Unit rationale, description and aim
Pre-service teachers must recognise and support all students as unique learners with diverse strengths, needs, backgrounds, and abilities. They are expected to be reflective, adaptable, and committed to lifelong learning, using inclusive practices to effectively engage all learners, including students with disabilities.
This unit promotes a strength-based, student-centred approach to inclusive education. It explores how sociocultural contexts affect learning and offers practical strategies to remove barriers to equitable access and participation. Key components include collaborating with families, professionals, and community services, as well as differentiating instruction to meet individual needs. Pre-service teachers will examine human rights, anti-discrimination, and ethical principles through the lens of relevant policies and legislation.
Through this unit, pre-service teachers will develop ACU Graduate Capabilities: Insight by reflecting on their beliefs and professional responsibilities; Empathy by exploring diverse stakeholder perspectives; Imagination by creatively designing inclusive strategies; and Impact by strengthening their commitment to ethical, inclusive teaching.
The unit aims to equip pre-service teachers with the knowledge, tools, and practical experience needed to foster inclusive learning environments where every student can thrive. It prepares them to be advocates for equity and belonging across diverse educational contexts.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe the complex nature of student diversity a...
Learning Outcome 01
Explain how relevant policy, legal and curriculum ...
Learning Outcome 02
Construct responsive differentiated teaching, lear...
Learning Outcome 03
Evaluate strategies for building safe learning env...
Learning Outcome 04
Exercise critical thinking and judgements through ...
Learning Outcome 05
Content
Topics will include:
- The fundamental concepts of inclusive education, how inclusive school cultures are promoted through ethical practices and notions of social justice, and current international, national and state legislative requirements and policies relating to inclusive practice and equity of educational experiences. The historical development of inclusive education from exclusion to inclusion includes concepts with specific reference to the difference between the medical model of disability and the social model of disability, and the difference between integration and inclusion.
- The nature of diversity, including students with disability. This includes an understanding of the bioecological perspective of disability and access to education.
- Diversity statements in the Australian Curriculum and the foundations of the Disability Standards for Education
- Student resilience and well-being as supported through pro-social practices and embedding the teaching of social-emotional skills within the curriculum
- Evidence of the impact of inclusion for students with and without disability, and the importance of ‘student voice’ in devising effective adjustments to curriculum, pedagogy, and assessment.
- Foundations of differentiation for content, process, product and learning environment. Understanding and application of Universal Design for Learning.
- Measurement and recording techniques to assess students’ progress (e.g., both formative and summative), guide appropriate instructional programming decisions, modify teaching practice, and report to parents/carers of students with diverse learning needs
- Curriculum knowledge to program effectively for the diverse students in every classroom with discussion of case studies on literacy, numeracy, language development and behaviour
- A range of diverse teaching and learning strategies and resources (including assistive technologies) to engage all students in learning (e.g., planning and sequencing of lessons), including verbal and non-verbal communication strategies
- Intervention strategies for both internalising and externalising behaviours. Strategies draw from both behaviourist (e.g., Functional behaviour analysis) and cognitive behaviourist approaches (e.g., Collaborative Problem Solving).
- Positive behaviour strategies and explicit teaching of social emotional development in conjunction with instructional programs
- Attitudes, strategies, and skills required for effective collaboration and productive partnerships with colleagues, parents/carers, community groups, medical professionals, and other external professionals
- A range of support networks and services at a class, school, system and community level to support the inclusion of students with disability.
- A range of support frameworks at both school and classroom level to support student diversity - Multi-Tiered Systems of Support, Trauma Informed Practice, Positive Behaviour for Learning.
- Identify and evaluate professional learning needs in supporting students with disability.
- Engage in reflective practice and review evidence-based research concerning best practice to guide their continual professional development as inclusive educators.
Assessment strategy and rationale
The assessment strategy in this unit supports pre-service teachers to develop a deep understanding of diversity, inclusive practice, and evidence-based approaches to supporting students with disability, aligned with all learning outcomes.
