Bachelor of Special and Inclusive Education (Primary)

Why study the Bachelor of Special and Inclusive Education (Primary) at UNE?

This course was previously known as Bachelor of Special Education (Primary)/Bachelor of Disability Studies

Subject to accreditation by the New South Wales Education Standards Authority (NESA).

*Subject to final approval.

Teaching is a rewarding career choice for those who enjoy being part of children's development. The professional skills learned will be valued by the community and will bring teachers into contact with people of all ages. Teachers are members of one of the largest professions of our society. The degree will give students the opportunity to develop the skills, knowledge and attitudes needed to become a successful primary teacher, with a primary teaching specialisation as mandated by the Australian Institute for Teaching and School Leadership (AITSL), in Literacy in the Inclusive Classroom. Students are encouraged to be independent learners who are able to adapt efficiently and constructively to meet the changes which occur in the teaching profession.

Teacher Registration: Students should note that teacher registration requirements vary from state to state. UNE bases its degree structures on the NSW Education Standards Authority (NESA) guidelines, under the Australian Institute for Teaching and School Leadership framework for teacher registration. It is the responsibility of each student to check their eligibility to teach with the relevant state authority (including students who intend to teach in NSW).

IMPORTANT ADVICE

The NSW Government raised admission requirements for undergraduate teaching courses in 2016. The requirements are considerably higher than previously and specify a minimum of three Band 5 HSC results, including one in English, or bridging units or alternative pathway as approved by NESA. Further information is available via the NESA Teacher Accreditation website.

UNE offers pathways to teaching for those applicants who do not meet the new admission requirements:

Option 1 - You may attempt the Bachelor of Special and Inclusive Education (Primary) without meeting the above requirement, however you are then required to complete 48 credit points of 'discipline units'. These are units which contribute to your background knowledge for the subjects you want to teach. If you can pass all 48 credit points you will be deemed to have met the NSW Government's requirements and may proceed in the course. However, if you cannot pass all 48 credit points, you may not proceed and will be transferred to a non-teacher education course such as the Bachelor of Educational Studies.

Option 2 - Complete an undergraduate non-teacher education degree such as the Bachelor of Arts or Bachelor of Educational Studies and, if you have achieved a GPA of 3.50 or more, you can then apply for the Master of Teaching (Primary) as a graduate entry student.

In addition to the above, from 2018 initial teacher education students must satisfy the School of their suitability for teaching through the satisfactory completion of a non-academic capability assessment.

Career Opportunities

The Bachelor of Special and Inclusive Education (Primary) prepares teachers to work in an inclusive setting (local primary school) or a special class (within a local primary school or within a special school).

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Degree Snapshot

DURATION

4 Years Full-time
Up to 10 years Part-time

FEES

CSP
International

2017 ATAR

77.10

2018 STUDY OPTIONS
Armidale

Trimester 1, Online
Trimester 1, On Campus
Trimester 2, Online
Trimester 2, On Campus

Official Abbreviation BSpecInclusiveEd(Prim)
Course Type Undergraduate
Commencing
Responsible Campus Admission Period Mode of Study
Armidale Trimester 1 Online
Armidale Trimester 1 On Campus
Armidale Trimester 2 Online
Armidale Trimester 2 On Campus
Course Duration
  • 4 Years Full-time
  • Up to 10 years Part-time
2017 ATAR 77.10
Fees CSP / International
Total Credit Points 192
How to Apply

All domestic students apply through the link below

For more information, click here

International students apply direct to UNE through UNE International. This course is only available online (distance education).

For more information, click here

Intensive Schools

Mandatory intensive schools may be a requirement of some of the units in this course. See Unit Catalogue for specific requirements.

Entry Requirements

A candidate shall:

(a) be qualified for admission (see Admission Undergraduate and Postgraduate (Coursework) Rule and Admission Undergraduate and Postgraduate (Coursework) Procedures); and

(b) satisfy the School of their suitability for teaching through the satisfactory completion of the Personal Statement for Initial Teacher Education Course Entry; and

(c) comply with the University's English Language Requirements for Courses in Education Accredited by the NSW Education Standards Authority.

