Bachelor of Special Education (Primary)/Bachelor of Disability Studies

Why study the Bachelor of Special Education (Primary)/Bachelor of Disability Studies at UNE?

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 and special education teacher. 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 Board of Studies, Teaching and Educational Standards (BoSTES) guidelines, under the Australian Institute for Teaching and School Leadership framework for teacher registration (website: http://www.bostes.nsw.edu.au/wps/portal/home). 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).

Career Opportunities

The Bachelor of Special Education(Primary)/Bachelor of Disability Studies 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). In addition, this degree aims to prepare graduates to assume a variety of roles in non-schol agencies for individuals with disabilities.

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Degree Snapshot

DURATION

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

FEES

CSP
International

2014 ATAR

77.10-77.15

2015 STUDY OPTIONS
Armidale

Trimester 1, Off Campus
Trimester 3, Off Campus

Official Abbreviation BSpecEd(Prim)/BDS
Course Type Undergraduate
Commencing
Responsible Campus Admission Period Mode of Study
Armidale Trimester 1 Off Campus
Armidale Trimester 3 Off Campus
Course Duration
  • 4 Years Full-time
  • Up to 10 years Part-time
2014 ATAR 77.10-77.15
Fees CSP / International
Total Credit Points 192
How to Apply

All domestic students apply direct to UNE

For more information, click here

International students apply direct to UNE through International Marketing and Pathways. This course is only available off-campus (distance education).

For more information, click here

Intensive Schools

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

Entry Requirements

A candidate shall be qualified for admission (see Admission Rule Undergraduate Policy).

English Language Proficiency

At least one of the following criteria must be met:

A.1 English is the applicant's first language; or

A.2 Where the applicant is applying for an undergraduate course, satisfactory completion, no more than five years prior to the date of application for admission to UNE, of at least four years of full-time or equivalent full-time study at senior secondary, post-secondary or tertiary level in Australia, New Zealand, United Kingdom, the United States of America, Canada or the Republic of Ireland, in which English was the sole medium of instruction and assessment for the particular period of study claimed, resulting in an Australian Qualifications Framework (AQF) award or an award recognised by the Australian Education International - National Office of Overseas Skills Recognition (AEI-NOOSR); or

A.3 Where the applicant is applying for a graduate entry course, satisfactory completion, no more than five years prior to the date of application for admission to UNE, of at least three years of full-time or equivalent full-time study at tertiary level in English in Australia, New Zealand, United Kingdom, the United States of America, Canada or the Republic of Ireland, in which English was the sole medium of instruction and assessment for the particular period of study claimed, resulting in an AQF award or an award recognised by NOOSR; or

A.4 (a) An IELTS (Academic) overall score of at least 7.5 including a minimum result of 8.0 in both the speaking and listening modules and 7.0 in reading and writing; or

(b) An International Second Language Proficiency Rating (ISLPR) score of at least 4+ in each of the four areas: speaking, listening, reading and writing.

Note: the countries quoted for exemption from English language proficiency assessment are those accepted under Australian migration policy as not requiring English language proficiency assessment.

Band 4 Literacy and Numeracy Requirements

Candidates must also demonstrate the equivalent of NSW HSC Band 4 Standard English or English as a Second Language and NSW HSC Band 4 General Mathematics or completion of Mathematics or Extension Mathematics to an equivalent standard. Candidates who cannot demonstrate this level of attainment will be required to apply for admission into the Teacher Education Enabling Course and successfully complete one or both of the units ENGL001 and/or MATH022. Candidates may, with approval of the Course Coordinator, be concurrently enrolled in the Bachelor of Special Education (Primary)/Bachelor of Disability Studies and the Teacher Education Enabling Course, subject to meeting the Progress and Conduct rules.

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.

Anaphylaxis Training*

The New South Wales Department of Education and Communities requires that all initial teacher education students are trained in anaphylaxis management before they can undertake any professional experience in New South Wales public schools.

