EUN624 Understanding and Supporting Neurodiverse Learners
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: | EUN624 |
|---|---|
| Equivalent(s): | EUN642, EUZ624 |
| 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: | EUN624 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUN642, EUZ624 |
| 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 aims to create a more informed, supportive, and inclusive environment for neurodiverse learners by developing your understanding of the neurodiversity paradigm and its alignment with concepts of inclusion and the social model of disability. It promotes your understanding of neurodiversity, neurotypes and neurodivergent conditions, explores the strengths and challenges associated with different neurodiverse conditions, and examines the role of the environment in ensuring neurodivergent learners flourish. Additionally, the unit delves into neuro-affirming approaches and practices to support neurodivergent learners’ success, and considers the neurodivergent voice, positive identity, and a strengths-based approach to success and wellbeing. This unit is ideal for educators, support staff, and anyone interested in fostering an inclusive learning environment.
Learning Outcomes
On successful completion of this unit you will be able to:
- Reflect on professional practice and the neurodiversity paradigm to identify ways to support neurodivergent learners in education contexts.
- Discuss and integrate the principles and concepts of the neurodiversity paradigm with professional educational practice and research.
- Critically analyse education contexts to identify enablers and barriers for neurodivergent learners.
- Design, critique and justify professional plans (supported by emerging digital technologies) to support neurodivergent learners
Content
This unit will cover the following:
- the neurodiversity paradigm and alignment with concepts of inclusion and the social model of disability
- neurodiversity, neurotypes and neurodivergent conditions
- the strengths and challenges associated with different neurotypes and neurodivergent conditions
- the role of the environment in ensuring neurodivergent learners flourish
- neuro affirming approaches and practices to support neurodivergent learners success
- neurodivergent voice, positive identity and a strengths-based approach to success and wellbeing
- the relationship between quality education, supporting diversity and sustainability.
- introducing, developing and mastering AI use through the teaching, practice and assessment of emerging digital technologies
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online and on-campus)
- online learning activities
- reflective journalling
- readings
- using and critiquing Gen AI for learning support and planning
- 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 assessment through reflective journalling
- 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:
1. Reflection - this task connects the theories and concepts covered in this unit with your professional experience and context.
2. Critique of a professional plan - this task builds on your understanding of neurodiversity and the ways to support neurodivergent learners to create, critique and refine a professional plan. You will use Gen AI in the creation of the plan and reflect on the process.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Reflection
You will reflect on the material covered in Weeks 1-5 and how this intersects with your professional practice.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Critique of a professional plan
You will take on the role of an educator to create a plan for supporting the learning of a neurodivergent learner in your education context. You will use Gen AI to create the initial plan, annotate it with your critique and then build on your critique to create an improved plan. You will submit the annotated initial plan, the improved plan and a reflection on the process of creating the plan.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment.
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: ULO2, Reflection, Critique of a professional plan - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO1, Reflection, Critique of a professional plan - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO3, Reflection, Critique of a professional plan - 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 professional plan
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO2, Reflection, Critique of a professional plan - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO1, Reflection, Critique of a professional plan - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO3, Reflection, Critique of a professional plan - 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 professional plan
Unit Outline: Semester 2 2026, Online
| Unit code: | EUN624 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUN642, EUZ624 |
| 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 aims to create a more informed, supportive, and inclusive environment for neurodiverse learners by developing your understanding of the neurodiversity paradigm and its alignment with concepts of inclusion and the social model of disability. It promotes your understanding of neurodiversity, neurotypes and neurodivergent conditions, explores the strengths and challenges associated with different neurodiverse conditions, and examines the role of the environment in ensuring neurodivergent learners flourish. Additionally, the unit delves into neuro-affirming approaches and practices to support neurodivergent learners’ success, and considers the neurodivergent voice, positive identity, and a strengths-based approach to success and wellbeing. This unit is ideal for educators, support staff, and anyone interested in fostering an inclusive learning environment.
Learning Outcomes
On successful completion of this unit you will be able to:
- Reflect on professional practice and the neurodiversity paradigm to identify ways to support neurodivergent learners in education contexts.
- Discuss and integrate the principles and concepts of the neurodiversity paradigm with professional educational practice and research.
- Critically analyse education contexts to identify enablers and barriers for neurodivergent learners.
- Design, critique and justify professional plans (supported by emerging digital technologies) to support neurodivergent learners
Content
This unit will cover the following:
- the neurodiversity paradigm and alignment with concepts of inclusion and the social model of disability
- neurodiversity, neurotypes and neurodivergent conditions
- the strengths and challenges associated with different neurotypes and neurodivergent conditions
- the role of the environment in ensuring neurodivergent learners flourish
- neuro affirming approaches and practices to support neurodivergent learners success
- neurodivergent voice, positive identity and a strengths-based approach to success and wellbeing
- the relationship between quality education, supporting diversity and sustainability.
- introducing, developing and mastering AI use through the teaching, practice and assessment of emerging digital technologies
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online and on-campus)
- online learning activities
- reflective journalling
- readings
- using and critiquing Gen AI for learning support and planning
- 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 assessment through reflective journalling
- 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:
1. Reflection - this task connects the theories and concepts covered in this unit with your professional experience and context.
2. Critique of a professional plan - this task builds on your understanding of neurodiversity and the ways to support neurodivergent learners to create, critique and refine a professional plan. You will use Gen AI in the creation of the plan and reflect on the process.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Reflection
You will reflect on the material covered in Weeks 1-5 and how this intersects with your professional practice.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Critique of a professional plan
You will take on the role of an educator to create a plan for supporting the learning of a neurodivergent learner in your education context. You will use Gen AI to create the initial plan, annotate it with your critique and then build on your critique to create an improved plan. You will submit the annotated initial plan, the improved plan and a reflection on the process of creating the plan.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment.
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: ULO2, Reflection, Critique of a professional plan - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO1, Reflection, Critique of a professional plan - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO3, Reflection, Critique of a professional plan - 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 professional plan
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO2, Reflection, Critique of a professional plan - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO1, Reflection, Critique of a professional plan - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO3, Reflection, Critique of a professional plan - 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 professional plan