It is intended that this unit of study will examine the general and specific characteristics and learning requirements of children with intellectual, physical, language, sensory, learning, behavioural and/or emotional disabilities and an understanding of disability issues, legislation and policy, with a particular emphasis on NSW policies, documents and handbooks. Through the study and discussion of theory and research related to such disabilities and issues, students will be guided more explicitly to an understanding and critical evaluation of research literature in these fields, focusing particularly upon the cognitive, effective, social, and behavioural needs and characteristics of such children. This focus is intended to enable the reading of professional publications with understanding, and to develop skills of critical review and analysis necessary for the evaluation of research in the field.

This unit will critically examine the process, models, educational policies and strategies proposed for the integration and inclusion of students with special needs into the regular classroom and the community. The shift in the debate from whether or not integration should take place to the acceptance of the principles of integration and inclusion, and the consequent debates concerning strategies for the implementation and inclusion are major discussion topics. Issues such as the most effective curriculum structures and the hidden curriculum within integration and inclusion will be raised. The strong movement towards full inclusion of people with disabilities, both in schools and the community, will be explored, together with an examination of the barriers to full inclusion, such as stigma and negative attitudes towards disability, the service delivery structures in schools and community services, the cost factor and appropriate levels of training for all staff involved.

The aim of this unit is to provide participants the skills and knowledge for developing an intervention that assists a client with an intellectual disability gain access to employment. Building on a theoretical base, and reviews of the literature, participants will engage in a range of tasks that require them to demonstrate a critical and reflective understanding of the planning process. Topics covered include assessment, shaping and scaffolding behaviour, and ongoing monitoring of progess of clients.

This unit examines the supporting research, legislation and policies that underpin the principles of open employment for persons with disabilities. Participants will critically anlyse research and legislation relating to open employment. Students will report in writing and verbally on a task of placing a client that demonstrates their understanding of the principles of open employment.

This unit addresses research and practice in managing appropriate social behaviour for persons with disabilities. A focus will be on pro-social approaches to managing behaviour, and strategies for managing challenging behaviours in a range of settings. Problem-based learning sessions will require participants to link research to practice.

Language learning in the first five years is a critical base for all future communicative, social, cognitive and academic functioning in humans. This unit examines the range of evidence and issues in this critical area of human learning, with a particular focus on the factors influencing language learning, both positive and negative. Key theories, research and skills in language assessment and interventions are introduced and critically evaluated. The implications of knowledge of initial language learning for older individuals with continuing communicative difficulties are also considered.

This unit is designed to investigate the techniques and procedures, developed from sound research, that teachers and community workers can use in order to prevent behaviour problems from arising as well as for the management of behaviour problems as they occur. A wide range of theories and principles will be discussed including the processes involved in a whole school commitment to the management of behaviour; collaboration and consultation; the effects of communication and teacher behaviour on discipline. Practices and programs designed for the management of behaviour will be analysed and critically evaluated.

This unit is intended to be an in-depth study of current theories, research and practice in the development of basic skills (language, literacy and numeracy), including a special emphasis on self-directed learning in students with disabilities, learning difficulties and behaviour disorders. An understanding and discussion of basic learning theories related to the basic skills, in regular education, are fundamental to these studies. The wide-ranging practices, controversial issues and perspectives offered in this field of study will be discussed. Practical, research and evaluation skills will be developed in relation to assessment, programming, and program development for students with difficulties in these basic skills areas, with special consideration given to the modes of service delivery operating in our educational systems.

This unit is designed to explore the collaborative relationship between the regular classroom teacher and the special educator in the development of curricula for students, with special education needs, integrated or included in their local school. Current research in curriculum design for special education will be discussed together with a critical analysis of the political and controversial issues related to such curricula. A variety of available curricula for students with special needs, from both regular and special education resources, will be discussed, analysed and critically evaluated. The processes and practicalities of modifying curricula to suit individual needs will be explored, together with the construction and use of alternative curricula for students with special needs in integrated, segregated and inclusive schooling situations.

This unit requires students to demonstrate their understanding of action research methodology in examining their own learning about open employment, and how they assist a client achieve set outcomes for gaining employment in the community. Project will be discussed as part of in-class problem-based learning sessions, with the final product presented verbally to the class, and in writing to class tutor.

The role of special educators is becoming more involved in collaborative consultation, with special educators, regular educators, therapists, medical practitioners, parents and community workers needing to join forces to determine best practices and to evaluate the effectiveness of programs, in order to provide the best and most appropriate programs for people with special needs in a wide range of school and community settings. In order to undertake this role, the special educator will need to have a good working knowledge of a range of consultation models, knowledge and skills in the understanding of parent and student needs, and effective interpersonal communication skills. This unit is designed to facilitate the development of the knowledge and skills required to take on this consultative role.

The education of students with high and complex needs is a challenging and emerging part of special education. In recent years, a growing body of reliable and valid knowledge has emerged related to (a) the development of socially acceptable behaviours in students with special educational needs, (b) functional assessment of communication behaviour, and (c) the provision of positive behaviour support for students with special educational needs. Teachers need to be familiar with this literature, and teachers need to acquire skills that will give them the confidence to interact more effectively with students to address the educational needs that result from limited socially acceptable communication/challenging behaviours. This unit of study aims to equip teachers with the knowledge, skills and confidence to address these important educational needs of students with high support needs.

This unit of study is designed to facilitate the development of an understanding of the processes involved in such screening and assessment procedures and the skills required to use these in the development, implementation and evaluation of programs for students with special needs. Through a study, and evaluation of a variety of assessment procedues and instruments, the student will gain an understanding of and familiarity with the techniques used and the responsibilities of team members in the process of referral, placement, assess to support services, transition, and the design and monitoring of individual and group education plans.

The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Method unit of study prior to undertaking the Dissertation, which will support the proposal development.

The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methods unit of study prior to undertaking the Dissertation, which will support the proposal development. This unit is part one of the Dissertation which runs over two semesters; therefore, students must also enroll in EDPZ6725 Dissertation Part 2 in the following semester..

The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methods unit of study prior to undertaking the Dissertation, which will support the proposal development. This unit is part two of the Dissertation which runs over two semester; therefore, students must have also enrolled in EDPZ6724 Dissertation Part 1 in the previous semester.

Special Project is a capstone unit, semester length independent investigation of a personally chosen topic in an educational context, the result of which is a 'product' of approximately 6,000 words such as a written report, review, account of the development of a resource, analysis of action or critique of research. All 'products' should be demonstrably informed by relevant theory and research. The satisfactory completion of this unit provides an alternative to the regular face-to-face classroom unit of study for candidates enrolled in a graduate coursework award.

Special Project is a semester length independent investigation of a personally chosen topic in an educational context, the result of which is a 'product' of approximately 6,000 words such as a written report, review, account of the development of a resource, analysis of action or critique of research All 'products' should be demonstrably informed by relevant theory and research. The satisfactory completion of this unit provides an alternative to the regular face-to-face classroom unit of study for candidates enrolled in a graduate coursework award.