Unit rationale, description and aim

Pre-service teachers must support all students as unique learners with diverse strengths, backgrounds, challenges, interests and capabilities. They need to be flexible, open-minded and reflective life-long learners who can adapt curricula and pedagogy to meet the needs of all learners, including those with disability.

Central to inclusive education is the professional responsibility to understand how students learn and to use evidence-based strategies that enable meaningful participation. This unit promotes positive attitudes toward disability and inclusion through a human rights and social justice lens. It examines international, national and state legislative frameworks, including anti-discrimination and disability legislation, and their implications for ethical, inclusive practice.

Pre-service teachers will engage with contemporary research on sociocultural influences on learning and strategies to remove barriers to access and participation. Emphasis is placed on Universal Design for Learning (UDL), Multi-Tiered Systems of Support (MTSS), and differentiated instruction. The unit also focuses on building collaborative partnerships with families, communities and professionals to support learner wellbeing and achievement.

Through practical, student-centred learning, pre-service teachers will develop the knowledge, skills and dispositions to create safe, inclusive classrooms. By the end of the unit, they will be equipped to design environments where all learners can access, engage and thrive.

2026 10

Campus offering

Find out more about study modes.

Unit offerings may be subject to minimum enrolment numbers.

Please select your preferred campus.

  • Term Mode
  • Semester 1Multi-mode
  • Semester 2Multi-mode
  • Term Mode
  • Semester 1Multi-mode
  • Term Mode
  • Semester 1Multi-mode
  • Semester 2Multi-mode
  • Term Mode
  • Semester 1Multi-mode
  • Term Mode
  • Semester 1Online Scheduled
  • Semester 2Online Scheduled
  • ACU Term 1Online Unscheduled
  • Term Mode
  • Semester 1Multi-mode
  • Semester 2Multi-mode, Multi-mode Indigenous

Prerequisites

Nil

Incompatible

EDFD261 Creating Inclusive, Safe and Supportive Learning Environments , EDFD340 Diversity and Inclusive Education , EDFD478 Catering for Diversity and Inclusion in the Classroom

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 diversity and disab...

Learning Outcome 01

Describe the complex nature of diversity and disability, and educational implications for supporting inclusive learning.
Relevant Graduate Capabilities: GC1, GC5, GC6, GC11

Explain how relevant policy, legal and curriculum ...

Learning Outcome 02

Explain how relevant policy, legal and curriculum frameworks, and research inform the adoption of ethical practice to support learners with disability and inclusive learning.
Relevant Graduate Capabilities: GC2, GC3, GC5, GC9, GC10, GC11

Construct responsive differentiated teaching, lear...

Learning Outcome 03

Construct responsive differentiated teaching, learning and assessment planning using data-driven, evidenced-based approaches.
Relevant Graduate Capabilities: GC1, GC2, GC8, GC9, GC11

Evaluate strategies for building safe learning env...

Learning Outcome 04

Evaluate strategies for building safe learning environments and respectful collaborative relationships to support learners with disability across home, community and educational contexts.
Relevant Graduate Capabilities: GC4, GC6, GC7, GC8, GC10, GC12

Exercise critical thinking to adopting a systemic ...

Learning Outcome 05

Exercise critical thinking to adopting a systemic approach to meeting the educational needs of learners with disability and to meeting their own professional learning needs.
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC12

Content

Topics will include:

·      Principles of inclusive education, diversity and disability

·      Legislation, regulations, and policies that inform inclusive education; including international human rights agreements, national and state perspectives

·      Bioecological perspectives on inclusion

·      Cultural diversity of Australian classrooms/learning environments, including EAL/D and First Nations learners

·      Supporting learners’ mental health and social emotional wellbeing

·      Medical and social models of disability

·      Bias and assumptions in teaching practice

·      Understanding disability and its impact on learning; reasonable adjustments to cater for specific needs and disabilities

·      Evidence-based approaches to making adjustments across the full range of abilities and disabilities

·      Assistive and communication technologies in the classroom/learning environment

