7.5 Initial training of teachers working with students with special educational needs in publicly funded mainstream or special schools
7.5.1 Control
7.5.2 Types of training institutions and courses
7.5.3 Trainers
7.5.4 Curriculum for initial teacher training
7.5.5 Qualifications and standards
7.5.6 Post-qualification induction periods
7.5.7 Key priorities, innovative practices and research in initial teacher training
General/national
See sections 7.1.1, 7.2.1, 7.3.1 and 7.4.1 of the mainstream archive for general information on control and responsibility for initial teacher training in Australia.
Queensland
See sections 7.1.1, 7.2.1, 7.3.1 and 7.4.1 of the mainstream archive for general information on control and responsibility for initial teacher training in Queensland.
Tasmania
See sections 7.1.1, 7.2.1, 7.3.1 and 7.4.1 of the mainstream archive for general information on control and responsibility for initial teacher training in Tasmania.
Victoria
The Victorian Institute of Teaching has produced the document 'Guidelines for Reviewing Special Education Courses' which details the desired outcomes of teacher training programmes and the amount of practical teaching experience recommended for candidates.53 The guidelines are available at http://www.vit.vic.edu.au/teachec/guiderevSEC.htm.
See sections 7.1.1, 7.2.1, 7.3.1 and 7.4.1 of the mainstream archive, in addition, for general information on control and responsibility for initial teacher training in Victoria.
To become a special needs teacher, a relevant Bachelor's degree or higher degree in teaching is needed. In some instances relevant experience is required in addition to the formal qualification. Registration or licensing is required in addition.35
Where students with special needs are catered for in special schools, special education units or special classes attached to mainstream schools, or in special education developmental units, they are usually taught by a specialist teacher or a team of special educators. The teacher-in-charge of the special education unit usually reports to the principal of the primary or secondary school to which the unit is attached. In special schools, the principal is the manager.11
The individually tailored programmes in special schools (documented in Individual Education Plans, IEPs) are delivered by special education teachers. Services that may be available to support students in school include advisory visiting teachers in impairment areas, early special education advisory teachers, speech-language therapists, occupational therapists, physiotherapists, nurses, school transition officers, guidance officers and orientation and mobility teachers. 12 56
Qualification as a special education teacher usually requires the completion of a pre-service teacher preparation programme, such as a Bachelor of Education specialising in special educational needs, or a pre-service programme, followed by completion of a postgraduate qualification in learning support, special needs or inclusive education.56
All initial teacher training programmes in Queensland address issues of inclusivity and diversity of student need.56
The following courses are offered in several university faculties of education in Queensland. There is only one initial teacher training programme focused on special educational needs, based at Griffith University. There are, however, a number of initial teacher training programmes which provide a specialisation/major in special needs/inclusive education. In addition, there are a number of postgraduate programmes for established teachers.56
Griffith University (http://www.gu.edu.au/)
Initial teacher training
Bachelor of Education - Special education
Postgraduate/In-service teacher training
Graduate Certificate in Special Education
Graduate Certificate in Special Needs Education
Master of Special Education
Master of Special Education with Honours 27
University of Southern Queensland (http://www.usq.edu.au/default.htm)
Master of Education (majoring in Special Education)28
Bachelor of Education (Primary) (includes options related to special needs education) 56
Bachelor of Education (Primary and Middle Schooling) (includes options related to special needs education)56
Queensland University of Technology (http://www.qut.edu.au/)
Bachelor of Education (Primary)56
University of Queensland (http://www.uq.edu.au/)
Bachelor of Education (Secondary): Dual degree and graduate entry.56
To become a special education teacher, there are no formal requirements although it is often the case that teachers of students with disabilities have completed a postgraduate diploma of education specialising in special education, after completing a degree in teaching. Although there are no specific courses in special education available in Tasmania, courses are widely available in other states and Territories.37 58
To become a special education teacher it is usually necessary to complete a postgraduate diploma or degree in special education, after completing an initial degree in teaching. The Victorian Department of Education and Training also requires special education graduates to have completed the equivalent of at least 45 days of appropriate practical experience, including a minimum of 30 days of supervised special education school experience and professional practice in a variety of settings.52
'Specialist Area Guidelines' set out subject qualification requirements for specialist teachers, including special education teachers. These are available here.
