Bachelor of Education (Primary) Bachelor of Special Education

Admission requirements

The minimum requirements for consideration for entry to all undergraduate courses are specified in detail in the University Entry Requirements.

Applicants must complete a non-academic capabilities assessment task that is based on the Australian Institute for Teaching and school Leadership Initial Teacher Education standards.

Course aims

The course aims to produce graduates who:

can teach within, and across, learning areas at primary levels of schooling with an emphasis on inclusive practice;
have developed in-depth knowledge of teaching children with disabilities, learning and behavioural difficulties;
are able to apply their knowledge and skills in a range of educational and community-based settings with diverse learners, their families and support persons; and
have the capacity to undertake ongoing professional learning through a variety of pathways.

Learning outcomes

On completion of the double degree program graduate students will:

Demonstrate Understanding:

that 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 influence the education and treatment of individuals with diverse learning needs both in school and society
that inclusive educational practices promote access to, participation in and achievement in relation to quality curriculum for all students
that the educational elements of curriculum, instruction, assessment, learning, engagement and behaviour are interdependent
that the special educator’s selection, adaptation, and creation of materials and instructional variables is guided by an understanding of the implications of an individual’s unique characteristics and of the relationships of Special Education to the organizations and functions of schools, school systems, community and other agencies.

Demonstrate Knowledge of:

similarities and differences in human development and the characteristics between and among individuals with and without disabilities and diverse learning needs
processes and contexts of learning
legal and ethical professional practice standards and relevant policies
policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with special learning needs, including those from culturally and linguistically diverse backgrounds
a range of effective, evidence-based instructional strategies to enhance the learning of critical thinking, problem solving, and performance skills of individuals, and to increase self-awareness, self-management, self-control, self-reliance, and self-esteem.

Demonstrate that they are able to:

actively shape learning environments that foster cultural understanding, safety and emotional well-being, positive social interactions, and active engagement that encourage the independence, self-motivation, self-direction, personal empowerment, and self-advocacy of individuals with diverse learning needs
develop high quality curriculum within and across disciplines with a focus on the primary years
develop individualised instructional plans anchored in both general and special curricula
plan and utilise a range of effective instructional strategies to assist students to achieve learning objectives, with an emphasis on generalization of knowledge and skills across environments, settings, and the lifespan
work collaboratively with children, families and professionals in planning, decision-making
develop and implement positive behavioural support plans
recommend and implement adaptations to classroom, school and community environments that promote inclusive practices
develop research and evaluation skills relevant to Special and Inclusive Education.

Exhibit professional attributes including:

capacity to reflect critically on different theories and practices, on their own practice, and on their lives, in order to strive for excellence, creativity and continuous improvement in their professional roles
knowledge of their own limits and willingness to practise within those limits
sensitivity to the many aspects of diversity of individuals with disabilities and their families
willingness to promote and advocate for the learning and well-being of individuals with diverse learning needs across a wide range of settings
commitment to the scholarship of teaching and learning through a continuous process of reflective inquiry.

Credit

Limited credit may be granted for recognition of prior studies undertaken at the University or other approved tertiary institutions. Further information is available on the credit transfer page.

Program of study

To qualify for the Bachelor of Education (Primary), Bachelor of Special Education) a student must:

complete 144 units with a grade of P or NGP or better in each topic, consisting of 72 units in the Bachelor of Education component and 72 units in the Bachelor of Special Education component, according to the program of study below;
Select either Mathematics or English options; and
meet the required benchmark in the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) prior to commencing the professional experience topics. Students must normally meet the benchmark within two attempts. Further attempts may be recommended by the Dean (Education) under exceptional circumstances.

A student whose Grade Point Average (GPA) falls below 5.00 after attempting the first 72 units of study (excluding topics for which a Withdraw, Not Fail (WN) has been recorded) will normally be required to enter into a counselling process with the College to demonstrate their capacity to achieve the range of attributes and motivations that have been determined by the Australian Institute for Teaching and School Leadership (AITSL) as being common to effective teachers. As part of this process students who are unable to satisfactorily demonstrate their capacity to achieve the range of attributes and motivations before graduation will be supported through a range of options appropriate to their circumstances.

