Master of Education (Leadership and Innovation)

Using a contemporary lens, evidence-based practices that both support and value Autistic individuals and their unique strengths are investigated in this subject. Neurodiversity is celebrated and explored as each Autistic individual is unique and requires a uniquely supportive learning environment, collaboratively designed to meet their learning needs. As part of a person-centred approach, the importance of always providing a ‘voice’ and a ‘choice’ for both the individual and their Carer underpins all educational decisions and the importance of active listening and co-design for learning. Interactions with the varying perspectives, experiences, challenges, and aspirations in the Autistic community create a platform for students to examine bias, prejudice and assumptions and the impact on both individuals and families. Further, students’ understanding is deepened when asked to critique the social implications relating to discrimination, policy and practices advocating for positive changes in education and community settings to value Autistic strengths. As educators, we need to be aware that we can positively affect change by raising awareness and implementing evidence-based support in inclusive classrooms.

Assessment Tasks: Essay, Report 

Delivery Mode: On Campus, Online, Intensive

The purpose of Understanding Neurodiversity is to use a person-centered approach, to gain an understanding of the unique profile of individuals with learning differences, including both the strengths and challenges they experience in learning settings and everyday life. Utilising evidence-based research, you will develop a tool kit of reasonable adjustments and advance your understanding of relevant legislation to move forward in contemporary learning practices.

In this subject, you will investigate the learning impact of a range of comorbid conditions; dyslexia, dyspraxia, dysgraphia, dyscalculia and Attention Deficit Hyperactivity Disorder (ADHD) on the individual’s self-esteem. This subject will develops your awareness and understanding by analysing the range of traits across each learning condition and designing appropriate strategies at the education and community level towhich support neurodiversity with a specific focus on underrepresented populations. The carer point of view is also investigated with a focus on the powerful impact of integrating collaborative strategies within the individual community.

Assessment Tasks: Essay, Report, Presentation 

Delivery Mode: On Campus, Online

Students will explore the application of entrepreneurship business strategies and apply this knowledge in a philanthropic context and come up with solution to a real world problem they can execute to the pitch ready stage for investment. The project will entail some type of ‘design for good’ aspect in either a profit or non- for-profit business model.

The course will also cover the latest neuro-leadership principles and why EQ is just as important as IQ in both design and business. Students will be expected to think critically as they evaluate complex ideas and learn the patterns, frameworks and mechanics or storytelling, behaviour design, game design and platform design.

Students will be expected to:

• Identify and analyse a social problem that needs to be solved.

• Plan and progress an idea through a business development lifecycle.

• Conduct face to face user interviews utilising a self-constructed questionnaire.

• Synthesize and visualize quantitative and qualitative data in order to communicate the patterns they discover in the data collected.

• Learning the basics of using a business model and value proposition canvas as tools for design.

• Create, present, and communicate a professional-level business deck along with a functional prototype in order to demonstrate their understanding of theoretical and practical concepts.

• Learn and practice lean start-up and design thinking principles in the validation of their business idea along with validation of the prototype for the product or service they create.

Positive psychology will be reviewed and its contribution as an approach to the ‘helping relationship’ investigated.

As part of their exploration of the key positive psychology theorists, students will begin to develop an understanding of how they can synthesise that work into their potential coaching practice. They will also learn a range of particular coaching skills, including solution‐focused and strengths‐based approaches, as well as goal‐setting and personal development coaching.

This subject will balance theory and practice in its delivery and students will be encouraged to engage in interactive learning through discussion and experiential practice.

This subject will include 2 short courses from EXC603 Coaching as a Leadership Activity:

EXC603_SC1 The GROW Model for Coaching

EXC603_SC2 Reflective Practice

On completion of the subject, students will be able to apply interoception and communication strategies to support self-regulation and facilitate supportive learning environments. Students will learn how to support individuals with neurodivergent dispositions such as those resulting from; trauma, mental health difficulties and/or an autism spectrum diagnosis, within their home or educational context.

Using co-constructed content and individualised learning perspectives, students will be required to reflect deeply on the important voice of lived experience and to see the individual as a person with interoceptive, mental health and/or communication support needs rather than with challenging behaviour.

Through experiential learning embedded in the course, including problem solving and scenario-based pedagogy, students will explore a range of perspectives on atypical interoception.

An examination of the neuroscience and biological aspects of interoception and twenty-first century teaching and learning prepares students to create supportive learning environments to shift away from traditional views of behaviour to contemporary practice and authentic inclusive practices.