EUQ656 Supporting Relationships, Collaboration and Transitions
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: | EUQ656 |
|---|---|
| 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 | $578 |
| Domestic tuition unit fee | $3,216 |
| International unit fee | $4,344 |
Unit Outline: Session 2 2025, QUT Online, Online
| Unit code: | EUQ656 |
|---|---|
| Credit points: | 12 |
Overview
This unit responds to educators’ concerns about understanding and supporting autistic learners and their families. It focuses on autistic learner success and wellbeing by developing a deeper knowledge and understanding of the importance of fostering connections, positive relationships and identity and supporting transitions. In this unit, you will discuss the importance of supporting connectedness for autistic learners, their families and staff in learning contexts. You will explore strategies and practices related to promoting connectedness, a sense of belonging, relationships and positive identity and supporting transitions in learning environments for autistic learners. The unit focuses on promoting connectivity in and between learning environments to support health, wellbeing and positive learning outcomes. This unit is suitable for parents, educators, health, allied health and disability professionals.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate understanding and knowledge of the importance of connectivity and sense of belonging to lifelong learning outcome.s (CLO 1.1.)
- Apply theoretical knowledge of connectivity and belonging to understand the importance of developing positive relationships, collaboration and transition planning to the wellbeing, mental health, social emotional competence and learning success of learners on the autism spectrum. (CLO2.1)
- Based on knowledge of connectivity, relationship building, collaboration and transition planning to critically analyse and reflect on professional practices that support suitable adjustments for learners on the autism spectrum in inclusive learning environments that promote a sense of belonging and wellbeing. (CLO2.2, CLO2.4, CLO3.1)
Content
This unit will cover the following topics:
1. An examination of current literature highlighting the importance of connectedness and sense of belonging to mental health, wellbeing, social emotional competence and learner outcomes.
2. An examination of current literature highlighting the importance of positive relationships, collaboration, social emotional learning and transition planning to support learners on the autism spectrum feel connected and have a sense of belonging in learning environments.
3. An examination of how these theories may influence the implementation of suitable adjustments and supports for learners on the autism spectrum in inclusive learning environments.
Learning Approaches
In this unit you will learn through engaging in the following:
- Recorded lectures;
- Weekly readings;
- Online activities and resources;
- Individual 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
In this unit, formative and summative feedback will be provided as follows:
- Feedback from your peers and your facilitator in online activities
- Formative feedback from quizzes and online activities
- Written, timely and constructive summative and formative feedback on your assessment items.
Assessment
Overview
The assessment in this unit enables you to demonstrate your knowledge and application of fundamental concepts related to supporting connectedness and a sense of belonging, relationships, collaboration and transitions in learning environments for learners on the spectrum and their families.
Assignment 1 requires you to demonstrate your knowledge and understanding of important elements that promote connectedness and a sense of belonging, relationships, collaboration and transitions in learning environments for learners on the spectrum and their families.
Assignment 2 requires you to apply your knowledge and understanding of evidence-based strategies to support connectedness and a sense of belonging, relationships, collaboration and transitions in learning environments for learners on the spectrum and their families.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Poster
Through the development of a poster presentation, demonstrate your understanding of the importance of connectedness for learners on the autism spectrum by identifying elements of the learning environment that could support a better sense of belonging. Highlighting what actions could be implemented to improve connectedness in the learning environment.
Assessment: Professional Plan
On the basis of a review of relevant research and practices, develop a plan for promoting positive relationships, collaboration, social emotional learning and support transitions in a learning environment for learners on the autism spectrum.
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
A range of online recommended readings, resources and activities will be provided to support weekly learning.
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: ULO3
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: ULO3 - 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: ULO3
Unit Outline: Session 4 2025, QUT Online, Online
| Unit code: | EUQ656 |
|---|---|
| Credit points: | 12 |
Overview
This unit responds to educators’ concerns about understanding and supporting autistic learners and their families. It focuses on autistic learner success and wellbeing by developing a deeper knowledge and understanding of the importance of fostering connections, positive relationships and identity and supporting transitions. In this unit, you will discuss the importance of supporting connectedness for autistic learners, their families and staff in learning contexts. You will explore strategies and practices related to promoting connectedness, a sense of belonging, relationships and positive identity and supporting transitions in learning environments for autistic learners. The unit focuses on promoting connectivity in and between learning environments to support health, wellbeing and positive learning outcomes. This unit is suitable for parents, educators, health, allied health and disability professionals.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate understanding and knowledge of the importance of connectivity and sense of belonging to lifelong learning outcome.s (CLO 1.1.)
- Apply theoretical knowledge of connectivity and belonging to understand the importance of developing positive relationships, collaboration and transition planning to the wellbeing, mental health, social emotional competence and learning success of learners on the autism spectrum. (CLO2.1)
- Based on knowledge of connectivity, relationship building, collaboration and transition planning to critically analyse and reflect on professional practices that support suitable adjustments for learners on the autism spectrum in inclusive learning environments that promote a sense of belonging and wellbeing. (CLO2.2, CLO2.4, CLO3.1)
Content
This unit will cover the following topics:
1. An examination of current literature highlighting the importance of connectedness and sense of belonging to mental health, wellbeing, social emotional competence and learner outcomes.
2. An examination of current literature highlighting the importance of positive relationships, collaboration, social emotional learning and transition planning to support learners on the autism spectrum feel connected and have a sense of belonging in learning environments.
3. An examination of how these theories may influence the implementation of suitable adjustments and supports for learners on the autism spectrum in inclusive learning environments.
Learning Approaches
In this unit you will learn through engaging in the following:
- Recorded lectures;
- Weekly readings;
- Online activities and resources;
- Individual 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
In this unit, formative and summative feedback will be provided as follows:
- Feedback from your peers and your facilitator in online activities
- Formative feedback from quizzes and online activities
- Written, timely and constructive summative and formative feedback on your assessment items.
Assessment
Overview
The assessment in this unit enables you to demonstrate your knowledge and application of fundamental concepts related to supporting connectedness and a sense of belonging, relationships, collaboration and transitions in learning environments for learners on the spectrum and their families.
Assignment 1 requires you to demonstrate your knowledge and understanding of important elements that promote connectedness and a sense of belonging, relationships, collaboration and transitions in learning environments for learners on the spectrum and their families.
Assignment 2 requires you to apply your knowledge and understanding of evidence-based strategies to support connectedness and a sense of belonging, relationships, collaboration and transitions in learning environments for learners on the spectrum and their families.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Poster
Through the development of a poster presentation, demonstrate your understanding of the importance of connectedness for learners on the autism spectrum by identifying elements of the learning environment that could support a better sense of belonging. Highlighting what actions could be implemented to improve connectedness in the learning environment.
Assessment: Professional Plan
On the basis of a review of relevant research and practices, develop a plan for promoting positive relationships, collaboration, social emotional learning and support transitions in a learning environment for learners on the autism spectrum.
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
A range of online recommended readings, resources and activities will be provided to support weekly learning.
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: ULO3
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: ULO3 - 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: ULO3