EUQ655 Targeted and Intensive Educational Supports for Autistic 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: | EUQ655 |
|---|---|
| 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: Session 1 2026, QUT Online, Online
| Unit code: | EUQ655 |
|---|---|
| Credit points: | 12 |
| 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 responds to the high need to build specialised knowledge and skills of professional staff working with autistic learners in diverse learning environments. The focus of the unit is on evidence-based tier 2 and tier 3 educational strategies and practices for supporting autistic learners in educational and community settings. You will learn how to design and justify targeted and individualised supports for enhancing social and communication skills of autistic learners and achieving life independence and vocational competencies. The learning in this unit is essential knowledge for a range of positions in inclusive contexts. This unit is suitable for educators, health, allied health, disability professionals and parents.
Learning Outcomes
On successful completion of this unit you will be able to:
- Design and justify targeted and intensive support to develop social communication skills in autistic learners in inclusive environments.
- Critique learning support plans produced by Generative AI.
- Discuss and synthesise research on targeted and intensive strategies to build vocational competencies and achieve life independence in autistic learners.
- Engage in professional discussions with peers about strategies for supporting autistic learners, drawing on experience and scholarly sources.
Content
This unit will cover the following:
- Development of individual learning support plans for autistic learners requiring targeted and individualised supports.
- Targeted and intensive evidence-based strategies and practices to effectively teach social and communication skills to autistic learners participating in educational and community environments.
- Targeted and intensive evidence-based strategies and practices for building independent life and vocational skills in autistic learners participating in educational and community environments.
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules;
- Weekly readings;
- Online activities, including discussion forums;
- Recorded conversations with guest speakers including professionals from the field;
- Using and critiquing Gen AI tools for learning support and planning
- Individual and small group activities related to the application of unit content and preparation for assessment items; and
- Authentic assessment tasks for applying your scholarly knowledge of the unit content in real-world contexts.
This unit employs interactive and discussion-based learning and critical reflection on 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
- opportunity for feedback on a formative assessment task related to assignment 1
- 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
There are two assessment tasks in this unit:
1. Individualised Learning Support Plan - in this task you are required to develop an individualised learning support plan for developing social and communication skills in an autistic learner.
2. Portfolio - this task draws on your understanding of evidence-based strategies for autistic learners and interaction with peers in discussion forums to produce a portfolio of work. The portfolio will also include a piece of synthesised research on one topic from Modules 5-8.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Individualised Learning Support Plan
You will take on the role of an educator to create and critique an individualised learning support plan for an autistic learner participating in a care/school/community environment. Firstly, you will use Gen AI to create the initial plan. Next, you will annotate it with your critique and then building on your critique, you will improve the plan. Your critique must draw on evidence-based targeted and intensive strategies and practices to teach social and communication skills to the learner. You will submit the annotated plan, the improved plan and your reflection on the process of creating and improving the initial plan generated by AI.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Portfolio
You will create a portfolio containing examples of your contributions to the discussion forums in Modules 5-8 of this unit. You will select examples that showcase your achievement of the portfolio criteria. For each example, provide a rationale for including it in your portfolio.
Your portfolio will also include a deeper examination of a topic from Modules 5-8 in this unit. You will critically synthesise scholarly literature related to the topic and evaluate the positive implications and limitations in the application of the identified strategies and practices.
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 is no prescribed textbook for this unit. Readings will be made available through QUT Readings and will be accessible through QUT Library.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
Students must comply with netiquette guidelines agreed at the outset of the unit and ensure they are professional throughout and respect others in all interactions. Please refer to QUT guidelines on communication.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EQ60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO3, Portfolio - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO2, Individualised Learning Support Plan - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO1, Individualised Learning Support Plan - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO4, Portfolio
EQ74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO3, Portfolio - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO2, Individualised Learning Support 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: ULO1, Individualised Learning Support 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: ULO4, Portfolio
Unit Outline: Session 3 2026, QUT Online, Online
| Unit code: | EUQ655 |
|---|---|
| Credit points: | 12 |
| 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 responds to the high need to build specialised knowledge and skills of professional staff working with autistic learners in diverse learning environments. The focus of the unit is on evidence-based tier 2 and tier 3 educational strategies and practices for supporting autistic learners in educational and community settings. You will learn how to design and justify targeted and individualised supports for enhancing social and communication skills of autistic learners and achieving life independence and vocational competencies. The learning in this unit is essential knowledge for a range of positions in inclusive contexts. This unit is suitable for educators, health, allied health, disability professionals and parents.
Learning Outcomes
On successful completion of this unit you will be able to:
- Design and justify targeted and intensive support to develop social communication skills in autistic learners in inclusive environments.
- Critique learning support plans produced by Generative AI.
- Discuss and synthesise research on targeted and intensive strategies to build vocational competencies and achieve life independence in autistic learners.
- Engage in professional discussions with peers about strategies for supporting autistic learners, drawing on experience and scholarly sources.
Content
This unit will cover the following:
- Development of individual learning support plans for autistic learners requiring targeted and individualised supports.
- Targeted and intensive evidence-based strategies and practices to effectively teach social and communication skills to autistic learners participating in educational and community environments.
- Targeted and intensive evidence-based strategies and practices for building independent life and vocational skills in autistic learners participating in educational and community environments.
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules;
- Weekly readings;
- Online activities, including discussion forums;
- Recorded conversations with guest speakers including professionals from the field;
- Using and critiquing Gen AI tools for learning support and planning
- Individual and small group activities related to the application of unit content and preparation for assessment items; and
- Authentic assessment tasks for applying your scholarly knowledge of the unit content in real-world contexts.
This unit employs interactive and discussion-based learning and critical reflection on 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
- opportunity for feedback on a formative assessment task related to assignment 1
- 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
There are two assessment tasks in this unit:
1. Individualised Learning Support Plan - in this task you are required to develop an individualised learning support plan for developing social and communication skills in an autistic learner.
2. Portfolio - this task draws on your understanding of evidence-based strategies for autistic learners and interaction with peers in discussion forums to produce a portfolio of work. The portfolio will also include a piece of synthesised research on one topic from Modules 5-8.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Individualised Learning Support Plan
You will take on the role of an educator to create and critique an individualised learning support plan for an autistic learner participating in a care/school/community environment. Firstly, you will use Gen AI to create the initial plan. Next, you will annotate it with your critique and then building on your critique, you will improve the plan. Your critique must draw on evidence-based targeted and intensive strategies and practices to teach social and communication skills to the learner. You will submit the annotated plan, the improved plan and your reflection on the process of creating and improving the initial plan generated by AI.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Portfolio
You will create a portfolio containing examples of your contributions to the discussion forums in Modules 5-8 of this unit. You will select examples that showcase your achievement of the portfolio criteria. For each example, provide a rationale for including it in your portfolio.
Your portfolio will also include a deeper examination of a topic from Modules 5-8 in this unit. You will critically synthesise scholarly literature related to the topic and evaluate the positive implications and limitations in the application of the identified strategies and practices.
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 is no prescribed textbook for this unit. Readings will be made available through QUT Readings and will be accessible through QUT Library.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
Students must comply with netiquette guidelines agreed at the outset of the unit and ensure they are professional throughout and respect others in all interactions. Please refer to QUT guidelines on communication.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EQ60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO3, Portfolio - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO2, Individualised Learning Support Plan - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO1, Individualised Learning Support Plan - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO4, Portfolio
EQ74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO3, Portfolio - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO2, Individualised Learning Support 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: ULO1, Individualised Learning Support 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: ULO4, Portfolio