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Master of Inclusive Education

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Master of Inclusive Education

Graduate Certificate in Inclusive Education

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Become a leader in ensuring education works for everyone.

Designed for graduates with qualifications in human development services such as teaching, speech pathology, occupational therapy, physiotherapy, psychology or nursing, this degree enables you to develop specialised skills and knowledge to promote change and enhance student outcomes.

CSU's Master of Inclusive Education will enable you to become a highly skilled educator, working effectively with people with special education needs, their teachers, parents and service providers, in a range of education settings.

The Master of Inclusive Education is related to:


  • Why study this course?

    • Delivered online, this degree allows you to combine work and study, so you can apply what you learn directly to a professional setting.
    • Examine the social, moral, cultural, legal, educational and political influences on the development of inclusive education practices.
    • Learn about both Australian and international policies and practices in inclusive education.
    • Expand your career opportunities by developing the skills and knowledge to teach, collaborate, consult, advocate and evaluate, in an inclusive education setting.

    Gain practical experience, such as implementing curriculum projects, designing instructional plans for special needs children, and utilising a variety of assessment procedures.  

  • Career opportunities
    This course gives you the potential to enhance your current role, or move into a number of different roles, including:

    • Special education teacher
    • Social worker
    • Youth worker
    • Disability support worker
    • Curriculum designer
    • Community liaison officer
    • Early childhood intervention specialist

  • Professional recognition

    Professional Recognition

    The Master of Inclusive Education is recognised by the NSW Department of Education and Communities as meeting their requirements for the preparation of specialist Special Education teachers. As a graduate you will have the capacity to achieve employment as a specialist teacher in Special Education.

  • Workplace learning

    If you select the Teaching strand for this course, you will be required to undertake a workplace learning component.  

    In order to teach as a Special Education teacher in NSW DET schools, a workplace learning experience is required if you have not already been employed as a special needs/inclusive educator. Please check the requirements of preferred future employers to ensure the most appropriate pathway is chosen.

    Please note that the following subject has a Workplace Learning component:

    EPT505 Inclusive Education Practicum

    Working with Children Check

    All teacher education students in Australia must comply with the working with children legislation requirements of the state / country of where their placement is occurring. Students will be required to provide evidence to the Faculty of Arts and Education’s Professional Experience Unit of a Working with Children Check (WWCC) clearance letter prior to undertaking any placement in a school or early childhood service. The checks are intended to identify people who have convictions for such things as violence or sexual offences and who may put clients'/children’s personal safety or health at risk. Traffic violations and other minor offences are not of interest.

    Prospective students should be aware that not passing a Working with Children Check will make it difficult for them to complete a teacher education course satisfactorily because of the unavailability of suitable school or preschool professional experience placements.

    The Working with Children Check expires every five years. You will be required to ensure it remains current and valid to the end of the final placement in the course. Please note that a WWCC can take an extended period of time, so it is recommended that you commence the process early to prevent timing problems. The Australian Institute of Family Studies provides useful information and links relevant to the Australian states and territories. Information on the current Working with Children Check must be uploaded to the student’s information site on InPlace.

     

  • Subjects

    The below information is for new students. Current students should select their subjects by checking the Handbook for the year of their enrolment

    Course structure

    The Graduate Certificate in Inclusive Education consists of 32 points of study, comprising:

    four 8 point core subjects.

    The Master of Inclusive Education consists of 64 points of study, comprising:

    four 8 point core subjects a choice of four 8 point electives or electives may also be chosen in a sequence to form a strand in one of the following three areas – Project, Leadership or Teaching.

    Graduate Certificate in Inclusive Education

    Core Subjects – 32 points

    ESS440 Teaching & Learning in the Differentiated Classroom
    ESS422 Assessment & Evaluation for Learning
    ESS423 Designing & Managing the Inclusive Learning Environment
    ESS426 Collaboration & Teamwork in the Inclusive School

    Master of Inclusive Education

    Core Subjects - 32 points

    ESS440 Teaching & Learning in the Differentiated Classroom
    ESS422 Assessment & Evaluation for Learning
    ESS423 Designing & Managing the Inclusive Learning Environment
    ESS426 Collaboration & Teamwork in the Inclusive School

    Elective Subjects – 32 points chosen from the list below or selected as a sequence to form a strand in one of the following three areas:

    Project Strand

    EEB504 Data informed practice
    ESS540 Developing the Inclusive School and
    ESS527 Inclusive Education Project (16-point subject)

    Teaching Strand

    Choice of 4 electives from:

    ESS512 Programming for Students with High Support Needs
    ESS513 Meeting the Needs of Students with Communication Difficulties
    ESS599 Inclusive Education Legislation, Policy & Resourcing
    ESS508 Early Intervention and Inclusion
    ESG504 Providing Challenging Learning for Gifted Students
    ESS518 Reading difficulties: Prevention and intervention
    ESS515 Preventing Reading Difficulties in the Primary Classroom: A Schoolwide Approach
    ESS516 Understanding Mathematical Difficulties
    EPT505 Inclusive Education Practicum

    Leadership Strand

    Choice of 4 electives from:

    ESS512 Programming for Students with High Support Needs
    ESS513 Meeting the Needs of Students with Communication Difficulties
    ESS599 Inclusive Education Legislation, Policy & Resourcing
    EEB504 Data informed practice
    EMT503 leadership and ICT Integration
    ESS515 Preventing Reading Difficulties in the Primary Classroom: A Schoolwide Approach
    ESS540 Developing the Inclusive School

    The following subjects are key subjects effective from 201230. The rationale for choosing these two subjects is that they are based on essential knowledge required for both courses. They will cater for students commencing in different sessions.

    Graduate Certificate in Inclusive Education

    ESS440 Teaching & Learning in the Differentiated Classroom
    ESS423 Designing & Managing the Inclusive Learning Environment


    Master of Inclusive Education

    ESS440 Teaching & Learning in the Differentiated Classroom
    ESS423 Designing & Managing the Inclusive Learning Environment

    Enrolment pattern

    Graduate Certificate in Inclusive Education

    Year 1

    Session 1
    ESS440 Teaching and Learning in the Differentiated Classroom
    ESS422 Assessment and Evaluation for Learning

    Session 2

    ESS423 Designing and Managing the Inclusive Learning Environment
    ESS426 Collaboration and Teamwork in the Inclusive School

    Master of Inclusive Education

    Year 1

    Session 1

    ESS440 Teaching and Learning in the Differentiated Classroom
    ESS422 Assessment and Evaluation for Learning

    Session 2

    ESS423 Designing and Managing the Inclusive Learning Environment
    ESS426 Collaboration and Teamwork in the Inclusive School

    [Exit point for Graduate Certificate in Inclusive Education]

    Choice of one strand or selection of four electives from:

    Project strand

    Year 2

    Session 3

    EEB504 Data informed practice
    ESS527 Inclusive Education Project (Commenced) (16 point)

    Session 4

    ESS540 Designing the Inclusive School
    ESS527 Inclusive Education Project (Completed) (16 point)*

    *ESS527 is a capstone subject and must be completed in the final session of study

    Teaching strand

    Year 2

    Session 3

    Choice of two electives from:
    ESS512 Programming for Students with High Support Needs
    ESS513 Meeting the Needs of Students with Communication Difficulties
    ESS515 Preventing Reading Difficulties in the Primary Classroom: A Schoolwide Approach
    ESS516 Understanding mathematical difficulties
    ESS518 Reading Difficulties: Prevention and Intervention

    Session 4

    Choice of two electives from:

    ESS508 Inclusion and Early Intervention (0-8)
    ESS599 Inclusive Education Legislation, Policy and Resourcing
    ESG504 Providing Challenging Learning for Gifted Students
    EPT505 Inclusive Education Practicum*

    *EPT505 is a capstone subject and must be completed in the final session of study

    Leadership strand

    Year 2

    Session 3

    Choice of two electives from:
    ESS512 Programming for Students with High Support Needs
    ESS513 Meeting the Needs of Students with Communication Difficulties
    ESS515 Preventing Reading Difficulties in the Primary Classroom: A Schoolwide Approach
    EEB504 Data-Informed Practice
    EMT503 Leadership in Learn Teach ICT

    Session 4

    ESS599 Inclusive Education Legislation, Policy and Resourcing
    ESS540 Designing the Inclusive School*

    *ESS540 is a capstone subject and must be completed in the final session of study

  • Admission information

    An applicant for admission to candidature for the degree of Master of Inclusive Education must have at least the following minimum qualifications:

    • hold the degree of Bachelor of Education or equivalent from an approved tertiary institution; or
    • hold the degree of Bachelor of Education (Honours) or equivalent from an approved tertiary institution; or
    • hold a Bachelor’s degree or equivalent from an approved tertiary institution with an end‐on integrated professional qualification (such as a Graduate Certificate, Graduate Diploma, Bachelor of Teaching Secondary) in teaching, speech pathology, occupational therapy, physiotherapy, or psychology; or
    • possess other qualifications and/or work experience deemed to be equivalent by the University under the provisions of the Australian Qualifications Framework (AQF); and
    • complete any additional qualifying subjects or course prescribed by the Faculty Board.
     

