Graduate Diploma of Special Education

Overview The aim of the Graduate Diploma of Special Education is to provide a coherent course of study and professional experience to prepare students for the professional duties of a qualified special educator working in either inclusive or specialised settings.

The course focuses on evidence-based practice and the practical application of … For more content click the Read More button below.

All students complete two professional experience (practicum) placements in special education settings and SPED828 is based on working with students with special education needs in the student's current workplace or a practicum setting.The aim of the Graduate Diploma of Special Education is to provide a coherent course of study and professional experience to prepare students for the professional duties of a qualified special educator working in either inclusive or specialised settings.

The course focuses on evidence-based practice and the practical application of skills and knowledge to teaching practice.

The course incorporates flexible modes of delivery and is particularly suited to part-time study for practising professionals.

Professional experience is an integral part of the course.

All students complete two professional experience (practicum) placements in special education settings and SPED828 is based on working with students with special education needs in the student's current workplace or a practicum setting.Read More

About inherent requirementskeyboard_arrow_down

Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program. For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements. Inherent requirements for Macquarie University programs fall under the following categories:

Physicalkeyboard_arrow_down

The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.

Cognitionkeyboard_arrow_down

The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.

Communicationkeyboard_arrow_down

The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.

Behaviouralkeyboard_arrow_down

The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.

Behaviourkeyboard_arrow_down

Students: Comply with, and are governed by, quality and professional standards Demonstrate knowledge of and engage in behaviour consistent with all relevant standards. Make appropriate use of email, SMS, digital and social media that respects the privacy and confidentiality of the school, the teachers and the students. Act with honesty and integrity.

Cognitionkeyboard_arrow_down

Students: Gather, comprehend and organise information. Integrate theory and knowledge from various sources. (e.g. develop learning experiences based on theory, children’s/school students’/young people’s/adults’ interests, current research, relevant curriculum framework, and the centre’s philosophy). Develop options and assess and compare their respective merits. e.g. provide a range of curriculum options that extend children’s/school students’/young people’s/adults’ learning; understand and apply research to children, families and communities. Accurately recall information in a timely manner that is relevant to practice (g. provide a verbal report about a student’s progress to another educator). Engage in rational and ethical reasoning. Complete tasks in a safe and reasonable time frame. Maintain a sufficient level of concentration to focus on an activity to a level of completion in order to provide safe, professional and competent teaching practice. Reflect on and improve teaching in response to student needs and supervisor feedback.

Communicationkeyboard_arrow_down

Interpersonal and social interactions Students: Demonstrate self-awareness and ensure own motives, attitudes and behaviours do not adversely affect children/school students/young people/adults, colleagues and/or parents/caregivers. Demonstrate the ability to create rapport with teachers, supervisors, mentors and peers conducive to effective working relationships. Demonstrate cultural competence, sensitivity, flexibility and display a willingness to work with children/school students/young people/adults and their families in a diverse society. Demonstrate the capacity to self-evaluate and reflect upon own practice, feelings, beliefs and consequences of these for individuals and groups. Actively and appropriately participate in collaborative tasks and group work. Accept and fulfil responsibilities allocated within the workplace. Contribute to and support a positive workplace culture. Respond appropriately to constructive feedback from teachers, supervisors, mentors and peers. Dress appropriately and safely for the workplace. Communication tasks Students: Use effective verbal communication/signed communication/augmented communication in English Demonstrate the ability to provide clear instructions and the presentation of ideas to individuals and large groups relevant to the learning context Read and comprehend information presented in a variety of standard formats. Record information accurately and make coherent notes (e.g. incident reports, observations and interpretations of children’s/school students’/young people’s/adults’ learning, analytical and developmental summaries record meetings) Respond appropriately (in context) to verbal and non-verbal cues (g. recognizing and responding to a child’s distress) Communicate respectfully with people of different abilities, gender, sexuality, and age, and from diverse cultural, linguistic, religious, socio-economic and educational backgrounds.

Physical capabilitykeyboard_arrow_down

Students: Comply with relevant Work Health and Safety legislation, mandatory child protection requirements, professional regulations and relevant policy requirements. Attend to the physical and emotional needs of children/school students/young people/adults to provide appropriate education and care. Set up appropriate indoor and outdoor learning environments. Tidy and/or clean up as routinely required. Demonstrate consistency and quality of performance in a range of settings, in a range of geographical locations, and for the required number of hours/days throughout the designated period of academic, field or professional experience. This will include continuous blocks as required by the course. Demonstrate consistent and sustained levels of physical energy to perform teaching and non-teaching duties, as required (e.g. excursion supervision) within a reasonable timeframe. Observation tasks Students: Observe children’s/school students’/young people’s/adults’ physical, language, cognitive, and socio-emotional behaviour, learning and development. Observe and supervise children/school students/young people/adults to ensure their safety, development and wellbeing in a variety of settings. Demonstrate sufficient visual acuity to perform a range of skills associated with the practice of teaching (e.g. monitor children and young people’s behaviour) Demonstrate sufficient functional hearing ability to perform a range of skills associated with the practice of teaching (e.g. effective interaction with children to provide safe supervision)

Fitness to practicekeyboard_arrow_down

Students undertaking this program and its associated placements are required to demonstrate that they are fit to practice and compliant with these requirements. Students need to demonstrate that they are able to practice safely and properly throughout their program and placements to meet core learning outcomes. Students identified at risk of not meeting Fitness to Practice Requirements will be notified, provided with support and monitored to assist them in achieving the program and/or placement requirements. Students who fail to meet Fitness to Practice requirements will be permanently excluded from the program. Professional behaviour (conduct) Students ensure conduct is within acceptable bounds and worthy of professional membership. Students must be aware of both the University and professional codes of conduct, guidelines, policies and standards. Students are required to conduct themselves in a professional manner at all times while enrolled in units and on placement, and reflect the behaviours, ethics and attitudes expected of a profession and the placement. Students demonstrate the ability to work flexibly with a range of people (learners and clients) in a variety of settings while displaying realistic and aspirational expectations and approaches. Students demonstrate self-awareness Competence (Performance) Students must demonstrate a performance standard consistent with the professional requirements or the scope of practice. Students are required to successfully demonstrate the learning outcomes of the unit in a placement setting as per course requirements. Compliance (Eligibility requirements) Students to be compliant with rules, regulations, standards for practicing as a student, provisional or full member of a profession. Students to demonstrate knowledge, understanding and compliance with MQ and professions legislative, regulatory or mandatory requirements. Student are required to demonstrate knowledge, understanding and compliance with program specific requirements: e.g.: maintaining records, privacy and confidentiality. Health/Disability Students to demonstrate awareness of their own health condition or disability and ensure that any health condition or disability does not provide unacceptable additional risk to themselves or others. Students are required to disclose any health or disability that may provide additional risk to themselves or the public.