Overview

The Bachelor of Inclusive and Specialised Education (Early Childhood) is an initial teacher education degree that prepares students to combine in-depth study of Early Childhood Education with their studies in Inclusive and Specialised Education. This course aims to support students to become effective inclusive educators of young children (birth to … For more content click the Read More button below.

Student guidance

Program of study overview
Program of study notes

Program of study

Year 136 Units
Year 236 Units
Year 336 Units
Year 436 Units

Admission requirements

Admission requirements
Inherent requirements
Special requirements
English Language requirements

Aims

The Bachelor of Inclusive and Specialised Education (Early Childhood) aims to equip graduates to:

  • Shape and sustain ethical, inclusive policies, practices and learning environments that empower young children, families, and local communities
  • Develop contemporary understandings, knowledge and skills in curriculum design, assessment, and research-informed teaching, with an emphasis on inclusive practices in early learning and junior primary school settings
  • Cultivate deep understanding of child and adolescent learning and development and the educational implications for young children with disabilities, learning difficulties and specialised educational needs
  • Encourage globally-minded, critical, creative, reflective and collaborative ways of working within a human rights framework
  • Exemplify connections between research, innovative teaching, and industry engagement at the forefront of contemporary learning design
  • Apply to the South Australian Teacher Registration Board for registration as a teacher in South Australia

Learning outcomes

On completion of the course you will be able to:
1.
Combine philosophical, historical, legislative, and research-informed perspectives into a holistic understanding of inclusive education
2.
Create interconnected, research-informed learning and assessment experiences for a diverse range of young children in educational settings, with a focus on early learning and junior primary schooling (Birth-8 years)
3.
Appraise collaborative, transdisciplinary approaches to supporting the participation and progress of young children with disabilities and specialised educational needs in inclusive settings
4.
Formulate and implement appropriate programs and intensive interventions to support diverse young children in the areas of learning, behaviour, communication, and social-emotional wellbeing
5.
Explain why current educational knowledge is contestable and open to research and further enquiry
6.
Communicate effectively and empathetically with students, families and other stakeholders to develop trusting professional relationships
7.
Integrate ethical perspectives in creating effective and innovative solutions to authentic problems encountered in learning and teaching

Student progression rules

The College of Education, Psychology and Social Work enact the Student Progress Policy to identify, intervene and provide assistance as required to pre-service teachers who are experiencing difficulty progressing in their enrolled course.

In addition, except with the permission of the Dean (Education) or nominee:

  • No professional experience placement may be taken more than twice
  • Pre-service teachers who demonstrate gross negligence or misconduct in the performance of an assigned duty will not be offered more than one professional experience placement
  • Students must pass both components of the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) by the midpoint of their degree. The standard resit allowance permits an initial test attempt plus up to two additional resits for each component (literacy and numeracy) of the test. Students may only be granted a fourth or fifth attempt based on the judgement of the Dean (Education). This cap has been determined by the Australian Government LANTITE Governance Committee.
  • The degree must be completed within ten consecutive years

If a student is no longer able to meet the inherent requirements of the course, they should seek academic counsel from the Course Coordinator or Teaching Program Director, and/or they may be referred to the Student Progress Committee

Professional accreditation and recognition

Professional accreditation

Associations

Course/Course specialisation association
Course/Exit award association
Honours - 1 year/Bachelor association