Bachelor of Education (Early Childhood and Special Education), Bachelor of Disability Studies

The Bachelor of Education (Early Childhood and Special Education)/Bachelor of Disability Studies double degree program is an initial teacher education program that prepares students from diverse backgrounds to combine in-depth study of early childhood education with their studies in Special Education and Disability. The new course aims to support students to become effective educators of young children in the early years (birth to eight) including those with disabilities, learning or behavioural difficulties. This degree also prepares students for a range of professional roles related to supporting young children with disabilities and their families within the broader community.

The Bachelor of Education (Early Childhood and Special Education)/Bachelor of Disability Studies may be taken as a double degree program in four years full-time (or the equivalent part-time). Students who study part-time would normally be expected to complete the double degree program within eight years.

The course is offered by the Faculty of Education, Humanities and Law.

The double degree program of Bachelor of Education (Early Childhood and Special Education)/Bachelor of Disability Studies requires completion of a total of 144 units.

Students who commence, but subsequently do not wish to complete, the double degree program may be eligible to transfer to the Bachelor of Disability and Community Rehabilitation and apply for credit for topics already completed.

• Admission requirements
• Course aims
• Learning outcomes
• Credit
  
• Program of study
  
  

Admission requirements

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

Course aims

The course aims to produce graduates who:

• have in-depth knowledge of how children learn and develop, particularly from birth to age 8
• have in-depth knowledge of effective teaching practices for children with disabilities, learning and behavioural difficulties;
• demonstrate the capacity to design inclusive and intellectually challenging curriculum for diverse learners, and particularly for children from birth to age 8;
• demonstrate the capacity to form and sustain effective relationships with children, families, colleagues, and community members;
• apply their knowledge and skills in a range of educational and community-based settings with diverse learners, their families and support persons;
• apply critical reflection and deep theoretical knowledge to inform their professional practice;
• actively promote and support policies and practices that take account of social and individual differences and ensure that all children learn and develop; and
• undertake ongoing professional learning through a variety of pathways.

Learning outcomes

On completion of the double degree program graduates 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 teaching strategies 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
• that their identities and work as professional early childhood educators in multi-service environments is influenced by history, culture and politics.
  

Demonstrate Knowledge of:

• Similarities and differences between and among individuals with and without disabilities
• Processes and contexts of learning
• Legal and ethical professional practice standards and relevant policies
• Principles of measurement and assessment related to referral, eligibility, program planning, teaching, 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 wellbeing, positive social interaction, and active engagement and that encourage the independence, self-determination and self-advocacy of individuals with diverse learning needs
• apply a range of technologies and pedagogical approaches to enhance, sustain and extend children’s learning and development from birth to age 8, with an emphasis on generalization of knowledge and skills across settings
• relate to children as competent and active social participants within the contexts of their diverse families and their local and global environments
• design and implement positive behavioural support plans
• recommend and implement adaptations to classroom, school, home and community environments that promote inclusive practices
• apply research and evaluation skills relevant to early childhood education, disability and special education
• work collaboratively with children, families and professionals in planning and decision-making
• work collaboratively as members of transdisciplinary teams to ensure that all children have opportunities to access and participate in high quality and inclusive early childhood services
• enhance the connections between early childhood programs and other services that support the learning and wellbeing of children and communities
• lead, negotiate and advocate for change through policy activism in partnership with families.
  

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 as educators
• 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 wellbeing of individuals with diverse learning needs across a wide range of settings
• willingness to foster connections between early childhood programs and other services that support the learning and wellbeing of children and communities
• capacity to develop sustained relationships based on trust, respect, integrity, and reciprocity in order to achieve high quality, equitable outcomes for young children, their families and the wider community
• 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 (Early Childhood and Special Education)/Bachelor of Disability Studies a student must complete 144 units with a grade of P or NGP or better in each topic, according to the following program of study:

• a Bachelor of Education component of 99 units
• a Bachelor of Disability Studies component of 45 units.

The Bachelor of Education component must include:

• 22.5 units of Education topics at First Year level
• 18 units of Education topics at Second Year level
• 27 units of Education topics at Third Year level including professional experience
• 31.5 units of Education topics at Fourth Year level including professional experience.

The Bachelor of Disability Studies component must include:

• 45 units of prescribed BDisStudies

Except with the permission of the Board:

• no compulsory topic may be taken more than twice
• teaching practicum topics may not be attempted more than once.

Students should note that professional experience topics require full-time commitment for their duration. 

Core - Year 1 topics

36 units comprising: 

 EDUC1120  Teaching and Educational Contexts  (4.5 units)
 DSRS1215  Communication and Language  (4.5 units)
 EDUC2321  The Expressive Arts in Early Childhood  (4.5 units)
 EDUC3522  Social Learning and Development  (4.5 units)
 EDUC1221  Play, Learning and Development  (4.5 units)
 EDUC1224  Foundations of Special Education  (4.5 units)
 DSRS1201  Perspectives of  Disability and Rehabilitation  (4.5 units)

Plus one of:

 DSRS4109  Autism Spectrum Disorders  (4.5 units)
 DSRS4111  Introduction to Intellectual Disability  (4.5 units)

Core - Year 2 topics

36 units comprising:

 EDUC4723  Investigating Early Years Curriculum and Pedagogy  (4.5 units)
 EDUC4724  Science and Design Technology in the Early Years  (4.5 units)
 DSRS2231  Augmentative and Alternative Communication  (4.5 units)
 DSRS4104  Early Intervention and Play for Young Children with Diverse Learning Needs  (4.5 units)
 EDUC2421  Literacy and Numeracy (Birth-4) (4.5 units)
 EDUC2423  Students with Literacy Difficulties (4.5 units)
 DSRS2236   Practicum B: Disability and Community Rehabilitation (4.5 units)
 DSRS2234   Direct Instruction (4.5 units)

Core - Year 3 topics

36 units comprising:

 EDUC2323  Students with Numeracy Difficulties  (4.5 units)
 EDUC4721  Differentiation for Diverse Learners (Primary)  (4.5 units)
 DSRS3220  Family and Professional Partnerships  (4.5 units)
 DSRS3221  Positive Behaviour Support  (4.5 units)
 EDUC3621  Engaged Learners  (4.5 units)
 EDUC3622  Thinking and Working Mathematically  (4.5 units)
 EDUC3623  Health and Physical Education in Early Childhood  (4.5 units)
 EDUC3640  Professional Experience 1: Early Childhood  (4.5 units)

Core - Year 4 topics

36 units comprising:

 EDUC4722  Social and Environmental Education in Early Childhood  (4.5 units)
 EDUC4731  Assessment and Programming in Special Education  (4.5 units)
 EDUC4732  Functional Curriculum Design for Students with Disabilities  (4.5 units)
 EDUC4740  Professional Experience 2: Early Childhood  (4.5 units)
 DSRS4112  Sensory, Physical and Multiple Disabilities  (4.5 units)
 EDUC3629  Students with Learning and Behavioural Difficulties  (4.5 units)
 EDUC4820  The Professional Educator  (4.5 units)
 Plus 4.5 units of 2011 Education Electives (PDF 8KB)