Student may elect to undertake the Primary R-7 stream or the Secondary stream. Additional entry requirements apply for the secondary stream.
Admission requirements
Primary Stream:
Applicants must have completed an appropriate undergraduate degree or approved equivalent.
Secondary Stream:
Applicants must hold an approved undergraduate Bachelor degree or equivalent qualification with topics which cover at least one subject (preferably two) specialisation offered by the School of Education.
Currently these are: English, Drama, Mathematics, Information Technology, Modern languages (restricted to Spanish, French, Italian, Japanese, Chinese, Indonesian, German and Modern Greek), Science (Physics, Chemistry, Biology, Earth Science), Visual Arts, History, Geography, Religion Studies, Legal Studies, Studies of Societies), Health Education and Physical Education.
Note that in South Australia, to teach to year 10, four undergraduate semester topics in the teaching area are needed; to teach to Year 12, six undergraduate semester topics in the teaching area are needed.
Course aims
The Master of Teaching (Special Education) degree aims to support teacher education students to become effective teachers of students in either primary school (R-7) or secondary school settings, including students with disabilities, learning and/or behavioural difficulties. It is expected that graduates of this degree:
- can teach within, and across, learning areas with an emphasis on inclusive practice
- have an 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 settings to support diverse groups of students, their families and support persons
- have the capacity to undertake ongoing professional further study through a variety of pathways.
Learning outcomes
In undertaking this Masters degree program students are expected to:
- 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 of individuals with diverse learning needs both in school and society
- inclusive educational practices promote access to, participation in and achievement in relation to quality curriculum for all students
- the educational elements of curriculum, instruction, assessment, learning, engagement and behaviour are interdependent
- the special educator’s selection, adaptation, and creation of materials and instructional approaches 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, and other agencies
- demonstrate knowledge of:
- 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
- develop individualized instructional plans anchored in both general and special curricula.
- plan and utilise a repertoire of effective instructional strategies to assist students achieve learning objectives, with an emphasis on generalization of knowledge and skills across environments and settings
- work collaboratively with children, families and professionals in planning and 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 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 of practice and willingness to practice within those limits
- sensitivity to the many aspects of diversity of individuals with disabilities and their families
- willingness to promote and advocate the learning and well-being of individuals with diverse learning needs across a wide range of settings of settings.