The following postgraduate courses are available in Victoria:
Deakin University (http://www.deakin.edu.au)
Graduate Certificate in Education (Special educational needs)
Master of Education (Special needs)
Monash University (http://www.monash.edu.au/)
Postgraduate Diploma of Education - Inclusive and Special Education
Postgraduate Certificate of Education - Inclusive and Special Education
Master of Education - Inclusive and Special Education
Postgraduate Certificate of Education - Gifted Education.55
In addition, Monash University offers a professional development programme entitled 'Educational planning for students with special needs'.
University of Melbourne (http://www.unimelb.edu.au/)
Postgraduate Certificate in Educational Studies (Hearing impaired)
Postgraduate Certificate in Educational Studies (Special education)
Postgraduate Certificate in Educational Studies (Specific learning difficulties)
Postgraduate Certificate in Educational Studies (Gifted education)
Postgraduate Diploma in Educational Studies (Hearing impaired)
Postgraduate Diploma in Educational Studies (Special education)
Postgraduate Diploma in Educational Studies (Specific learning difficulties)
Master of Education of the Hearing Impaired.38 42
University of Ballarat
In November 2004 the Victorian Institute of Teaching endorsed the following course for special education teachers to be introduced from 2005:
Master of Education (Coursework) majoring in special education.57
In-service training
In addition, the Victorian Department of Education and Training runs teacher professional development programmes, which are specially designed for practising teachers. One of the modules available is 'Classroom strategies for students with special needs'.50
Griffith University
Bachelor of Education (Special Education) and Bachelor of Education (Primary)
This is an initial teacher training course. Selection for admission is based on academic merit. The minimum requirement for admission is completion of year 12 of secondary school or equivalent. Levels of achievement in particular year 12 studies may be specified, and study and experience may be taken into account.29 56
The programmes which follow are postgraduate programmes for experienced classroom teachers; they are not programmes for initial teacher training.
Graduate Certificate in Special Education
Applicants to the programme are required to hold a Bachelor's degree or equivalent, preferably with full-time teaching experience.30
Graduate Certificate in Special Needs Education
Applicants for admission to the programme are required to hold a Bachelor's degree or equivalent.31
Master of Special Education
Applicants are required to hold a Bachelor's degree or equivalent, preferably with full-time teaching experience.32
Master of Special Education with Honours
Applicants to the programme are required to have completed:
the Master of Special Education; and
the module 'Research methods for special education'.33
University of Southern Queensland
Bachelor of Education (Primary and Middle Schooling)
Applicants who have completed Year 12 at a Queensland secondary school (or its equivalent) are eligible for consideration under the standard admissions requirements. Applicants must have obtained at least 'Satisfactory Achievement' or equivalent in English and must satisfy any prerequisites for content studies from other Faculties.56
Master of Education (majoring in Special Education)
The normal requirement for entry to the programme is a three-year Bachelor's degree (or equivalent) which includes at least one year of studies in education. Applicants who have alternative relevant experience or qualifications may also be considered.28
Queensland University of Technology
Bachelor of Education (Primary)
Selection for admission is based on academic merit. The minimum requirement is completion of Year 12 of secondary school or equivalent. Levels of achievement in particular year 12 studies may be specified.56
University of Queensland
Bachelor of Education (Secondary): Dual degree and graduate entry
Dual degree: Applicants who have completed Year 12 at a Queensland secondary school (or its equivalent) are eligible for consideration under the standard admissions requirements. Applicants must have obtained at least 'Satisfactory Achievement' or equivalent in English and must satisfy any prerequisites for content studies from other Faculties.56
Graduate entry: Applicants must have completed a Bachelor's degree that included at least eight courses of psychology.56
There are no courses specialising in special education available in Tasmania. Courses are widely available in other States and Territories.37
Deakin University
Graduate Certificate in Education (Special educational needs)
Entrants to the course must have successfully completed an approved qualification at degree or diploma level inclusive of approved teacher training.39
Master of Education (Special needs)
The normal minimum entrance requirement is four years of tertiary study inclusive of approved teacher training, for example a four-year Bachelor of Education or a degree plus Bachelor of Teaching or equivalent. Candidates with a three-year initial teaching qualification who have satisfactorily completed a Graduate Certificate of Education may be eligible to enrol directly onto the Master of Education programme.40
