Special and Inclusive Education
Outcomes
At the conclusion of this designated degree students should be able to:
- demonstrate an in-depth knowledge of research in at least one substantive area of special education
- demonstrate a familiarity with research across a range of special education areas
- draw on research and practice in special education research findings in Australia and overseas, to inform their practices
- critically evaluate the most recent research, reports and policy documents related to special education
- develop skills in teaching, assessment, behaviour management, curriculum development and adaption, programming and consultation in special education
- develop knowledge and skills to act as leaders, consultants and resources personnel in special education
- be aware of current Australian legislation and how it impacts on the provision of education programs for students with special needs.
Master of Education (Special and Inclusive Education)
To qualify for the award of Master of Education (Special and Inclusive Education) candidates must complete 8 units of study (48 credit points), including
- a minimum of 5 units of study (30 credit points) from this specialisation, comprising
2 units of study (12 credit points) of core units; and
a minimum of 3 units of study (18 credit points) of elective units; plus - a minimum of 1 unit of study (6 credit points) of capstone units of study; and
- a maximum of 2 units of study (12 credit points) of postgraduate Education units which can be chosen from any designation within the Master of Education program.
Formal Special and Inclusive Education Recognition
Candidates who hold a teaching qualification and intend on seeking recognition in Special and Inclusive Education by the New South Wales Department of Education and Communities are required to undertake all units of study from the Special and Inclusive Education Units of Studies table.
Graduate Diploma in Educational Studies (Special and Inclusive Education)
To qualify for the award of Graduate Diploma in Educational Studies (Special and Inclusive Education) candidates must complete 6 units of study (36 credit points), including
- a minimum of 5 units of study (30 credit points) from this designation, comprising
2 units (12 credit points) of core units; and
a minimum of 3 units (18 credit points) of elective units from the table below; plus - a maximum of 1 unit (6 credit points) of postgraduate Education units from any specialisation within the Master of Education program.
Graduate Certificate in Educational Studies (Special and Inclusive Education)
To qualify for the award of Graduate Certificate in Educational Studies (Special and Inclusive Education) candidates must complete 4 units of study (24 credit points), including
- 2 units (12 credit points) of core units; and
- 2 units (12 credit points) of elective units from this specialisation listed in the Unit of Study table below.
Course convenor
Associate Professor David Evans
T 02 9351 8463
Room 707, Education Building, A35
E
Units of study table
| Unit of study | Credit points | A: Assumed knowledge P: Prerequisites C: Corequisites N: Prohibition | Session |
|---|---|---|---|
Special and Inclusive Education |
|||
Core units |
|||
| EDPD5001 Students with Special Educational Needs |
6 | Semester 1 |
|
| EDPD5011 Inclusive Education |
6 | Semester 2 |
|
Elective units |
|||
| EDPD5002 Principles of Workplace Training |
6 |
Note: Department permission required for enrolment |
Semester 2 |
| EDPD5003 Principles of Open Employment |
6 |
Note: Department permission required for enrolment |
Semester 2 |
| EDPD5004 Understanding Challenging Behaviour |
6 | Semester 1 |
|
| EDPD5005 Communication for Learning |
6 |
Note: Department permission required for enrolment |
Semester 1 |
| EDPD5012 Principles of Positive Behaviour Support |
6 |
Note: Department permission required for enrolment in the following sessions:Semester 1 |
Semester 1 Semester 2 |
| EDPD5013 Pedagogy and Students with ASD |
6 | Semester 2 |
|
| EDPD5014 Teaching Learning Difficulties - Basics |
6 | Semester 1 |
|
| EDPD5015 Meeting Spec Ed Needs Through Curriculum |
6 | Semester 2 |
|
| EDPD5017 Gifted & Talented: An Introduction |
6 | Summer Main |
|
| EDPD5018 Gifted & Talented: Ed Models & Practice |
6 | Winter Main |
|
| EDPD6001 Researching Open Employment |
6 |
Note: Department permission required for enrolment |
Semester 1 |
| EDPD6015 Collaboration and Consultation |
6 |
Note: Department permission required for enrolment |
Semester 2 |
| EDPD6016 Students with Autism and Complex Needs |
6 |
Note: Department permission required for enrolment |
Semester 2 |
| EDPD6018 Assessment in Special Education |
6 | Semester 1 |
|
Capstone units |
|||
| EDPZ6720 Dissertation |
12 | P submit a proposal for dissertation and have it approved prior to enrolling Note: Department permission required for enrolment |
Semester 1 Semester 2 |
| EDPZ6724 Dissertation Part 1 |
6 | P submit a proposal and have it approved prior to enrolling Note: Department permission required for enrolment |
Semester 1 Semester 2 |
| EDPZ6725 Dissertation Part 2 |
6 | P EDPZ6724 Note: Department permission required for enrolment |
Semester 1 Semester 2 |
| EDPZ6730 Special Project 1 |
6 | P submit a proposal Approval is contingent upon a staff member with relevant interests being available to supervise the proposed project. |
Semester 1 Semester 2 |
Units of study listing
Special and Inclusive Education
Core units
EDPD5001 Students with Special Educational Needs
Credit points: 6 Teacher/Coordinator: Dr Ilektra Spandagou Session: Semester 1 Classes: 1x2hr seminar/week Assessment: 1x article summary (20%) and 1x critique (30%) and 1x major paper (50%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
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, affective, 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.