Assessment Task 1 (50%) is a critical reflection and analysis on teaching students with disability and implementing inclusive practices. Drawing on academic research, it addresses understanding of diversity (LO1), relevant legislation and policy (LO2), differentiated strategies (LO3), collaborative practices (LO4), and responding to individual needs (LO5).
Assessment Task 2 (50%) requires pre-service teachers to develop an Individual Education Plan (IEP) for a hypothetical student with disability and present it in a simulated parent-teacher meeting. This task applies theoretical knowledge to practice and reinforces LO1–LO5.
Both tasks are Critical Tasks aligned with the Australian Professional Standards for Teachers (Graduate level). Pre-service teachers must demonstrate achievement of each learning outcome and attain a minimum of 50% in both tasks.
The sequence ensures a strong theoretical foundation in Task 1, followed by practical application in Task 2, enabling a comprehensive understanding of inclusive education.
To pass the unit, all tasks must be submitted, all learning outcomes met, and an overall grade of at least 50% achieved
Overview of assessments
Assessment Task 1: Critical Reflection and Analys...
Assessment Task 1: Critical Reflection and Analysis
Critical Task
This assessment requires you to critically reflect on teaching students with disability, with a focus on effective ways to support their learning through inclusive practice. You must support your reflection with recent academic research and address issues of access and participation in learning. This will be achieved through engagement with relevant Australian legislation and policy frameworks, international documents, and academic literature. This will address the journey from exclusion to inclusion in the Australian context and the medical and social models of disability. This requires an understanding of the perspectives of a focus student and a range of relevant stakeholders on the benefits and challenges of inclusive practice.
50%
Assessment Task 2: Case Study on Differentiation ...
Assessment Task 2: Case Study on Differentiation
Critical Task
Plan successful inclusion strategies for one of the four students in the following hypothetical scenarios. This will include differentiated teaching, learning, and assessment planning, and strategies for how to provide support for their participation and achievement in learning activities. In the report, you should:
- Describe the learner and their specific condition
- Identify the learner’s strengths and barriers to learning with reference to research and the implications for teaching
- Analyse the demographic and academic context
- Identify relevant and contemporary Australian legislation that protects and supports the learner’s access, participation, inclusion, and learning
- Plan for three SMART learning outcomes to overcome barriers to learning for the selected learner
- Design differentiated teaching strategies to support your learner’s needs and inclusion and ways to assess the student’s progress on achieving the SMART outcomes
- Identify ongoing professional learning that currently exists to support the engagement, learning, and success of students with disability in inclusive contexts
Reflect on the broader implications of the impact of disability on learning, teachers’ responsibilities to overcome barriers to learning and How schools can provide high-quality inclusive education for students with disability
50%
Learning and teaching strategy and rationale
The teaching and learning strategy in this unit is designed to be flexible and promote self-regulated and guided learning, underpinned by adult learning principles. Unit content related to inclusive practice will be presented in a variety of teaching-learning modes and active participation in the learning process will be encouraged where possible through self-directed, collaborative and problem-based learning experiences, as well as guided reflection. Through the adoption of a reflective approach to the teaching-learning process, pre-service teachers will be encouraged to critically analyse their own learning approaches and preferences in relation to the content of the unit.