Monash University
Postgraduate Diploma in Education - Inclusive and Special Education
Postgraduate Certificate in Education - Inclusive and Special Education
Master of Education - Inclusive and Special Education
Admissions requirements are an approved three-year Bachelor's degree and an approved fourth year of study, or an approved four-year Bachelor's degree, or qualifications or experience considered by the faculty board to be equivalent to the above awards.41
Postgraduate Certificate of Education - Gifted Education
Admissions requirements are an approved degree or diploma or other qualifications or experience in a related field considered suitable. Applicants must normally be four-year trained teachers or qualified psychologists.41
Professional development course - 'Educational planning for students with special needs'
There are no formal admissions requirements for this course. However, it is most relevant for people working with students with special educational needs.54
University of Melbourne
Postgraduate Certificate in Educational Studies (Hearing impaired)
Postgraduate Certificate in Educational Studies (Special education)
Postgraduate Certificate in Educational Studies (Specific learning difficulties)
Applicants must have either:
completed an approved degree and an approved teaching qualification or equivalent;
completed an approved four-year teaching degree or equivalent; or
completed an approved equivalent qualification which is recognised by the faculty as evidence of adequate preparation for the course, and have a record of professional or teaching experience in a field and at a level acceptable to the faculty.43 44
Postgraduate Certificate in Educational Studies (Gifted education)
Applicants must have either:
completed an approved degree and an approved teaching qualification or equivalent;or
completed an approved four-year teaching degree or equivalent.51
Postgraduate Diploma in Educational Studies (Hearing impaired)
Postgraduate Diploma in Educational Studies (Special education)
Postgraduate Diploma in Educational Studies (Specific learning difficulties)
Applicants must have either:
completed an approved degree and an approved teaching qualification or equivalent;
completed an approved four-year teaching degree or equivalent; or
completed an approved equivalent qualification which is recognised by the faculty as evidence of adequate preparation for the course, and have a record of professional or teaching experience in a field and at a level acceptable to the faculty.45 46 47
Master of Education
An applicant is eligible for entry to the Master of Education course if he/she has:
an appropriate Honours degree in education with a minimum Honours result of 75 per cent or equivalent; or
a Postgraduate Certificate or Postgraduate Diploma in the field of education, with an average result of at least 75 per cent or equivalent; or
an appropriate four-year degree, or equivalent, and at least two years of documented relevant professional experience and a record of research activity and/or publications.48
Master of Education of the Hearing Impaired - Stream 100B
An applicant may be eligible for entry into the Master of Education of the Hearing Impaired (Stream 100B) course if she/he has:
completed an approved degree and an approved teaching qualification and the Postgraduate Diploma in Educational Studies (Hearing Impaired) or approved equivalent, plus three years' full-time experience teaching hearing impaired children; or
completed an approved four-year teaching qualification and the Postgraduate Diploma in Educational Studies (Hearing Impaired) or approved equivalent, plus three years' full-time experience teaching hearing impaired children; or
completed an approved Honours degree with a major specialisation in hearing impairment or approved equivalent, plus three years' full-time experience working with hearing impaired children; or
completed an approved degree or graduate diploma in a hearing or speech science discipline or approved equivalent and can demonstrate a record of research and publications and professional experience in hearing impairment at a level appropriate to the faculty, plus three years full-time experience teaching hearing impaired children.49
Master of Education of the Hearing Impaired - Stream 150B
An applicant may be eligible for entry into the Master of Education of the Hearing Impaired (Stream 150B) course if he/she has:
completed an approved degree and an approved teaching qualification or equivalent; or
completed an approved four-year teaching qualification or equivalent; or
completed an approved equivalent qualification which is recognised by the faculty as evidence of adequate preparation for the course and has a record of professional and teaching experience in a field and at a level acceptable to the faculty.49
University of Ballarat
Master of Education (coursework) majoring in special education
Students are normally required to have four years of pre-service teacher training to qualify for entry to the course. This course was introduced in 2005.59
In-service training
