Unit rationale, description and aim
Understanding and responding to the needs of students with complex learner profiles, including intellectual disability, communication difficulties, and experiences of vulnerability, is essential for creating equitable learning environments. This unit is grounded in evidence demonstrating that students with disability benefit from teachers who can interpret functional needs, design appropriate adjustments, and recognise the influence of social and environmental barriers on access, participation, and wellbeing.
This unit presents preservice teachers with foundational knowledge required to work effectively with students with complex learning needs. Through case studies, applied tasks, and exploration of policy and professional expectations, students will examine disability, communication impairments, assistive technologies, Universal Design for Learning, and multi‑tiered systems of support. Learning experiences highlight the importance of trauma‑informed practice, collaborative partnerships with families and professionals, and the responsible use of AI to enhance communication and participation.
The aim of this unit is to build preservice teachers’ capability to analyse learner profiles, design and justify evidence‑informed adjustments, and respond to indicators of vulnerability with knowledge, confidence, and ethical responsibility. By the end of the unit, preservice teachers will be able to plan for inclusion holistically and advocate for supportive, safe, and enabling learning environments.
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.
Analyse the implications of intellectual disabilit...
Learning Outcome 01
Design appropriate adjustments, including Universa...
Learning Outcome 02
Evaluate communication impairments as barriers to ...
Learning Outcome 03
Explain the legal, ethical, and professional respo...
Learning Outcome 04
Critically appraise individual, school-based, and ...
Learning Outcome 05
Content
Topics will include:
- Understanding disability and complex learner profiles
- Working within the Australian regulatory and policy frameworks in support of students with complex learner profiles
- Adjustments and assistive technology in educational contexts
- Supporting young people with intellectual disabilities
- Supporting young people with communication and language difficulties
- Augmentative and assistive communication techniques and strategies
- The use of AI in special and inclusive education
- Incidence and indicators of different forms of abuse and risk including sexual abuse, physical abuse, neglect and emotional abuse
- Proactive Response to Critical Incidents in Schools
- Functional Behaviour Analysis as a tool to support the needs of young people with disability
- Working alongside stakeholders and partners in support of students with complex learner profiles
- Multi-Tiered Systems of Support framework to support students with complex learning profiles
Assessment strategy and rationale
The assessment strategy is designed to progressively build preservice teachers’ capability to analyse learner needs, design appropriate adjustments, and respond to complex situations with ethical and professional judgement. Both assessments allow for ethical and appropriately scaffolded use of generative AI, such as supporting literature searches, drafting ideas, or exploring assistive technologies, provided all work is critically evaluated and independently verified.
Task 1 requires preservice teachers to interpret a case involving a learner with complex needs and develop a teaching and learning plan incorporating Universal Design for Learning, differentiated instruction, and assistive communication supports. This task enables preservice teachers to demonstrate their ability to connect functional assessment to evidence‑informed adjustments.
Task 2 asks preservice teachers to respond to a scenario involving vulnerability, safety, or well-being. Preservice teachers must draw on legislation, trauma‑informed practice, and collaborative problem‑solving to propose appropriate actions and supports. This task assesses preservice teachers’ understanding of legal and ethical responsibilities and their capacity to evaluate protective and risk factors within a school context.
To pass this unit, preservice teachers must complete all assessment tasks and attain a score of 50% overall.
Overview of assessments
Assessment Task 1: Teaching and Learning Planning...
Assessment Task 1: Teaching and Learning Planning of Complex Needs
Analyse a detailed case study of a learner with complex needs and develop a teaching and learning plan addressing academic, social, and communication requirements. The plan must demonstrate appropriate adjustments, including Universal Design for Learning, differentiated strategies, assistive technologies, and collaboration with families and professionals.
50%
Assessment Task 2: Reflective Response to a Compl...
Assessment Task 2: Reflective Response to a Complex issue
Respond to a case study scenario involving a learner experiencing vulnerability, safety concerns, or reduced participation. Evaluate the situation using research, legislation, ethical frameworks, and inclusive education principles. Propose school‑based and community strategies that address risk, strengthen protective factors, and support student wellbeing and participation.
50%
Learning and teaching strategy and rationale
The teaching approach in this unit is based on principles of adult learning, recognising that preservice teachers learn best through active engagement, critical reflection, and opportunities to apply new knowledge to authentic professional scenarios. Learning activities include case analysis, interactive discussions, applied problem‑solving, and evaluation of current research and policy. These strategies help students build connections between theory and practice and support the development of professional judgement when working with complex learner profiles.
A diverse range of multimodal resources, including readings, video demonstrations, webinars, and curated digital tools, supports varied learning preferences and strengthens accessibility. Some preservice teachers may find emotionally sensitive topics, such as trauma and vulnerability, challenging; therefore, learning activities are structured to promote psychological safety, provide scaffolding, and model trauma‑informed approaches. The unit also incorporates ethical and purposeful use of AI to support adult learners’ ability to explore assistive communication technologies, analyse complex information, and evaluate the limitations of automated tools in educational settings.
