EUN626 Supporting Students with Learning Difficulties in Inclusive Contexts
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: | EUN626 |
|---|---|
| Equivalent(s): | EUN640, EUZ626 |
| 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: | EUN626 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUN640, EUZ626 |
| 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: | Haley Tancredi | h.tancredi@qut.edu.au |
Overview
This unit aims to develop your knowledge about the skills involved in reading, writing, mathematics, and learning more broadly, and help you understand how these skills are impacted for students with learning difficulties. You will also build your capability to support students with learning difficulties in inclusive contexts using evidence-based teaching strategies within a multi-tiered approach, by applying universal design principles to teaching and assessment, and designing/implementing reasonable adjustments, including assistive technologies. This unit will also support you to develop knowledge about how to collaborate and communicate with other stakeholders, including students, their families, educators, and allied health professionals, to create inclusive educational environments.
Learning Outcomes
On successful completion of this unit you will be able to:
- Discuss the skills involved in learning for all students and areas impacted for students with learning difficulties, drawing on theory and scholarly literature, and integrating knowledge into professional practice.
- Create professional resources about learning difficulties and reflexively analyse and evaluate own inclusive practice for students with learning difficulties and share resources to educate professional audiences.
- Critically analyse data and apply theories to inform evidence-based and contextually relevant decisions for supporting students with learning difficulties, within a multi-tiered approach.
- Design and justify inclusive support plans for students with learning difficulties that identify explicit teaching strategies and reasonable adjustments to curriculum, pedagogy and assessment.
- Communicate and collaborate with professional teams, families and students to design and review interventions and adjustments for students with learning difficulties.
Content
This unit will cover the following:
- Overview of theoretical frameworks and the skills involved in reading, writing, mathematics, and learning more broadly
- Introduction to learning difficulties
- Working & long-term memory, attention and language
- Co-occurring diagnoses and learning difficulties (ADHD, ASD, DLD, and others)
- Universal supports through high-quality and accessible teaching practice and assessment
- Relevant adjustments, that are designed, enacted, and reviewed in consultation with students and their teams
- Assistive technologies
- Collaboration with stakeholders, including students, their families, other educators, and allied health professionals
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online and on-campus)
- online learning activities
- 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
- consultation and collaboration with stakeholders
- 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. Interactive presentation - this task draws on concepts and theoretical frameworks about learning difficulties to produce and present a professional resource.
2. Professional plan - this task builds on concepts and theoretical frameworks about learning difficulties, and requires you to apply universal supports and individual adjustments, and collaborate with stakeholders to design and justify an inclusive support plan for a student with learning difficulties.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Interactive Presentation
You will create a professional resource about learning difficulties. Your resource will be presented during a scheduled time and you will respond to questions.
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: Professional Plan
You will take on the role of an educator to design an inclusive support plan for a student with learning difficulties in your education context. In designing your plan, you will need to consult with at least two stakeholders about the plan and record evidence of your consultations. You will submit the plan with a justification and evidence of your consultations.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
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
In this unit, you will discuss sensitive topics that may have significant impact for you, your peers and/or the teaching team. The teaching team will aim to create a supportive and safe environment for all students and will support you to develop the appropriate skills to engage respectfully. If you are concerned that the content of a unit may impact your completion of the course, please contact 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, Interactive Presentation, Professional Plan - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO3, 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, Professional Plan - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO2, ULO5, Interactive Presentation, Professional Plan
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Interactive Presentation, 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, 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, Professional Plan - 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: ULO2, ULO5, Interactive Presentation, Professional Plan
Unit Outline: Semester 2 2026, Online
| Unit code: | EUN626 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUN640, EUZ626 |
| 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 develop your knowledge about the skills involved in reading, writing, mathematics, and learning more broadly, and help you understand how these skills are impacted for students with learning difficulties. You will also build your capability to support students with learning difficulties in inclusive contexts using evidence-based teaching strategies within a multi-tiered approach, by applying universal design principles to teaching and assessment, and designing/implementing reasonable adjustments, including assistive technologies. This unit will also support you to develop knowledge about how to collaborate and communicate with other stakeholders, including students, their families, educators, and allied health professionals, to create inclusive educational environments.
Learning Outcomes
On successful completion of this unit you will be able to:
- Discuss the skills involved in learning for all students and areas impacted for students with learning difficulties, drawing on theory and scholarly literature, and integrating knowledge into professional practice.
- Create professional resources about learning difficulties and reflexively analyse and evaluate own inclusive practice for students with learning difficulties and share resources to educate professional audiences.
- Critically analyse data and apply theories to inform evidence-based and contextually relevant decisions for supporting students with learning difficulties, within a multi-tiered approach.
- Design and justify inclusive support plans for students with learning difficulties that identify explicit teaching strategies and reasonable adjustments to curriculum, pedagogy and assessment.
- Communicate and collaborate with professional teams, families and students to design and review interventions and adjustments for students with learning difficulties.
Content
This unit will cover the following:
- Overview of theoretical frameworks and the skills involved in reading, writing, mathematics, and learning more broadly
- Introduction to learning difficulties
- Working & long-term memory, attention and language
- Co-occurring diagnoses and learning difficulties (ADHD, ASD, DLD, and others)
- Universal supports through high-quality and accessible teaching practice and assessment
- Relevant adjustments, that are designed, enacted, and reviewed in consultation with students and their teams
- Assistive technologies
- Collaboration with stakeholders, including students, their families, other educators, and allied health professionals
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online and on-campus)
- online learning activities
- 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
- consultation and collaboration with stakeholders
- 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. Interactive presentation - this task draws on concepts and theoretical frameworks about learning difficulties to produce and present a professional resource.
2. Professional plan - this task builds on concepts and theoretical frameworks about learning difficulties, and requires you to apply universal supports and individual adjustments, and collaborate with stakeholders to design and justify an inclusive support plan for a student with learning difficulties.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Interactive Presentation
You will create a professional resource about learning difficulties. Your resource will be presented during a scheduled time and you will respond to questions.
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: Professional Plan
You will take on the role of an educator to design an inclusive support plan for a student with learning difficulties in your education context. In designing your plan, you will need to consult with at least two stakeholders about the plan and record evidence of your consultations. You will submit the plan with a justification and evidence of your consultations.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
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
In this unit, you will discuss sensitive topics that may have significant impact for you, your peers and/or the teaching team. The teaching team will aim to create a supportive and safe environment for all students and will support you to develop the appropriate skills to engage respectfully. If you are concerned that the content of a unit may impact your completion of the course, please contact 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, Interactive Presentation, Professional Plan - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO3, 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, Professional Plan - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO2, ULO5, Interactive Presentation, Professional Plan
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Interactive Presentation, 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, 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, Professional Plan - 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: ULO2, ULO5, Interactive Presentation, Professional Plan