Education (Secondary), Special Education

The Bachelor of Education (Secondary), Bachelor of Special Education double degree program is an initial teacher education program that prepares students from diverse backgrounds to combine in-depth study of the general secondary curriculum with their studies in Special Education and Disability.

The course aims to support students to become effective teachers of students in the secondary years of schooling including those with disabilities, learning or behavioural difficulties.

This degree also prepares students for a range of professional roles related to supporting young people with disabilities and their families within the broader community.

The Bachelor of Education (Secondary), Bachelor of Special Education may be taken as a double degree program in four years full-time (or the equivalent part-time).

Students who study part-time would normally be expected to complete the double degree program within eight years.

The course is offered by the College of Education, Psychology and Social Work.

The double degree program of Bachelor of Education (Secondary), Bachelor of Special Education requires completion of a total of 144 units.Students who commence, but subsequently do not wish to complete, either the full double degree program or the professional experience component of the double degree program may be eligible to:

To qualify for the Bachelor of Education (Secondary), Bachelor of Special Education a student must:

• complete 144 units with a grade of P or NGP or better in each topic, consisting of 108 units in the Bachelor of Education component and 36 units in the Bachelor of Special Education component, according to the program of study below; and
• meet the required benchmark in the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) prior to commencing the professional experience topics. Students must normally meet the benchmark within two attempts. Further attempts may be recommended by the Dean (Education) under exceptional circumstances.

A student whose Grade Point Average (GPA) falls below 5.00 after attempting the first 72 units of study (excluding topics for which a Withdraw, Not Fail (WN) has been recorded) will normally be required to enter into a counselling process with the College to demonstrate their capacity to achieve the range of attributes and motivations that have been determined by the Australian Institute for Teaching and School Leadership (AITSL) as being common to effective teachers. As part of this process students who are unable to satisfactorily demonstrate their capacity to achieve the range of attributes and motivations before graduation will be supported through a range of options appropriate to their circumstances.

The Bachelor of Education component must include:

• 13.5 units of Education topics at First Year level
• 18 units of Education topics at Second Year level including Professional Experience
• 27 units of Education topics at Third Year level including Professional Experience
• 22.5 units of Education topics at Fourth Year level including Professional Experience
• 27 units of one Teaching Major

The Bachelor of Special Education component must include:

• 36 units of DSRS topics

Except with the permission of the Dean (Education):

• no compulsory topic may be taken more than twice
• teaching practicum topics may not be attempted more than once
• students must complete the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) prior to commencing the professional experience topics.

Students should note that Professional Experience topics require full-time commitment for their duration.

Core - Year 1 topics

22.5 units comprising: DSRS1201 Perspectives on Disability (4.5 units) DSRS1215 Introduction to Communication Diversity and Support Needs (4.5 units) EDUC1120 Teaching and Educational Contexts (4.5 units) EDUC1224 Foundations of Special Education (4.5 units) EDUC1227 Professional Experience: Year 1 (Middle and Secondary Schooling) (0 units) EDUC1228 Students with Learning and Behavioural Difficulties (4.5 units)

Option - Year 1 topics

Choose 13.5 units of Teaching Major topics

Core - Year 2 topics

22.5 units comprising: DSRS2234 Instructional Strategies (4.5 units) EDUC2320 Learners and their Development (Middle and Secondary Schooling) (4.5 units) EDUC2323 Students with Numeracy Difficulties (4.5 units) EDUC2326 Professional Experience: Year 2A (Middle and Secondary Schooling) (0 units) EDUC2420 Teaching Indigenous Australian Students (4.5 units) EDUC2423 Students with Literacy Difficulties (4.5 units) EDUC2426 Professional Experience: Year 2B (Middle and Secondary Schooling) (0 units)

Option - Year 2 topics

Choose 13.5 units of Teaching Major topics

Core - Year 3 topics

31.5 units comprising:

DSRS2220 Advocacy and Working in Partnership (4.5 units) DSRS3221 Introduction to Positive Behaviour Support (4.5 units) EDUC3620 Relationships for Learning (4.5 units) EDUC3626 Contemporary Issues in Middle Schooling (4.5 units) EDUC3628 Numeracy and ICT across the Middle & Secondary Curriculum (4.5 units) EDUC3642 Professional Experience: Year 3B (Middle and Secondary Schooling) (4.5 units) EDUC3530 Professional Experience: Year 3A (Middle and Secondary Schooling) (0 units) EDUC4720 Differentiation for Diverse Learners (Middle and Secondary Schooling) (4.5 units)

Option Curriculum Specialisation - Year 3 topics

choose 4.5 units of Curriculum Specialisation A1: Curriculum Development in the Middle Years from

EDUC3531A Drama Curriculum Specialisation A1: Curriculum Development in the Middle Years (4.5 units) EDUC3531B English Curriculum Specialisation A1: Curriculum Development in the Middle Years (4.5 units) EDUC3531C Health Education Curriculum Specialisation A1: Curriculum Development in the Middle Years (4.5 units) EDUC3531D HASS Curriculum Specialisation A1: Curriculum Development in the Middle Years (4.5 units) EDUC3531E Languages Curriculum Specialisation A1: Curriculum Development in the Middle Years (4.5 units) EDUC3531F Mathematics Curriculum Specialisation A1: Curriculum Development in the Middle Years (4.5 units) EDUC3531G Physical Education Curriculum Specialisation A1: Curriculum Development in the Middle Years (4.5 units) EDUC3531H Science Curriculum Specialisation A1: Curriculum Development in the Middle Years (4.5 units) EDUC3531I Visual Arts Curriculum Specialisation A1: Curriculum Development in the Middle Years (4.5 units)