·      Principles of differentiation and Universal Design for Learning

·      Diversity statements and expectations in the Australian Curriculum

·      Programming & lesson planning to include all learners; evidence-based strategies that support participation and success for all

·      Assessment for diverse learners; creating fair, inclusive, and flexible assessment practices

·      Whole school approach to inclusion; including Positive Behaviour for Learning (PBL), Response to Intervention (RTI), or Multi-Tiered Systems of Support (MTSS)

·      Engaging with colleagues, families and community; building respectful, collaborative partnerships

·      Collaborative planning for learners with disability

·      Creating safe and supportive learning environments; strengths-based and trauma-informed approaches to behaviour support

·      Behaviour Intervention

Assessment strategy and rationale

The assessment strategy ensures pre-service teachers develop a deep understanding of diversity, inclusive practice, and evidence-based approaches to supporting learners with disability, aligned with the learning outcomes. It ensures pre-service teachers build a strong theoretical foundation followed by practical application, achieving a comprehensive understanding of inclusive education practices.

Task 1 uses critical reflection and analysis focused on teaching learners with disability and implementing effective inclusive practices. Pre-service teachers explore academic research, legislation and policy frameworks to evaluate the design of differentiated strategies and collaborative practices in meeting the educational needs of learners with disability.

Task 2 requires pre-service teachers to apply this knowledge to developing an Individual Education Plan (IEP) for a learner with disability and communicate it in a simulated parent-teacher meeting. Pre-service teachers will use theoretical knowledge to practice and strengthen their approach to diversity and disability. It is identified as a Critical Task core to demonstrating APST 1.6.

The assessment tasks and their weighting for this unit are designed to demonstrate the achievement of unit learning outcomes. To pass this unit, pre-service teachers are required to submit all assessment tasks and achieve a minimum passing grade of 50% for Task 2 and for the unit overall.

Overview of assessments

Assessment Task 1: Analysis and Critical Reflecti...

Assessment Task 1: Analysis and Critical Reflection

Critically analyse a scenario involving inclusive education, drawing on evidence-based approaches to support learning and wellbeing in diverse classroom/educational settings. Demonstrate your ability to apply inclusive practices aligned with current research, Australian legislation, and professional standards. Reflect critically on your professional beliefs, recognising the role of bias and assumptions in shaping how diversity is acknowledged and valued.

Weighting

50%

Learning Outcomes LO1, LO2, LO3
Graduate Capabilities GC1, GC2, GC3, GC5, GC6, GC9, GC10, GC11
Standards APST(GA)1.5, APST(GA)1.6, APST(GA)4.1, APST(GA)4.3, 4.4.3

Assessment Task 2: Practice-focused Case study ...

Assessment Task 2: Practice-focused Case study

Develop an Individual Education Plan (IEP) for a learner with a disability and present the plan in a simulated parent–teacher meeting. Demonstrate your capability and confidence in planning inclusive, evidence-informed, and legally compliant support for learners with diverse learning needs.

Weighting

50%

Learning Outcomes LO1, LO2, LO3, LO4, LO5
Graduate Capabilities GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12
Standards APST(GA)1.5, APST(GA)1.6, APST(GA)4.1, APST(GA)4.3, 4.4.3

Learning and teaching strategy and rationale

The teaching and learning strategy in this unit is flexible, inclusive, and promotes both self-regulated and guided learning. Grounded in adult learning principles, it values autonomy, relevance, and experience, while ensuring accessibility for learners from diverse backgrounds. Inclusive practice content will be delivered through multimodal approaches such as video lectures, accessible readings (e.g., tagged PDFs, audio), interactive modules, and synchronous or asynchronous discussions, enabling engagement suited to learners’ contexts. Universal Design for Learning (UDL) principles will guide content presentation and assessment design, ensuring multiple means of engagement, representation, and expression.

