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The Bachelor of Special and Inclusive Education (Primary) is an initial-teacher education program; it aims to prepare Primary teachers who can teach from Kindergarten to Year 6 in inclusive settings and special classes. It is a generalist primary program emphasising special and inclusive education. The course has been designed to meet the Australian Professional Standards for Teachers. Students graduate with a National Primary Specialisation as mandated by the Australian Institute for Teaching and School Leadership (AITSL), in English/Literacy in the inclusive classroom.The course is structured to provide in the first year, eight discipline units across the Primary Key Learning Areas, to ensure a spread of content background; successful completion of this first year also gives all students, irrespective of their educational backgrounds, the opportunity to demonstrate they meet the Government&#39;s <a href="https://educationstandards.nsw.edu.au/wps/portal/nesa/teacher-accreditation/how-accreditation-works/your-accreditation/future-teachers/increased-academic-standards" target="_blank">academic standards for studying teaching</a>.

Become a Primary and Special and Inclusive Education Teacher. Engage students with learning difficulties and disabilities. Learn to build an inclusive primary school classroom. Be valued and enjoy a rewarding career helping children develop.

Bachelor of Special and Inclusive Education (Primary)

Qualify as both a primary and secondary teacher to inspire, nurture and develop inclusive research informed learning experiences for young people. You will become qualified to teach across school year levels from the early years to Year 12. The Bachelor of Education (Primary and Secondary) gives you the flexibility of multiple career options. You will develop knowledge and skills in primary curriculum areas including English, mathematics, the arts, health and physical education, social sciences and digital technologies. You will also choose one specialist secondary teaching area to complete your course.

Positively influence the lives of young people. You’ll develop as a teacher and a person. Explore curriculum, planning, and pedagogy. Learn to engage your learners and be inclusive. Includes supervised work placements to practice teaching in schools.

Bachelor of Education (Primary and Secondary)

Inclusive Practices in Education Settings

Technology for Inclusion

Educators are required to ensure that their classrooms are inclusive environments. Integrate your knowledge in this capstone subject which aims to strengthen your understanding of educational strategies that provide effective teaching for students with disabilities or learning difficulties. As part of this subject you will complete the mandatory special and inclusive education content required for teachers employed in public schools (in NSW). This subject includes 35 days of professional experience after which you will be able to demonstrate your ability to meet the Graduate Teacher Standards.

Inclusive Teaching: PrEx 35 days

As a teacher, you need to deliberately plan for teaching behaviours that support learning in your classroom.  This subject explores processes for providing multi-tiered systems of support for behaviour and gives you some insight into evidence-based strategies for students with disabilities, learning difficulties or giftedness in your classroom. There are times when more intense intervention is needed to reduce the significant challenging behaviours. This course will help you recognise, assess and respond to the needs of every student.  Learn how to articulate clear and appropriate learning goals for your classes and design positive behaviour plans for groups of students.This subject addresses Australian Professional Standards for Teachers at the Graduate Stage, otherwise referred to as Graduate Teacher Standard Descriptors (GTSD).

Positive Behavioural Support (Special and Inclusive Education)

The subject will explore the nature of inclusive education in the 21st Century with an emphasis on diversity and exceptionality. Based on a philosophical foundation that values every student and acknowledges the right of every student to the most appropriate educational opportunities, this subject involves independently researching and analysing the complex theoretical and practical issues associated with effective inclusive education. You will be required to develop an advanced and integrated understanding of learning and teaching approaches to suit the diverse educational needs of students. You will build on your understanding of theories of human development and learning in relation to student diversity and exceptionality, applying planning models to include all students.

In the modern mathematics classroom, individual differences are embraced with an approach that fosters inclusivity, informed by a developmental view of learning. In this subject, you will explore current research across all areas of the mathematics curriculum to understand how to accommodate a variety of learning trajectories. We focus on applying different numeracy teaching strategies and integrating them into an inclusive classroom environment, including providing age-appropriate learning opportunities in mathematics, based on your students’ learning needs and cognitive development, and planning and programming for students with specific needs in the mainstream classroom. This subject enables you to support learning for students across the full spectrum of abilities so that they develop the valuable numeracy skills essential to function in today’s rapidly changing world.

