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 | $592 |
| Domestic tuition unit fee | $3,468 |
| International unit fee | $4,740 |
Unit Outline: Session 2 2026, QUT Online, Online
| Unit code: | EUQ656 |
|---|---|
| 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. |
| Coordinator: | Beth Saggers | b.saggers@qut.edu.au |
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:
- Apply elements that promote connectedness and a sense of belonging, relationships and collaboration to learning environments where autistic learners can flourish.
- Critically analyse specific educational contexts and issues related to professional practice that impact on autistic learners' success.
- Conduct inquiry into educational issues and practices that impact on autistic learners' ability to flourish.
- Design and justify positive actions and plans to support learning environments where autistic learners can flourish.
- Reflect on consultation processes that can improve professional knowledge and practice for supporting autistic learners.
Content
This unit will cover the following topics:
- the importance of connectedness and sense of belonging to mental health, wellbeing, social emotional competence and learner outcomes.
- the importance of positive relationships, collaboration, and transition planning to support autistic learners to feel connected and have a sense of belonging in learning environments.
- the importance of positive identity and a strengths-based approach in supporting autistic learners to feel connected and have a sense of belonging in learning environments.
- understanding how culture contributes to the positive identity of autistic learners from diverse cultures, including Aboriginal and Torres Strait Islander peoples.
- the influence of the built environment on autistic learners sense of connectedness and belonging.
- the importance of consulting with autistic learners, other professionals and families.
- how these concepts may influence the implementation of suitable adjustments and practices for autistic learners' success in inclusive learning environments.
- the relationship between mental health, wellbeing, quality education, supporting diversity and sustainability.
- ways to utilise entrepreneurial thinking to propose positive actions and plans to support learning environments where autistic learners can flourish.
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules
- Online discussions
- Readings
- Learning activities
- Reflection on current and future practice and careers
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 exercises discussed and undertaken throughout the unit
- opportunity for formative feedback in this unit will include feedback on a learning activity related to assessment task 1
- self-reflection on learning and personal and professional experiences
- feedback from peers as you investigate and discuss issues raised throughout the unit
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas website.
Assessment
Overview
There are two assessments in this unit:
1. Case Study - requires you to connect your educational context to important elements that promote connectedness and a sense of belonging, relationships and collaboration in learning environments for autistic learners.
2. Professional Plan - this task connects your learning in the unit with professional consultations to design a plan for an autistic learner that supports transitions and a positive learning environment, promotes positive identity and implements a strengths-based approach. You will present the plan and reflect on the design and consultation process.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study
You will take on the role of a professional working with autistic learners who wants to improve the experiences of autistic learners in your context. To do this, you will produce a case study for your leadership team analysing your context and current policies and practices that enable or hinder a sense of connectedness and belonging for autistic learners. Propose actions that will enhance outcomes for autistic learners in your context.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
GenAI allowed: 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.
Assessment: Professional Plan
You will take on the role of a professional working with autistic learners. You will design a plan for an autistic learner that supports transitions and a positive learning environment, promotes positive identity and implements a strengths-based approach. In designing your plan, you will consider how you would consult with other professional/s and/or family/ies working with autistic learners. Your design will need to be informed by learner needs and other background information and justified by scholarly and professional literature. Include evidence of your professional consultations with your submission. You will present your plan in a live online oral presentation followed by a Q and A session where you are provided with opportunities to reflect on the processes you undertook to develop the plan and the collaborative process you would need to consider.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
GenAI allowed: 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.
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
During this unit, you will discuss sensitive topics with your peers that may have significant impact and meaning to you, your peers and/or your teaching team. The teaching team will aim to create a supportive and safe environment for all students enrolled in the unit. They will also support you to develop the appropriate skills to engage in these conversations in an appropriate and respectful manner to ensure a positive experience for all students. If you are concerned that the content of a unit may impact your completion of the course, please see 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.EQ60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO1, Case Study, Professional Plan - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO5, Professional Plan - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO2, Case Study, 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, Case Study, Professional Plan - Source and evaluate scholarly and professional literature and apply it to educational contexts and scenarios.
Relates to: ULO3, Case Study, Professional Plan
EQ74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Case Study, Professional Plan - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO5, Professional Plan - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO2, Case Study, 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, Case Study, Professional Plan - Apply theories and research methods to ethically explore educational issues/phenomena and practices.
