6 x 2-hour workshops per semester
1 x 25-day field placement per semester
1 Admission into MTSEPR-Master of Teaching (Special Education) (Primary)
2 EDUC9131 - Professional Experience: An Introduction (Primary R-7)
3 18 units of Education topics
Must Satisfy: (1 and 2 and 3)
Assignment(s), Placement, Project
Topic description
This topic occurs in the first year of the Masters of Teaching (Special Education Primary R-7) program and involves four consecutive weeks (20 days) plus 5 planning days spent in urban, rural or remote R- 12 or R - 7 schools. Emphasis is placed on the planning, implementation and evaluation of teaching programs using the Australian Curriculum as the foundation of planning and programming. Students must receive a passing grade on their Professional Experience 1 report to continue on with this topic. After placement students undertake a program of study on campus related to the selection and use UDL, ICT and behaviour management approaches in inclusive and specialised settings. Guidelines and specifications for the scope of the inquiry project will be provided. Students are introduced to the Disability Discrimination Act and Disability Standards through guest lectures from special education representatives from various sectors, developing their understanding of policy alignment with legislation.
Educational aims
  • form collaborative and ethical professional relationships with all members of a school community

  • develop an understanding of guiding legislation and policy and its application to practice

  • develop knowledge and skills in planning for extended periods of teaching

  • develop and implement well-conceived units of work and lessons

  • implement theories of teaching and learning in authentic environments

  • strengthen understanding and knowledge in relation to curriculum design, use of UDL, ICT and behaviour management as ways of removing barriers to learning and participation for students with disabilities

  • develop understanding and use of inclusive instructional methodologies

  • develop skill and confidence in managing diverse learning environments for extended periods of time

  • critically analyse the effectiveness of decisions on learner engagement and participation.
Expected learning outcomes
It is expected that as a result of work in this topic, students will be able to:

  • demonstrate teaching competency in a primary school setting, inclusive of planning and the development of units of work tailored to students’ needs

  • develop inclusive practices relating to children of different ages, stages of development, and diverse factors (e.g. disability)

  • begin applying established theories of teaching and learning in practice

  • develop and begin practicing proactive strategies for preventing and managing challenging student behaviours

  • develop strategies that show an awareness and compliance with both legislation (e.g. Disability Discrimination Act) and policies supporting the inclusion of diverse students

  • develop a range of strategies to critically reflect and evaluate their own effectiveness as a teacher

  • produce several illustrations of practice that serve as evidence of meeting some Graduate Standards for teachers