Graduate Certificate of Learning Differences
Student Domestic International
Study mode Online Blended
Campus locations Sydney Melbourne Brisbane Adelaide
DurationFull-time: 2 trimesters Part-time: 3 or 4 trimesters
Start date

13 Sep 2021

14 Feb 2022

This course is provided by Torrens University Australia Ltd, ABN 99 154 937 005, RTO 41343, CRICOS 03389E.

Code GCELD16 | CRICOS 095590J

What is a Graduate Certificate of Education (Learning Differences)?

A Graduate Certificate of Education (Special Education) provides specialist training for those seeking to improve the inclusion of students with a range of additional learning needs. The course delivers the specialist knowledge, experience and skills required to create supportive learning environments. This course is valuable to teachers and other professionals looking to expand their expertise into special education.
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Subjects and units

Each subject involves 10 hours of study per week, comprising 3 hours of facilitated study and 7 hours self-directed study.

International students must not enrol in more than one-third (33%) of online subjects over their course and must study at least one face-to-face subject each study period. Most face-to-face courses are also available online. Please note that due to COVID-19 pandemic, authorities have provided exceptions to the usual face-to-face learning requirements.

3 Core subjects
  • Learning Differences | LDF402
    The person first approach is used in this subject to introduce the problem solving skills required when supporting an individual with learning differences, including but not limited to dyslexia, dyspraxia, dyscalculia and ADHD. This subject also explores the impact these challenges have on self-esteem and future learning aspirations. Further, examples of stereotyping, types of interventions and the genetic disposition of the learning challenges are discussed. This subject develops students' awareness and understanding by analysing the range of traits across each learning condition. Presenting in various ways and areas of learning development, the stigmatised learning challenges are often described from a deficit viewpoint. Students will be analysing the history of such conditions and the evolution of interventions and support, in turn, continuing to evolve an attribute view of the traits of these conditions.
  • Inclusive Classroom Practice | ICP601
    Classroom diversity is increasing rapidly and teachers need strategies to meet the needs of all students and celebrate their differences. Learning differences vary greatly and therefore need well-developed, suitable and equitable learning support and practice across the school. This subject provides students with the opportunity to explore the many ways that the needs of all students can be addressed within the mainstream classroom. "Inclusion" describes the practice of enabling students with learning challenges to learn beside their peers and to embrace diversity. The subject focuses on developing and/or extending a positive perspective on inclusion, which is based on identifying and using each student's strengths. Differentiation is presented within this subject as a proactive rather than reactive plan, where practical strategies for planning, assessing and teaching are explored and implemented in an integrated approach that celebrates the strengths and meets the needs of all students. Students will also apply the range of perspectives and skills gathered over the course to design a whole-of-school inclusion plan, based on a person first perspective, contemporary practices and education skills required for the plan. The students are challenged to build into the plan a range of supports with external partnerships to ensure the range of learning challenges presented in the school, education staff, parents and the wider community combat segregation and stigma, to create a community of acceptance, inclusion and best practices.
  • Dyslexia | DYX402
    This subject explores the concept of dyslexia, as a social construct, and considers the historical and political background of the concept. This exploration underpins the background of current practice in managing learners who experience specific learning difficulties of a dyslexic nature in a school setting.

    It presents dyslexia in terms of the problems it has resulted in for individuals during their lifetime when living with dyslexia, and incorporates a range of specific learning challenges that they have encountered. The subject then expands onto the understanding of dyslexia traits, comorbidity, or overlap, with other specific learning disorders, and the role of the parent/carer in the rise and range of dyslexia support. Understanding how this condition impacts aspirations in education and occupation choice creates the platform for students to apply this knowledge for a contemporary perspective of support needs in the classroom; and explore the impacts of the learning challenges, where students will be presented with perspectives from the individual and parents in various contexts and levels of support.

1 Elective subject

Choose one elective from the list below:

  • Innovation for Education | IED402
    In this subject students will analyse a variety of examples of innovative educational practice (including, for example, practices relating to the support of students with additional educational needs), critically examine the meaning of innovation and debate whether innovation can be quantified and measured. Students will be supported to identify problems/issues within education practice and will utilise tools and thinking processes designed to assist in the generation of innovative solutions. Finally, students will explore evaluation methodology as a means of analysing innovation outcomes relevant to their professional context in a systematic way.
  • Design Thinking for Education | DTE401
    Design thinking is an approach to innovation that involves identifying ‘problems’ or issues in a particular context, considering those who have a stake in these problems/issues, and designing a range of possible solutions that are then tested and refined in practice. In this subject, students will explore the concepts and processes of design thinking, including the origins of design thinking and its use across a range of disciplines and contexts. Following these general processes, students will then engage in a design thinking process to identify and address an issue within their own professional context. Through this design thinking process, students will engage in reflection and analysis of their professional skills, knowledge and judgement, and ultimately arrive at an advanced understanding of their roles as innovators and leaders in education.
  • Technology and Education | TED403
    This subject challenges students to engage with a diverse range of educational technologies with a view to critically examining the relevance and application of such technologies within their professional context. More broadly, students will engage critically with the discourses surrounding technologies in education, refining their skills of critique and analysis to articulate the principles through which educators might make informed decisions about the effectiveness and appropriateness of specific technologies for learning. The subject will provide students with the opportunity to consider specific technologies that are relevant for their professional setting, for example technologies to engage students with Autism, and/or technologies relevant to the teaching of particular disciplines.
  • Social Enterprise | DSGN6031
    The theoretical base of this subject focuses on developing the students’ understanding of the fundamental contemporary theories of social entrepreneurship and a variety of applicable business models. The course will explore cross discipline material encompassing design, business and technology and how to acquire and combine knowledge and skills in all 3 areas to amplify the potential for success in 21st century society. At the core of this subject will be a focus on customer experience design, both theory and skill, and why user centric principles are increasingly used in business today.

