Catering for Diversity in Inclusive Early Childhood Settings

Unit Outline (Higher Education)

Level of Unit in Course

AQF Level(s) of Course

Level of Unit in Course

Introductory

Intermediate

Effective Term:

2025/05

Institute / School :

Institute of Education, Arts & Community

Unit Title:

Catering for Diversity in Inclusive Early Childhood Settings

Unit ID:

EDECE3024

Credit Points:

15.00

Prerequisite(s):

Nil

Co-requisite(s):

Nil

Exclusion(s):

Nil

ASCED:

070101

Other Change:

Brief description of the Unit

This unit will focus on inclusion for children with diverse educational needs in the context of early childhood education and care settings. Pre-service teachers will reflect on their personal beliefs and attitudes, and examine environmental and social factors to identify potential barriers to access and inclusion. A range of principles, theoretical perspectives, legislation and practices to support the rights and needs of all children will be explored. The unit emphasises strengths-based approaches and collaboration with all stakeholders.

Grade Scheme:

Graded (HD, D, C, P, MF, F, XF)

Work Experience Indicator:

No work experience

Placement Component: No

Supplementary Assessment:Yes

Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment

Course Level:

Learning Outcomes:

Knowledge:

K1.	Recognise the diverse educational needs of children

K2.	Reflect on personal and societal views about inclusion in early childhood education and compare with those supported by relevant policies and frameworks.

K3.	Identify environmental and social barriers to access, inclusion and participation for children with additional needs in the context of early childhood education

Skills:

S1.	Articulate the principle of inclusive education and how it serves children, families and communities

S2.	Identify relevant legislation and policies, which support inclusion

S3.	Evaluate resources and teaching strategies to support inclusion for children with diverse abilities in early childhood education

Application of knowledge and skills:

A1.	Apply principles and practices to address barriers to access and inclusion in early childhood education and effectively plan for all children’s participation and learning

A2.	Collaborate with relevant stakeholders to develop strategies for safe and inclusive learning environments and experiences.

A3.	Utilise relevant legislation to advocate for the right for all children to have access to and participation in early childhood education.

Unit Content:

• Inclusion – principles and practice
• Barriers to inclusion and access in ECE
• Models of disability – including Individual/Medical models and Social Models
• History of education for children with diverse abilities and needs - Exclusion, segregation, integration, inclusion
• Atypical development and early intervention
• Gifted education
• The role of early childhood teachers in supporting and advocating for children with diverse abilities
• Inclusive language
• Legislation, codes and policies including NQF, EYLF, Disability Standards for Education, National Laws and Regulations, Code of Ethics, APST, ECA Position Statement, Melbourne Declaration on Educational Goals for Young Australians, UN Convention on the Rights of Persons with Disabilities, United Nations Convention on the Rights of the Child
• Strengths based approaches
• Organisations, resources and teaching strategies to support children with special educational needs

Graduate Attributes:

Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.

FED TASK and descriptor		Development and acquisition of FEDTASKS in the Unit
FED TASK and descriptor		Level
FEDTASK 1 Interpersonal	Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams.	Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context
FEDTASK 2 Leadership	Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative	Level 2 - Student demonstrates some independence within provided guidelines
FEDTASK 3 Critical Thinking and Creativity	Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving.	Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context
FEDTASK 4 Digital Literacy	Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities.	N/A - Not Applicable
FEDTASK 5 Sustainable and Ethical Mindset	Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life.	Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context

	Learning Outcomes Assessed	Assessment Tasks	Assessment Type	Weighting
1.	K1; K2; K3; S1; S2; S3; A1; A2 APST: 1.5; 1.6; 4.1; 4.2; 4.3; 4.4	Respond to a series of scenarios, identifying and addressing barriers to access and inclusion.	Written responses	50%
2.	K1, S1, A1, A2, A3 APST: 1.1, 1.2, 1.3, 1.5, 1.6, 3.1, 3.2, 4.1, 4.2, 4.3, 4.4, 6.3, 7.2	Plan and presentation – Develop a mock group of children from a set of children’s profiles. Develop a rich learning experience for the class which all children are able to access and be included in. The learning experience will be presented to peers who will provide feedback.	Presentation of a plan of an inclusive learning experience	50%

Adopted Reference Style:

APA

Professional Standards / Competencies:

Standard / Competency

Australian Professional Standards for Teachers (AITSL) - Graduate Teacher: Initial

Attribute			Assessed	Level
Professional Knowledge
	1. Know students and how they learn
		1.1 Physical, social and intellectual development and characteristics of students Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.	Yes	Intermediate
		1.2 Understand how students learn Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.	Yes	Intermediate
		1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.	Yes	Intermediate
		1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.	Yes	Intermediate
		1.6 Strategies to support full participation of students with disability Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability	Yes	Intermediate
Professional Practice
	3. Plan for and implement effective teaching and learning
		3.1 Establish challenging learning goals Set learning goals that provide achievable challenges for students of varying abilities and characteristics.	Yes	Intermediate
		3.2 Plan, structure and sequence learning programs Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.	Yes	Intermediate
	4. Create and maintain supportive and safe learning environments
		4.1 Support student participation Identify strategies to support inclusive student participation and engagement in classroom activities.	Yes	Intermediate
		4.2 Manage classroom activities Demonstrate the capacity to organise classroom activities and provide clear directions.	Yes	Intermediate
		4.3 Manage challenging behaviour Demonstrate knowledge of practical approaches to manage challenging behaviour.	Yes	Intermediate
		4.4 Maintain student safety Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.	Yes	Intermediate
Professional Engagement
	6. Engage in professional learning
		6.3 Engage with colleagues and improve practice Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.	Yes	Intermediate
	7. Engage professionally with colleagues, parents/carers and the community
		7.2 Comply with legislative, administrative and organisational requirements Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.	Yes	Intermediate