The Bachelor of Special and Inclusive Education (Primary) is open to those International Students only with an Australian Temporary Resident status that permits them to study online and to attempt at least 90% of Professional Experience Placements in Australian settings.

Assumed knowledge is any two units of English, any two units of Mathematics.

Additional Requirements

Prior to undertaking a professional experience placement in New South Wales, there are a number of mandatory requirements which must be fulfilled.

Working with Children Check*

All students intending to undertake a professional experience placement whose work is categorised as 'practical training as part of an educational or vocational course'; in schools or other educational institutions (eg pre-schools, kindergartens and child care centres) must complete a Working with Children Check application.

Child Protection Awareness Training*

All teacher education students must complete online Child Protection and Awareness Training prior to the commencement of their first professional experience placement.

Anaphylaxis Training*

All initial teacher education students must be trained in anaphylaxis management before they can undertake any professional experience in a school setting.

*These requirements are subject to change. Students are referred to the Office for Professional Learning - Professional Experience Placement webpage for current information (including requirements for other states).

Fit for Practice/Informed Consent Information

Prospective candidates should only accept an offer of a place in this course if they are able to meet the following "Fit for Practice" requirements:

(a) abide by relevant UNE Rules and Procedures, for example, Student Behavioural Misconduct Rules, and any relevant School of Education Policies, for example, the Professional Experience Policy for professional placements;

(b) exercise sound judgement based on cognitive, mental and physical health and be able to respond appropriately to demands of teaching situations;

(c) demonstrate personal resilience and persistence to cope and maintain wellbeing under stressful situations;

(d) demonstrate satisfactory academic progression prior to professional placement;

(e) safeguard the University's integrity and demonstrate duty of care to students/children while engaged in professional experience;

(f) show personal maturity to ensure that a professional relationship is established with students/children;

(g) communicate to students/children with clarity and in an appropriate manner that relates to their age/profile;

(h) possess and model the literacy and numeracy skills expected of teachers in interactions within the classroom and broader settings;

(i) be able to create, evaluate and reflect on the physical and emotional safety of students/children in a variety of situations and environments; and

(j) be able to establish and maintain effective professional relationships with colleagues and the broader school/early childhood community.

Candidates who have or who develop a disability that may or will prevent them from meeting the above professional experience requirements should contact Student Support to see if reasonable adjustments are practicable.

Candidates who have difficulties in meeting some of the above professional experience requirements will be required to contact the Office for Professional Learning to put in place remedial and/or counselling activities through a pro-active approach to improve their teaching practice.

Professional Placements

A requirement of accreditation is that primary school professional placements must be undertaken in a school using NSW Board of Studies syllabuses or equivalent Australian syllabuses and be assessing teaching proficiency against the Australian Professional Standards for Teachers. Students may only complete up to 10% (8 days) of the required primary professional experience (practicum) days in primary schools not using NSW Board of Studies syllabuses or equivalent Australian syllabuses. Limited placements can occur in non-Australian settings in accordance with the NESA policy regarding overseas placements. Students are referred to the Office for Professional Learning - Professional Experience Placement webpage for further information. Students who are required to undertake professional experience placement must read, understand and adhere to the Professional Experience Policy of the School of Education.

Practical, Clinical or Work Experience

There are six professional experience placements (100 days total), developmentally sequenced from the initial 10 days online professional experience through to the culminating placement of 35 days including Graduate Teacher Performance Assessment (GTPA).

Advanced Standing

Candidates are referred to the University Policy on Advanced Standing.

Scholarships

Scholarships have been offered by the NSW Department of Education. See the teach.NSW website for further information.

Academic Colours

Violet BCC 179

Further Information

You can find instant answers to many of your questions or contact UNE directly via AskUNE

These course rules & plans are ONLY to be used if you commenced, transferred or changed versions in the Bachelor of Special and Inclusive Education (Primary) in 2018.

Admission to Candidature

A candidate shall:
(a) be qualified for admission (see Admission Undergraduate and Postgraduate (Coursework) Rule and the Admission Undergraduate and Postgraduate (Coursework) Procedures); and
(b) satify the School of their suitability for teaching through the satisfactory completion of the Personal Statement for Initial Teacher Education Course Entry; and
(c) comply with the University's English Language Requirements for Courses in Education Accredited by the NSW Education Standards Authority.

