Catering for Diversity in Inclusive Early Childhood Settings

Unit Outline (Higher Education)

   
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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:
Supplementary Assessment:No
Supplementary assessment is not available to students who gain a fail in this Unit.
Course Level:
Level of Unit in CourseAQF Level(s) of Course
5678910
Introductory                                                
Intermediate                                        
Advanced                                                
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:
 Learning Outcomes AssessedAssessment TasksAssessment TypeWeighting
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

40-60%

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

40-60%

Adopted Reference Style:
APA  ()

Professional Standards / Competencies:
 Standard / Competency