Unit rationale, description and aim

This unit introduces pre-service teachers to the principles and practices of inclusive education for children from birth to eight years. Grounded in social justice, equity, and human rights, it explores how educators can respond to children’s diverse abilities, cultures, languages, identities, and experiences.

Drawing on national policies, approved learning frameworks, and contemporary research, pre-service teachers will learn to identify and address barriers to learning and participation. Emphasis is placed on collaborative approaches involving families, communities, and professionals to support children with additional needs, including disability, trauma, behavioural challenges, and giftedness.

Through case studies, critical reflection, and policy analysis, pre-service teachers will develop the knowledge and skills to plan, assess, and implement differentiated, inclusive pedagogy. The unit also highlights the importance of cultural responsiveness, particularly when working with Aboriginal and Torres Strait Islander families and children who are learning English as an additional language or dialect (EAL/D).

This aim is to encourage pre-service teachers to reflect on their own beliefs, assumptions, and professional responsibilities in creating inclusive learning environments. The unit affirms every child’s right to belong, participate, and thrive, preparing future educators to foster positive, respectful, and inclusive early childhood settings.

2026 10

Campus offering

No unit offerings are currently available for this unit.

Prerequisites

Nil

Incompatible

EDET300 Effective Teaching 4: Students with Disability and Inclusive Education

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.

Critically analyse contemporary research, national...

Learning Outcome 01

Critically analyse contemporary research, national frameworks (e.g., EYLF V2.0), policy, and legislation to inform inclusive, ethical, and rights-based early childhood teaching practices that address diversity in 21st-century learning environments. (APST 1.1, 1.3, 1.5, 1.6, 4.4, 7.1, 7.2; ACECQA A4, A5, A6, A7, B1, B2, B3, B5, B6, B7, C1, C9, D4 ,D5, E1, E2, E3, F4, F5)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC8, GC9, GC11, GC12

Recognise and respond to the challenges faced by v...

Learning Outcome 02

Recognise and respond to the challenges faced by vulnerable children and their families, including disability, trauma, behavioural needs, giftedness, and EAL/D, by applying discipline-specific knowledge and evidence-based, practical solutions that support wellbeing and inclusion. (APST 1.3, 1.5, 1.6, 3.3, 4.1, 4.4: ACECQA A3, A4, A5, A6, A7, B2, B3, B4, B5, B6, C3, C4, C5, D1, D2, D3, D4, D5)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC5, GC7, GC11, GC12

Collaborate respectfully and professionally with f...

Learning Outcome 03

Collaborate respectfully and professionally with families (including Aboriginal and Torres Strait Islander families), communities, and interagency professionals using culturally responsive, strength-based approaches to create inclusive environments that affirm identity, safety, and belonging.(APST 3.7, 7.3, 7.4; ACECQA D1, D2, D3, D4, D5, F3, F4, F5)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC7, GC11, GC12

Design differentiated, inclusive teaching strategi...

Learning Outcome 04

Design differentiated, inclusive teaching strategies and individualised learning plans (e.g., IEPs) based on children's cognitive, physical, social, emotional, and linguistic development to ensure equitable engagement and positive outcomes for all learners. (APST 1.2, 1.5, 1.6, 3.1, 3.2, 3.3, 3.4, 4.1; ACECQA A1, A3, A4, A5, A6, A7, B1, B2, B3, B4, B5, B6, C1, C4, C5)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC11, GC12

Reflect critically on personal beliefs, biases, an...

Learning Outcome 05

Reflect critically on personal beliefs, biases, and professional responsibilities in inclusive education, and use digital and collaborative tools to contribute to shared understandings and advocacy for equity, participation, and social justice in early years settings. (APST 6.1, 6.2, 6.3, 7.1; ACECQA B7, E1, E2, E3, F3, F4, F5)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC8, GC11, GC12

Content

Topics will include:

  • Introduction to inclusive education and the early years context
  • Legislation, Ethics and Policy Frameworks in inclusive education
  • Understanding diversity and atypical development
  • Safe, Supportive and differentiated Learning environments
  • Inclusive pedagogies for diverse learners
  • Culturally responsive and strength-based pedagogy
  • Supporting neurodivergent and behaviourally diverse learners
  • Interagency collaboration and advocacy
  • Reflective practice and professional growth

Assessment strategy and rationale

This unit’s assessment strategy supports both theoretical understanding and practical application in inclusive early childhood education.