*These requirements are subject to change. Current information and further information (including requirements for other states) can be obtained at: 'Important Information'

Fit for practice

It is expected that candidates entering a pre-service teaching program in Education will:

(a) follow the School of Education Code of Conduct, in particular, the Professional Experience Conduct for professional placement;

(b) exercise sound judgement based on cognitive, mental and physical health and be able to respond appropriately to demands of classroom 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 while engaged in professional experience;

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

(g) communicate to students with clarity and in an appropriate manner that relates to the age of the student profile;

(h) possess key literacy and numeracy attributes and model these skills in interactions within the classroom and broader non-education settings;

(i) be able to create, evaluate and reflect on the physical and emotional safety of 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 community.

Students who have a disability that may or will prevent them from meeting the above professional experience requirements should contact the Special Needs Unit.

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

Professional Placements

This degree is accredited with the Board of Studies, Teaching and Education Standards, who require that professional placements must be undertaken in a school using New South Wales 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% (10.5 days) of the required professional experience (practicum) days in schools not using NSW Board of Studies syllabuses or equivalent Australian syllabuses.

Practical, Clinical or Work Experience

There are eight professional experience placements (120 days total). Three primary placements are embedded into core units (60 days); two special education placements are embedded into core special education units (45 days); whilst two professional experience units comprise a total of 15 days.

Advanced Standing

Candidates are referred to the University Policy on Advanced Standing.

Scholarships

Scholarships have been offered by DEC NSW in 2014 with applications open from May 2013. The following website will provide details: www.une.edu.au/bsebds

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 Education (Primary)/Bachelor of Disability Studies in 2015.

Admission to Candidature

A candidate shall be qualified for admission (see Admission Rule Undergraduate Policy).

English Language Proficiency

At least one of the following criteria must be met:
A.1 English is the applicant's first language; or
A.2 Where the applicant is applying for an undergraduate course, satisfactory completion, no more than five years prior to the date of application for admission to UNE, of at least four years of full-time or equivalent full-time study at senior secondary, post-secondary or tertiary level in Australia, New Zealand, United Kingdom, the United States of America, Canada or the Republic of Ireland, in which English was the sole medium of instruction and assessment for the particular period of study claimed, resulting in an Australian Qualifications Framework (AQF) award or an award recognised by the Australian Education International - National Office of Overseas Skills Recognition (AEI-NOOSR); or
A.3 Where the applicant is applying for a graduate entry course, satisfactory completion, no more than five years prior to the date of application for admission to UNE, of at least three years of full-time or equivalent full-time study at tertiary level in English in Australia, New Zealand, United Kingdom, the United States of America, Canada or the Republic of Ireland, in which English was the sole medium of instruction and assessment for the particular period of study claimed, resulting in an AQF award or an award recognised by NOOSR; or
A.4 (a) An IELTS (Academic) overall score of at least 7.5 including a minimum result of 8.0 in both the speaking and listening modules and 7.0 in reading and writing; or
(b) An International Second Language Proficiency Rating (ISLPR) score of at least 4+ in each of the four areas: speaking, listening, reading and writing.
Note: The countries quoted for exemption from English language proficiency assessment are those accepted under Australian migration policy as not requiring English language proficiency assessment.

Band 4 Literacy and Numeracy Requirements

Candidates must also demonstrate the equivalent of NSW HSC Band 4 Standard English or English as a Second Language and NSW HSC Band 4 General Mathematics or completion of Mathematics or Extension Mathematics to an equivalent standard. Candidates who cannot demonstrate this level of attainment will be required to apply for admission into the Teacher Education Enabling Course and successfully complete one or both of the units ENGL001 and/or MATH022. Candidates may, with approval of the Course Coordinator, be concurrently enrolled in the Bachelor of Special Education (Primary)/Bachelor of Disability Studies and the Teacher Education Enabling Course, subject to meeting the Progress and Conduct rules.

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.

Anaphylaxis Training*

The New South Wales Department of Education and Communities requires that all initial teacher education students are trained in anaphylaxis management before they can undertake any professional experience in New South Wales public schools.

*These requirements are subject to change. Current information and further information (including requirements for other states) can be obtained at: http://www.une.edu.au/current-students/resources/academic-schools/school-of-education/professional-experience-office/important-information.

