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.
Campus offering
No unit offerings are currently available for this unit.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
Recognise and respond to the challenges faced by v...
Learning Outcome 02
Collaborate respectfully and professionally with f...
Learning Outcome 03
Design differentiated, inclusive teaching strategi...
Learning Outcome 04
Reflect critically on personal beliefs, biases, an...
Learning Outcome 05
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:
- What does inclusive education mean in the early years context?
- What are the ethical and legislative foundations of inclusive teaching?
- What does research say about effective inclusive strategies for children with additional learning needs, trauma backgrounds, or EAL/D?
- How will you enact inclusive practice in your teaching?
50%
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
50%
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 Education, 70(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 Childhood, 41(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 Years, 44(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 Journal, 31(1), 92–105. https://doi.org/10.1080/1350293X.2022.2140817