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Graduate Certificate in Inclusive Education

Course structure

The Graduate Certificate in Inclusive Education consists of 32 points of study, comprising:

  •  four 8 point core subjects.

The Master of Inclusive Education consists of 64 points of study, comprising:

  •  four 8 point core subjects
  •  a choice of four 8 point electives or electives may also be chosen in a sequence to form a strand in one of the following three areas – Project, Leadership or Teaching.

Graduate Certificate in Inclusive Education

Core Subjects – 32 points

ESS440 Teaching & Learning in the Differentiated Classroom
ESS422 Assessment & Evaluation for Learning
ESS423 Designing & Managing the Inclusive Learning Environment
ESS426 Collaboration & Teamwork in the Inclusive School

Master of Inclusive Education

Core Subjects - 32 points

ESS440 Teaching & Learning in the Differentiated Classroom
ESS422 Assessment & Evaluation for Learning
ESS423 Designing & Managing the Inclusive Learning Environment
ESS426 Collaboration & Teamwork in the Inclusive School

Elective Subjects – 32 points chosen from the list below or selected as a sequence to form a strand in one of the following three areas:

Project Strand

EEB504 Data informed practice
ESS540 Developing the Inclusive School and
ESS527 Inclusive Education Project (16-point subject)

Teaching Strand

Choice of 4 electives from:

ESS512 Programming for Students with High Support Needs
ESS513 Meeting the Needs of Students with Communication Difficulties
ESS599 Inclusive Education Legislation, Policy & Resourcing
ESS508 Early Intervention and Inclusion
ESG504 Providing Challenging Learning for Gifted Students
ESS518 Reading difficulties: Prevention and intervention
ESS515 Preventing Reading Difficulties in the Primary Classroom: A Schoolwide Approach
ESS516 Understanding Mathematical Difficulties
EPT505 Inclusive Education Practicum

Leadership Strand

Choice of 4 electives from:

ESS512 Programming for Students with High Support Needs
ESS513 Meeting the Needs of Students with Communication Difficulties
ESS599 Inclusive Education Legislation, Policy & Resourcing
EEB504 Data informed practice
EMT503 leadership and ICT Integration
ESS515 Preventing Reading Difficulties in the Primary Classroom: A Schoolwide Approach
ESS540 Developing the Inclusive School
 

The following subjects are key subjects effective from 201230. The rationale for choosing these two subjects is that they are based on essential knowledge required for both courses. They will cater for students commencing in different sessions.

Graduate Certificate in Inclusive Education

ESS440 Teaching & Learning in the Differentiated Classroom
ESS423 Designing & Managing the Inclusive Learning Environment


Master of Inclusive Education

ESS440 Teaching & Learning in the Differentiated Classroom
ESS423 Designing & Managing the Inclusive Learning Environment 

Enrolment pattern

Graduate Certificate in Inclusive Education

Year 1

Session 1
ESS440 Teaching and Learning in the Differentiated Classroom
ESS422 Assessment and Evaluation for Learning

Session 2

ESS423 Designing and Managing the Inclusive Learning Environment
ESS426 Collaboration and Teamwork in the Inclusive School

Master of Inclusive Education

Year 1

Session 1

ESS440 Teaching and Learning in the Differentiated Classroom
ESS422 Assessment and Evaluation for Learning

Session 2

ESS423 Designing and Managing the Inclusive Learning Environment
ESS426 Collaboration and Teamwork in the Inclusive School

[Exit point for Graduate Certificate in Inclusive Education]

Choice of one strand or selection of four electives from:

Project strand

Year 2

Session 3

EEB504 Data informed practice
ESS527 Inclusive Education Project (Commenced) (16 point)

Session 4

ESS540 Designing the Inclusive School
ESS527 Inclusive Education Project (Completed) (16 point)*

*ESS527 is a capstone subject and must be completed in the final session of study

Teaching strand

Year 2

Session 3

Choice of two electives from:
ESS512 Programming for Students with High Support Needs
ESS513 Meeting the Needs of Students with Communication Difficulties
ESS515 Preventing Reading Difficulties in the Primary Classroom: A Schoolwide Approach
ESS516 Understanding mathematical difficulties
ESS518 Reading Difficulties: Prevention and Intervention

Session 4

Choice of two electives from:

ESS508 Inclusion and Early Intervention (0-8)
ESS599 Inclusive Education Legislation, Policy and Resourcing
ESG504 Providing Challenging Learning for Gifted Students
EPT505 Inclusive Education Practicum*

*EPT505 is a capstone subject and must be completed in the final session of study

Leadership strand

Year 2

Session 3

Choice of two electives from:
ESS512 Programming for Students with High Support Needs
ESS513 Meeting the Needs of Students with Communication Difficulties
ESS515 Preventing Reading Difficulties in the Primary Classroom: A Schoolwide Approach
EEB504 Data-Informed Practice
EMT503 Leadership in Learn Teach ICT

Session 4

ESS599 Inclusive Education Legislation, Policy and Resourcing
ESS540 Designing the Inclusive School*

*ESS540 is a capstone subject and must be completed in the final session of study

Articulation

The Graduate Certificate in Inclusive Education articulates with the Master of Inclusive Education course.

Study Mode

Online Education, Distance Learning & External study modes available

What is this course about?

The purpose of the Graduate Certificate in Inclusive Education course is to graduate highly skilled educators capable of working in a collaborative capacity in a range of inclusive settings.

The specific goal of the program is to provide the cohort of educators with the core knowledge and skills required to teach, consult, collaborate, advocate and evaluate in an inclusive service delivery model.  The course has been designed to cover international and Australian theory as well as best practice in the field of inclusion. The course aims to link explicitly to the theoretical underpinnings of complexity and self-organisational theory. The key principles involved are those of collective intelligence, nested similarity, dispersed control, and self-organisation. These are embedded in all aspects of the course structure including subject design, assessment and the nature of the interaction among participants. The goal of the course is to build capacity to act in a self-organising and emergent manner as inclusive educators.

All CSU qualifications in the area of special education bear nomenclature related to inclusion. This reflects contemporary practice in the field and positions graduates at the forefront of current thinking while retaining a broad-based focus on the traditional scope of preparation in special education.

At a glance

Study Mode

Distance education

Where

Bathurst

When

Session 1; Session 2; Session 3

Level

Postgraduate

Duration

1 year by distance education

International?

YES

Indicative ATAR

N/A

Copyright Charles Sturt University

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