Outline

Overview

The establishment of positive engagement with children and families is essential in creating an inclusive environment and curriculum. This subject will explore current theories of diversity, social education and inclusion in the early childhood context. An investigation of the social and historical context of inclusion in Australia provides a framework for the discussion and focus on issues of disability, family engagement, attitudes and the promotion of interagency collaboration. Throughout this unit of study students will be encouraged to examine their own beliefs and values in the consideration of the issues above, as well as others. Further, students will look at early childhood intervention as family-cented practice when providing for children with additional needs.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	60 credit points
Corequisites ?	None
Prohibitions ?	EDMT6502
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Olivia Karaolis, olivia.karaolis@sydney.edu.au
Lecturer(s)	Olivia Karaolis, olivia.karaolis@sydney.edu.au

Assessment

The census date for this unit availability is 8 August 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Presentation	In-class presentation Small group in-class presentation	0%	Week 01 Due date: 06 Aug 2025 at 23:59	1000 words + 500 word handout	AI allowed
Outcomes assessed:
Written work	Personal statement on diversity and inclusion Personal statement	0%	Week 02 Due date: 14 Aug 2025 at 23:59	1500 words	AI allowed
Outcomes assessed:
Case studies	Situational analysis 1500 word reflective analysis of site visit	0%	Week 04 Due date: 27 Aug 2025 at 23:59	1500 words	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

In-class presentation: In groups of 3, you will create a presentation which will be delivered to the rest of the class. You will also develop a handout (1 A4 page, single-sided) that succinctly outlines the chosen area of need, provides an overview of characteristics and implications for teachers.
Personal statement on diversity and inclusion: This is a personal statement on diversity and inclusion based on the seminars, readings and your own understanding and experience. The aim of this assignment is to provide you with an opportunity to draft a personal statement about how you will address diversity issues as part of your professional role.
Situational analysis in class critical reflection: The Situational Analysis Reflection Assessment will allow you to explore how issues of diversity, inclusion and early intervention are addressed in an early intervention setting. This assignment is to be completed using the early childhood setting we visited as a class or you may choose to a program of your choice (this can be a place that you are working or have arranged to observe outside of class time). The aim of the reflection is to give you the opportunity to observe, comment, and critically examine a service’s organisation, administration and practices that support diversity and inclusion.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week -01	Assignment discussion and preparation - focus questions, rubrics, group presentation	Individual study (2 hr)
	Child development and assessment profiles	Seminar (3 hr)
	Chau Chak Museum	Presentation (1.5 hr)
Week -02	Introduction to unit, overview of Canvas, Assessments. Principles of inclusion, diversity and family-centred practice	Seminar (2 hr)
Week -02	Developing an Inclusive Early Childhood Curriculum and Reflecting on Disability	Seminar (4 hr)
Week 01	Using drama and play to support early childhood development	Seminar (2.5 hr)
	Group Presentations and feedback	Presentation (2 hr)
	Personal statement assessment preparation	Independent study (1 hr)
Week 02	Partnerships with families, developing and maintaining relationships. Interagency collaboration	Seminar (2 hr)
Week 02	Individual Family Service Planning	Seminar (2 hr)
Week 03	Fine and Gross motor development, independent work and group presentation	Workshop (6 hr)
Week 03	Site visits	Field trip (4 hr)
Week 04	Reflecting on families and IFSP	Seminar (2 hr)
Week 04	The process of transition across multiple contexts	Seminar (2 hr)

Attendance and class requirements

Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.
Preparation: Students should commit to spend approximately three hours’ preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.
The use of Chat GPT or other AI programs in assessments or written work must be acknowledged. Failure to do so may result in a breach of academic honesty.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Reading List, available on Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. explore the nature of diversity and inclusion in relation to early childhood education
LO2. analyse the conceptual, theoretical and philosophical frameworks around family-centred practice
LO3. articulate an understanding of the nature and scope of inclusion in facilitating learning
LO4. demonstrate knowledge of a wide range of strategies when working with infants, toddlers and young children with additional needs through support of an inclusive early childhood curriculum
LO5. establish and extend understandings in working with families as part of ethical and appropriate practice, which includes recognising the necessity of partnering with families to design, develop and implement individual family service plans
LO6. engage and reflect on beliefs and attitudes toward inclusion and how these inform practice
LO7. demonstrate communication strategies that facilitate continuities between early childhood ¿settings and other services
LO8. engage with and understand the nexus between practice, theory and research in relationship to early intervention in early childhood.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Australian Children's Education & Care Quality Authority -

Competency code	Taught, Practiced or Assessed	Competency standard
1.5		Early intervention
1.6		Diversity, difference and inclusivity.
2.3		Guiding behaviour / engaging young learners
4.1		Developing family and community partnerships
4.5		Culture, diversity and inclusion

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

In response to student feedback, the delivery of this unit has been spread over a greater number of weeks to reduce the intensity of delivery. The site visit has been re-introduced to assist the transition of theory to practice as well as a museum visit and guest presentation from Vision Australia.

Additional information

It is a requirement of this unit of study that all assessment tasks be submitted.

The use of Chat GPT or other AI programs in assessments or written work must be acknowledged. Failure to do so may result in a breach of academic honesty.

To be eligible to go on internship you must successfully complete this unit and have met criteria for all three assessments.

Site visit guidelines

Please refer to Canvas for Site Visit guidelines.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDMT6631: Inclusion and Early Intervention in EC

Intensive July - August, 2025 [Block mode] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links