1 x 2-hour workshop weekly
1 x 1-hour on-line exercises weekly

1 x 2-day intensive workshop per semester
1 Admission into MEDSE-Master of Education (Special Education)
1a Admission into GCESE-Graduate Certificate in Education (Special Education)
1b Admission into MTSEPR-Master of Teaching (Special Education) (Primary)
1c Admission into MDS-Master of Disability Studies
1d Admission into BSE-Bachelor of Special Education
1e Admission into MTSESC-Master of Teaching (Special Education) (Secondary)
1f Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
1g Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health)
1h Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years]
1i Admission into MDPP-Master of Disability Policy and Practice
1j Admission into MDPPA-Master of Disability Policy and Practice [1.5 years]
2 Admission into MED-SPED-Special Education
2a Admission into MED-SPED-TR-MEd(Special Education) transition study plan
2b Admission into MED-SPED-OP-Option - Year 1 & 2 topics
3 Admission into GCE-SPED-Special Education
3a Admission into GCE-SPED-TR-GradCertEd(Special Education) transition study plan
3b Admission into GCE-SPED-OP-Option - Year 1 topics
3c Admission into GCE-BEHV-Behaviour
3d Admission into GCE-BEHV-TR-GradCertEd(Behaviour) transition study plan
4 Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
4a Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
4b Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
4c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
4d Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
4e Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
5 108 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 ((2 or 2a or 2b)) or ((3 or 3a or 3b or 3c or 3d)) or ((4 or 4a or 4b or 4c or 4d or 4e) and 5))
Topic description
This topic is designed to develop skills in assessment and intervention strategies related to designing and managing effective learning environments for individuals with complex disabilities. These strategies are based on the principles of Positive Behaviour Support of learners with complex needs and challenging behaviour. Students are required to design a Behaviour Support Plan for a learner with complex needs such autism, intellectual, physical or multiple disabilities.
Educational aims
The aim of the topic is to:

  • understand how learner characteristics impact student behaviour (e.g., autism, complex communication needs)

  • understand that challenging behaviour serves a purpose and is a functional response to the environment

  • develop knowledge of the assessment process and how assessment information informs the development of the Behaviour Support Plan

  • understand the multiple variables that may affect challenging behaviour including the ecology of the school, community, classroom and home

  • understand how intensive behavioural support fits within the context of school climate and behaviour policy
Expected learning outcomes
Upon topic completion students will be able to:

  • describe how the characteristics of the learner are considered in the design of the behaviour support plan

  • given a case study and data set, triangulate data, identify the variables affecting behaviour and develop hypotheses regarding behavioural function

  • design a comprehensive behaviour support plan based on the functional behaviour assessment, learner characteristics and literature in the area of the specific disability

  • demonstrate that the Behaviour Support Plan considers the school and classroom ecology and is designed in a way that is preventive, supports other students and can be implemented in an inclusive or general education setting