ESS424 Early Intervention and Inclusion (8)


This subject builds knowledge and skills in the theory of early intervention and inclusion, including an understanding of the concepts informing inclusion, current practice in the early childhood field, the examination of developmental theory, and application to practice.  Students will build their capacity to address the needs of children with disabilities in a non-categorical fashion employing approaches that focus on individual needs and context.  Principles of inclusion and consideration of various service delivery models are investigated in relation to the creation of an inclusive environment.  Child and family-centred inclusive practice is emphasised with a focus on empowering families in decision-making and planning for early intervention.  The importance of collaboration, the ability to work with other professionals, and the role of the early childhood educator as an advocate for children with disabilities and their families underpins the design of the subject.

+ Subject Availability Modes and Location

Session 1
OnlineBathurst Campus
Session 2
OnlineBathurst 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 Education (Birth to Five Years), the Graduate Diploma in Inclusive Education, or as approved by either Course Director.
Incompatible subject(s)

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to critique research on current practices in inclusion and reflect on their practice;
  • be able to explain national and international trends in inclusive early intervention;
  • be able to demonstrate an understanding of what constitutes an inclusive curriculum and setting;
  • be able to explain individual differences in young children with reference to developmental theories informing practice;
  • be able to articulate a rationale for child and family-centred models and the value of a team approach to early intervention;
  • be able to identify and explain the range of community resources that can be accessed to support a child and their family;
  • be able to design an Individual Family Service Plan that incorporates the involvement of the family, available support services and other professionals.


The subject will cover the following topics:
  • What is inclusion?
  • Current perspectives on inclusion and early intervention;
  • Developmental theories commonly used in early childhood settings;
  • Creating and promoting family-centred inclusive practice;
  • Service delivery models used to support holistic development;
  • Active involvement of families in decision-making and planning for early intervention;
  • The features and creation of an Individual Family Service Plan (IFSP);
  • Collaborating and working with other professionals in a team-based approach to early intervention.


The information contained in the 2018 CSU Handbook was accurate at the date of publication: 23 February 2018. The University reserves the right to vary the information at any time without notice.