Overall, the teaching strategy fosters autonomy, collaboration, and reflective practice by encouraging preservice teachers to engage with real‑world educational complexities through guided and independent learning processes.
Representative texts and references
Recommended texts and documents
Disability Discrimination Act 1992 (DDA) employment, and access to services.
Disability Standards for Education 2005.
National Disability Insurance Scheme Act 2013 (NDIS)
Nationally Consistent Collection of Data
Trauma-informed practice in schools: an explainer (NSW Department of Education)
Recommended references
Alquraini, T., & Rao, S. M. (2020). Universal design for learning in inclusive classrooms: A systematic review. International Journal of Inclusive Education, 24(5), 527–542. https://doi.org/10.1080/13603116.2018.1466922
Arthur-Kelly, M., Sutherland, D., Lyons, G., Macfarlane, S., & Foreman, P. (2021). Refining multi-tiered systems of support for students with complex needs in inclusive schools. Australasian Journal of Special and Inclusive Education, 45(1), 1–15. https://doi.org/10.1017/jsi.2020.26
Cumming, T. M., Jolly, J. L., & Saint-James, A. (2024). Australia at an educational crossroads: Special schools and inclusive education. Frontiers in Education, 9, 1422089. https://doi.org/10.3389/feduc.2024.1422089
Dally, K., Ralston, M., Strnadová, I., Dempsey, I., Chambers, D., Foggett, J., Sharma, U., & Duncan, J. (2019). Current issues and future directions in Australian special and inclusive education. Australian Journal of Teacher Education, 44(8), 1–18.
Iacono, T., Goldbart, J., Douglas, S. N., & Garcia-Melgar, A. (2022). A scoping review and appraisal of AAC research in inclusive school settings. Journal of Developmental and Physical Disabilities, 34, 963–985. https://doi.org/10.1007/s10882-022-09835-y
Jeong, Y., & Copeland, S. R. (2020). Comparing functional behaviour assessment-based and non-functional behaviour assessment-based interventions. Journal of Behavioral Education, 29, 1–41. https://doi.org/10.1007/s10864-019-09355-4
Melo-López, V. A., Basantes-Andrade, A., Gudiño-Mejía, C. B., & Hernández-Martínez, E. (2025). The impact of artificial intelligence on inclusive education: A systematic review. Education Sciences, 15(5), 539. https://doi.org/10.3390/educsci15050539
Miltenberger, R. G., Valbuena, D., & Sanchez, S. (2019). Functional assessment of challenging behaviour. Current Developmental Disorders Reports, 6, 202–208. https://doi.org/10.1007/s40474-019-00180-y
Nyberg, A., Ferm, U., & Bornman, J. (2021). School-based abuse prevention programs for children with disabilities. Australasian Journal of Special and Inclusive Education, 45(2), 252–267. https://doi.org/10.1017/jsi.2021.18
Page, A., Barr, M., Rendoth, T., Roche, L., Foggett, J., Leonard, C., & Duncan, J. (2024). Making reasonable adjustments for students with disability in Australian mainstream classrooms: A scoping review. Australasian Journal of Special and Inclusive Education, 48(1), 46–63. https://doi.org/10.1017/jsi.2024.1
Ronksley-Pavia, M. (2024). Curriculum in special school contexts: A framework for personalised learning. The Curriculum Journal, 35, 56–72. https://doi.org/10.1002/curj.235
Scott, L. M., Zaugg, T., Hines, R., & Berns-Conner, M. (2025). Transformative leadership: Leveraging AI for inclusive and future-oriented special education practices. Journal of Special Education Leadership, 38(1), 44–52.
Shogren, K. A., Wehmeyer, M. L., & Lane, K. L. (2021). Embedding strengths-based approaches in supports for students with complex needs. Exceptional Children, 87(4), 403–420. https://doi.org/10.1177/0014402921992924
Strnadová, I., Cumming, T. M., Knox, M., & Parmenter, T. (2020). Building inclusive education through partnerships and collaboration. International Journal of Inclusive Education, 24(9), 1–16. https://doi.org/10.1080/13603116.2019.1642403
UNESCO. (2020). Ensuring inclusion and equity in education: Evidence review. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373718
Yell, M. L., Katsiyannis, A., & Losinski, M. (2020). Legal and policy frameworks for students with disabilities: Implications for school practice. Intervention in School and Clinic, 55(5), 287–295. https://doi.org/10.1177/1053451219879641
Yang, Y., Chen, L., He, W., Sun, D., & Salas-Pilco, S. Z. (2025). Artificial intelligence for enhancing special education: A decade of global insights. International Journal of Artificial Intelligence in Education, 35, 1129–1177. https://doi.org/10.1007/s40593-024-00422-0.