EUQ654 Context-wide Educational Supports for Learners with Autism
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: | EUQ654 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $578 |
| Domestic tuition unit fee | $3,216 |
| International unit fee | $4,344 |
Unit Outline: Session 2 2025, QUT Online, Online
| Unit code: | EUQ654 |
|---|---|
| Credit points: | 12 |
Overview
This unit focuses on evidence-based universal strategies and practices for the inclusion of learners with autism in diverse education contexts. The unit will help you to identify potential barriers to achieving successful social and academic outcomes for learners with autism and to apply evidence-based strategies to enhance their access, participation and achievement. This unit responds to educators’ expressed need for more specialised knowledge and skills to work effectively with learners on the autism spectrum and increased demand for educators with this expertise in a wide range of inclusive education contexts. This unit is suitable for educators, health, allied health and disability professionals.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate a body of knowledge including recent developments associated with the inclusion of learners with autism (CLO1.1).
- Utilise cognitive and critical reflection skills to demonstrate mastery of universal evidence-based strategies and practices for the academic and social inclusion of learners with autism (CLO 2.1, 2.2).
- Demonstrate communication and technical research skills to justify and interpret approaches and professional decisions concerning educational supports to enhance the social and academic inclusion of learners with autism (CLO2.4).
- Demonstrate a high level of personal autonomy and accountability when applying knowledge and skills with creativity and initiative to new situations related to supporting learners with autism to foster engagement, access as well as achieve social and academic outcomes in new context-wide inclusive environments (CLO3.1).
Content
In this unit, you will learn:
- How to address common barriers to the academic and social engagement and participation of learners with autism.
- Context-wide evidence-based strategies and practices to effectively gather information and teach learners with autism in supportive and safe, inclusive environments.
- Evidence-based strategies and practices to enhance the social communication of learners with autism.
- Effective strategies and practices to develop readiness and academic skills of learners with autism.
Learning Approaches
In this unit you will learn through engaging in the following:
- Recorded lectures;
- Weekly readings;
- Online activities, including discussion forums;
- Recorded conversations with guest speakers including professionals from the field;
- 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 scenarios.
Feedback on Learning and Assessment
You will receive feedback from the teaching team and your colleagues. Specifically, opportunities for feedback will involve a range of strategies including weekly online quizzes, online discussion forums and reflective activities as well as online workshops with academics, and peers. You will also receive written feedback on asessment 1, which will directly relate to and inform your second.
Formative feedback in this unit will include feedback on a brief proposal outlining the context-wide evidence-based strategies, designed to support your learning and to provide a foundation for assessment task 1.
Assessment
Overview
The assessment in this unit enables you to demonstrate your knowledge and application of context-wide educational supports for students with autism in an inclusive environment. There are two assessment tasks in this unit.
Assignment 1 requires you to apply your knowledge and understanding of universal evidence-based strategies and practices to support the learner with autism in a given inclusive scenario.
Assignment 2 requires you to apply your knowledge and understanding of evidence-based strategies to support the social and academic inclusion of a learner with autism in a given scenario.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Multi-modal presentation
You will use your knowledge of the social model of disability to identify potential barriers to the access and participation of a learner with autism described in a real-world scenario and present your plan of action using evidence-based context-wide teaching and assessment strategies and practices to achieve successful outcomes for the learner in your scenario. Your presentation can be a scripted video-recording/podcast or a narrated powerpoint.
Assessment: Problem-solving task
Using your acquired knowledge of the social model of disability and context-wide educational strategies, you will critically analyse the barriers to social communication and academic learning and will propose a plan of evidence-based practice to support the learner with autism in a given scenario to achieve social and academic outcomes in an inclusive context. You will present your proposal (a scripted video-recording/podcast or a narrated powerpoint) to specialist and non-specialist audiences.
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.
Requirements to Study
Requirements
Access to Internet
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
- Demonstrate a body of knowledge including understanding recent developments in the field of education (CLO 1.1).
Relates to: ULO1 - Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the field of education (CLO2.1).
Relates to: ULO2 - Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship (CLO2.4).
Relates to: ULO3 - Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).
Relates to: ULO4
EQ71 Master of Education
- Demonstrate a body of knowledge including understanding recent developments in the field of education (CLO1.1).
Relates to: ULO1 - Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the field of education (CLO2.1).
Relates to: ULO2 - Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesize complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice in education (CLO2.2).
Relates to: ULO2 - Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional education practice or scholarship (CLO2.4).
