Supporting Children's Additional Needs: Early Inclusion & Intervention in the Early Years

Supporting Children's Additional Needs: Early Inclusion & Intervention in the Early Years
Tuesday 18th November 2025
6:00pm - 8:00pm AEDT (New South Wales, Victoria, Tasmania)

​Monday 17th November 2025
6:00pm - 8:00pm AEST (Queensland)
6:30pm - 8:30pm South Australia, Northern Territory
​6:00pm - 8:00pm Western Australia
​
Individual - $129 - Team - $599

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.

Overview of Topics:​
  • Support for Undiagnosed Children
  • The Importance of Early Intervention
  • Inclusive Practices in Action
  • Understanding the DSM-5
  • Developmental Areas to Watch
    • Physical
    • Developmental
    • Behavioural/Emotional
    • Sensory Impairments
  • Inclusion Support Program (ISP)
  • EYLF and NQF Connections
  • Goals for Children with Additional Needs / Exhibiting Traits
  • Strategies for Children with Additional Needs / Traits
  • Learning Experiences
  • Scenarios
  • Supporting Multiple Children with Additional Needs
  • Conversations with Families
  • Conversations with Children
  • Supporting Children’s Holistic Wellbeing
  • Trauma-Informed Care – Adverse Childhood Experiences (ACEs)

  • The Role of the Inclusion Support (ISS) Worker
Educator Toolkit:
  • Goals for Children with Additional Needs / Exhibiting Traits
  • Strategies for Children with Additional Needs / Traits
  • Learning Experiences
  • Scenarios
  • Supporting Multiple Children with Additional Needs
  • Conversations with Families
  • Conversations with Children
  • Supporting Children’s Holistic Wellbeing
  • Trauma-Informed Care – Adverse Childhood Experiences (ACEs)
  • The Educator's Role:
  • Active Supervision
  • Relationships with Children
  • Interactions with Children
  • Integrating Erikson’s Psychosocial Theory
  • The Role of the Inclusion Support (ISS) Worker
  • Resources
  • EYLF and NQF Connections for Supporting Children’s Additional Needs
  • Understand the EYLF Principles
  • Link to EYLF Outcomes
  • Apply NQF Quality Areas and Standards
  • Document Effectively
  • Critical Reflection
  • Understanding the NDIS (National Disability Insurance Scheme)
  • Final Thoughts

​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
 2. Developmental
  • Language delays, social difficulties, late milestones
  • Early supports like play-based learning and visuals
 3. Behavioural/Emotional
  • Crying, withdrawal, big emotions
  • Co-regulation, calm spaces, and clear expectations
 4. Sensory Impairments
  • 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. Educator Toolkit:
 Goals for children with additional needs / exhibiting traits
  • Learn how to set realistic, inclusive, and strengths-based goals.
  • Understand that goals focus on participation, communication, social connection, and independence.
  • Explore how goals align with family priorities, the EYLF, and individual children’s needs.

Strategies for children with additional needs / traits
  • Explore classroom approaches that support inclusion and equity.
  • Learn practical strategies such as visual supports, routines, scaffolding, and sensory-friendly environments.
  • Recognise how intentional teaching and flexibility can help children thrive.

Learning experiences
  • Discover how to adapt everyday play and routines to include all children.
  • Learn to modify resources, group sizes, and expectations to ensure participation.
  • Explore examples of inclusive play experiences across ages and stages.

Scenarios
  • Work through real-life classroom situations and practice responses.
  • Learn how to remain calm, confident, and supportive when unexpected challenges arise.
  • Reflect on decision-making and problem-solving to strengthen professional practice.

Supporting multiple children with additional needs
  • Understand how to balance individualised support with group learning.
  • Learn strategies to manage time, space, and resources effectively.
  • Explore how to create an inclusive culture where all children benefit.

Conversations with families
  • Learn how to engage families in respectful, strengths-based dialogue.
  • Explore strategies for discussing developmental concerns and celebrating progress.
  • Build partnerships with families that ensure consistency between home and service.