ACECQA Curriculum Specifications
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:
Relating to
Child health, wellbeing and safety
Relevant Learning OutcomeLO2
Relating to
Early intervention
Relevant Learning OutcomeLO1
Relating to
Diversity, difference and inclusivity
Relevant Learning OutcomeLO1
Relating to
Learners with special/additional needs
Relevant Learning OutcomeLO1
Relating to
Transitions and continuity of learning (including transition to school)
Relevant Learning OutcomeLO4
Relating to Early Years Learning Framework
Relevant Learning OutcomeLO1, LO2
Relating to
The Australian curriculum
Relevant Learning OutcomeLO1, LO2
Relating toEnglish as an additional language
Relevant Learning OutcomeLO1, LO2
Relating to
Curriculum planning, programming and evaluation
Relevant Learning OutcomeLO1, LO3
Relating to
Alternative pedagogies and curriculum approaches
Relevant Learning OutcomeLO3
Relating to
Children with diverse needs and backgrounds
Relevant Learning OutcomeLO3
Relating to
Working with children who speak languages other than, or in addition to, English
Relevant Learning OutcomeLO3
Relating to
Contemporary society and pedagogy
Relevant Learning OutcomeLO2
Relating to
Developing family and community partnerships
Relevant Learning OutcomeLO4
Relating to
Socially inclusive practice
Relevant Learning OutcomeLO2, LO4
Relating to
Culture, diversity and inclusion
Relevant Learning OutcomeLO4
Relating to
Contemporary theories and practice
Relevant Learning OutcomeLO3
Relating to
Ethics and professional practice
Relevant Learning OutcomeLO2
Relating to
Professional identity and development
Relevant Learning OutcomeLO5
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
Relating toDemonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
Relevant Learning OutcomeLO1
Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Relevant Learning OutcomeLO2
Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Relevant Learning OutcomeLO1, LO2, LO3, LO5
Relating toDemonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
Relevant Learning OutcomeLO1, LO2, LO3
Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Relevant Learning OutcomeLO3
Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Relevant Learning OutcomeLO3
Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.
Relevant Learning OutcomeLO3
Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Relevant Learning OutcomeLO3
Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.
Relevant Learning OutcomeLO3
Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Relevant Learning OutcomeLO3
Relating toInclude a range of teaching strategies.
Relevant Learning OutcomeLO3
Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Relevant Learning OutcomeLO3
Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Relevant Learning OutcomeLO3
Relating toDemonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Relevant Learning OutcomeLO4
Relating toDescribe a broad range of strategies for involving parents/carers in the educative process.
Relevant Learning OutcomeLO4
Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.
Relevant Learning OutcomeLO3
Relating toDemonstrate knowledge of practical approaches to manage challenging behaviour.
Relevant Learning OutcomeLO3
Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Relevant Learning OutcomeLO2, LO3
Relating toDemonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Relevant Learning OutcomeLO3
Relating toDemonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
Relevant Learning OutcomeLO4
Relating toDemonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
Relevant Learning OutcomeLO5
Relating toUnderstand the relevant and appropriate sources of professional learning for teachers.
Relevant Learning OutcomeLO5
Relating toSeek and apply constructive feedback from supervisors and teachers to improve teaching practices.
Relevant Learning OutcomeLO5
Relating toDemonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
Relevant Learning OutcomeLO5
Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.
Relevant Learning OutcomeLO5
Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Relevant Learning OutcomeLO2, LO5
Relating toUnderstand strategies for working effectively, sensitively and confidentially with parents/carers.
Relevant Learning OutcomeLO4
Relating toUnderstand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
Relevant Learning OutcomeLO4, LO5
Australian Institute for Teaching and School Leadership (AITSL) Core Content
On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the AITSL Core Content:
Relating toThe research evidence that shows the positive impacts clear and high expectations have on student behaviour and achievement and why it results in improved motivation, better self-accountability and understanding of consequences.
Relevant learningLO1
Relating toThe research evidence that shows the relationship between effective pedagogical practices and increased positive behaviour including why specific practices are particularly effective in preventing undesired behaviour.
Relevant learningLO4
Relating toPractices should include the use of structured lessons, clear and explicit instruction, effective questioning that encourages participation, reducing cognitive load and use of specific and positive feedback that acknowledges student effort.
Relevant learningLO3
Relating toThe research evidence that shows why consistent and proportional responses to student behaviour to reinforce expectations and maintain safety is most effective when paired with verbal and non-verbal calm, expected, and escalating responses.
Relevant learningLO4
Relating toHow to effectively model desired behaviour (such as respectful interactions, being organised, and being on time) and how to explicitly point to this modelling to prompt positive behaviour by setting and reinforcing expectations.
Relevant learningLO4
Relating toHow to pre-plan and rehearse responses including the use of early intervention techniques such as simple prompts, precorrections and verbal feedback, which reinforce high expectations in the classroom and which focus on expected behaviour. Opportunities should also be provided to practise in a practicum setting.
Relevant learningLO4
Relating toExamples of common ‘whole school approaches’, processes or frameworks for positive behaviour and how a teacher engages effectively with these frameworks.
