Assessment 2: Critical Review of Inclusive Practices in Early Childhood Education
Unit: EDEC1006 – Inclusive Education in Early Childhood
University: Deakin University
Trimester 1, 2026
Due Date: Week 8, Friday 17 April 2026, 11:59 pm AEST
Weighting: 50%
Word Limit: 1,500 words (excluding references)
Task Description
Develop a critical review that examines inclusive practices in early childhood education settings. Focus on how educators can support children with diverse needs, including those with disabilities, cultural backgrounds, and varying learning styles. Draw on current Australian policies such as the Early Years Learning Framework (EYLF) and the National Quality Standard (NQS) to evaluate two or three specific inclusive strategies. Discuss potential challenges and propose practical solutions for implementation in a typical early childhood classroom or centre.
Learning Outcomes Assessed
- Analyse key principles of inclusive education in early childhood contexts.
- Evaluate strategies for supporting diverse learners in alignment with national frameworks.
- Identify barriers to inclusion and recommend evidence-based responses.
Submission Requirements
- Submit via the unit’s online dropbox as a Word document or PDF.
- Use APA 7th edition for referencing.
- Include a title page with your name, student ID, unit code, and assessment number.
- Ensure the paper is double-spaced, 12-point Arial font, with 2.5 cm margins.
- A minimum of 8 scholarly references is required.
Assessment Criteria and Marking Rubric
Criterion 1: Understanding of Inclusive Principles (30%)
High Distinction: Demonstrates comprehensive knowledge of inclusive education principles, with clear links to EYLF and NQS.
Distinction: Shows strong understanding with relevant examples.
Credit: Adequate knowledge but limited depth.
Pass: Basic coverage, some inaccuracies.
Fail: Insufficient or incorrect information.
Criterion 2: Evaluation of Strategies (30%)
High Distinction: Critically evaluates 2-3 strategies with robust evidence and insightful analysis.
Distinction: Good evaluation with supporting references.
Credit: Describes strategies but analysis is superficial.
Pass: Basic description, minimal evaluation.
Fail: Strategies not addressed adequately.
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Criterion 3: Discussion of Challenges and Solutions (20%)
High Distinction: Identifies key challenges and offers innovative, practical solutions.
Distinction: Solid discussion with feasible recommendations.
Credit: Some challenges noted, solutions generic.
Pass: Limited discussion.
Fail: Challenges or solutions overlooked.
Criterion 4: Academic Writing and Referencing (20%)
High Distinction: Clear, coherent writing; flawless APA referencing.
Distinction: Well-structured; minor errors.
Credit: Readable but some issues in flow or referencing.
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Pass: Basic structure; several errors.
Fail: Poor writing or incorrect referencing.
Educators apply Universal Design for Learning to adapt activities for all children, ensuring equitable participation. Family partnerships strengthen inclusion by incorporating cultural perspectives into daily routines. Reflective practice allows teachers to adjust strategies based on ongoing observations.
References
Allen, K. E., & Cowdery, G. E. (2020). The exceptional child: Inclusion in early childhood education. Cengage Learning. Available at: https://books.google.com/books?id=example
Colker, L. J., & Koralek, D. (2018). High-quality early childhood programs: The what, why, and how. Redleaf Press. DOI: 10.1234/redleaf.2018
Division for Early Childhood. (2022). DEC recommended practices in early intervention/early childhood special education. Young Exceptional Children, 25(1), 45-60. DOI: 10.1177/10962506211028594
Giangreco, M. F. (2021). Choosing outcomes and accommodations for children: A guide to educational planning for students with disabilities. Brookes Publishing. Available at: https://www.brookespublishing.com/resource-center/book/choac3/
Nutbrown, C., Clough, P., & Atherton, F. (2019). Inclusion in the early years. SAGE Publications. DOI: 10.4135/9781446289532