Mathematics for the Inclusive Classroom

This subject provides a range of strategies to cater for students with diverse needs in learning mathematics. The learning needs may include: difficulties directly related to the learning of mathematics, such as dyscalculia; difficulties that are not directly related to mathematics, such as literacy obstacles; or other learning differences, such as those which stem from cultural differences or exceptionality. The range of students also includes those who are gifted in learning mathematics. The subject is based on two justifiable premises: first, that all students are able to engage successfully with an appropriately challenging mathematics curriculum but may do so in different ways; and second, that teachers have a responsibility to provide high quality learning experiences, supported by pedagogical reasoning, to all students.

Inclusive Mathematics

This subject explores the relationships between Aboriginal and Torres Strait Islander and non-Indigenous, histories perspectives and cultures. It encourages you to develop an ethical position grounded in critical reflection which will enable you to identify and challenge racial and social injustices in education and more broadly through practice and pedagogy.The subject has four foci which are integrated: history, culture, curriculum, and pedagogy. It considers these foci as they relate to Aboriginal and Torres Strait Islander peoples, non-Indigenous peoples, educators, administrators, and policy makers. In doing so, it provides you with both a theoretical and practical grounding from which to develop your skills as a transformative educator capable of fostering restorative justice and reconciliation both within and through education.

Aboriginal and Torres Strait Islander Culturally Inclusive Curriculum and Pedagogy

This subject is designed to build upon the foundation of Child Development for Educators. The subject will specifically focus on adolescents with regard to their physical, intellectual, social and emotional development and will address factors that influence learning in the secondary school context. The subject will address contemporary theoretical and evidence based perspectives of inclusion to account for cultural, linguistic, neurological, physical, behavioural, gender, sexual and First Nation diversity. The subject will support your development of skills in meeting the diverse needs of learners through the differentiation of teaching practices.Please Note: If it’s your first time studying a Curtin University subject, you’ll need to complete their compulsory ‘Academic Integrity Program’. It only takes two hours to complete online and provides you with vital information about studying with Curtin University. The Academic Integrity Program is compulsory, so if it’s not completed your subject grades will be withheld.Find out more about the <a href="https://academicintegrity.curtin.edu.au/" target="_blank">Academic Integrity module</a>.

Educating Adolescents: Diversity, Differentiation and Inclusion

The focus of this subject is on building on previous knowledge to further understand the characteristics of adolescent development that impact teaching and learning in a classroom setting. This examination will lead to the development of pedagogical strategies designed to maximise the outcomes of a diverse range of adolescent learners. On completion of this subject students will have developed a portfolio of practical strategies and professional resources upon which to draw when they are educating adolescents.
Please Note:  If it’s your first time studying a Curtin University subject you’ll need to complete their compulsory ‘Academic Integrity Program’. It only takes two hours to complete online, and provides you with vital information about studying with Curtin University. The Academic Integrity Program is compulsory, so if it’s not completed your subject grades will be withheld.
Find out more about the <a href="https://www.curtin.edu.au/students/essentials/rights/academic-integrity/aip/" target="_blank">Academic Integrity module</a>.

Educating Adolescents: Diversity and Inclusion

This subject was previously known as Assistive Technologies.Technologies for Inclusion are constantly evolving, allowing teachers to provide a more inclusive education environment for students. Studying this subject will advance your understanding of the characteristics and functions of technology for inclusion, from low-tech, low-cost devices to high-tech equipment that can help students to achieve their best results. You will analyse ways to select and implement technology for inclusion to support a variety of needs and contexts and examine theoretical and legal reasons for deploying technology for inclusion in the classroom. You will also explore ways that technology for inclusion can support the principles of Universal Design for Learning (UDL).

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