EDPD5011 Inclusive Education
Credit points: 6 Teacher/Coordinator: Dr Ilektra Spandagou Session: Semester 2 Classes: 1x2 hr seminar/week Assessment: 1x film review and critique (25%) and 1x group project (25%) and 1 research project (50%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
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.
Elective units
EDPD5002 Principles of Workplace Training
Credit points: 6 Teacher/Coordinator: Associate Professor David Evans Session: Semester 2 Classes: 1x2hr seminar/week Assessment: 2x scenario critique (2x25%) and 1x fieldwork and review (50%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
Note: Department permission required for enrolment
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 progress of clients.
EDPD5003 Principles of Open Employment
Credit points: 6 Teacher/Coordinator: Associate Professor David Evans Session: Semester 2 Classes: 1x2hr seminar/week Assessment: 1x scenario critique (25%) and 1x policy critique (25%) and 1x fieldwork and review (50%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
Note: Department permission required for enrolment
This unit examines the supporting research, legislation and policies that underpin the principles of open employment for persons with disabilities. Participants will critically analyse 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.
EDPD5004 Understanding Challenging Behaviour
Credit points: 6 Teacher/Coordinator: Associate Professor David Evans Session: Semester 1 Classes: 1x2hr seminar/week Assessment: 1x behavioural support statement and reflection (20%); 5x in-class tasks (5x6%) and 1x behaviour support plan (30%) and 1x professional development workshop (20%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
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.
EDPD5005 Communication for Learning
Credit points: 6 Teacher/Coordinator: Associate Professor David Evans Session: Semester 1 Classes: 1x2hr seminar/week Assessment: 1x poster presentation (20%); 1x critical review of literature (40%); 1x design project (40%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
Note: Department permission required for enrolment
Communication is key to learning and functioning as humans. This unit examines the range of evidence and issues in this critical aspect of human learning, with a particular focus on the factors influencing a range of communicative actions and intent. Key theories, research and skills in communication assessment and interventions are introduced and critically evaluated. Interventions including those using alternate communication strategies will be reviewed and critically evaluated in light evidence-based practice. The implications for individuals with autism and complex education needs are given specific consideration.
Textbooks
Johnston, S., Reichle, J., Feeley, K., & Jones, E. (2012). AAC strategies for individuals with moderate and severe disabilities. Baltimore, MD: Brookes.
EDPD5012 Principles of Positive Behaviour Support
Credit points: 6 Teacher/Coordinator: Ms Cathy Little Session: Semester 1,Semester 2 Classes: 1x2hr seminar/week Assessment: 1x class presentation (20%) and 1x professional workshop (40%) and 1x behaviour management plan (40%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
Note: Department permission required for enrolmentin the following sessions:Semester 1
This unit is designed to investigate the techniques and procedures, developed from sound research, that teachers and community workers can use to promote pro-social behavior, and prevent inappropriate behaviour from arising. A wide range of theories and principles will be discussed including the processes involved in a whole school commitment to promoting positive behavior outcomes; collaboration and consultation; the effects of communication and teacher behaviour on student outcomes. Practices and programs designed for supporting the development of positive behaviour will be analysed and critically evaluated.
EDPD5013 Pedagogy and Students with ASD
Credit points: 6 Teacher/Coordinator: Ms Cathy Little Session: Semester 2 Classes: 1x2hr seminar/week Assessment: 1x tutorial presentation (20%); 1x assessment report (40%); and 1x design project (40%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
This unit examines the theoretical models underlying different strategies of teaching, familiarises students with basic constructs in learning theory, and reviews research relating to the use of particular teaching strategies in the education of students with special needs. Much of the unit comprises a consideration of strategies derived from behaviourist and cognitivist approaches to learning, including task analysis, contingency management, data-based instruction, process learning, attribution training, cognitive and metacognitive training, and the use of computers in special education. A developmental perspective will be adopted, and both theoretical and practical aspects of each strategy addressed.
EDPD5014 Teaching Learning Difficulties - Basics
Credit points: 6 Teacher/Coordinator: Associate Professor David Evans Session: Semester 1 Classes: 1x2hr seminar/week Assessment: 1x personal statement (10%) and 2x critical review (2x20%) and 2x research to practice project (2x25%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
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.
EDPD5015 Meeting Spec Ed Needs Through Curriculum
Credit points: 6 Teacher/Coordinator: Associate Professor David Evans Session: Semester 2 Classes: 1x2hr seminar/week Assessment: 1x critical review (20%) and 1x group project (25%) and 3x design tasks (3x10%) and 1x integrated program (25%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
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 adjusting curricula to suit individual needs will be explored, together with the construction and use of alternative curricula for students with special needs in inclusive educational situations.