In addition, professional development programmes in special education are specifically designed for practising teachers.50
Queensland
In Queensland, the majority of staff employed to teach within pre-service teacher preparation programmes are experienced classroom teachers with postgraduate qualifications in education. Generally, full-time staff employed in a university will have completed or will be completing a PhD in Education or a related field. Any staff visiting pre-service teachers during the professional experience component of their programme must be registered teachers with the Queensland Board of Teacher Registration.56
Many institutions employ practising teachers to assist with the delivery of the on-campus components of the pre-service programme. All pre-service teachers in Queensland must successfully complete 80 days of supervised professional experience within their pre-service programme. These professional experiences are supervised by registered teachers practising in schools.56
The Queensland Board of Teacher Registration Professional Standards for pre-service teachers include:
Graduates will exhibit the skills to create supportive and intellectually challenging learning environments to engage all learners.
Graduating teachers will draw upon pedagogical, curriculum and assessment knowledge and skills to engage all learners. They will use knowledge about learners and learning to create meaningful learning opportunities that lead to desired learning outcomes for individuals and groups. They will be able to design and implement learning opportunities that are socially just and inclusive, and promote higher order thinking and critical enquiry. In designing learning environments, they will acknowledge the diversity of learners' language and socio-cultural realities as well as their diverse abilities and interests, and strive to ensure that learning is supported for all students.56
Further information on these Standards is available at http://www.btr.qld.edu.au/pdf/standard.pdf.
Each university offering pre-service teacher training programmes is responsible for the development of the content and structure of their programmes. This is usually completed in conjunction with reference groups including key stakeholders and must ensure the Board of Teacher Registration's Professional Standards for graduates are met.56
Griffith University
Bachelor of Education - Special education
The programme duration is four years (full-time) and involves practice teaching in regular and special schools. Students are prepared as primary education and special education teachers. Graduates of the programme are qualified to teach in regular primary school settings and in one of the following specialist areas:
Hearing impairment
Intellectual impairment (severe intellectual and multiple disability)
Special needs/learning difficulties
Vision impairment.29
Graduates of the programme usually teach in special schools, special education units attached to primary and secondary schools, and special development preschools. Independent schools also employ teachers with special education qualifications.29
Bachelor of Education - Primary
The course lasts for four years full-time. Students specialising in the 'Inclusive education' area of the course study the following modules:
Teaching to difference
Children with learning difficulties
Students with special needs
Inclusive education
Policy to practice
Gifted and talented children
Education counselling
Boys in schools
Understanding boys and their behaviour.56
Graduate Certificate in Special Education
The programme lasts for one year (full-time) or three years part-time via external study. Graduates of the programme are usually employed as inclusion teachers, support teachers or special education teachers who work in a range of educational settings.30
The programme develops special education skills at an advanced level. It enables students to:
understand general principles and practices of the education of students with special needs; and
acquire specialist knowledge and skills in one of five fields, including:
learning difficulties
hearing impairment
vision impairment
intellectual impairment; and
gifted and talented.30
Graduate Certificate in Special Needs Education
The programme is part-time and lasts for one year. It is an industry-based programme reflecting the issues and practices of the teaching profession. Modules available for study include:
students with special needs
exceptional learners in regular schools
gifted and talented children
educating gifted children
children with learning difficulties
special projects in education
behavioural theories and approaches
the collegial classroom.31
Master of Special Education
The programme lasts for one year full-time, or five years part-time via external study. The programme develops special education skills at an advanced level. It enables students to:
understand general principles and practices of the education of students with special needs; and
acquire specialist knowledge and skills in one of five fields, including:
learning difficulties
hearing impairment
vision impairment
intellectual impairment; and
gifted and talented.32
Master of Special Education with Honours
