Year
2021
Units
4.5
Contact
1 x 2-hour workshop weekly
Prerequisites
1 Admission into BSE-Bachelor of Special Education
1a Admission into GCESE-Graduate Certificate in Education (Special Education)
1b Admission into GCEWS-Graduate Certificate in Education
1c Admission into MEDSE-Master of Education (Special Education)
1d Admission into MEDWS-Master of Education
1e Admission into MEDCP-Master of Education (Cog Psych & Educational Prac)
1f Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment)
1g Admission into MEDGE-Master of Education (Gifted Education)
1h Admission into MEDLMOS-Master of Educational Leadership and Management
1i Admission into MEDIB-Master of Education (International Baccalaureate)
1j Admission into MEDSA-Master of Education (Studies of Asia)
1k Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years]
1l Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years]
1m Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years]
1n Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years]
1o Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
1p Admission into MEDSAP-Master of Education (Studies of Asia) [1.5 years]
1q Admission into MEDWSP-Master of Education [1.5 years]
1r Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health)
1s Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years]
1t Admission into MEDEC-Master of Education (Early Childhood Studies)
1u Admission into MEDECP-Master of Education (Early Childhood Studies) [1.5 years]
1v Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
1w Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education
1x Admission into MISE-Master of Inclusive and Specialised Education
1y Admission into GCIED-Graduate Certificate in Inclusive Education
1z Admission into MED-Master of Education
2 Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
2a Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
2b Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
2c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
2d Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
2e Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
3 108 units of study
Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m or 1n or 1o or 1p or 1q or 1r or 1s or 1t or 1u or 1v or 1w or 1x or 1y or 1z)) or ((2 or 2a or 2b or 2c or 2d or 2e) and 3))
Enrolment not permitted
1 of EDSP9024, EDUC9129 has been successfully completed
Assessment
Assignment(s), Tutorial presentation, Tutorial participation
Topic description

Special Education is a complex and constantly evolving field. This topic provides students with a current overview of the field of special education and its development in a broader historical and social context. Students develop proficiency with key terminology, legislation and policies and foundational concepts, and examine a variety of perspectives and models of assessment, intervention and support in special education. A core focus of the topic is a philosophy of inclusion and its associated practices in and implications for contemporary schools and service settings. Students engage with a range of contemporary and topical issues related to special education; they critically analyse the depiction of these issues in society and the media and evaluate relevant current research.

Educational aims

This topic aims to provide students with a comprehensive overview of the field of special education and to develop students' understanding of the following broad special education principles:

  • The field of special education is an evolving discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have influenced and continue to influence the field and the education and treatment of individuals with exceptional needs both in school and society
  • The beliefs, traditions, and values across within cultures can affect relationships among and between students, their families, and the school community
  • Inclusive educational practices promote access to, participation in and achievement in relation to quality curriculum for all students
  • The special educator's selection, adaptation, and creation of materials and instruction variables is guided by an understanding of the implications of an individual's unique characteristics and of the relationships of special education to the organisations and functions of schools, school systems, and other agencies
  • professional work collaboratively to promote trans-disciplinary teaching and learning
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Discuss the influence of historical, global, social and legal factors in shaping the contemporary field of special education
  2. Demonstrate proficiency in understanding key terminology, concepts, roles and service models in special education
  3. Discuss legal and ethical professional practice standards and relevant policies and their implications for students across a range of settings
  4. Communicate findings and concepts from research and discuss in relation to both theory and practice
  5. Evaluate the extent to which specific learning environments foster cultural understanding, safety and emotional well-being, positive social interactions, and active engagement and encourage the independence, self-motivation, self-direction, personal empowerment, and self-advocacy of individuals with diverse learning needs

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.

FULL

If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.