Assessment Task 1 requires pre-service teachers to critically investigate inclusive education through an Inquiry Report. Drawing on contemporary research, ethical frameworks, and professional standards, students respond to guiding questions that explore inclusion in early years settings. The task encourages examination of effective strategies for supporting diverse learners, including children with disabilities, trauma backgrounds, or who are EAL/D, alongside reflection on one’s identity as an inclusive educator.

Assessment Task 2 builds on this foundation through the development of an Individualised Learning Plan (ILP) for a child aged 1–5. Pre-service teachers outline learning goals, environmental adjustments, and collaborative strategies with families and professionals. A reflective justification fosters critical thinking, ethical awareness, and trauma-informed practice.

These tasks align with the Australian Professional Standards for Teachers (Graduate level), the EYLF V2.0, and the National Quality Framework. They prepare pre-service teachers to design inclusive, equitable, and developmentally appropriate learning experiences.

Pre-service teachers must use generative AI ethically, clearly declaring its use in specific sections of their assessments.

To pass this unit, pre-service teachers must submit both tasks, achieve all learning outcomes, and receive at least 50% in each assessment.

Overview of assessments

Assessment Task 1: Inquiry Report (Inclusive prac...

Assessment Task 1: Inquiry Report (Inclusive practice in context)

Pre-service teachers will conduct an inquiry into inclusive education practices using academic literature, policy documents, and professional standards. The report should respond to the following guiding questions:

  1. What does inclusive education mean in the early years context?
  2. What are the ethical and legislative foundations of inclusive teaching?
  3. What does research say about effective inclusive strategies for children with additional learning needs, trauma backgrounds, or EAL/D?
  4. How will you enact inclusive practice in your teaching?
Weighting

50%

Learning Outcomes LO1, LO2, LO5
Graduate Capabilities GC1, GC2, GC3, GC5, GC7, GC8, GC9, GC11, GC12
Standards APST(GA)1.1, APST(GA)1.3, APST(GA)1.5, APST(GA)1.6, APST(GA)3.3, APST(GA)4.1, APST(GA)4.4, APST(GA)6.1, APST(GA)6.2, APST(GA)6.3, APST(GA)7.1, APST(GA)7.2, ACECQA -A4, ACECQA -A5, ACECQA -A6, ACECQA -A7, ACECQA -B1, ACECQA -B2, ACECQA -B3, ACECQA -B5, ACECQA -B6, ACECQA -B7, ACECQA -C1, ACECQA -D4, ACECQA -D5, ACECQA -E1, ACECQA -E2, ACECQA -E3, ACECQA -F4, ACECQA -F5

Assessment Task 2: Inclusive Pedagogical Plan and...

Assessment Task 2: Inclusive Pedagogical Plan and Reflection

Develop a comprehensive Individualised Learning Plan (ILP) for a child (aged 1-5 years) with specific additional learning needs (e.g., autism, speech delay, behavioural challenges, giftedness). This task includes both planning and critical reflection components:

Part A: ILP Design

Part B: Reflective Justification

Weighting

50%

Learning Outcomes LO2, LO3, LO4, LO5
Graduate Capabilities GC1, GC2, GC3, GC4, GC5, GC7, GC8, GC11, GC12
Standards APST(GA)1.2, APST(GA)1.3, APST(GA)1.5, APST(GA)1.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.7, APST(GA)4.1, APST(GA)4.4, APST(GA)6.1, APST(GA)6.2, APST(GA)6.3, APST(GA)7.1, APST(GA)7.3, APST(GA)7.4, ACECQA -A1, ACECQA -A3, ACECQA -A4, ACECQA -A5, ACECQA -A6, ACECQA -A7, ACECQA -B1, ACECQA -B2, ACECQA -B3, ACECQA -B4, ACECQA -B5, ACECQA -B6, ACECQA -B7, ACECQA -C1, ACECQA -C3, ACECQA -C4, ACECQA -C5, ACECQA -D1, ACECQA -D2, ACECQA -D3, ACECQA -D4, ACECQA -D5, ACECQA -E1, ACECQA -E2, ACECQA -E3, ACECQA -F3, ACECQA -F4, ACECQA -F5

Learning and teaching strategy and rationale

The learning and teaching strategy for this unit embraces a rights-based, critically reflective, and practice-oriented approach. Drawing on inclusive education principles and national learning frameworks, this unit empowers pre-service teachers to respond to the diverse abilities, languages, and experiences of children from birth to eight. Through case-based analysis and collaborative learning, pre-service teachers will explore culturally responsive pedagogy and differentiated strategies that address barriers to participation and affirm each child’s identity. Key focus areas include trauma-informed practice, working with families and interagency professionals, and designing inclusive environments that support children with additional needs. Learning experiences are structured to cultivate ethical awareness, cultural humility, and the ability to co-construct equitable learning spaces with families—particularly Aboriginal and Torres Strait Islander communities and those from EAL/D backgrounds. Through reflective tasks, pre-service teachers will evaluate their own assumptions and grow as advocates for equity, social justice, and inclusive education.

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

    Development and care

    Relevant Learning OutcomeLO4

  • Relating to

    Social and emotional development

    Relevant Learning OutcomeLO2, LO4

  • Relating to

    Child health, wellbeing and safety

    Relevant Learning OutcomeLO1, LO2, LO4

  • Relating to

    Early intervention

    Relevant Learning OutcomeLO1, LO2, LO4

  • Relating to

    Diversity, difference and inclusivity

    Relevant Learning OutcomeLO1, LO2, LO4

  • Relating to

    Learners with special/additional needs

    Relevant Learning OutcomeLO1, LO2, LO4

  • Relating to Early Years Learning Framework

    Relevant Learning OutcomeLO1

  • Relating to

    The Australian curriculum

    Relevant Learning OutcomeLO1, LO2, LO4

  • Relating to

    Numeracy, science and technology

    Relevant Learning OutcomeLO1, LO2, LO4

  • Relating to

    Language and literacy

    Relevant Learning OutcomeLO2, LO4

  • Relating toEnglish as an additional language

    Relevant Learning OutcomeLO1, LO2, LO4

  • Relating to

    Social and environmental education

    Relevant Learning OutcomeLO1, LO2, LO4

  • Relating to

    Creative arts and music

    Relevant Learning OutcomeLO1, LO5

  • Relating to

    Alternative pedagogies and curriculum approaches

    Relevant Learning OutcomeLO1, LO4

  • Relating to

    Teaching methods and strategies

    Relevant Learning OutcomeLO4

  • Relating to

    Children with diverse needs and backgrounds

    Relevant Learning OutcomeLO4

  • Relating to

    Working with children who speak languages other than, or in addition to, English

    Relevant Learning OutcomeLO1, LO4

  • Relating to

    Developing family and community partnerships

    Relevant Learning OutcomeLO2, LO4

  • Relating to

    Multicultural education

    Relevant Learning OutcomeLO2, LO4

  • Relating to

    Socially inclusive practice

    Relevant Learning OutcomeLO1, LO2, LO3

  • Relating to

    Culture, diversity and inclusion

    Relevant Learning OutcomeLO1, LO2, LO3

  • Relating to

    Historical and comparative perspectives

    Relevant Learning OutcomeLO1, LO5

  • Relating to

    Contemporary theories and practice

    Relevant Learning OutcomeLO1, LO5

  • Relating to

    Ethics and professional practice

    Relevant Learning OutcomeLO1, LO5

  • Relating to

    Professional identity and development

    Relevant Learning OutcomeLO3, LO5

  • Relating to

    Advocacy

    Relevant Learning OutcomeLO1, LO3, LO5

  • Relating to

    Research

    Relevant Learning OutcomeLO1, LO3, LO5

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 OutcomeLO4

  • Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds

    Relevant Learning OutcomeLO1, LO2

  • 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, LO3, LO4

  • 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, LO4

  • Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.

