse backgrounds
- Early intervention
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules and activities
- Weekly readings
- Presentations with leading inclusive education experts and guest speakers
- Recap tutorials to prepare for assessment (On-campus and online)
- Online consultation sessions
- Authentic assessment tasks designed to support real-world application of unit content.
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 activities undertaken throughout the unit
- self-reflection on learning and own experiences
- peer feedback as you discuss issues raised throughout the unit
- comments about summative assessment tasks included with your grade
Assessment
Overview
This unit has two assessments:
1. Inclusive Learning Environment Design - this task draws on the concepts, legal frameworks, universal strategies and other diversity considerations covered in this unit to design an early childhood learning environment.
2. Inclusive Practice Proposal - this task applies adjustments for creating positive early childhood learning environments to planning personalised learning support of individual children with complex learning profiles and intersectional identities.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Inclusive Learning Environment Design
You will design an inclusive learning environment in an early childhood setting. The learning environment includes the physical learning space, resources, and learning and assessment approaches. You will record yourself explaining and justifying your learning environment. Your critical analysis will draw on the fundamental concepts, the legal and policy framework for inclusive education, Universal supports, culturally and linguistically diverse strategies, First Nations perspectives, trauma-aware education and other diversity considerations.
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: Inclusive Practice Proposal
You will plan for personalised learning support of individual children with complex learning profiles and intersectional identities. The plan will include strategies for consultation with the children, families and other professionals. You will design and justify appropriate adjustments to support social and academic learning for learners with disability in early childhood contexts.
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
The following resource is the prescribed reading for this unit and can be accessed through the QUT library. Other resources will be available on the unit's Canvas site.
Resource Materials
Prescribed text(s)
Cologon, K. & Mevawalla, Z. (Ed.) (2023). Inclusive Education in the Early Years: Right from the Start (2nd ed.). Oxford University Press.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit.
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, Inclusive Learning Environment Design - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO2, Inclusive Learning Environment Design - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO4, Inclusive Practice Proposal - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO3, ULO5, Inclusive Learning Environment Design, Inclusive Practice Proposal
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Inclusive Learning Environment Design - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO2, Inclusive Learning Environment Design - 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, Inclusive Practice Proposal - Employ a range of communication modes to transmit knowledge, skills and ideas to specialist and non-specialist audiences in professional and scholarly contexts.
Relates to: ULO3, ULO5, Inclusive Learning Environment Design, Inclusive Practice Proposal