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. The unit of study follows a rights based approach. Through the study and discussion of theory and research related to such 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 students with disability. 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 using current disability models.

This unit will critically examine the process, models, educational policies and strategies proposed for the inclusion of students with disability and additional support needs in inclusive schools and classrooms and the community. The shift in the debate from whether or not integration should take place to the acceptance of the principles of inclusion, and the consequent debates concerning strategies for the implementation of inclusion are major discussion topics. Issues such as a human-rights approach, education system reform, whole-school approaches, and effective curriculum structures 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.

This unit is designed to give participants the competencies required to design learning environments to support positive behaviour in children, adolescents and adults with autism. The aim of the unit of study is to enable participants to support behaviour through positive, proactive approaches. In addition, participants will develop the competencies to support positive behaviours through an understanding of the process of functional assessment. Participants will focus on the development of skills needed to work with families, carers, and individuals as part of a multidisciplinary team in supporting positive behaviour

Communication is an essential factor for learning and good qualify life. Supporting the needs and development of individuals with communication challenges is central to the work of special educators. This unit examines a range of issues regarding human language and communication development with an emphasis on key theories, research and skills in communication assessment and interventions. Strategies that involve use of augmentative and alternative communication will be given specific consideration, along with the implications for individuals with autism and other complex support needs.

This unit is designed to investigate the research and evidence-based techniques and procedures, 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 behaviour 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.

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.

This unit of study explores the design and development of educational programs that allow students with special education needs to access the general curriculum on the same basis as their peers. Current research in inclusive curriculum design will be explored together with a critical analysis of the political and controversial issues related to the design of such curricula. Concepts of universal design for learning, selection and design of curriculum adjustments, and evidence-based instructional practices will be examined. Students will critically reflect on these principles and concepts within the context of their professional practice.

Special educators play an integral role in collaborative approaches to address the needs of students. Effective collaboration and consultation requires special educators to facilitate the effective involvement of students, families, regular educators, therapists, medical practitioners, and community agency professionals to provide the most appropriate supports and programs for children and adults with disabilities in a wide range of school and community settings. To undertake this role, the special educator needs to understand a range of collaboration and consultation models, knowledge and skills in understanding parent and student needs, and effective interpersonal communication skills, including conflict resolution skills.

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 Methodology 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 research 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.