Relates to: ULO3, Case Study, Professional Plan
Unit Outline: Session 4 2026, QUT Online, Online
| Unit code: | EUQ656 |
|---|---|
| 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. |
| Coordinator: | Beth Saggers | b.saggers@qut.edu.au |
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:
- Apply elements that promote connectedness and a sense of belonging, relationships and collaboration to learning environments where autistic learners can flourish.
- Critically analyse specific educational contexts and issues related to professional practice that impact on autistic learners' success.
- Conduct inquiry into educational issues and practices that impact on autistic learners' ability to flourish.
- Design and justify positive actions and plans to support learning environments where autistic learners can flourish.
- Reflect on consultation processes that can improve professional knowledge and practice for supporting autistic learners.
Content
This unit will cover the following topics:
- the importance of connectedness and sense of belonging to mental health, wellbeing, social emotional competence and learner outcomes.
- the importance of positive relationships, collaboration, and transition planning to support autistic learners to feel connected and have a sense of belonging in learning environments.
- the importance of positive identity and a strengths-based approach in supporting autistic learners to feel connected and have a sense of belonging in learning environments.
- understanding how culture contributes to the positive identity of autistic learners from diverse cultures, including Aboriginal and Torres Strait Islander peoples.
- the influence of the built environment on autistic learners sense of connectedness and belonging.
- the importance of consulting with autistic learners, other professionals and families.
- how these concepts may influence the implementation of suitable adjustments and practices for autistic learners' success in inclusive learning environments.
- the relationship between mental health, wellbeing, quality education, supporting diversity and sustainability.
- ways to utilise entrepreneurial thinking to propose positive actions and plans to support learning environments where autistic learners can flourish.
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules
- Online discussions
- Readings
- Learning activities
- Reflection on current and future practice and careers
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 exercises discussed and undertaken throughout the unit
- opportunity for formative feedback in this unit will include feedback on a learning activity related to assessment task 1
- self-reflection on learning and personal and professional experiences
- feedback from peers as you investigate and discuss issues raised throughout the unit
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas website.
Assessment
Overview
There are two assessments in this unit:
1. Case Study - requires you to connect your educational context to important elements that promote connectedness and a sense of belonging, relationships and collaboration in learning environments for autistic learners.
2. Professional Plan - this task connects your learning in the unit with professional consultations to design a plan for an autistic learner that supports transitions and a positive learning environment, promotes positive identity and implements a strengths-based approach. You will present the plan and reflect on the design and consultation process.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study
You will take on the role of a professional working with autistic learners who wants to improve the experiences of autistic learners in your context. To do this, you will produce a case study for your leadership team analysing your context and current policies and practices that enable or hinder a sense of connectedness and belonging for autistic learners. Propose actions that will enhance outcomes for autistic learners in your context.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
GenAI allowed: 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.
Assessment: Professional Plan
You will take on the role of a professional working with autistic learners. You will design a plan for an autistic learner that supports transitions and a positive learning environment, promotes positive identity and implements a strengths-based approach. In designing your plan, you will consider how you would consult with other professional/s and/or family/ies working with autistic learners. Your design will need to be informed by learner needs and other background information and justified by scholarly and professional literature. Include evidence of your professional consultations with your submission. You will present your plan in a live online oral presentation followed by a Q and A session where you are provided with opportunities to reflect on the processes you undertook to develop the plan and the collaborative process you would need to consider.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
GenAI allowed: 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.
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
During this unit, you will discuss sensitive topics with your peers that may have significant impact and meaning to you, your peers and/or your teaching team. The teaching team will aim to create a supportive and safe environment for all students enrolled in the unit. They will also support you to develop the appropriate skills to engage in these conversations in an appropriate and respectful manner to ensure a positive experience for all students. If you are concerned that the content of a unit may impact your completion of the course, please see 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.EQ60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO1, Case Study, Professional Plan - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO5, Professional Plan - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO2, Case Study, 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, Case Study, Professional Plan - Source and evaluate scholarly and professional literature and apply it to educational contexts and scenarios.
Relates to: ULO3, Case Study, Professional Plan
EQ74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Case Study, Professional Plan - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO5, Professional Plan - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO2, Case Study, 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, Case Study, Professional Plan - Apply theories and research methods to ethically explore educational issues/phenomena and practices.
Relates to: ULO3, Case Study, Professional Plan