The programme lasts for 1.5 years full-time or up to five years part-time. The programme develops special education skills at an advanced level. It enables students to:
understand general principles and practices of the education of students with special needs; and
acquire specialist knowledge and skills in one of five fields, including:
learning difficulties
hearing impairment
vision impairment
intellectual impairment; and
gifted and talented.33
Honours candidates are required to undertake a 20,000 word thesis. The minimum time for completion of the thesis component is one year of part-time study.33
University of Southern Queensland
Bachelor of Education (Primary)
The course lasts for four years full-time and the special education curriculum includes:
Establishing an inclusive setting
Behaviour management
Teaching students with learning disabilities
Teaching students with high support needs
Introduction to educational assessment.56
Bachelor of Education (Primary and Middle Schooling)
The course lasts for four years full-time and the special education curriculum includes:
Establishing an inclusive setting
Behaviour management
Teaching students with learning disabilities
Teaching students with high support needs
Introduction to educational assessment.56
Master of Education (majoring in Special Education)
The Master of Education programme lasts one year full-time; the maximum time limit for completion of the programme is five years part-time. Candidates can choose to major in the area of special education. Students acquire knowledge and develop skills necessary for working effectively with learners in regular education settings, who have special learning or behavioural needs. Students can choose to focus their studies on one of three areas: inclusive education, learning support, or behaviour management and school adjustment.28
Modules studied are selected from the following:
educating students with special needs
teaching students with special needs: behaviour management
educational measurement and assessment
advanced educational assessment
learning disabilities: theory and practice
teaching students with severe adjustment problems
learning difficulties: reading
child abuse and neglect: intervention, protection and prevention
learning difficulties: mathematics
topics in inclusive education
consultation and communication: theory and practice
conflict management
emotional and behavioural problems of children and adolescents
issues in early intervention
Masters project.28
Queensland University of Technology
Bachelor of Education (Primary)
The course lasts for four years full-time. Students specialising in the area of 'Inclusive education' study the following modules:
Becoming a second language user
Teaching English as an additional language
Cultural diversity and education
Understanding and educating gifted learners
Teaching children with low incidence disabilities and health problems
Teaching students with learning difficulties.56
University of Queensland
Bachelor of Education (Secondary): Dual degree and graduate entry
Both versions of the course last for four years full-time. Students specialising in the 'Special education in the secondary school' area study the identification, planning and development of strategies, modifications and adaptations that contribute to the enhancement of the performance of a student with special educational needs, and to the ways in which behaviour is managed, social interactions are encouraged and curricula are planned and adapted in the classroom.56
Deakin University
Graduate Certificate in Education (Special educational needs)
The following modules are offered on the course:
Individualised programme planning
Teaching social behaviour
Disability: a social perspective
Teaching mathematics successfully
Advanced studies in gifted education
Person and family centred support
Literacy teaching and learning in practice
Child protection: the teacher's role
Curriculum issues in health and physical education
Student welfare and discipline issues
Implementing support strategies
Assistive technology.39
Master of Education (Special needs)
The following modules are offered on the course:
Individualised programme planning
Practicum (teaching practice): Special educational needs
Teaching social behaviour
Disability: a social perspective
Teaching mathematics successfully
Advanced studies in gifted education
Person and family centred support
Literacy teaching and learning in practice
Child protection: the teacher's role
Curriculum issues in health and physical education
Student welfare and discipline issues
Implementing support strategies
Assistive technology.40
Monash University
Postgraduate Diploma of Education - Inclusive and Special Education
This course is designed to meet the needs of primary and secondary school teachers, adult educators, principals and health professionals interested in developing professional skills for supporting people with a diverse range of special needs. It is also suitable for educators who wish to meet the requirements for employment in special schools.41
Postgraduate Certificate of Education - Inclusive and Special Education