Active participation will be encouraged through self-directed inquiry, collaborative activities, and problem-based learning tasks reflecting real-world inclusive education scenarios, with flexibility for varying schedules, access needs, and communication preferences. Guided reflection will be embedded, using prompts, learning journals, and forums to help pre-service teachers examine their evolving understanding of inclusive practices. Accessibility supports, including captioned videos, screen reader-friendly content, and multiple reflection formats (written, audio, visual), will be provided.

Personalised support through check-ins, scaffolding tools, and feedback will ensure all pre-service students, including equity group members, feel supported. The learning environment will foster respect, responsiveness, and meaningful contributions, recognising diversity as a strength.

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

    Diversity, difference and inclusivity

    Relevant Learning OutcomeLO1, LO2

  • Relating to

    Learners with special/additional needs

    Relevant Learning OutcomeLO3

  • Relating to

    Children with diverse needs and backgrounds

    Relevant Learning OutcomeLO2

  • Relating to

    Ethics and professional practice

    Relevant Learning OutcomeLO5

  • Relating to

    Developing family and community partnerships

    Relevant Learning OutcomeLO4

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 strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

    Relevant Learning OutcomeLO3, LO4, LO5

  • Relating toDemonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.

    Relevant Learning OutcomeLO3, LO4, LO5

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

    Relevant Learning OutcomeLO3, LO5

  • 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 OutcomeLO4

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

    Relevant Learning OutcomeLO3, LO4

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

    Relevant Learning OutcomeLO1, LO3, LO5

  • Relating toDemonstrate knowledge of practical approaches to manage challenging behaviour.

    Relevant Learning OutcomeLO4

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

    Relevant Learning OutcomeLO4

  • Relating toUnderstand the relevant and appropriate sources of professional learning for teachers.

    Relevant Learning OutcomeLO5

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

    Relevant Learning OutcomeLO4

  • 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 OutcomeLO5

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 fundamental elements and underpinning theory of a multi-tiered system of support and why it is effective.

    Relevant learningLO2

  • Relating toHow a multi-tiered framework works in a classroom setting, with the opportunity to observe implementation of a multi-tiered framework.  

    Relevant learningLO2

  • Relating toThe research evidence showing the positive impact of high-quality instruction delivered by the classroom teacher as a protective measure in reducing the need for further intervention.

    Relevant learningLO3

  • 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 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 learningLO2

Representative texts and references

Recommended Texts and Reference

Australian Curriculum https://www.australiancurriculum.edu.au/.

Early Years Learning Framework https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au.

Australian Human Rights Commission https://www.humanrights.gov.au/.

Relevant State and Territory curriculum documents. 

Recommended references

Ashman, A., (Ed.). (2019). Education for inclusion and diversity (6th ed.). Pearson Australia.

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

Gargiulo, R., & Metcalf, D. (2017). Teaching in today’s inclusive classrooms: A universal design for learning approach (3rd ed.). Cengage Learning Australia.

Graham, L. J., & Graham, L. J. (2020). Inclusive education for the 21st century: Theory, policy and practice (L. J. (Linda J. Graham, Ed.). Allen & Unwin.

Hyde, M., Carpenter, L., & Dole, S. (2021). Diversity, inclusion and engagement (4th ed.). Oxford University Press.

Reid, A. (Ed.). (2018). The Australian school: Promises, problems and possibilities. Australian Curriculum Studies Association.

Sailor, W. (2017). Equity as a basis for inclusive educational systems change. Australasian Journal of Special Education, 41, 1-17. https://doi.org/10.1017/jse.2016.

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

Tomlinson, C. (2014). The differentiated classroom responding to the needs of all learners (2nd ed.). Association for Supervision and Curriculum Development (ASCD).

Locations
Credit points
Year

Have a question?

We're available 9am–5pm AEDT,
Monday to Friday

If you’ve got a question, our AskACU team has you covered. You can search FAQs, text us, email, live chat, call – whatever works for you.

Live chat with us now

Chat to our team for real-time
answers to your questions.

Launch live chat

Visit our FAQs page

Find answers to some commonly
asked questions.

See our FAQs