EUQ654 Universal 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: | EUQ654 |
|---|---|
| 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 2 2026, QUT Online, Online
| Unit code: | EUQ654 |
|---|---|
| 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 focuses on evidence-based universal supports for including autistic learners in diverse education contexts. The unit will help you to discuss potential barriers to achieving successful social and academic outcomes for autistic learners and design and justify evidence-based supports to enhance their access, participation and achievement. This unit responds to educators’ expressed need to develop specific knowledge and skills to work effectively with autistic learners in various inclusive education 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:
- Discuss potential barriers to the inclusion of autistic learners, drawing on the social model of disability.
- Design and justify a professional action plan for applying universal supports for including autistic learners.
- Reflect on consultations with stakeholders to improve professional knowledge and practice.
- Create multimodal resources and professional plans to communicate to specialist and non-specialist audiences about universal strategies for supporting autistic learners.
Content
This unit will cover the following:
- How to identify common barriers to the academic and social engagement and participation of autistic learners, drawing on the social model of disability.
- Educators’ legal obligations for providing support for autistic learners.
- Universal evidence-based strategies to effectively support autistic learners in inclusive environments.
- Application of universal strategies and practices to enhance social communication in autistic learners through inter-professional consultation.
- Application of universal strategies and practices to achieve academic learning outcomes for autistic learners through inter-professional consultation.
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules
- Online discussions
- Readings
- Learning activities
- Digital practices for creating professional presentations and resources
- 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. Professional resource - this task requires you to apply your knowledge and understanding of universal evidence-based universal strategies and practices to create professional resources for supporting autistic learners.
2. Professional plan - this task requires you to apply your knowledge and understanding of evidence-based universal strategies to create a professional plan for supporting the social and academic inclusion of autistic learners in your context.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional resource
You will create a resource drawing from the social model of disability to discuss potential barriers to the access and participation of autistic learners in educational contexts. In your resource you will also discuss how you would apply evidence-based universal strategies and practices to achieve successful outcomes for autistic learners. Your resource will be suitable for specialist and non-specialist audiences.
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 a professional plan for providing universal supports to improve social communication and academic learning in autistic learners in your contexts. You will include scholarly justification for the professional plan. You will include recorded evidence of consultation with adult stakeholders for the design of the professional plan. Reflect on the consultations and how they have informed the plan. You will make connections with educators’ obligations towards autistic learners as outlined in Australian disability legislation.
You will record yourself presenting your professional plan to the senior leaders in your context, including specialists and non-specialists.
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 this unit.
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: ULO1, Professional resource - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
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: ULO2, Professional plan - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO4, Professional resource, Professional plan
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: ULO4
EQ74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Professional resource - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
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: ULO2, 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: ULO4, Professional resource, Professional plan
Unit Outline: Session 4 2026, QUT Online, Online
| Unit code: | EUQ654 |
|---|---|
| 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 focuses on evidence-based universal supports for including autistic learners in diverse education contexts. The unit will help you to discuss potential barriers to achieving successful social and academic outcomes for autistic learners and design and justify evidence-based supports to enhance their access, participation and achievement. This unit responds to educators’ expressed need to develop specific knowledge and skills to work effectively with autistic learners in various inclusive education 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:
- Discuss potential barriers to the inclusion of autistic learners, drawing on the social model of disability.
- Design and justify a professional action plan for applying universal supports for including autistic learners.
- Reflect on consultations with stakeholders to improve professional knowledge and practice.
- Create multimodal resources and professional plans to communicate to specialist and non-specialist audiences about universal strategies for supporting autistic learners.
Content
This unit will cover the following:
- How to identify common barriers to the academic and social engagement and participation of autistic learners, drawing on the social model of disability.
- Educators’ legal obligations for providing support for autistic learners.
- Universal evidence-based strategies to effectively support autistic learners in inclusive environments.
- Application of universal strategies and practices to enhance social communication in autistic learners through inter-professional consultation.
- Application of universal strategies and practices to achieve academic learning outcomes for autistic learners through inter-professional consultation.
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules
- Online discussions
- Readings
- Learning activities
- Digital practices for creating professional presentations and resources
- 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. Professional resource - this task requires you to apply your knowledge and understanding of universal evidence-based universal strategies and practices to create professional resources for supporting autistic learners.
2. Professional plan - this task requires you to apply your knowledge and understanding of evidence-based universal strategies to create a professional plan for supporting the social and academic inclusion of autistic learners in your context.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional resource
You will create a resource drawing from the social model of disability to discuss potential barriers to the access and participation of autistic learners in educational contexts. In your resource you will also discuss how you would apply evidence-based universal strategies and practices to achieve successful outcomes for autistic learners. Your resource will be suitable for specialist and non-specialist audiences.
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 a professional plan for providing universal supports to improve social communication and academic learning in autistic learners in your contexts. You will include scholarly justification for the professional plan. You will include recorded evidence of consultation with adult stakeholders for the design of the professional plan. Reflect on the consultations and how they have informed the plan. You will make connections with educators’ obligations towards autistic learners as outlined in Australian disability legislation.
You will record yourself presenting your professional plan to the senior leaders in your context, including specialists and non-specialists.
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 this unit.
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: ULO1, Professional resource - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
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: ULO2, Professional plan - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO4, Professional resource, Professional plan
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: ULO4
EQ74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Professional resource - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
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: ULO2, 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: ULO4, Professional resource, Professional plan