Objectives
The course aims to build on students' prior learning to develop advanced professional knowledge, practice and relationship skills relevant to teaching students in regular classroom settings as well as students with special needs in the junior primary and primary years (Reception to Year 7) or secondary (either up to Year 10 or up to Year 12). Through a combination of education and curriculum studies with practical experience in educational settings, students will be supported to: * be flexible, literate, independent and well-informed, equipped with transferable skills highly valued in the teaching profession; * reflect critically on different teaching theories and practices, on their own teaching, and on their lives, in order to strive for excellence and creativity in their teaching roles; * apply educational theory, knowledge and understanding of complex teaching issues to make informed professional judgments in diverse educational situations; * achieve the knowledge and understanding needed to work across disciplinary boundaries in order to actively create cross-curriculum links; * appreciate the need for continuing professional development in their fields of expertise; * clearly recognise local and international issues associated with context and disability that influence special education practices; * understand and effectively engage with research to apply theories of learning, approaches to assessment and curriculum design that best support students with special learning needs; * value and engage in effective partnerships with colleagues, professionals from a range of disciplines and students and their families to support the best possible educational and emotional outcomes for their students; and * display a range of effective teaching strategies in supporting the learning outcomes for students with special needs. * have the capacity to undertake ongoing professional further study through a variety of pathways.Learning outcomesThe expected student outcomes are the knowledge, understandings, skills and attributes that graduates are expected to possess. They are reported below under professional knowledge, professional practice and professional relationships.Professional KnowledgeGraduates of the course are expected to be able to: * demonstrate understanding of the content, processes and skills for learning in the area of specialisation; * display knowledge of current curriculum statements, conceptual frameworks and programs relevant to the teaching areas; * show familiarity with a range of methodologies, resources and assessment techniques that support student learning; * design programs, use resources and structure teaching and assessment to create a positive learning environment; * demonstrate personal skills related to literacy, numeracy and Information and Communication Technologies ( ICTs); * develop knowledge of, and skills in, curriculum development specifically pertaining to areas of disability and students with special needs; * develop individualised programming for students with diverse educational needs including cultural and linguistic diversity; * achieve the knowledge and understanding that different disciplines provide and work across disciplinary boundaries to actively create cross-curriculum links; * appreciate the need for continuing professional development in the area of disability and special needs; * understand the process of differentiated instruction and universally designed curriculum, accessible to all students; and * reflect critically on different teaching theories and practices, on their own teaching, and on their lives, in order to strive for excellence and creativity in their teaching roles.Professional PracticeGraduates of the course are expected to be able to: * use a range of teaching and learning strategies and resources to provide a positive, challenging and inclusive learning environment; * know how to monitor student learning, maintain records of progress and report on these to learners and parents/caregivers; * show ability to establish a classroom environment with fair and consistent expectations and interactions within broader policies relating to student behaviour; * interact ethically and responsibly with learners and their caregivers, and with colleagues and the wider community; * communicate knowledge and views clearly and respectfully; * apply educational theory, knowledge and understanding to make informed professional judgements in diverse educational situations; and * reflect on professional practice as the basis for improving knowledge and practice.Professional RelationshipsGraduates of the course are expected to be able to: * show capacity to fulfil administrative, professional and industrial expectations within legal and other relevant frameworks; * understand how to manage confidential information and conflict in a sensitive manner; * work collaboratively with colleagues, school students, their families and the wider community towards achieving high quality learning outcomes; and * apply skills required for building positive, respectful relationships with learners, their caregivers, colleagues, and the wider community.
Course description
The Master of Teaching (Special Education) is a pre-service teacher education course which requires two years of study (or the equivalent part-time). The course is offered by the Faculty of Education, Humanities, Law and Theology.
Student may elect to undertake the Junior Primary/Primary stream or the Secondary stream. Additional entry requirements apply for the secondary stream.
PROGRAM OF STUDY [January, 2009]
To qualify for the Master of Teaching (Special Education) a student must complete 72 units of Education Studies as set out below, with a grade of P or NGP or better in each topic.
Except with the permission of the Board:
* no compulsory topic may be taken more than twice;
* teaching practice topics may not be attempted more than once.
Students should note that teaching practice topics require full-time commitment for their duration.
The following 72 units comprise the degree program for Master of Teaching students.
Not all topics are necessarily available in any given year.
JUNIOR PRIMARY/PRIMARY STREAM
First Year
Semester 1
EDSP9024
Contemporary Issues in Special Education
6
EDUC2301
Literacy and Numeracy in Inclusive Primary School Classrooms
6
EDUC3501
The Expressive Arts: English, Visual Art, Design Technology, Drama, Media and Music
6
EDUC3666A
Lecture for Professional Teaching Practice 3A (R-7)
0
Semester 2
EDSP9007
Theories of Behaviour Management
6
EDUC3607
Curriculum Studies Junior Primary/Primary 3 (Science and PE Focus)
6
EDUC3666
Professional Teaching Practice 3A (R-7)
6
Second Year
Semester 1
EDUC4704
Curriculum Studies Junior Primary/Primary Mathematics, Society and the Environment and Health
6
EDSP9026
Programming Students with Special Needs
6
EDUC4777
Professional Teaching Practice 4A (R-7)
6
Semester 2
EDSP9025
Interventions for Problems in Literacy
6
EDSPxxx
The Professional Special Educator: Research and Practice
6
EDUC9xxx
Critical Indigenous Pedagogies
6
SECONDARY STREAM
First Year
Semester 1
EDSP9024
Contemporary Issues in Special Education
6
EDUC2302
Teaching Literacy and Numeracy in Middle School: Policy Documents to Practice
6
EDUC3503
Curriculum Studies Specialisation 1: Middle School/Secondary
6
EDUC3668A
Lecture for Professional Teaching Practice 3C (8-12)
0
Semester 2
EDSP9007
Theories of Behaviour Management
6
EDUC3608
Integrated Curriculum Studies
6
EDUC3668
Professional Teaching Practice 3C (8-12)
6
Second Year
Semester 1
EDUC4700
Curriculum Studies Specialisations 2
6
EDSP9026
Programming for Students with Special Needs
6
EDUC4779
Professional Teaching Practice 4C (8-12)
6
Semester 2
EDSP9025
Interventions for Problems in Literacy
6
EDUC9xxx
The Professional Special Educator: Research and Practice
6
EDUC9xxx
Critical Indigenous Pedagogies
6