    Relevant Learning OutcomeLO4

  • Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.

    Relevant Learning OutcomeLO4

  • Relating toInclude a range of teaching strategies.

    Relevant Learning OutcomeLO2, LO4

  • Relating toDescribe a broad range of strategies for involving parents/carers in the educative process.

    Relevant Learning OutcomeLO3

  • Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.

    Relevant Learning OutcomeLO2, LO4

  • Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.

    Relevant Learning OutcomeLO1, LO2

  • 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 toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.

    Relevant Learning OutcomeLO1, LO5

  • Relating toUnderstand strategies for working effectively, sensitively and confidentially with parents/carers.

    Relevant Learning OutcomeLO3

  • Relating toUnderstand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

    Relevant Learning OutcomeLO3

Representative texts and references

Recommended texts and documents

Cologon, K., & Mevawalla, Z. (Eds.). (2023). Inclusive education in the early years: Right from the start (2nd ed.). Oxford University

Foreman, P., & Arthur-Kelly, M. (Eds.). (2017). Inclusion in action (5th ed.). Cengage Learning Australia.

Recommended references

Ackah-Jnr, F. R., & Fluckiger, B. (2023). Leading Inclusive Early Childhood Education: The Architecture of Resources Necessary to Support Implementation and Change Practice. International Journal of Disability, Development, and Education70(1), 56–76. https://doi.org/10.1080/1034912X.2021.1885013 

Arthur, L., Beecher, B., Death, E., Farmer, S., & Dockett, S. (2025). Programming and planning in early childhood settings (9th ed.). Cengage.

Cologon, K. (2024). “But Marley Can’t Play Up Here!” Children Designing Inclusive and Sustainable Playspaces through Practitioner Research. Sustainability,16(15), 6626.

https://doi.org/10.3390/su16156626

 Graham, L. J. (Ed.). (2023). Inclusive education for the 21st century: Theory, policy and practice. Routledge.

Harrison, C. (2016). Gifted and talented: Inclusion and exclusion. Early Childhood Australia Inc.

Mackenzie, M., Cologon, K., & Fenech, M. (2016). ‘Embracing Everybody’: Approaching the Inclusive Early Childhood Education of a Child Labelled with Autism from a Social Relational Understanding of Disability. Australasian Journal of Early Childhood41(2), 4-12. https://doi.org/10.1177/183693911604100202

Mantilla, A., Bussey, K., Chan, E., Gerner, B., & Rinehart, N. (2024). Parents’ perspectives on inclusive practices in early childhood education and care: Facilitators and barriers for children with Cerebral Palsy. Early Years44(1), 128–144. https://doi.org/10.1080/09575146.2022.2096571

OECD (2023), “Equity, diversity and inclusion in early childhood education and care”, OECD Education Policy Perspectives, No. 83, OECD Publishing, Paris, https://doi.org/10.1787/72ab31c1-en.

Scorgie, K., & Sobsey, R. (Eds.). (2017). Working with families for inclusive education: Navigating identity, opportunity and belonging. Emerald Publishing Limited.

Spandagou, I., Little, C. A., Evans, D., Bonati, M. L. (2020). Inclusive education in schools and early childhood settings. Springer.

Symeonidou, S., & Loizou, E. (2023). Bridging early childhood education and inclusive practices in classrooms that serve children with disabilities: a narrative portrait. European Early Childhood Education Research Journal31(1), 92–105. https://doi.org/10.1080/1350293X.2022.2140817

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