Special Education (including Gifted and Talented Education)

Program Co-ordinator: Dr Rose Dixon
Program: Special Education
EDGS910
 Learning Theories and Exceptionality*
EDGS911
 Project in Exceptional Education Practices
EDGS912
 Contemporary Perspectives in the Education of Children with Diverse Needs
EDGS913
 Project in Contemporary Perspectives
EDGS914
 Assessment and Instruction of Individuals with Moderate/Severe Needs
EDGS915
 Programs for Students with Learning Difficulties
EDGS916
 Models of Behaviour Management
EDGS917
 Programming for Behaviour Management
EDGS918
 Approaches to Reading Difficulties:Theories and Strategies
EDGS919
 Reading Difficulties:Program Design and Implementation
EDGS920
 Language and Communication Difficulties: Theory and Practice
EDGS921
 Language-Related Learning Difficulties: A Case Study
EDGS922
 Teaching Gifted Children
EDGS923
 Project in Gifted Education
EDGS924
 Giftedness in Special Populations
EDGS925
 Project in Dual Exceptionality

* Compulsory subject for students wishing to complete a major specialisation in Special Education.

Only limited subjects are available by distance education in the Special Education specialisation. Students considering distance study must discuss their proposed course of study with the Program Co-ordinator (Dr Rose Dixon).

Program Co-ordinator: 
 Rose Dixon
Ph: 
 02 42215292
Email: 
 roselyn@uow.edu.au
   
 GRADUATE CERTIFICATE

The Graduate Certificate is a short 24cp program, designed to provide educators with a greater lever of expertise, but not formal teaching qualifications in Special Education.

Entry: A three year degree in an appropriate discipline

All Graduate Certificates are fee-paying programs. Cost varies with the mode of delivery. Postgraduate students should consult the relevant Postgraduate Prospectus for current fee information.

The Graduate Certificate in Special Education is designed to provide an increased level of skill in the area of Special Education. Contact the Special Education program co-ordinator for more details.

The course consists of 24 credit points completed over twelve months, chosen as follows:

  1. The core subject in Special Education, EDGS910 Learning Theories and Exceptionality plus,
  2. Subjects chosen from EDGS912, 914, 916, 918, 920 and their associated Project subjects to complete twenty four credit points.

The Graduate Certificate in Gifted Education is designed to provide an increased level of skill in the area of Gifted Education. Contact the Special Education program co-ordinator for more details.

The course consists of 24 credit points generally completed over twelve months, chosen as follows:

  1. The core subject in Special Education, EDGS910 Learning Theories and Exceptionality plus,
  2. Subjects chosen from EDGS922, 924, 912 and their associated Project subjects to complete twenty four credit points.
 MASTER OF EDUCATION

The Master of Education is an introductory higher degree for teachers and educators wishing to pursue advanced studies in their area of interest. The course of study includes a total of 48cp, at least 24cp of which must be taken from the subjects listed in the Special Education specialization, as listed above. Students must also include in their program the compulsory research methodology subject, EDGZ921 Introduction to Research and Inquiry (6cp).

Entry: The Master of Education is available to candidates who have a degree and a teacher training qualification recognised as giving four year status. This includes BEd, BA + DipEd (or similar) or Dip Teach + Grad Dip combinations. Candidates with qualifications which may be considered equivalent from other backgrounds should consult the Director of the Graduate Program, Assoc Prof Wilma Vialle, for advice on entry. Candidates with a three year teaching qualification should discuss their entry with the Director of the Graduate Program.

The Master of Education specialising in Special education is recognised as a postgraduate specialist qualification in Special Education by the DET, and the CEO.

Advanced Standing

The Faculty of Education has approved up to 12 credit points of Advanced Standing in the Master of Education to students who have completed some professional development courses run by the Department of School Education, AMES or similar organisations. More information regarding this is available from the Program co-ordinator or the Graduate School of Education office.
 DOCTORATE OF EDUCATION

The Doctorate of Education,is a program to prepare professional leaders in Education. The Doctorate of Education is a doctoral level program completed by a combination of coursework and thesis, offered in the same Program Areas as the Master of Education.

