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HE Unit Template
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Catering for Diversity in Inclusive Early Childhood Settings
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EDECE3024 - Catering for Diversity in Inclusive Early Childhood Settings
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20250200
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Course
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Unit
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2.2
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2026-09-10
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2026-09-10
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Education
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Institute of Education, Arts & Community
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Education
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Undergraduate
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15
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.125
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070101
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Teacher Education: Early Childhood
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070101 - Teacher Education: Early Childhood
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<a href="http://www.federation.edu.au/locate/unit/edece3024">View unit fees</a>
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Graded (e.g. HD, D, C, etc)
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Bachelor Degree
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<p>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.</p>
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<p>• Inclusion – principles and practice<br>
• Barriers to inclusion and access in ECE<br>
• Models of disability – including Individual/Medical models and Social Models<br>
• History of education for children with diverse abilities and needs - Exclusion, segregation, integration, inclusion<br>
• Atypical development and early intervention<br>
• Gifted education<br>
• The role of early childhood teachers in supporting and advocating for children with diverse abilities<br>
• Inclusive language<br>
• 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<br>
• Strengths based approaches<br>
• Organisations, resources and teaching strategies to support children with special educational needs</p>
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<p>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.</p>
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0200
Year
Year
2027
Current Year
2026
Breadcrumb Positioning
Handbook
EDECE3024 - Catering for Diversity in Inclusive Early Childhood Settings
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EDECE3024 - Catering for Diversity in Inclusive Early Childhood Settings
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Unit
Catalogue Term and Year
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Semester
Semester 1
Semester 2
Summer Semester
Year
2027
2026
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Overview
Key information
Requisites
Learning outcomes
Assessment
FedTASK
Parent Region
Overview
Unit description
<p>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.</p>
Unit content
<p>• Inclusion – principles and practice<br> • Barriers to inclusion and access in ECE<br> • Models of disability – including Individual/Medical models and Social Models<br> • History of education for children with diverse abilities and needs - Exclusion, segregation, integration, inclusion<br> • Atypical development and early intervention<br> • Gifted education<br> • The role of early childhood teachers in supporting and advocating for children with diverse abilities<br> • Inclusive language<br> • 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<br> • Strengths based approaches<br> • Organisations, resources and teaching strategies to support children with special educational needs</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
070101 - Teacher Education: Early Childhood
Offering:
<p><strong>Semester 2</strong><p>Ballarat - Mt Helen (On Campus)</p><p>Berwick (On Campus)</p><p>Gippsland - Churchill (On Campus)</p><p>On-line Learning</p></p> <p><strong>Teaching Period 2</strong><p>Federation University Online</p></p> <p><strong>Teaching Period 4</strong><p>Federation University Online</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edece3024">View unit fees</a>
Requisites
Prerequisite
None
Corequisite
None
Exclusion
None
Learning outcomes
Learning outcomes
<p>On successful completion of this unit, students are expected to gain the following [K]nowledge, [S]kills and [A]pplication of knowledge & skills</p>
Learning Outcomes
Ref
Outcome
K1
<p>Recognise the diverse educational needs of children</p>
K2
<p>Reflect on personal and societal views about inclusion in early childhood education and compare with those supported by relevant policies and frameworks.</p>
K3
<p>Identify environmental and social barriers to access, inclusion and participation for children with additional needs in the context of early childhood education</p>
S1
<p>Articulate the principle of inclusive education and how it serves children, families and communities</p>
S2
<p>Identify relevant legislation and policies, which support inclusion</p>
S3
<p>Evaluate resources and teaching strategies to support inclusion for children with diverse abilities in early childhood education</p>
A1
<p>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</p>
A2
<p>Collaborate with relevant stakeholders to develop strategies for safe and inclusive learning environments and experiences.</p>
A3
<p>Utilise relevant legislation to advocate for the right for all children to have access to and participation in early childhood education.</p>
Assessment
Learning Tasks and Assessment
Ref
Learning task
Assessment type
Weighting
Learning outcomes assessed
1
<p>Respond to a series of scenarios, identifying and addressing barriers to access and inclusion.</p>
<p>Written responses</p>
<p>50%</p>
K1, K2, K3, S1, S2, S3, A1, A2
2
<p>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.</p>
<p>Presentation of a plan of an inclusive learning experience</p>
<p>50%</p>
K1, S1, A1, A2, A3
Supplementary assessment available:
Yes
Supplementary assessment information:
<p>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.</p>
FedTASK
FedTASK
Description of FedTASK outcome
Level
FedTASK 1: Interpersonal
The ability to effectively communicate, interact and work with others both individually and in groups.
<p>Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context</p>
FedTASK 2: Leadership
The ability to apply professional skills and behaviours in leading others.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 3: Critical Thinking and Creativity
The ability to work in complexity and ambiguity using imagination to create new ideas.
<p>Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context</p>
FedTASK 4: Digital Literacy
The ability to work fluently across a range of tools and applications to achieve a range of skills.
FedTASK 5: Sustainable and Ethical Mindset
The ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions.
<p>Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context</p>
FedTASK
<p>Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FedTASKs (<strong>T</strong>ransferable <strong>A</strong>ttributes <strong>S</strong>kills and <strong>K</strong>nowledge) provide a targeted focus on five key, transferable Attributes, Skills, and Knowledge that are embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and co-operative learning opportunities.</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
070101 - Teacher Education: Early Childhood
Offering:
<p><strong>Semester 2</strong><p>Ballarat - Mt Helen (On Campus)</p><p>Berwick (On Campus)</p><p>Gippsland - Churchill (On Campus)</p><p>On-line Learning</p></p> <p><strong>Teaching Period 2</strong><p>Federation University Online</p></p> <p><strong>Teaching Period 4</strong><p>Federation University Online</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edece3024">View unit fees</a>
Additional information
Add Info Static Text
Internal reference: EDECE3024 - U2.2