3 x 7-hour intensive workshops per semester
1 Admission into MDS-Master of Disability Studies
1a Admission into BSE-Bachelor of Special Education
1b Admission into GCESE-Graduate Certificate in Education (Special Education)
1c Admission into GCEWS-Graduate Certificate in Education
1d Admission into MEDCP-Master of Education (Cog Psych & Educational Prac)
1e Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment)
1f Admission into MEDGE-Master of Education (Gifted Education)
1g Admission into MEDIB-Master of Education (International Baccalaureate)
1h Admission into MEDLM-Master of Education (Leadership and Management)
1i Admission into MEDSA-Master of Education (Studies of Asia)
1j Admission into MEDSE-Master of Education (Special Education)
1k Admission into MEDEC-Master of Education (Early Childhood Studies)
1l Admission into MEDWS-Master of Education
1m Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years]
1n Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years]
1o Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years]
1p Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years]
1q Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
1r Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years]
1s Admission into MEDSAP-Master of Education (Studies of Asia) [1.5 years]
1t Admission into MEDWSP-Master of Education [1.5 years]
1u Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health)
1v Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years]
1w Admission into MDPP-Master of Disability Policy and Practice
1x Admission into MDPPA-Master of Disability Policy and Practice [1.5 years]
1y Admission into MEDECP-Master of Education (Early Childhood Studies) [1.5 years]
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 ((2 or 2a or 2b or 2c or 2d or 2e) and 3))
Other requirements
Approval is required for enrolment
Topic description
This topic examines research in the area of curriculum development for individuals with developmental disabilities. The topic presents literature with a focus on outcomes-based curriculum development from an ecological perspective and how this influences educational programming. Students will demonstrate the process of designing an individualised functional curriculum based on a person-centred, ecological assessment of current and future environments using a variety of assessment tools. Through this process students develop and prioritise learning objectives and demonstrate an understanding of how functional skills can be embedded within the general curriculum to promote inclusive practice. Students will develop a skill sequence within a selected functional curricular domain to demonstrate understanding of how individual skills are part of the scope and sequence of curriculum design as a whole.
Educational aims
The aim to this topic is to develop an understanding of:

  • the process of curriculum design

  • outcome based individualised educational programming and planning
Expected learning outcomes
  • identify the scope and sequence of skills across curricular domains which have been supported by research in the area of developmental disability

  • demonstrate the ability to develop outcomes-based educational programming through design of an individualised curriculum for a student with developmental disabilities

  • prioritise functional skills and present them as embedded skills within the context of the general curriculum for an individual student