Admission and Unit Information - Master of Special Education

This unit enables students to engage in research practice in their area of interest or specialisation. The unit contributes to the development of deep insights into the application of research in practice and diverse research methodologies. Students will develop skills in analysing, critiquing, and synthesising the literature in a relevant research area. Their evaluation of research literature will provide the basis of a self-directed research plan that employs appropriate research methods and tools to investigate a question of personal and/or professional relevance. The project will be conducted in the Independent Study units.

This unit provides opportunities to examine and apply theories drawn from critical pedagogy, transformative learning and ecological thinking. It challenges students to critically examine the relationships through which personal and social knowledge is constructed and their efficacy in the construction of learning for the future. Inherent in such thinking are questions about the processes of change in education systems that will lead towards equity, inclusiveness, wellbeing, social justice and ecological sustainability.

Understanding how to accommodate the needs of all children is critical to effective inclusion. This unit utilises an ecological model to analyse the impact of a child's additional needs upon the physical, social and learning environments of the educational setting. These analyses are then used to develop strategies and methods which can facilitate the learning and inclusion of children with a range of abilities, skills and needs.

This unit explores leadership for transformational change. In this unit we examine transformational change through valuing change that is positive, social and personally emancipatory. This unit links leadership to students institutional context and explicates leadership strategies that feature collaborative and relationship enhancing approaches to enable purposeful change.

Independent Study enables students to engage in an intensive study of an aspect of work related learning in order to develop, implement or improve some aspect of current professional or personal practice. It provides opportunities for students to use research skills and related theory directly in a research task within their their own areas of specialisation. Students will be required to explain and justify proposals, and 'work in progress' of the project through consultation with the supervisor and present at colloquium and/or conferences.

For those with special needs technology enables or enhances communication and demonstration of literacy and numeracy skills. This unit explores models of communication, new literacies, and difficulties in mathematical concepts as they intersect with a range of technologies. Emphasis will be on demonstrating deep knowledge of the literature and demonstrating skills in instructional practices employing technology to support learning, communication, curricular, and instructional access to literacy and numeracy for students with a range of special needs. Students will be expected to critically examine the educational function and efficacy of communication technology, assistive technology, digital and multimedia text, and educational software.

This unit enables students to engage in research practice in their area of interest or specialisation. The unit contributes to the development of deep insights into the application of research in practice and diverse research methodologies. Students will develop skills in analysing, critiquing, and synthesising the literature in a relevant research area. Their evaluation of research literature will provide the basis of a self-directed research plan that employs appropriate research methods and tools to investigate a question of personal and/or professional relevance. The project will be conducted in the Independent Study units.

This unit provides opportunities to examine and apply theories drawn from critical pedagogy, transformative learning and ecological thinking. It challenges students to critically examine the relationships through which personal and social knowledge is constructed and their efficacy in the construction of learning for the future. Inherent in such thinking are questions about the processes of change in education systems that will lead towards equity, inclusiveness, wellbeing, social justice and ecological sustainability.

Students must have access to early childhood settings and/or schools. Must therefore have clearances required by the Departments of Community Services and Education and Training. This unit provides teachers with the skills to establish and maintain successful management of challenging behaviours in classrooms and early childhood settings. Emphasis will be placed on teachers working towards developing positive behaviours with young children and school students and managing critical features of their environment. Teachers must also develop competencies in identifying and analysing problem behaviours and designing suitable management programs.

This unit explores leadership for transformational change. In this unit we examine transformational change through valuing change that is positive, social and personally emancipatory. This unit links leadership to students institutional context and explicates leadership strategies that feature collaborative and relationship enhancing approaches to enable purposeful change.

Independent Study enables students to engage in an intensive study of an aspect of work related learning in order to develop, implement or improve some aspect of current professional or personal practice. It provides opportunities for students to use research skills and related theory directly in a research task within their their own areas of specialisation. Students will be required to explain and justify proposals, and 'work in progress' of the project through consultation with the supervisor and present at colloquium and/or conferences.

This unit involves school-based experiences and is the final practicum experience for students undertaking their degree in Special Education and is not suitable for those without a teaching qualification or equivalent experience. This unit involves students completing a practicum, and a series of field visits and observations across a range of special education and early childhood intervention settings. The practicum will be completed in the student's area of specialisation in an early childhood, primary, secondary or other relevant setting. Students will be expected to demonstrate a range of skills in planning, implementing and evaluating individual programs for students with special education needs.