    See standard CSU admission criteria

  • Cost of study

    Fees - please visit the fees and costs page or contact us for current fee information.

    Tax deduction - in some instances a tax deduction may be claimed for self education expenses. Please seek independent qualified taxation advice.

     
    Access to allowances for study

    Students in the Masters degree may be eligible for student income support from the Department of Industry, Innovation, Science, Research and Tertiary Education (DIISRTE). Eligible students undertaking approved Masters degrees will be able to access Youth Allowance, AUSTUDY, ABSTUDY or Pensioner Education Supplement. To be eligible for student income support through Youth Allowance and AUSTUDY, students will still need to be studying full-time and to satisfy all other Youth Allowance and AUSTUDY program requirements, including personal, parental or partner income tests. Students who have queries about masters courses and their income support entitlements should contact Centrelink on 13 2490 for further information.

    Alumni discount

    Already studied with CSU? Our 10% Alumni discount applies to this course!
    Find out more

  • Course details

    Campus locations listed for Online students are purely for administrative purposes and have no relevance to the student experience.


    Enrol TypeModeCampusFee typeSession1Session2Session3Admission Code
    DirectDistance EducationBathurstFPOSYYYJEMI
    DirectDistance EducationBathurstFPPGYYYOEMI

    LEGEND
    CGS: Commonwealth Government supported places
    FPPG: Fee-paying postgraduate places
    FPOS: Fee-paying overseas student places
    Admission Code: For your reference if required during your application process
    NO TAC: An admission code is not required for applications to CSU Study Centres
    TEMP: An admission code has not yet been assigned for this course

    Graduation requirements

    To graduate, students must satisfactorily complete 64 points.

  • How to apply
    Apply direct to CSU

    An online application to CSU takes about 15 minutes to complete. Find out more

    Apply online

    Apply direct to CSU

    Apply direct to CSU for on campus study at a CSU regional campus, or study by distance education.

    Apply online

    Recruitment agent

    Contact a Recruitment agent in your country who can answer your questions about CSU as well as help with the student visa application process.

    International recruitment agents

    Thinking of deferring?

    Find out more about deferral

  • About the School
    School of Education

    CSU’s School of Education has an innovative approach to education and operates from CSU’s Albury-Wodonga and Wagga Wagga campuses. Courses offered at CSU’s Wagga Wagga Campus have a focus on primary and secondary teacher education including Technology and Applied Studies (TAS) and Vocational Education and Training (VET). At Albury-Wodonga Campus courses range from early childhood through to secondary education. The School has a strong international reputation and research profile, with leaders in diverse fields such as Maths Education; Action Research; Early Childhood Education; Transitions and Pedagogy; and Technology and Teaching Practice. Several staff are members of the Research Institute for Professional Practice, Learning and Education (RIPPLE). Exciting opportunities also exist for people wishing to pursue specialist higher degrees by research.

  • Academic expectations

    For each 8 point subject at CSU, students should normally expect to spend between 140-160 hours engaged in the specified learning and assessment activities (such as attending lectures or residential schools, assigned readings, tutorial assistance, individual or group research/study, forum activity, workplace learning, assignments or examinations). The student workload for some subjects may vary from these norms as a result of approved course design.

    Students will be assessed on the basis of completed assignments, examinations, workplace learning, or other methods as outlined in specific subject outlines.

    Where applicable, students are responsible for travel and accommodation costs involved in workplace learning experiences, or attending residential schools (distance education students).

    Expectations relating to academic, workplace learning, time and cost requirements for specific subjects are provided in the subject abstracts and in course materials.

    Throughout their studies, CSU students have a responsibility to continue to develop skills in English Language, literacy and numeracy as appropriate to their discipline. This ongoing development will enable students to effectively participate in their course and graduate as competent professionals.

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