Core - Year 4 topics

27 units comprising: DSRS3234 Case Management and Support Coordination (4.5 units) DSRS4110 Transition to Adult Life for Young People with Disabilities (4.5 units) EDUC4731 Assessment and Programming in Special Education (4.5 units) EDUC4732 Functional Curriculum Design for Students with Disabilities (4.5 units) EDUC4742 Professional Experience: Final Assessment for Registration (Middle and Secondary Schooling) (4.5 units) EDUC4820 The Professional Educator (4.5 units)

Option Curriculum Specialisation - Year 4 topics

choose 4.5 units of Curriculum Specialisation: Senior Years 1 from:

EDUC4729A Drama Curriculum Specialisation: Senior Years 1 (4.5 units) EDUC4729B English Curriculum Specialisation: Senior Years 1 (4.5 units) EDUC4729C Health Education Curriculum Specialisation: Senior Years 1 (4.5 units) EDUC4729E Languages Curriculum Specialisation: Senior Years 1 (4.5 units) EDUC4729F Mathematics Curriculum Specialisation: Senior Years 1 (4.5 units) EDUC4729G Physical Education Curriculum Specialisation: Senior Years 1 (4.5 units) EDUC4729I Visual Arts Curriculum Specialisation: Senior Years 1 (4.5 units) EDUC4729K Chemistry, Earth Sciences, Physics Curriculum Specialisation: Senior Years 1 (4.5 units) EDUC4729L History Curriculum Specialisation: Senior Years 1 (4.5 units) EDUC4729M Biological Sciences Curriculum Specialisation: Senior Years 1 (4.5 units) EDUC4729N Psychology Curriculum Specialisation: Senior Years 1 (4.5 units) EDUC4729O Geography, Legal Studies, Business Studies Curriculum Specialisation: Senior Years 1 (4.5 units)

Option - Year 4 topics

Choose one of:

DSRS4109 Autism Spectrum Disorder Across the Lifespan (4.5 units) DSRS4112 Sensory, Physical and Multiple Disabilities (4.5 units)

Teaching Major

Students undertake a 27 unit Teaching Major consisting of:

• 9 units of Year 1 topics;
• 9 units of Year 2 topics; and
• 9 units of Year 3 topics.

from one of the following Teaching Major areas

• Biological Sciences
• Creative Writing
• Drama
• Earth Sciences
• English
• French
• Geography and Environmental Studies
• Health Education
• History
• Indonesian
• Information Technology
• Italian
• Mathematics*
• Modern Greek
• Physical Education
• Spanish
• Visual Arts

*Students can only undertake a Mathematics major in this course if they have the prerequisite knowledge from Year 12 as they are not permitted to undertake Fundamental A and B maths topics due to accreditation requirements. Students must complete 9 units of maths at level 3.

The minimum requirements for consideration for entry to all undergraduate courses are specified in detail in the University Entry Requirements.

Applicants must complete a non-academic capabilities assessment task that is based on the Australian Institute for Teaching and school Leadership Initial Teacher Education standards.

On completion of the program graduates are expected to:

Demonstrate understanding:

• that the field of special education is an evolving discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that influence the education and treatment of individuals with diverse learning needs both in school and society
• that inclusive educational practices promote access to, participation in and achievement in relation to quality curriculum for all students
• that the educational elements of curriculum, instruction, assessment, learning, engagement and behaviour are interdependent
• that the special educator’s selection, adaptation, and creation of materials and instructional variables is guided by an understanding of the implications of an individual’s unique characteristics and of the relationships of Special Education to the organizations and functions of schools, school systems, community and other agencies.

Demonstrate knowledge of:

• similarities and differences in human development and the characteristics between and among individuals with and without disabilities and diverse learning needs
• processes and contexts of learning
• legal and ethical professional practice standards and relevant policies
• policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with special learning needs, including those from culturally and linguistically diverse backgrounds
• a range of effective, evidence-based instructional strategies to enhance the learning of critical thinking, problem solving, and performance skills of individuals, and to increase self-awareness, self-management, self-control, self-reliance, and self-esteem.

Demonstrate that they are able to:

• actively shape learning environments that foster cultural understanding, safety and emotional well-being, positive social interactions, and active engagement that encourage the independence, self-motivation, self-direction, personal empowerment, and self-advocacy of individuals with diverse learning needs
• develop high quality curriculum within and across disciplines with a focus on the secondary school years
• develop individualized instructional plans anchored in both general and special curricula
• plan and utilise a range of effective instructional strategies to assist children to achieve learning objectives, with an emphasis on generalization of knowledge and skills across environments, settings, and the lifespan
• develop a variety of individualized transition plans, such as transitions from school to adult life
• work collaboratively with young people, families and professionals in planning and decision-making
• develop and implement positive behavioural support plans
• recommend and implement adaptations to classroom, school and community environments that promote inclusive practices
• develop research and evaluation skills relevant to disability and special education.

Exhibit professional attributes including:

• capacity to reflect critically on different theories and practices, on their own practice, and on their lives, in order to strive for excellence, creativity and continuous improvement in their professional roles
• knowledge of their own limits and willingness to practise within those limits
• sensitivity to the many aspects of diversity of individuals with disabilities and their families
• willingness to promote and advocate for the learning and well-being of individuals with diverse learning needs across a wide range of settings
• commitment to the scholarship of teaching and learning through a continuous process of reflective inquiry.

Credit

Limited credit may be granted for recognition of prior studies undertaken at the University or other approved tertiary institutions. Further information is available on the credit transfer page.