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.

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)  (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) (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) (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) (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) (4.5 units)  
EDUC4721  Differentiation for Diverse Learners (Primary)  (4.5 units)
EDUC4726  Humanities and Social Sciences (HASS) Primary  (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) (4.5 units)
EDUC4820  The Professional Educator  (4.5 units)
EDUC4845  Creating Calmer Classrooms: A Trauma Sensitive Approach  (4.5 units)