The Bachelor of Special and Inclusive Education (Primary) is open to those International Students only with an Australian Temporary Resident status that permits them to study online and to attemp at least 90% of Professional Experience Placements in Australian settings.

Additional Requirements

Prior to undertaking a professional experience placement in New South Wales, there are a number of mandatory requirements which must be fulfilled.

Working with Children Check*

All students intending to undertake a professional experience placement whose work is categorised as 'practical training as part of an educational or vocational course'; in schools or other educational institutions (eg pre-schools, kindergartens and child care centres) must complete a Working with Children Check application.

Child Protection Awareness Training*

All teacher education students must complete online Child Protection and Awareness Training prior to the commencement of their first professional experience placement.

Anaphylaxis Training*

All initial teacher education students must be trained in anaphylaxis management before they can undertake any professional experience in a school setting.

*These requirements are subject to change. Students are referred to the Office for Professional Learning - Professional Experience Placement webpage for current information (including requirements for other states).

Fit for Practice/Informed Consent Information

Prospective candidates should only accept an offer of a place in this course if they are able to meet the following "Fit for Practice" requirements:

  • abide by relevant UNE Rules and Procedures, for example, Student Behavioural Misconduct Rules, and any relevant School of Education Policies, for example, the Professional Experience Policy for professional placements;
  • exercise sound judgement based on cognitive, mental and physical health and be able to respond appropriately to demands of teaching situations;
  • demonstrate personal resilience and persistence to cope and maintain wellbeing under stressful situations;
  • demonstrate satisfactory academic progression prior to professional placement;
  • safeguard the University's integrity and demonstrate duty of care to students/children while engaged in professional experience;
  • show personal maturity to ensure that a professional relationship is established with students/children;
  • communicate to students/children with clarity and in an appropriate manner that relates to their age/profile;
  • possess and model the literacy and numeracy skills expected of teachers in interactions they have within the classroom and broader settings;
  • be able to create, evaluate and reflect on the physical and emotional safety of students/children in a variety of situations and environments; and
  • be able to establish and maintain effective professional relationships with colleagues and the broader school/early childhood community.

Candidates who have or who develop a disability that may or will prevent them from meeting the above professional experience requirements should contact Student Support to see if reasonable adjustments are practicable.

Candidates who have difficulties in meeting some of the above professional experience requirements will be required to contact the Office for Professional Learning to put in place remedial and/or counselling activities through a pro-active approach to improve their teaching practice.

Professional Placements

It is a requirement of accreditation that professional placements must be undertaken in a school using New South Wales Education Standards Authority (NESA) syllabuses or equivalent Australian syllabuses and be assessing teaching proficiency against the Australian Professional Standards for Teachers. Students may only complete up to 10% (8 days) of the required professional experience (practicum) days in schools not using NESA syllabuses or equivalent Australian syllabuses. Limited placements can occur in non-Australian settings in accordance with the NESA policy regarding overseas placements. Students are referred to the Office for Professional Learning - Professional Experience Placement webpage for further information. Students who are required to undertake professional experience placement must read, understand and adhere to the Professional Experience Policy of the School of Education.

Advanced Standing

Candidates are referred to the University Policy on Advanced Standing.

Period of Candidature

The period of candidature shall be:
(a) four years as a full-time candidate;
(b) up to ten years as a part-time candidate.

Course Requirements

1. To qualify for the award a candidate must pass units to the value of 192 credit points with not more than 18 credit points at 400-level including 100 days of embedded professional experience.
2. During the final professional experience placement, candidates must complete a Teaching Performance Assessment (TPA). Candidates must pass the TPA in order to graduate.
3. Candidates must pass both components (Literacy and Numeracy) of the National Literacy and Numeracy Test for Initial Teacher Education Students to qualify for the award. The test must be passed before the final professional experience placement.