Fit for Practice

Candidates entering a pre-service teaching program in Education will:

  • follow the School of Education Code of Conduct, in particular, the Professional Experience Conduct for professional placement;
  • exercise sound judgement based on cognitive, mental and physical health and be able to respond appropriately to demands of classroom 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 while engaged in professional experience;
  • show personal maturity to ensure that a professional relationship is established with students;
  • communicate to students with clarity and in an appropriate manner that relates to the age of the student profile;
  • literacy and numeracy are key attributes that a student in pre-service programs should possess and model these skills in interactions they have within the classroom and broader non-education settings;
  • be able to create, evaluate and reflect on the physical and emotional safety of children in a variety of situations and environments; and
  • be able to establish and maintain effective professional relationships with colleagues and the broader school community.

Students who have a disability that may or will prevent them from meeting the above professional experience requirements should contact the Special Needs Office.

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

Professional Placements

This degree is accredited with the Board of Studies, Teaching and Education Standards, who require that professional placements must be undertaken in a school using New South Wales 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% (10.5 days) of the required professional experience (practicum) days in schools not using NSW Board of Studies syllabuses or equivalent Australian syllabuses.

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.

Due to academic qualification requirements this course cannot be completed in less than three years unless the period of candidature has been reduced for advanced standing granted.

Course Requirements

To qualify for the award a candidate must pass units to the value of 192 credit points consisting of:
(a) core units to the value of 192 credit points which includes 105 days of embedded professional experience; and
(b) completion of 15 days professional experience; and
(c) completion of ENGL001 and/or MATH022 in the Teacher Education Enabling Course within the first two years of candidature OR candidates who have attained the required level of literacy and/or numeracy must provide evidence to be recognised that the requirements for the Teacher Education Enabling Course have been met.

Program of Study

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

Course Structure Credit Points
Core Units (including 105 days embedded Professional Experience) 192 cps
15 days Professional Experience 0 cps
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 Education (Primary)/Bachelor of Disability Studies.

Exit Pathways

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 and exit with the Bachelor of Educational Studies must apply for re-admission and will be subject to current course requirements of the Bachelor of Special Education (Primary)/Bachelor of Disability Studies. This may mean that they will not receive full recognition for their previous studies should the course structure have changed in response to University of external accreditation body requirements.

Progress and Conduct

Any candidate who has not demonstrated NSW HSC Band 4 Standard English or English as a Second Language or equivalent interstate attainment and NSW HSC Band 4 in General Mathematics or completion of Mathematics or Extension Mathematics to an equivalent standard or equivalent interstate attainment by the beginning of the third year of candidature will be asked to show cause as to why their candidature should not be discontinued and they be transferred to a non-teaching course.
Candidates are referred to the UNE General Rules.

Appeals

Students are referred to the University Policy on Student Appeals.

Improper Conduct

Candidates are referred to the Student Coursework Plagiarism and Academic Misconduct Rules.

Course Aims

The Bachelor of Special Education (Primary)/Bachelor of Disability Studies aims to provide candidates with:

(i) a professional qualification that meets the well accepted requirements for primary initial teacher education in Australia, including the accreditation requirements of the Australian Institute of Teaching and School Leadership; and

(ii) UNE Graduate Attributes:

- knowledge of discipline;

- communication skills;

- global perspective;

- information literacy;

- life-long learning;

- problem solving;

- social responsibility; and

- team work.

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;
  4. create and maintain supportive and safe learning environments;
  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 of this course will have the broad and coherent knowledge to effectively plan and deliver education in primary school settings and special education and community settings with a core business of catering for people with a disability.

Communication Skills

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

Global Perspectives

Graduates of this course will understand the cultural contexts and global perspectives of schooling in general and disability/special 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.

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 school and disability community settings.

Life-Long Learning

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

Problem Solving

Graduates will be able to exercise critical thinking, intellectual independence and judgement in identifying and solving problems encountered in the health, education and disability sectors of the community.

Social Responsibility

Graduates will have developed responsibility for others, specifically those in a school, special education or disability setting; they will understand that personal beliefs and actions impinge on, and have a lasting effect on, others. They will demonstrate this through being sensitive and responsive to the needs of children, colleagues, families and the community.

Team Work

Graduates will be able to work 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 direct to UNE

For more information, click here

International Students

International students apply direct to UNE through International Marketing and Pathways. This course is only available off-campus (distance education).

For more information, click here

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