Entry: This degree is available to candidates who meet the University entry requirements for Doctoral candidature. In the first instance this requires the completion of a Bachelors degree with Honours Class II or higher in an appropriate area, or an equivalent qualification. A pass Master of Education degree at credit (65%) or better standard is considered to meet these requirements. Limited Advanced Standing may be available for candidates who have completed Masters level coursework at at a credit level or better and candidates must have completed a minimum of three years relevant professional experience.

Special Education Program

EDGX900 - Psychology for Educators, Autumn 6cp
This subject explores a range of learning theories and their application in a range of educational contexts from school through to adult environments. It covers classical theories of learning and development as well as contemporary approaches that underpin educational practice. Topics include: behaviourism; Piaget and neo-Piagetians; Vygotsky and socio-cultural accounts of learning; information processing perspectives; the relationships among language, learning and thought; and issues in the assessment of intelligence. Students will be expected to apply these theoretical perspectives to their particular specialisation.
 
EDGS911 - Project in Exceptional Education Practices, Autumn or Spring 2cp
Pre/Co-Requisite(s): EDGS910 Learning Theories & Exceptionality
This subject builds on the theoretical perspectives gained from the subject, Learning Theories and Exceptionality. It provides the opportunity for students to explore more deeply a particular learning theory and its application to children with special needs. Students will select one theoretical perspective and then complete a project related to the practical application of that theory. The project may take the form of a case study, a curriculum plan or an evaluation study. Projects will be determined in consultation with the lecturer.
 
EDGS912 - Contemporary Perspectives in the Education of Students with Diverse Needs, Spring 6cp

Contact hours: Negotiated by group

This subject will critically examine current philosophical and policy issues related to the education of students with special needs, including gifted children. The link between theoretical frameworks and practical applications will be explored with a particular focus on the impact of current theories on change processes in special education.
 
EDGS913 - Project in Contemporary Perspectives, Autumn or Spring 2cp
Pre/Co-Requisite(s): EDGS912 Contemporary Perspectives in the Education of Students with Diverse Needs
This subject builds on the theoretical perspectives gained from the subject, Contemporary Perspectives in the Education of Students with Diverse Needs. It provides the opportunity for students to explore more deeply a particular issue related to policy or programming for students with special needs. Students completing the project will select a topic in consultation with the lecturer. The project may take the form of a case study, a curriculum plan or an evaluation study.
 
EDGS914 - Assessment and Instruction Individuals with Moderate/Severe Needs, Spring 6cp

Contact hours: 3 hrs/week x 9

This subject aims to develop basic skills in assessment, program planning, program implementation and evaluation in relation to students with moderate/severe needs. The principles of effective teaching and curriculum modification will be addressed. While a range of teaching approaches will be reviewed, the emphasis will be on those which have strong empirical support for their effectiveness.
 
EDGS915 - Programs for Students with Learning Difficulties, Autumn or Spring 2cp
Pre/Co-Requisite(s): EDGS914

Contact hours: 5 x 1.5 hrs meetings or equivalent

This subject will provide students with the opportunity to investigate the educational needs of one particular group of students, and to evaluate the efficacy of current responses to their educational needs. Students will draw upon understandings and skills developed in EDGA912 which is a pre- or co-requisite for this subject.
 
EDGS916 - Models of Behaviour Management, Autumn 6cp

Contact hours: 30 hrs

This subject examines a range of approaches to behaviour management and the theoretical principles upon which they are based. Problems associated with non school attendance, oppositional disorders, attention deficit disorders and other commonly occurring behaviour disorders are critically examined within the context of increasing academic engaged time and developing social and conflict resolution skills.
 
