Supporting Children's Additional Needs: Early Inclusion & Intervention in the Early Years
Supporting Children's Additional Needs: Early Inclusion & Intervention in the Early Years
Support Group - Monday 28th July 2025
6:00pm - 8:00pm AEST (New South Wales, Victoria, Queensland, Tasmania)
6:30pm - 8:30pm South Australia, Northern Territory
6:00pm - 8:00pm Western Australia
Individual - $119 - Team - $499
Tax Deductible, Certificate received for Professional Development
Overview
This course explores how educators can recognise, respond to, and support children who may be experiencing challenges--without a formal diagnosis. Through early identification, inclusive practices, and collaborative support, we can ensure every child feels safe, seen, and supported.
What Early Childhood Educators Will Learn;
This module supports early childhood educators in recognising and responding to the needs of children who may require additional support—without the need for a formal diagnosis. Children communicate through their behaviour, development, and emotional responses, and educators are often the first to notice subtle signs.
With a compassionate, inclusive approach, educators will explore how to build strong relationships, observe with purpose, and implement supportive strategies in partnership with families. The module also introduces key frameworks such as the EYLF, NQF, DSM-5, and NDIS, highlighting how these can guide best practice and advocacy. By creating safe, respectful environments and embracing early intervention, educators can ensure every child feels seen, supported, and capable of thriving.
Topics:
1. Support for Undiagnosed Children
2. The Importance of Early Intervention
3. Inclusive Practices in Action
4. Understanding the DSM-5
5. Developmental Areas to Watch
1. Physical
6. Inclusion Support Program (ISP)
7. EYLF and NQF Connections
8. Understanding the NDIS (National Disability Insurance Scheme)
9. Final Thoughts
Support Group - Monday 28th July 2025
6:00pm - 8:00pm AEST (New South Wales, Victoria, Queensland, Tasmania)
6:30pm - 8:30pm South Australia, Northern Territory
6:00pm - 8:00pm Western Australia
Individual - $119 - Team - $499
Tax Deductible, Certificate received for Professional Development
Overview
This course explores how educators can recognise, respond to, and support children who may be experiencing challenges--without a formal diagnosis. Through early identification, inclusive practices, and collaborative support, we can ensure every child feels safe, seen, and supported.
What Early Childhood Educators Will Learn;
This module supports early childhood educators in recognising and responding to the needs of children who may require additional support—without the need for a formal diagnosis. Children communicate through their behaviour, development, and emotional responses, and educators are often the first to notice subtle signs.
With a compassionate, inclusive approach, educators will explore how to build strong relationships, observe with purpose, and implement supportive strategies in partnership with families. The module also introduces key frameworks such as the EYLF, NQF, DSM-5, and NDIS, highlighting how these can guide best practice and advocacy. By creating safe, respectful environments and embracing early intervention, educators can ensure every child feels seen, supported, and capable of thriving.
Topics:
1. Support for Undiagnosed Children
- What undiagnosed means in early childhood
- Signs that a child may need additional support (without labelling)
- Educator observations and reflections as powerful tools
- Building strong relationships to support trust and communication
2. The Importance of Early Intervention
- Why early intervention matters
- How brain development is impacted by timely support
- Encouraging families to explore supports gently and respectfully
- Early intervention even without diagnosis: speech, OT, play therapy
3. Inclusive Practices in Action
- Embedding inclusive strategies into everyday routines
- Differentiating experiences while maintaining dignity
- Using play, visuals, routine, and sensory tools
- Promoting peer inclusion and reducing stigma
4. Understanding the DSM-5
- Brief explanation of DSM-5 (Diagnostic and Statistical Manual of Mental Disorders – 5th Edition)
- Common areas seen in early childhood:
- Autism Spectrum Disorder
- ADHD
- Anxiety
- Developmental delays
- Reminder: DSM-5 is a guide for professionals—not educators to diagnose, but to be aware
5. Developmental Areas to Watch
1. Physical
- Delays in motor skills, coordination, fatigue
- Supporting with movement breaks, modified activities
- Language delays, social difficulties, late milestones
- Early supports like play-based learning and visuals
- Crying, withdrawal, big emotions
- Co-regulation, calm spaces, and clear expectations
- Sensitivities to light, noise, textures
- Creating low-stimulation environments
- Understanding sensory-seeking vs sensory-avoiding behaviours
6. Inclusion Support Program (ISP)
- What it is and how services can apply
- Using ISP for educator support, equipment, or professional advice
- Working collaboratively with Inclusion Professionals
7. EYLF and NQF Connections
- EYLF Outcome 1: Children have a strong sense of identity
- EYLF Outcome 3: Children have a strong sense of wellbeing
- Quality Area 1, 5, 6 – Responsive programs, relationships, and family partnerships
- Documenting through strengths-based lenses
8. Understanding the NDIS (National Disability Insurance Scheme)
- Supporting families to navigate the NDIS
- How educators can contribute to reports or referrals
- Clarifying that NDIS can help without a full diagnosis (via early childhood early intervention - ECEI)
9. Final Thoughts
- Undiagnosed does not mean unsupported
- Every child deserves to be understood, included, and empowered
- Educators are often the first to notice—and the first to support
- Keep advocating gently, building trust, and partnering with families
- You are making a difference just by showing up with curiosity and compassion