Conversations with children
  • Explore ways to listen to children’s voices (EYLF 1.1.3).
  • Learn to use open-ended questions, visuals, and child-led dialogue to promote agency.
  • Support children to express their feelings, preferences, and needs with confidence.

Supporting children’s holistic wellbeing
  • Understand how social, emotional, and physical wellbeing interconnect.
  • Learn strategies that support resilience, belonging, and positive self-identity.
  • Explore how movement, rest, nutrition, and relationships contribute to wellbeing.

Trauma-informed care – adverse childhood experiences (ACEs)
  • Build awareness of the impact of trauma on development and behaviour.
  • Learn strategies to create safe, predictable, and nurturing environments.
  • Recognise signs of trauma and understand when and how to seek support.

The Educator's Role:
​Active Supervision
  • Include strategies for noticing subtle cues in children with additional needs (sensory sensitivities, communication differences, emotional regulation).
  • Emphasise anticipating needs in diverse learners and adapting supervision strategies accordingly.

 Relationships with Children
  • Highlight building trust with children who may have experienced trauma or have sensory, communication, or developmental differences.
  • Include approaches for fostering emotional security and social inclusion for all children.

 Interactions with Children
  • Add strategies for differentiating communication (visuals, gestures, simple language, scaffolding).
  • Include supporting agency and participation for children with varying abilities.

 Integrating Erikson’s Psychosocial Theory
  • Link each stage to potential differences in development or social-emotional needs for children with additional needs.
  • Encourage strategies that scaffold confidence, initiative, and resilience in diverse learners.

The role of the Inclusion Support (ISS) worker
  • Clarify what an ISS worker does and how they can assist educators.
  • Learn how to collaborate with ISS workers, families, and allied health professionals.
  • Explore how ISS support can build educator capacity and confidence.

Resources
  • Overview of key resources available to educators (Inclusion Support Program, NDIS connections, family partnerships, online supports, community services).
  • Learn how to access, share, and apply resources in day-to-day practice.
  • Identify tools that assist with documentation, planning, and communication.​

 EYLF and NQF Connections for Supporting Children’s Additional Needs
1. Understand the EYLF Principles
Educators will learn to:
  • Recognise and apply the EYLF principles to everyday practice with children who have additional needs.
  • Foster secure, respectful, and reciprocal relationships that build trust and support social-emotional development.
  • Value diversity and promote inclusive practices that respect each child’s unique strengths and abilities.
  • Engage in reflective practice to continuously improve teaching strategies and responsiveness.
  • Integrate high expectations and equity, ensuring all children are supported to reach their potential.

2. Link to EYLF Outcomes
Educators will learn to:
  • Understand the five EYLF learning outcomes and how they apply to children with additional needs.
  • Support children to develop a strong sense of identity and belonging.
  • Promote children’s wellbeing—social, emotional, and physical—through nurturing environments and responsive teaching.
  • Encourage confident, involved learning by adapting play, routines, and learning experiences.
  • Foster effective communication and agency, enabling children to express their needs, preferences, and ideas.

3. Apply NQF Quality Areas and Standards
  • Connect everyday practice to the NQF Quality Areas relevant to supporting children with additional needs.
  • QA1 – Educational Program and Practice: Implement responsive and inclusive programs that reflect children’s strengths.
  • QA5 – Relationships with Children: Maintain respectful, positive interactions that nurture learning and emotional development.
  • QA6 – Collaborative Partnerships with Families and Communities: Work with families, ISS workers, and allied professionals to ensure consistent, coordinated support.
  • QA7 – Governance and Leadership: Follow service policies and procedures to ensure safe, high-quality, and equitable practices.
  • Document and reflect on practice to demonstrate alignment with NQF standards and support continuous improvement.

Document Effectively
  • Record observations objectively and factually.
  • Link documentation to goals, strategies, and learning outcomes.
  • Track progress over time to inform planning and evaluation.
  • Share documentation appropriately with families and support professionals.

Critical Reflection
  • Reflect on your own practices, assumptions, and strategies.
  • Consider how your responses impact children’s learning and wellbeing.
  • Identify opportunities for professional growth and improvement.
  • Use reflection to inform planning and adapt teaching approaches.

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, building trust, and partnering with families