EDPD5017 Gifted & Talented: An Introduction
Credit points: 6 Teacher/Coordinator: Ms Cathy Little Session: Summer Main Classes: Summer main: 4 day intensive, 9 am - 4 pm Assessment: 1x2500 wd paper/field report (45%); 1x15 minute group presentation (including 1 page information sheet) (35%); and in-class tasks (4x5%) Campus: Camperdown/Darlington Mode of delivery: Block Mode
There is a considerable body of theory and research pertaining to giftedness and talent and its development in individuals, and to psychological and development aspects of individuals identified as gifted and talented. Awareness of this material, and appreciation of the issues involved is necessary to provide a sophisticated understanding of constructs, policy, and practice in field, and assist graduates to informed decision-making in the field, and enhance their skills in facilitating the development of special abilities in others, and in working effectively with gifted and talented individuals in educational, home and other environments.
EDPD5018 Gifted & Talented: Ed Models & Practice
Credit points: 6 Teacher/Coordinator: Miss Cathy Litttle Session: Winter Main Classes: Winter school Assessment: 1x2500 wd paper/field report (45%); 1x15 minute group presentation (including 1 page information sheet) (35%); and in-class tasks (4x5%) Campus: Camperdown/Darlington Mode of delivery: Block Mode
This unit considers issues in the formulation and planning of curriculum for teaching gifted and talented students at all levels of the school system. The model analysed will provide direction for practical programming including modification of curriculum and content of regular programs, and best instructional practice at the classroom level.
EDPD6001 Researching Open Employment
Credit points: 6 Teacher/Coordinator: Associate Professor David Evans Session: Semester 1 Classes: 1x2hr seminar/week Assessment: 1x literature review (50%) and 1x portfolio (50%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
Note: Department permission required for enrolment
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.
EDPD6015 Collaboration and Consultation
Credit points: 6 Teacher/Coordinator: Associate Professor David Evans Session: Semester 2 Classes: 1x2hr seminar/week Assessment: 1x tutorial presentation (30%) and 1x reflective community (30%) and 1x report (40%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
Note: Department permission required for enrolment
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 supporting the academic and social learning of students across a range of schooling contexts.
EDPD6016 Students with Autism and Complex Needs
Credit points: 6 Teacher/Coordinator: Ms Cathy Little Session: Semester 2 Classes: 1x2hr seminar/week Assessment: 1x article critique (40%) and 1x representational artefact analysis (20%) and in-class/on-line tasks (4 x 10%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
Note: Department permission required for enrolment
The education of students with autism and complex needs is an integral part of education. In recent years, a growing body of reliable and valid knowledge has emerged related to (a) the development of rigorous, relevant and engaging learning experiences for students with special education needs, (b) implementation of education programs using evidence-based instruction, and (c) the provision of positive behaviour support for students with special educational needs. Teachers need to be familiar with this literature, and acquire the skills that will give them the confidence to develop meaningful, individualised educational programs that meet the needs of students with autism and complex needs, and allow them to access the curriculum on the same basis as their peers. This unit of study aims to equip teachers with the knowledge, skills and confidence to address these important educational needs of students with autism and complex educational needs
EDPD6018 Assessment in Special Education
Credit points: 6 Teacher/Coordinator: Associate Professor David Evans Session: Semester 1 Classes: 1x2hr seminar/week Assessment: 1x tutorial presentation (20%) and 1x assessment report (40%) and 1x design project (40%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
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.
Capstone units
EDPZ6720 Dissertation
Credit points: 12 Teacher/Coordinator: Dr David Hirsh Session: Semester 1,Semester 2 Classes: several meetings/discussions with supervisor. Prerequisites: submit a proposal for dissertation and have it approved prior to enrolling Assessment: 1x12000wd report (100%) Campus: Camperdown/Darlington Mode of delivery: Supervision
Note: Department permission required for enrolment
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.
EDPZ6724 Dissertation Part 1
Credit points: 6 Teacher/Coordinator: Dr David Hirsh Session: Semester 1,Semester 2 Classes: several meetings/discussions with supervisor Prerequisites: submit a proposal and have it approved prior to enrolling Assessment: satisfactory progress during semester; students then must enrol in EDPZ6725 Dissertation Part 2 the following semester. Campus: Camperdown/Darlington Mode of delivery: Supervision
Note: Department permission required for enrolment
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..
EDPZ6725 Dissertation Part 2
Credit points: 6 Teacher/Coordinator: Dr David Hirsh Session: Semester 1,Semester 2 Classes: several meetings/discussions with supervisor Prerequisites: EDPZ6724 Assessment: 1x12000wd report (100%) Campus: Camperdown/Darlington Mode of delivery: Supervision
Note: Department permission required for enrolment
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.
EDPZ6730 Special Project 1
Credit points: 6 Teacher/Coordinator: Dr David Hirsh Session: Semester 1,Semester 2 Classes: several sessions with supervisor Prerequisites: submit a proposal Assessment: 1x6000wd report (100%) Campus: Camperdown/Darlington Mode of delivery: Supervision
Note: Approval is contingent upon a staff member with relevant interests being available to supervise the proposed project.
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.