This course is designed to meet the needs of primary and secondary school teachers, adult educators, principals and health professionals interested in developing professional skills for supporting people with a diverse range of special needs. It is also suitable for educators who wish to meet the requirements for employment in special schools.41
Master of Education - Inclusive and Special Education
This course is designed to meet the needs of primary and secondary school teachers, adult educators, principals and health professionals interested in developing professional skills for supporting people with a diverse range of special needs. It is also suitable for educators who wish to meet the requirements for employment in special schools. The course can be completed by six coursework units, or a combination of five coursework units and a professional project, or four coursework units plus a 16,000 word thesis.41
Postgraduate Certificate of Education - Gifted Education
This course is designed for teachers, educational administrators, psychologists and other professionals who wish to develop their knowledge and understanding of the gifted and talented and appropriate educational provisions. Studies can be chosen from gifted education:
identification and programming
the psychology of the gifted child; and
advanced studies in gifted education.41
Professional development course - 'Educational planning for students with special needs'
The duration of this professional development course is seven hours per day over three days. The course provides participants with the skills and knowledge to enable them to write and implement an Individual Education Plan for students with special needs.54
Topics covered include:
eligibility criteria for the Victorian Disabilities and Impairments Programme
aims, responsibilities and membership of the programme support group
the impact of specific disabilities and impairments on learning
understanding the student
describing entry skill levels
writing long, intermediate and short term goals
prioritising what needs to be taught
assessment and evaluation of student progress
evaluation of an individual learning plan
implementation of an individual learning plan
teaching and learning strategies
identifying learning styles
behaviour management
developing behaviour management plans
connecting students to school.54
University of Melbourne
Postgraduate Certificate in Educational Studies (Special education)
The course comprises four compulsory subjects taken over one year part-time:
Learning and language development
Disability and social development
Assessment and programme implementation
Inclusive theories and practices.43
Postgraduate Certificate in Educational Studies (Specific learning difficulties)
The course comprises four compulsory subjects taken over one year part-time:
Learning disabilities: literacy
Learning difficulties: numeracy
School-based intervention strategies
The psychology of exceptional learning.44
Postgraduate Certificate in Educational Studies (Gifted education)
The course comprises four compulsory subjects taken over one year part-time:
Understanding and identifying gifted learning
Classroom strategies for gifted education
Understanding and teaching for creativity
Administering programmes for the gifted.51
Postgraduate Diploma in Educational Studies (Hearing impaired)
Compulsory subjects studied are:
Studies in deaf education
Early language development
Deafness and language: assessment
Audiology in education
Deafness and language: teaching and learning
Educational management of deaf children
Professional practice (Hearing impaired) 1
Professional practice (Hearing impaired) 2.45
Postgraduate Diploma in Educational Studies (Special education)
Subjects studied are:
Working with challenging behaviour
Learning and language development
Disability and social development
Assessment and programme implementation
Inclusive theories and practices
Family-professional partnerships
Professional practice (Special education) 1
Professional practice (Special education) 2.46
Postgraduate Diploma in Educational Studies (Specific learning difficulties)
Subjects studied are:
Learning disabilities: literacy
Learning disabilities: numeracy
School-based intervention strategies
The psychology of exceptional learning
Inclusive theories and practices
Assessment and programme implementation
Professional practice 1
Professional practice 2.47
Master of Education
In the Master of Education course, students can choose to study modules covering various aspects of special needs. Modules available include the following:
Hearing impaired
Developing auditory function in hearing impaired children
Advanced practicum (teaching practice) for hearing impaired children
Developing spoken language for hearing impaired students
Educational audiology and sensory aids
Advanced language assessment and teaching for hearing impaired students
Early intervention for hearing impaired children.48
Specific learning difficulties
The psychology of exceptional learning
Professional practice 1
Professional practice 2
Transitional planning and vocational preparation for persons with disabilities
Contemporary issues in disability and education
School-based intervention strategies
Learning disabilities: literacy
Learning disabilities: numeracy
Policy analysis, programme management and leadership in special education and integration.48