Relevant learningLO2
Relating toAbout the cultural diversity within classrooms and communities in Australia, and in the local context, to understand and value the perspectives of diverse groups including EAL/D and First Nations students.
Relevant learningLO3
Relating toHow biases and assumptions about diverse groups and worldviews affect practices, behaviours, and attitudes in the classroom and how these biases adversely impact specific groups.
Relevant learningLO5
Relating toThe research evidence that outlines the most effective approaches for engaging with families to promote learning appropriate to student stage of learning.
Relevant learningLO4
Relating toPractices schools may employ, including two-way positive communication, light-touch learning updates and collaborative planning and problem solving, and understanding the role and responsibility of an individual teacher in these practices.
Relevant learningLO4
Relating toThe research evidence that shows how practices outlined in the core content are highly effective for the vast majority of students, particularly those with additional needs or from disadvantaged backgrounds.
Relevant learningLO1
Relating toThe legislation, regulations, policies and obligations related to inclusion and support including international agreements (e.g. the UN Convention on Children’s Rights, 1989), and legal entitlements as defined by the Commonwealth Disability Discrimination Act 1992 and core educational policy such as the Disability Standards for Education, 2005, which state that students with disability should have the same opportunities and choices in their education as students without disability.
Relevant learningLO2
Relating toThe evidence-based approaches to cater for specific needs and disabilities that a teacher may encounter during their career, with a focus on needs with high prevalence in Australian classrooms. Content should be developed in collaboration with appropriate subject matter expertise from a range of disciplines – for example, linguistics, psychology, health, and education.
Relevant learningLO1
Representative texts and references
Required Texts
Australian Curriculum, Assessment and Reporting Authority (ACARA) (2016). Student Diversity. http://www.acara.edu.au/curriculum/student-diversity.
Commonwealth Government, Department of Education and Training Education (1992). Disability Discrimination Act. https://www.legislation.gov.au/C2004A04426/2016-07-01/text
Commonwealth Government, Department of Education and Training Education (2005). The Disability Standards for Education. https://www.education.gov.au/disability-standards-education-2005.
Education Council (2019). NCCD. Nationally consistent collection of data on school students with a disability. 2019 Guidelines. https://www.nccd.edu.au/sites/default/files/2019_nccd_guidelines.pdf.
United Nations (2016). General Comment No. 4. Article 24: Right to inclusive education. Convention on the rights of persons with disabilities. https://www.refworld.org/docid/57c977e34.html.
Australian Education Research Organisation (AERO). (2024). Engaging with families of children with disability (p. 8). AERO Practice guide – Engaging with families of children with disability to support learning in primary and secondary schools
NSW Department of Education. (2020). Trauma informed practice in schools: an explainer (pp. 2-) NSW DOE. https://education.nsw.gov.au/about-us/education-data-and-research/cese/publications/research-reports/trauma-informed-practice-in-schools
Recommended Texts
Ashman, A., & Elkins, J.R. (Eds.). (2019). Education for inclusion and diversity (6th ed.). Pearson Australia.
Carrington, S., & Kimber, M. (2020). Ethical leadership for inclusive schools. Australian Educational Leader, 42, 10-14.
Foreman, P., & Arthur-Kelly, M. (2022). Inclusion in action. Cengage Learning.
Gargiulo, R., & Metcalf, D. (2017). Teaching in today’s inclusive classrooms: A universal design for learning approach (3rd ed.). Cengage Learning Australia.
Graham, L. (2023). Inclusive education for the 21st century: Theory, policy and practice. Allen & Unwin.
Hyde, M., Dole, S., & Tait, K. (Eds.) (2021). Diversity, inclusion and engagement (4th ed.).Oxford University Press.
Tomlinson, C. A. (2014). The differentiated classroom: responding to the needs of all learners (2nd edition.). ASCD.
Wiggins, G. P. (2005). Understanding by design (J. McTighe, Ed.; Expanded 2nd ed.). Association for Supervision and Curriculum Development; Association for Supervision and Curriculum Development