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 adaptation, 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 Study 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 Units 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

EDPD5005
Communication for Learning
6      Semester 1
EDPD5012
Principles of Positive Behaviour Support
6   
Note: Department permission required for enrolment

Semester 1
Semester 2
EDPD5013
Pedagogy and Students with ASD
6      Semester 1
EDPD5014
Teaching Learning Difficulties - Basics
6      Semester 1
EDPD5015
Meeting Spec Ed Needs Through Curriculum
6      Semester 2
EDPD6015
Collaboration and Consultation
6      Semester 2

Capstone units

EDPZ6720
Dissertation
12   
Note: Department permission required for enrolment

Semester 1
Semester 2
EDPZ6724
Dissertation Part 1
6    C EDPZ6725

Note: Department permission required for enrolment

Semester 1
Semester 2
EDPZ6725
Dissertation Part 2
6    P EDPZ6724
Semester 1
Semester 2
EDPZ6730
Special Project 1
6    P 24 credit points
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 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, with a particular emphasis on NSW policies. 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 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 using current disability models.
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 (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 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

EDPD5005 Communication for Learning

Credit points: 6 Teacher/Coordinator: Dr Michelle Bonati Session: Semester 1 Classes: 1x2hr seminar/week Assessment: in class task (1x10%); communication assessment with recommendations report (40%); critical review of literature (30%); and communication strategy group presentation (20%). 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.
Textbooks
Soto, G. Zangari, C.m & Beukelman, D. (Eds). (2013). Practically speaking, literacy, and academic development for students with AAC needs. Baltimore, MD: Brookes Publishing.
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, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
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 1 Classes: 1x2hr seminar/week Assessment: 1x tutorial presentation (20%); 1x assessment report (40%); and 1x design project (40%) Campus: Camperdown/Darlington, Sydney 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 (5%) and 2x critical review (2x20%); 4 x in-class tasks (4X5%); and 1x research to practice project (1x25%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This unit is examines current theories, research and practice in development of basic skills (language, literacy and numeracy), with a specific emphasis on students with disability and additional learning needs. Students will critically examine current theory and practices associated with supporting the design of quality literacy and numeracy program in mainstream and stand-alone classes for students with disability and additional learning needs. 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%) and 1x group project (30%); 4x design tasks (4x5%) and 1x unit work (30%) Campus: Camperdown/Darlington, Sydney 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.
EDPD6015 Collaboration and Consultation

Credit points: 6 Teacher/Coordinator: Dr Michelle Bonati Session: Semester 2 Classes: 1x2hr seminar/week Assessment: in-class tasks (5x5%); group presentation/collaborative journal (25%); and participation in a collaborative team meeting with written report (50%). Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Special educators are playing a greater role in collaborative consultation, with special educators, regular educators, therapists, medical practitioners,families and community agency professionals joining forces to determine best practices and to evaluate the effectiveness of programs. The aim of collaboration is to provide the best and the most appropriate programs for individuals with disabilities 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.

Capstone units

EDPZ6720 Dissertation

Credit points: 12 Teacher/Coordinator: Dr David Hirsh Session: Semester 1,Semester 2 Classes: several meetings/discussions with supervisor. Assessment: 1x12000wd report (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 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 Corequisites: EDPZ6725 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: Dr David Hirsh Session: Semester 1,Semester 2 Classes: several meetings/discussions with supervisor Prerequisites: EDPZ6724 Assessment: 1x12000wd report (100%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Supervision
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: 24 credit points Assessment: 1x6000wd report (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 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.