This topic is no longer available. See below for details for 2020.
1 x 135-hour independent study per semester
1 Admission into BSE-Bachelor of Special Education 1a Admission into MDS-Master of Disability Studies 1b Admission into MEDEC-Master of Education (Early Childhood Studies) 1c Admission into GCESE-Graduate Certificate in Education (Special Education) 1d Admission into GCEWS-Graduate Certificate in 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 MEDIB-Master of Education (International Baccalaureate) 1i Admission into MEDLM-Master of Education (Leadership and Management) 1j Admission into MEDSA-Master of Education (Studies of Asia) 1k Admission into MEDSE-Master of Education (Special Education) 1l Admission into MEDECP-Master of Education (Early Childhood Studies) [1.5 years] 1m Admission into MEDWS-Master of Education 1n Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years] 1o Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years] 1p Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years] 1q Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years] 1r Admission into MEDSEP-Master of Education (Special Education) [1.5 years] 1s Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years] 1t Admission into MEDSAP-Master of Education (Studies of Asia) [1.5 years] 1u Admission into MEDWSP-Master of Education [1.5 years] 1v Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health) 1w Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years] 1x Admission into MDPP-Master of Disability Policy and Practice 1y Admission into MDPPA-Master of Disability Policy and Practice [1.5 years] 1z Admission into MISE-Master of Inclusive and Specialised 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
EDSP9063 has been successfully completed
Knowledge of teaching and learning in educational contexts
Students will be introduced to the range of specialist behaviour settings from mainstream support to special classes, units, and schools both within education systems as well as those in conjunction with juvenile justice and mental health. A key component of the topic is the role of collaborative consultation and the interpersonal skills needed to work with teachers, parents and others to support behaviour change.
This topic aims to:
explore the range of educational settings for students with behaviour problems and the strengths and weaknesses of each
examine the role of action research and working with other staff on behaviour change
explore the role of collaborative consultation and the interpersonal skills needed to work with teachers, parents and others to support behaviour change
implement a behaviour improvement plan or an action research task in an educational setting
Expected learning outcomes
On completion of the topic students will be able to:
analyse the ranges of educational settings available to students with behaviour problems
analyse the interpersonal skills involved in working with teachers, parents and students in supporting behaviour change
demonstrate the sequence and identify issues involved in the implementation of a positive behaviour plan or an action research project relating to students with behaviour problems
Key dates and timetable
Timetable details for 2020 are no longer published.
This information is from current details held on the Student Information System. Please report any errors or omissions to the relevant College Office.
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