Education (Special and Inclusive Education)

Errata
Item Errata Date
1.

Prohibition has been added for the following unit of study

EDSE5011 Inclusive Education N EDGU2000, EDGU3000 and EDGU4000

15/1/2019

Special and Inclusive Education

Candidates for the Master of Education (Special and Inclusive Education) must complete 48 credit points, including 12 credit points of core units of study, a minimum of 12 credit points of elective units of study, 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.
Candidates for the Graduate Diploma in Educational Studies (Special and Inclusive Education) must complete 36 credit points, including a 12 credit points of core units of study and a minimum of 18 credit points of elective units of study and a maximum of 6 credit points of postgraduate Education units of study chosen from any Master of Education program.
Candidates for the Graduate Certificate in Educational Studies (Special and Inclusive Education) must complete 24 credit points, including 12 credit points of core units of study and 12 credit points of elective units of study.

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 annotated bibliography (20%) and 1x critique (30%) and 1x major paper (50%) Campus: Camperdown/Darlington, Sydney 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. 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.
EDPD5011 Inclusive Education

Credit points: 6 Teacher/Coordinator: Dr Ilektra Spandagou Session: Semester 2 Classes: 1x2hr seminar/week Assessment: 1x film review and critique (30%) and 1x group project (20%) and 1 research project (50%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
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.

Elective units

EDPD5004 Understanding Challenging Behaviour

Credit points: 6 Teacher/Coordinator: Dr Cathy Little Session: Semester 1 Classes: 1x2hr seminar/wk Assessment: 1x behavioural support statement and reflection (20%); 5x in-class tasks (5x6%); 1x behaviour support plan (30%) and 1x professional development workshop (20%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
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
EDPD5005 Communication for Learning

Credit points: 6 Teacher/Coordinator: Dr Michelle Bonati Session: Semester 1 Classes: 1x2hr seminar/week Assessment: 1x in-class group task (10%); 1x communication strategy group presentation (20%); 1x strategy and systematic instructional approach video demo (30%); 1x communication assessment with instructional program report (40%). Practical field work: 4-hour self-organised fieldwork experience to collect data for the final assessment Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDPD5012 Principles of Positive Behaviour Support

Credit points: 6 Teacher/Coordinator: Dr Cathy Little Session: Semester 1 Classes: 1x2hr seminar/wk Assessment: 1x class presentation (20%), 1x professional workshop (40%) and 1x behaviour support plan (40%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDPD5014 Teaching Learning Difficulties - Basics

Credit points: 6 Teacher/Coordinator: Associate Professor David Evans Session: Semester 1 Classes: 1x2hr seminar/week Assessment: 2x critical review (2x25%); 1x review of literature and practice (25%); and 1x research to practice project (25%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This unit is examines current theories, research and practice in the development of basic skills within literacy and numeracy, with a specific emphasis on students with disability and additional learning needs. Participants will critically examine current theory and practices associated with supporting the design of quality literacy and numeracy programs for students with disability and additional learning needs in multiple learning contexts. Evidence-based instruction used to implement quality literacy and numeracy programs will be critically examined; tiered approaches to supporting literacy and numeracy development will be discussed in terms of monitoring student progress.
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%); 1x group project (30%); 3x design tasks (3x5%) and 1x applied unit work (35%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDPD6015 Collaboration and Consultation

Credit points: 6 Teacher/Coordinator: Dr Michelle Bonati Session: Semester 2 Classes: 1x2hr seminar/week Assessment: 2x in-class tasks (25%); 1x group presentation (25%); 1x collaborative team meeting (50%). Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
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.

Capstone units

EDPZ6720 Dissertation

Credit points: 12 Teacher/Coordinator: Associate Professor David Hirsh Session: Semester 1,Semester 2 Classes: meetings/discussions with supervisor Assessment: 1x12000wd dissertation (100%) Campus: Camperdown/Darlington, Sydney 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 Methodology unit of study prior to undertaking the Dissertation, which will support the proposal development.
EDPZ6724 Dissertation Part 1

Credit points: 6 Teacher/Coordinator: Associate Professor David Hirsh Session: Semester 1,Semester 2 Classes: meetings/discussions with supervisor Assessment: satisfactory progress during semester; students then must enrol in EDPZ6725 Dissertation Part 2 the following semester Campus: Camperdown/Darlington, Sydney 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: Associate Professor David Hirsh Session: Semester 1,Semester 2 Classes: meetings/discussions with supervisor Prerequisites: EDPZ6724 Assessment: 1x12000wd dissertation (100%) Campus: Camperdown/Darlington, Sydney 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: Associate Professor David Hirsh Session: Semester 1,Semester 2 Classes: several sessions with supervisor Prerequisites: 24 credit points of units Assessment: 1x6000wd project (100%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Supervision
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.