Education (Special and Inclusive Education)
Coursework
The Master of Education (Special and Inclusive Education) program is designed to help candidates develop the skills, knowledge and values needed to specialise in teaching children with special education needs, or to qualify for appointments as leaders, consultants and resources personnel in special and inclusive education.
The program explores how to work with students who have special education needs, how to support and promote social behaviour, and teach students often challenged by the demands of education programs. You’ll gain a broad perspective on the issues, practices, legislation and philosophies in special and inclusive education.
Graduates are in high demand in mainstream education for their contributions to school communities, and in specialist education settings – where less than half of all teachers have a formal specialist qualification. Graduates are highly skilled in working with colleagues to build their capacity to provide access, participation and progress for all students in age related educational programs.
Participants in the program come from a broad range of backgrounds, including early childhood, primary, secondary, and post-secondary education; public and private schools; mainstream, support and specialist school teachers; and allied health and support agencies.
The master's program – but not the graduate certificate or graduate diploma – is recognised by the NSW Department of Education as a formal qualification in special and inclusive education, provided that the candidate currently holds a teaching qualification and all the units studied are from the Special and Inclusive Education designation.
Awards and requirements
Please refer to the course rules in this handbook for information on the specific admission requirements for different coursework award courses.
Master of Education (Special and Inclusive Education)*
To qualify for the award of Master of Education (Special and Inclusive Education) candidates must complete 48 credit points, including
- a minimum of 30 credit points from this stream, comprising:
- 12 credit points of core units of study;
- a minimum of 18 credit points of elective units of study; plus - a minimum of 6 credit points of capstone units of study; and
- a maximum of 12 credit points of postgraduate Education units of study which can be chosen from any 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 are required to undertake all units of study from the Special and Inclusive Education 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 36 credit points, including:
- 12 credit points of core units of study;
- a minimum of 18 credit points of elective units of study; and
- a maximum of 6 credit points of postgraduate Education units of study which can be chosen from any 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 24 credit points, including:
- 12 credit points of core units of study; and
- 12 credit points of elective units of study
Learning outcomes
At the completion of the Master of Education (Special and Inclusive Education), a student will be able to:
| No. | Learning outcome |
|---|---|
| 1 | Understand current Australian legislation and articulate the implications for the provision of education programs for students with disabilities. |
| 2 | Critically evaluate research, reports and policy documents related to education and associated fields. |
| 3 | Demonstrate an understanding of evidence-based instructional practices, and how they can be applied and adjusted to meet the needs of students with special education. |
| 4 | Develop an understanding of universal design for learning and apply across planning, instruction, assessment and environment. |
| 5 | Draw on research and practice in special and inclusive education research in Australia and overseas, to inform and evaluate their practices. |
| 6 | Demonstrate a highly proficient set of problem-solving skills to address the learning needs of students with special education needs within a range of contexts. |
| 7 | Critically examine learning and social contexts in reference to the principles of inclusion. |
| 8 | Demonstrate the key skills and knowledge of collaboration with and between teachers, parents, support personnel, students, and community agencies to deliver a quality inclusive educational program. |
| 9 | Develop, justify and critique approaches to supporting behaviour within a range of learning contexts. |
| 10 | Demonstrate an understanding of how to promote literacy, numeracy and social capabilities to meet the personal needs of all students. |
| 11 | Develop knowledge and leadership skills to support educational providers to develop inclusive educational environments. |
Contacts and further information
Professor David Evans
Phone: 02 9351 8463
Email:
Website: Sydney School of Education and Social Work