ESS424 Early Intervention and Inclusion (8)


Developmental and learning challenges commonly encountered in early childhood settings are identified and discussed with a view of providing an inclusive environment for all children. Models to support inclusion in the early childhood curriculum will be explored. Child and family-centered inclusive practice will be considered with a focus on empowering families in decision-making, planning for early intervention and the impact of intervention on families. Options for intervention will include home and centre-based opportunities to enhance the holistic development of the child. There will be an emphasis on the need for collaboration, the ability to work with other professionals and the role of the early childhood educator as an advocate for children and families.

+ Subject Availability Modes and Location

Session 1
DistanceBathurst Campus
Session 2
DistanceBathurst Campus
Continuing students should consult the SAL for current offering details: ESS424
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration Grading System School:
One sessionHD/FLSchool of Teacher Education

Enrolment restrictions

This subject is restricted to students enrolled in the Bachelor of Early Childhood Studies, the Bachelor of Education (Birth to Five Years) or as approved by either Course Coordinator.
Incompatible subject(s)

Learning Outcomes

Upon successful completion of this subject, students should:
  • identify and describe national and international trends in inclusive early intervention, including a shift in focus from children’s needs to children’s rights;
  • demonstrate an understanding of what constitutes an inclusive curriculum and setting - attitudes, roles, resources;
  • demonstrate an understanding of individual differences of young children including an appreciation of the range of developmental and learning challenges commonly encountered in early childhood settings;
  • describe inclusive intervention planning and teaching strategies that include individualised assessment and documentation;
  • read, critique and evaluate current research on the efficacy of inclusive early intervention strategies;
  • articulate a rationale for child and family-centered intervention;
  • demonstrate a knowledge of the range of community resources and technology that can be accessed to implement child and family-centred intervention;
  • explain the role of the early childhood educator in interacting with parents and other members of support services for children with individual special needs;
  • articulate the value of an interdisciplinary team approach to early intervention; and
  • communicate accurately and reliably, orally and in writing with other professionals involved in child and family-centred early intervention.


The subject will cover the following topics:
  • Current developments and funding of early intervention services.
  • International perspectives and trends in early intervention.
  • Developmental and learning challenges commonly encountered in early childhood settings.
  • Critiquing screening and assessment tools.
  • The components of an inclusive curriculum.
  • Child and family-centred inclusive practice in the provision of early intervention programming.
  • Impact of intervention on families.
  • Empowerment of families in decision-making and planning for early intervention.
  • Early intervention programming options - home and centre-based - to enhance holistic development of the child.
  • Interdisciplinary team approach to early intervention (collaboration and working with other professionals).
  • The role of advocacy in promoting child and family-centred inclusive practice.


The information contained in the 2016 CSU Handbook was accurate at the date of publication: 06 September 2016. The University reserves the right to vary the information at any time without notice.