Bachelor of Special Education (Primary)/Bachelor of Disability Studies
Why study the Bachelor of Special Education (Primary)/Bachelor of Disability Studies at UNE?
The Bachelor of Special Education (Primary)/Bachelor of Disability Studies is an external, four-year, undergraduate, initial teacher education award for pre-service special education teachers. The Bachelor of Special Education (Primary)/Bachelor of Disability Studies is comprised of 32 trimester-long, six credit point units and 120 days of professional experience of which 105 days are embedded into core units. The Bachelor of Special Education (Primary)/Bachelor of Disability Studies enables candidates to specialise in special education and primary education, as well as enabling access to employment in the disability service sector.
Teacher Registration: Students should note that teacher registration requirements vary from state to state. UNE bases its degree structures on the NSW Institute of Teachers' guidelines for teacher registration.
Note: Trimester 3: Off Campus Part-time Only
I would like to know more about this course.Career Opportunities
To prepare teachers to work in the special education field in an inclusive setting (local primary school), or a special class (within a local primary school or within a special school). In addition the capacity to work in the area of disability services as a programme coordinator, educator, supervisor and other fields covering community participation, recreation and leisure, accommodation, employment and day programs.
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Degree Snapshot
DURATION
4 Years Full-timeUp to 10 years Part-time
FEES
CSPInternational
ATAR
77.10-77.152013 STUDY OPTIONS
Armidale
Trimester 1, Off CampusTrimester 3, Off Campus
How to Apply
Domestic Students
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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So we know where to direct your enquiry, please tell us if you are a current or future student:
| Official Abbreviation | BSpecEd(Prim)/BDS | |||||||||
| Course Type | Undergraduate | |||||||||
| Commencing |
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| Course Duration |
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| 2012 ATAR | 77.10-77.15 | |||||||||
| Fees | CSP / International | |||||||||
| Total Credit Points | 192 | |||||||||
| Benefits | In the area of disability services students will be able to: a) enhance the lives of people with disabilities by fostering excellence and professionalism in the support services workforce; b) promote dissemination of information and practice relevant to disability professionals; c) have self-directed application of knowledge with substantial depth in some areas; d) coordinate work in the disability sector; and e) promote the physical and emotional well-being of people with disabilities. |
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| 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 |
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| Intensive Schools | Intensive mandatory schools may be a requirement of some of the units in this course. See Unit Catalogue for specific requirements. |
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| 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: A1. English is the applicant's first language; or A2. Satisfactory completion, not 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 a country in which English is the primary official language or co-official language and 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 National Office of Overseas Skills Recognition (NOOSR); or A3. Satisfactory completion, not 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 an institution in which English is 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 National Office of Overseas Skills Recognition (NOOSR); or A4. (a) An IELTS (Academic) overall score of at least a minimum overall score of 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) A Professional English Assessment for Teachers (PEAT) result of Band A in each of the four areas: speaking, listening, reading and writing; or (c) An International Second Language Proficiency Rating (ISLPR) score of at least 4+ in each of the four areas: speaking, listening, reading and writing. 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 MATH122. 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. |
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| 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 (e.g. 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/education/profexp/letter-to-students.php Fit for practice It is expected that candidates entering a pre-service teaching program in Education will: a) follow the SOE Code of Conduct, in particular, the Professional Experience Conduct for professional placement; b) exercise sound judgment 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) safe guard 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; 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 Disability 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. |
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| Practical, Clinical or Work Experience | There are eight professional experience placements (120 days total). Four 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. |
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| Fast Track | 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. |
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| Scholarships | Scholarships have been offered by DET NSW in 2012 and may be available for 2013. The following website will provide details www.une.edu.au/bsebds |
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| Academic Colours |
Violet BCC 179 |
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| Further Information | 
You can find instant answers to many of your questions or contact UNE directly via AskUNE |
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:
A1. English is the applicant's first language; or
A2. Satisfactory completion, not 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 a country in which English is the primary official language or co-official language and 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 National Office of Overseas Skills Recognition (NOOSR); or
A3. Satisfactory completion, not 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 an institution in which English is 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 National Office of Overseas Skills Recognition (NOOSR); or
A4. (a) An IELTS (Academic) overall score of at least a minimum overall score of 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) A Professional English Assessment for Teachers (PEAT) result of Band A in each of the four areas: speaking, listening, reading and writing; or
(c) An International Second Language Proficiency Rating (ISLPR) score of at least 4+ in each of the four areas: speaking, listening, reading and writing.
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 MATH122. 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 (e.g. 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/education/profexp/letter-to-students.php
Fit for Practice
Candidates entering a pre-service teaching program in Education will:
- follow the SOE 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 Disability Unit.
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.
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 MATH122 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.
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 excluded from the course.
Candidates are referred to the UNE General Rules.
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.
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| Learning Outcomes |
Upon completion of this course, students will be able to:
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| Graduate Attributes |
Knowledge of a Discipline
Knowledge of discipline is taught in all units. It is assessed through face-to-face and/or online activities and assessment tasks. It is practised through professional experience in primary school settings and special education and community settings with a core business of catering for people with a disability.
Communication Skills
Communicatiion skills are an integral part of teaching and learning. They are taught, assessed and practised through professional experience in a variety of settings and assessment tasks, including online activities.
Global Perspectives
This attribute is specifically taught and assessed in units that have a more global focus or require planning and programming related to diverse cultures and individuals with a disability.
Information Literacy
Information literacy is specifically taught in the core ICT unit and is also an integral part of most units and specific units of study requiring acquirin g and developing augmentative and alternative communication. It is assessed and practised via the online Learning Management System, eSubmission of word processed assignments, online quizzes. Some assignments also require particular information literacy skills.
Life-Long Learning
This course provides an opportunity for students to engage and practice skills that cross a variety of professional settings that characterises change and lifelong learning.
Problem Solving
Problem solving is taught throughout the degree via an emphasis on the development of reflective practice and issues relating to health and disability. Students practise problem solving in assessment tasks that require application of their learning in a variety of practical and professional contexts that are school and community based.
Social Responsibility
There are units throughout the degree with a specific focus on social responsibility that relate to school, special education and disability settings. Students are taught to develop ethical responsibility for others and particularly those people with a disability to understand that personal beliefs and actions have lasting effects on others.
Team Work
Students work in cooperative groups, either face-to-face or online, in many education units. Some units have collaborative assignments. Students learn that personal accountability is imperative as it affects the collaborative outcome. Cooperative learning is also specifically taught in the degree.
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