Relates to: ULO3 - Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional educational practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).
Relates to: ULO4
Unit Outline: Session 4 2025, QUT Online, Online
| Unit code: | EUQ654 |
|---|---|
| Credit points: | 12 |
Overview
This unit focuses on evidence-based universal strategies and practices for the inclusion of learners with autism in diverse education contexts. The unit will help you to identify potential barriers to achieving successful social and academic outcomes for learners with autism and to apply evidence-based strategies to enhance their access, participation and achievement. This unit responds to educators’ expressed need for more specialised knowledge and skills to work effectively with learners on the autism spectrum and increased demand for educators with this expertise in a wide range of inclusive education contexts. This unit is suitable for educators, health, allied health and disability professionals.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate a body of knowledge including recent developments associated with the inclusion of learners with autism (CLO1.1).
- Utilise cognitive and critical reflection skills to demonstrate mastery of universal evidence-based strategies and practices for the academic and social inclusion of learners with autism (CLO 2.1, 2.2).
- Demonstrate communication and technical research skills to justify and interpret approaches and professional decisions concerning educational supports to enhance the social and academic inclusion of learners with autism (CLO2.4).
- Demonstrate a high level of personal autonomy and accountability when applying knowledge and skills with creativity and initiative to new situations related to supporting learners with autism to foster engagement, access as well as achieve social and academic outcomes in new context-wide inclusive environments (CLO3.1).
Content
In this unit, you will learn:
- How to address common barriers to the academic and social engagement and participation of learners with autism.
- Context-wide evidence-based strategies and practices to effectively gather information and teach learners with autism in supportive and safe, inclusive environments.
- Evidence-based strategies and practices to enhance the social communication of learners with autism.
- Effective strategies and practices to develop readiness and academic skills of learners with autism.
Learning Approaches
In this unit you will learn through engaging in the following:
- Recorded lectures;
- Weekly readings;
- Online activities, including discussion forums;
- Recorded conversations with guest speakers including professionals from the field;
- 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 scenarios.
Feedback on Learning and Assessment
You will receive feedback from the teaching team and your colleagues. Specifically, opportunities for feedback will involve a range of strategies including weekly online quizzes, online discussion forums and reflective activities as well as online workshops with academics, and peers. You will also receive written feedback on asessment 1, which will directly relate to and inform your second.
Formative feedback in this unit will include feedback on a brief proposal outlining the context-wide evidence-based strategies, designed to support your learning and to provide a foundation for assessment task 1.
Assessment
Overview
The assessment in this unit enables you to demonstrate your knowledge and application of context-wide educational supports for students with autism in an inclusive environment. There are two assessment tasks in this unit.
Assignment 1 requires you to apply your knowledge and understanding of universal evidence-based strategies and practices to support the learner with autism in a given inclusive scenario.
Assignment 2 requires you to apply your knowledge and understanding of evidence-based strategies to support the social and academic inclusion of a learner with autism in a given scenario.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Multi-modal presentation
You will use your knowledge of the social model of disability to identify potential barriers to the access and participation of a learner with autism described in a real-world scenario and present your plan of action using evidence-based context-wide teaching and assessment strategies and practices to achieve successful outcomes for the learner in your scenario. Your presentation can be a scripted video-recording/podcast or a narrated powerpoint.
Assessment: Problem-solving task
Using your acquired knowledge of the social model of disability and context-wide educational strategies, you will critically analyse the barriers to social communication and academic learning and will propose a plan of evidence-based practice to support the learner with autism in a given scenario to achieve social and academic outcomes in an inclusive context. You will present your proposal (a scripted video-recording/podcast or a narrated powerpoint) to specialist and non-specialist audiences.
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.
Requirements to Study
Requirements
Access to Internet
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
- Demonstrate a body of knowledge including understanding recent developments in the field of education (CLO 1.1).
Relates to: ULO1 - Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the field of education (CLO2.1).
Relates to: ULO2 - Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship (CLO2.4).
Relates to: ULO3 - Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).
Relates to: ULO4
EQ71 Master of Education
- Demonstrate a body of knowledge including understanding recent developments in the field of education (CLO1.1).
Relates to: ULO1 - Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the field of education (CLO2.1).
Relates to: ULO2 - Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesize complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice in education (CLO2.2).
Relates to: ULO2 - Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional education practice or scholarship (CLO2.4).
Relates to: ULO3 - Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional educational practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).
Relates to: ULO4