Assessment Task 2: Case Study Analysis — Inclusive Pedagogies in Early Childhood Education and Care
Teachers must prioritize authentic engagement with families to support children having diverse neurodevelopmental profiles. Educators create equitable learning environments through the application of Universal Design for Learning principles within the daily curriculum. Professional documentation should reflect a child’s strengths while identifying specific barriers to participation in the local community context.
Assessment Overview
In this assessment, you will demonstrate your capacity to apply the Early Years Learning Framework (EYLF) V2.0 and the Disability Standards for Education to a practical early childhood context. You are required to analyze a provided case study involving a child with identified or suspected additional needs. Your analysis will focus on identifying barriers to participation and proposing evidence-based pedagogical adjustments that align with the National Quality Standard (NQS) and inclusive education theories.
Task Instructions
Provide a comprehensive written report of 2,000 words (+/- 10%) addressing the following components:
- Contextual Analysis: Identify the specific learning requirements of the child in the case study. Analyze the physical, social, and attitudinal environment of the ECEC setting.
- Legislative and Ethical Frameworks: Evaluate how the Disability Discrimination Act 1992 and the UN Convention on the Rights of the Child mandate inclusive practice in this specific scenario.
- Pedagogical Strategies: Propose three distinct teaching strategies. These must facilitate the child’s sense of belonging and agency within the group.
- Collaborative Partnerships: Outline a plan for collaborating with the child’s family and external professionals (e.g., Occupational Therapists or Speech Pathologists) to ensure a holistic approach to their development.
Submission Requirements
- Word Count: 2,000 words.
- Format: Professional report style with clear headings.
- Referencing: Harvard style. Minimum of 8 scholarly sources.
- Due Date: End of Week 8, Semester 1, 2026.
Marking Criteria and Rubric
| Criteria | High Distinction (80-100%) | Credit/Pass (50-69%) |
|---|---|---|
| Theoretical Application | Demonstrates sophisticated integration of inclusive theories and EYLF V2.0. | Identifies relevant theories but application to practice is inconsistent. |
| Critical Analysis | Critical evaluation of barriers and enablers in the learning environment. | Description of environment is provided with limited critical insight. |
| Communication | Exemplary academic writing; error-free syntax and formatting. | Meaning is clear; minor errors in grammar or Harvard referencing. |
Peer-Reviewed References
- Cologon, K. and Lassig, C. (2020). ‘Inclusive education: A right, not a privilege’, Australasian Journal of Early Childhood, 45(3), pp. 200-215. doi:10.1177/1836939120944111
- Grace, R., Hodge, K. and McMahon, C. (2022). Children, Families and Communities. 6th edn. South Melbourne: Oxford University Press.
- Mann, G., Cuskelly, M. and Moni, K.B. (2018). ‘Choosing a school: Parental decision-making and inclusive education’, International Journal of Inclusive Education, 22(5), pp. 510-527. doi:10.1080/13603116.2017.1377502
- The Early Years Learning Framework for Australia (2023). Belonging, Being and Becoming: V2.0. Australian Government Department of Education [AGDE].
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