Gifted education
Understanding and teaching for creativity
Current issues in gifted education
Administering programmes for the gifted
Classroom strategies for gifted education
Understanding and identifying gifted learning
Developmental psychology of giftedness.48
Master of Education of the Hearing Impaired (Stream 100B)
Students study the following modules:
Developing auditory function in hearing impaired children
Developing spoken language in hearing impaired students
Early intervention for hearing impaired children
Advanced practicum for hearing impaired children.49
Master of Education of the Hearing Impaired (Stream 100W)
Students study the following modules:
Studies in deaf education
Early language development
Deafness and language: assessment
Audiology in education
Professional practice (hearing impaired) 1
Professional practice (hearing impaired) 2
Deafness and language: teaching and learning
Advanced audiology and sensory aids
Deafness and language: literacy
Bilingual-bicultural deaf education
Individual research project in deafness studies
Developing auditory function in hearing impaired children
Developing spoken language in hearing impaired children
Early intervention for hearing impaired children
Contemporary studies in deaf education.49
University of Ballarat
Master of Education (coursework) majoring in special education
This course was first introduced in 2005 and lasts for one year full-time for those with four years of pre-service teacher training. Teachers with three years' training are required to undertake the equivalent of two years of full-time study.59
The compulsory units are:
Researching issues in education (60 credits)
Special education (30 credits)
Practicum in specialist settings (30 credits). The practicum lasts for 45 days and takes places in a range of specialist and mainstream settings. Part of this period of teaching practice can be completed within the student's own school under a supervision arrangement where certain knowledge, skills and attitudes would need to be demonstrated. Arrangements for block placements in other settings are arranged either within the region or in another region.59
Successful completion of the course and the practicum qualifies graduates to teach children with special needs in both specialist and mainstream education settings in Victoria.59
In-service training
The professional development module 'Classroom strategies for students with special needs' consists of approximately eighteen hours' contact time with a lecturer. Each participant who successfully completes the module receives a Certificate of Participation from the Victorian Department of Education and Training. 50
The course provides an introduction to methods of providing differentiated instruction for students with special needs, both the intellectually gifted and students with disabilities and impairments. Differentiation of content, processes and products are addressed, as well as modifications in the environment such as grouping strategies, classroom mnagement and teacher/student relationships to promote effective learning. Differentiation of all Key Learning Areas is considered, with a particular focus on English, mathematics and science.50
On successful completion of a specialist course in special educational needs, teachers are qualified to teach students with special educational needs. The age group for which the pre-service teacher can teach is generally specified by the institution offering the pre-service programme and by the discipline knowledge and professional studies within the programme.56
There is no guaranteed employment for graduates of teacher training programmes in Queensland. Employment opportunities are generally on a needs basis and can be in rying educational settings provided by the State Government, independent and Catholic systemic schools and private providers of educational
Currently there is no requiremnt to demonstrate professional standards to ensure continued registration as a teacher in Queensland.56
Griffith University
Bachelor of Education - Special education
The programme duration is four years and involves practice teaching in regular and special schools. Students are prepared as primary education and special education teachers. Graduates of the programme are qualified to teach in regular primary school settings and in one of the following specialist areas:
Hearing impairment
Intellectual impairment (severe intellectual and multiple disability)
Special needs/learning difficulties
Vision impairment.29
Graduates of the programme usually teach in special schools, special education units attached to primary and secondary schools, and special development preschools. Independent schools also employ teachers with special education qualifications.29
Graduate Certificate in Special Education
The programme lasts for one year (full-time) or three years part-time via external study. Graduates of the programme are usually employed as inclusion teachers, support teachers or special education teachers who work in a range of educational settings.30
After following a specialised course in special educational needs, teachers are qualified to teach students with special educational needs.