Except with the permission of the Dean (Education):

no compulsory topic may be taken more than twice;
teaching practicum topics may not be attempted more than once
students must complete the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) prior to commencing the professional experience topics.

Students should note that Professional Experience topics require full-time commitment for their duration.

Core - Year 1 topics

31.5 units comprising:

DSRS1211 Introduction to Disability and Neurodiversity (4.5 units)
DSRS1215 Introduction to Communication Diversity and Support Needs (4.5 units)
EDUC1120 Teaching and Educational Contexts (4.5 units)
EDUC1224 Foundations of Special Education (4.5 units)
EDUC1226 Professional Experience: Year 1 (Primary R-7) (0 units)
EDUC1228 Students with Learning and Behavioural Difficulties (4.5 units)
EDUC1231 Number and Algebra in Inclusive Classrooms (4.5 units)
EDUC1230 Language Development (4.5 units)

Option – Year 1 topics - English

4.5 units comprising:

EDUC1222 English Curriculum Studies 1 (4.5 units)

Option – Year 1 topics - Mathematics

4.5 units comprising:

NMCY1001 Academic and Professional Numeracy (4.5 units)

Core - Year 2 topics

31.5 units comprising:

DSRS2231 Augmentative and Alternative Communication (4.5 units)
DSRS2234 Instructional Strategies (4.5 units)
EDUC2322 Learners and their Development (Primary) (4.5 units)
EDUC2325 Professional Experience: Year 2A (Primary R-7) (0 units)
EDUC2323 Students with Numeracy Difficulties (4.5 units)
EDUC2422 Mathematics Curriculum Studies (4.5 units)
EDUC2423 Students with Literacy Difficulties (4.5 units)
EDUC2425 Professional Experience: Year 2B (Primary R-7) (0 units)
EDUC3523 Expressive Arts Curriculum Studies: Visual Arts, Drama, Media, Music and Dance (4.5 units)

Option – Year 2 topics – English

4.5 units comprising:

EDUC2201 Children’s Literature, the EYLF and the Australian Curriculum (4.5 units)

Option – Year 2 topics – Mathematics

4.5 units comprising:

EDUC2202 Measurement and Geometry in Inclusive Classrooms (4.5 units)

Core - Year 3 topics

36 units comprising:

DSRS3221 Introduction to Positive Behaviour Support (4.5 units)
EDUC3524 Health and Physical Education Curriculum Studies (4.5 units)
EDUC3529 Professional Experience: Year 3A (Primary R-7) (0 units)
EDUC3620 Relationships for Learning (4.5 units)
EDUC3624 Science, Design and Technology Curriculum Studies (4.5 units)
EDUC3625 Numeracy and ICT across the Curriculum (4.5 units)
EDUC3641 Professional Experience: Year 3B (Primary R-7) (4.5 units)
EDUC4721 Differentiation for Diverse Learners (Primary) (4.5 units)
EDUC4726 Humanities and Social Sciences (HASS) Primary R-7 (4.5 units)

Core - Year 4 topics

36 units comprising:

DSRS4109 Autism Spectrum Disorder Across the Lifespan (4.5 units)
EDUC2420 Teaching Indigenous Australian Students (4.5 units)
EDUC4725 English Curriculum Studies 2 (4.5 units)
EDUC4731 Assessment and Programming in Special Education (4.5 units)
EDUC4732 Functional Curriculum Design for Students with Disabilities (4.5 units)
EDUC4741 Professional Experience: Final Assessment (Primary R-7) (4.5 units)
EDUC4820 The Professional Educator (4.5 units)
EDUC4845 Creating Calmer Classrooms: A Trauma Sensitive Approach (4.5 units)

Every effort has been made to ensure the information published on the Course Rule pages is accurate at the time of publication. Flinders University reserves the right to amend its curriculum without prior notice, and will update the Course Rules to reflect any amendments at the earliest opportunity.