EDGS917 - Programming for Behaviour Management, Autumn and Spring 2cp
Pre/Co-Requisite(s): EDGS916

Contact hours: Negotiated with supervising lecturer

This subject will build on the conceptual understandings and skills developed in EDGS916 and involve the development of a schoolwide behaviour management plan for a nominated educational setting. It will incorporate an analysis of the function of schools, the causes of inappropriate behaviour and the role of the teacher in guiding student behaviour.
 
EDGS918 - Approaches to Reading Difficulties: Theories and strategies, Autumn 6cp

Contact hours: 2.5 hrs/week (or equivalent)

This subject will engage students in a critical review of current empirical research in the area of reading difficulties. Theoretical and methodological aspects will be considered.
 
EDGS919 - Reading Difficulties: Program Design and Implementation, Autumn 2cp
Pre/Co-Requisite(s): EDGS918

Contact hours: 10 (or equivalent)

This subject will engage students in the practical implementation of current theories regarding the identification and remediation of reading difficulties. Students will be required to work with a student with reading difficulties for a period of 6-8 weeks. This will involve pre- and post-assessment tasks and designing and implementing an appropriate instructional program.
 
EDGS920 - Language and Communication Difficulties: Theory and Practice, Spring 6cp

Contact hours: 3hrs /week x 8 , plus One day workshop

This subject examines the major causes of language and communication difficulties. An overview of the topic will include an historical perspective which indicates shifts in issues such as identification, classification and categorization. Specific language difficulties associated with autism, cerebral palsy hearing impairment, intellectual impairment and learning disabilities will be examined. Assessment of communication difficulties and evaluation of a range of educational strategies will conclude the subject.
 
EDGS921 - Language-related Learning Difficulties: A Case study, Spring 2cp
Pre/Co-Requisite(s): EDGA920
Contact hours: 10

This subject examines the impact of language-related learning difficulties on academic performance. Students will analyse the needs of a child with such difficulties and make recommendations for compensatory teaching practices to enhance classroom success.
 
EDGS922 - Teaching Gifted Students, Autumn 6cp

Contact hours: 3 hrs/ week x 9

This subject will identify and critically examine the current issues related to the education of gifted students. It will also prepare teachers to meet effectively the needs of such students through curriculum modification and application of special educational strategies. Topics will include: definition and identification issues; instructional models; educational strategies; creativity and thinking skills; counselling needs; special populations; and the implications of policy on educational practice.
 
EDGS923 - Project in Gifted Education, Autumn or Spring or Summer 2cp
Pre/Co-Requisite(s): EDGS922 Teaching Gifted Students
This subject builds on the theoretical perspectives gained from the subject, Teaching Gifted Students. It provides the opportunity for students to explore more deeply a particular issue related to policy or programming for gifted students. Students completing the project will select a topic in consultation with the lecturer. The project may take the form of a case study, a curriculum plan or an evaluation study.
 
EDGS924 - Giftedness in Special Populations, Spring 6cp

Contact hours: 3 hrs/week x 9

This subject will critically examine the needs of special populations of students who are generally under-represented in programs for gifted children. Students will engage in analysing and evaluating alternative forms of assessment and developing appropriate strategies for curriculum design and delivery. Possible focus groups will include: Aboriginal children, ethnic minority children, low SES, girls, underachievers, preschoolers, prodigies, and students with emotional difficulties, physical or learning disabilities.
 
EDGS925 - Project in Dual Exceptionality, Autumn or Spring or Summer 2
Pre/Co-Requisite(s): EDGS924 Giftedness in Special Populations
This subject builds on the theoretical perspectives gained from the subject, Giftedness in Special Populations. It provides the opportunity for students to explore more deeply a particular issue related to policy or programming for gifted students with other special needs related to their gender, ethnicity, or disability. Students completing the project will select a topic in consultation with the lecturer. The project may take the form of a case study, a curriculum plan or an evaluation study.
 
Last reviewed: 11 September, 2009