Monash University
Postgraduate Diploma of Education - Inclusive and Special Education
Postgraduate Certificate of Education - Inclusive and Special Education
Master of Education - Inclusive and Special Education
The three courses above are designed to meet the needs of primary and secondary school teachers, adult educators, principals and health professionals interested in developing professional skills for supporting people with a diverse range of special needs. It is also suitable for educators who wish to meet the requirements for employment in special schools.41
Postgraduate Certificate of Education - Gifted Education
This course is designed for teachers, educational administrators, psychologists and other professionals who wish to develop their knowledge and understanding of the gifted and talented and appropriate educational provisions.41
University of Ballarat
Master of Education (coursework) majoring in special education
Successful completion of the course and the practicum qualifies graduates to teach children with special needs in both specialist and mainstream education settings in Victoria.59
Queensland
Beginning teachers are initially granted provisional registration in Queensland and, to be granted full registration, are required to provide a principal's report at the conclusion of 12 months, or equivalent, of full-time teaching.56
Queensland
The induction of beginning teachers is the responsibility of the employer. However, many pre-service programmes incorporate an internship programme which aims to smooth the transition from pre-service to beginning teacher in various ways, including allocation of a mentor and a reduced teaching load. See section 7.5.7.1 in addition.56
Internships
Many Queensland universities have introduced an advanced professional experience component to their programmes to assist pre-service teachers in meeting some of the challenges faced by beginning teachers. This advanced professional practice is referred to as an internship and can take on many forms depending on the focus of the university's programme. An internship builds on supervised professional experiences by providing pre-service teachers with the opportunity to experience all facets of a teacher's work. This occurs through increased autonomy and responsibility for the tasks and duties performed in the classroom, school and community while the pre-service teacher is being mentored through the process. To be eligible for an internship, pre-service teachers must have successfully completed a minimum of 80 days of supervised practicum, thereby ensuring that this is an additional experience providing greater opportunities for linking theory and practice. It also assists the transition between pre-service and beginning teaching.56
NO INFORMATION AVAILABLE AT PRESENT.
NO INFORMATION AVAILABLE AT PRESENT.
The University of Queensland School of Education houses the Fred and Eleanor Schonell Special Education Research Centre. This has been the pre-eminent centre for research related to individuals with diverse needs in Australia, including those with disabilities.34 56
The Centre for Innovation in Education at Queensland University of Technology aims to conduct research in the following three focus areas of education:
Pedagogy and lifespan learning
Policy development and service delivery
Learning organisations in social contexts.56
These focus areas reflect both the research expertise and recent research achievements of members of the Centre, and the broader focus of faculty research, which has knowledge work as its unifying component.56
The focus of research in the "Pedagogy and lifespan learning" strand is on advancing flexible, diverse and sustainable practice across the lifespan. Specifically, research in this programme strand focuses on:
Cultural, cognitive, social, physical, emotional, environmental and aesthetic applications
Diversity in childhood, adolescence and adulthood
Multimodal learning
Literacies and numeracies.56
Further information can be found via the following link: http://cie.ed.qut.edu.au/about/
NO INFORMATION AVAILABLE AT PRESENT.
NO INFORMATION AVAILABLE AT PRESENT.