Program of Study

Candidates shall complete the program of study as outlined in the Course Schedule comprising:

Course Structure Credit Points
Core Units (including 100 days embedded Professional Experience) 174 cps
Listed Primary KLA Discipline Units 18 cps
National Literacy and Numeracy Test for Initial Teacher Education Students -
Teaching Performance Assessment -
Total 192 cps

To view complete Program of Study click here

Award of Degree

Candidates who meet the course requirements shall be awarded the Bachelor of Special and Inclusive Education (Primary).

Exit Pathways

Candidates who discontinue their studies in the coures may be eligible to exit with the non-accredited, non-teaching qualification, Diploma in Educational Studies, on completion of 48 credit points at 100-level or above.

Candidates who discontinue their studies in the course may be eligible to exit with the non-accredited, non-teaching qualification, Bachelor of Educational Studies, on completion of 144 credit points including at least 36 credit points at 300-level or above.

Candidates who apply to discontinue their studies must apply for re-admission and will be subject to current course requirements of the Bachelor of Special and Inclusive Education (Primary). This may mean that they will not receive full recognition for their previous studies should the course structure have changed in response to University or external body requirements.

Progress and Conduct

Any candidate who has not successfully completed the National Literacy and Numeracy Test for Initial Teacher Education Students before their final professional placement may be asked to show cause why their candidature should not be discontinued and they be transferred to another course. Any candidate unable to pass the Teaching Performance Assessment will be transferred to another (non-teaching) course.

Appeals

Candidates are referred to the Academic Assessment Appeals Policy and the Academic Assessment Appeals Procedures.

Course Progression

Candidates are referred to the Course Progression Rule and the Course Progression Procedures.

Improper Conduct

Candidates are referred to the Student Coursework Academic Misconduct Rule and the Student Coursework Academic Misconduct Procedures.

Course Aims

The Bachelor of Special and Inclusive Education (Primary) aims to provide graduates with:

(i) an accredited professional qualification meeting the requirements of the Australian Institute for Teaching and School Leadership (AITSL) for initial teacher education programs, and ensuring all graduates meet the Australian Professional Standards for Teachers at the Graduate Career Stage; and

(ii) UNE Graduate attributes, as detailed below.

Learning Outcomes Upon completion of this course, students will be able to:
  1. know their students and how students learn;
  2. know their subject/content and how to teach that content to their students;
  3. plan for and implement effective teaching and learning for all students across the range of abilities;
  4. create and maintain supportive and safe learning environments, including for students with special needs;
  5. assess, provide feedback and report on student learning;
  6. continually improve by engaging in professional learning; and
  7. continually engage professionally with colleagues, parents/carers and the community.
Graduate Attributes
Knowledge of a Discipline

Graduates will have the broad and coherent knowledge to effectively plan and deliver education in primary school settings. They will understand the cultural contexts and global perspectives of schooling in general and special and inclusive education in particular, and the diversity of the student population. They will be able to demonstrate intercultural competence by responding flexibly to the needs of students, colleagues, families and community members.

Communication Skills

Graduates will be able to communicate effectively, both orally and in writing, with students, colleagues, parents and other stakeholders.

Problem Solving

Graduates will be able to exercise critical thinking, intellectual independence and judgement in identifying and solving problems encountered in primary school settings.

Information Literacy

Graduates will be able to demonstrate knowledge and understanding of digital resources and tools and their safe, legal and ethical use, and be able to apply this knowledge in primary school settings.

Ethical Conduct and Social Responsibility

Graduates will have developed responsibility for others and will understand that their personal beliefs and actions impinge on and have a lasting effect on others. They will demonstrate this through ethical conduct and by being sensitive and responsive to the needs of children, colleagues, families and the community.

Lifelong Learning

Graduates will understand the importance of life-long learning and will be equipped with the skills to pursue professional and personal development.

Independence and Collaboration

Graduates will be able to work independently and collaboratively with others to achieve educational and professional goals; they will have an understanding of cooperative learning and the need for personal accountability in achieving collaborative outcomes.

How to Apply

Domestic Students

All domestic students apply through the link below

For more information, click here

International Students

International students apply direct to UNE through UNE International. This course is only available online (distance education).

For more information, click here

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