    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.

  • Business Communications | MGT502
    This subject introduces students to the concepts of business communications and transferrable academic skills. This subject presents an analysis of the types of communication processes, which occur in the internal and external business environment, including an examination of the theoretical underpinnings of communication in business. Emphasis is placed on writing skills, reports and presentations and on using technology to communicate. The subject introduces students to research skills, information literacy, critical analysis, and writing and language techniques. The aims of this subject are to provide knowledge and skills needed for success in Higher Education, to help students manage their own success and to assist them in reaching their academic potential.
  • Managing People and Teams | MGMT6009
    Understanding organisational behaviour, politics, dynamics and environments and how they impact on the role and legitimacy of the management function is the core of this subject. This subject helps individuals understand the constraints they face as managers and emerging leaders and how they can develop strategies to leverage advantages and overcome constraints and barriers in their organisations. The subject also focusses on developing some of the advanced communication skills necessary in management and leadership roles, and the ability of the individual to influence others. The subject introduces students to the concept of naturally occurring data and qualitative analysis. This subject also focuses on the development of knowledge and skills to enable students to identify, analyse and make effective decisions to resolve people-related issues in organisations, facilitate employee development, and develop and sustain effective teams in complex, diverse, and increasingly global operating environments.
  • Dynamic Leadership | MGMT6000
    Being an effective and genuine leader in a dynamic era requires an understanding of leadership concepts, how leaders think and act, and how various management styles impact situations and relationships within an organisation. Being a dynamic leader also demands a strong set of competencies such as motivating self and others, leading creativity in an organisation, cultural intelligence, and navigating ambiguity. This subject provides students with a foundation of leadership theory, styles and approaches, and an opportunity for students to access and build on their own leadership styles throughout the course, developing their personal sense of social justice in the workplace as they progress their course. As such, the subject introduces students to reflexive research methodologies and the concept of the lived experience as a research method.
Livia | Student
Livia Pimentel Goncalves 
Student, Education Faculty
The teachers are amazing and always willing to help and support students with whatever they need.

Learning outcomes

  • Explore the latest theory behind how we approach learning differences
  • Design and evaluate effective inclusive learning environments
  • Apply a person-first perspective in finding solutions to learning challenges
  • Develop specialist knowledge of allied health, carer support and collaboration
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Why study with us?

As the country’s newest and fastest-growing university, Torrens University Australia brings a fresh approach to higher education. We focus on giving you the skills and the knowledge to ensure long-term success in your career. Our academics are highly qualified and will support you in every step of your study.
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Love the way you learn
Our fresh approach to teaching allows students to explore their passion.
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Get more out of passionate academics
With the guidance of our industry-leading experts, you can find a placement in the field you love.
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Our smaller class sizes provide a more immersive and effective learning environment. Collaborate with peers and spend more time with academics in your field.
Help shape the lives of those who need it most through one of our fulfilling Education courses.

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Choose your student type for entry requirements


  • Domestic
  • International

Admissions criteria and pathways: Domestic students

Before you begin your course application, check that you meet the requirements listed below
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AQF Level 7 (Bachelor degree) or above from an Australia University
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OR An equivalent overseas higher education qualification.

Guaranteed pathway and Recognition of Prior Learning

If you have already completed a qualification you may be able to credit this against your degree with us, even if it’s from another institution. This is called Recognition of Prior Learning. We also offer pathway opportunities to further your learning.

Fees: Domestic students

Domestic fees
Check the Domestic Course Fee Schedule for the cost of your course.
FEE-HELP
Eligible Australian students may choose to defer some, or all, of their tuition fees through FEE-HELP, a loan scheme repaid through the tax system based on income.

Scholarships: Domestic students

We’re serious about supporting your studies from start to success, which is why we offer the opportunity to earn a reduction in your course fees, so you can focus on getting into a career you’ll love.

How to apply: Domestic students

Get started
Read through the admissions criteria and ensure you meet the entry requirements.
Apply
It’s easy! Apply online below or contact us and we can help on 1300 575 803.
Offer
We’ll contact you shortly after to confirm your details and help you through the rest of the process.

Admissions criteria and pathways: International students

Before you begin your course application, check you meet all the requirements listed below

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Australian bachelor's degree or equivalent; and
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Academic IELTS 6.5 (no band less than 6.0) or equivalent.

OR alternative entry requirement may be available. Contact the International Admissions team for more information.

Guaranteed pathway and Recognition of Prior Learning

If you have already completed a qualification you may be able to credit this against your degree with us, even if it’s from another institution. This is called Recognition of Prior Learning. We also offer pathway opportunities to further your learning.

Fees: International students

International fees
Check the International Course Fee Schedule for the cost of your course. Onshore international students requiring a student visa should choose campus-based / blended options.
Fee payment
Course fees can be paid in 3 instalments, each instalment to be paid before the beginning of the academic stage census date.
  • International fees

    Check the International Course Fee Schedule for the cost of your course. Onshore international students requiring a student visa should choose campus-based / blended options.

    View our fees

  • Fee payment

    Course fees can be paid in 3 instalments, each instalment to be paid before the beginning of the academic stage census date.

    View our fees

Scholarships: International students

We want you to have the best possible chance to succeed, which is why we offer a range of financial scholarships to support our international students during their study journey.

How to Apply: International students

Get Started
Read through the admissions criteria and ensure you meet the entry requirements.
Apply
It’s easy! You can apply online below or contact our International team on 1300 575 803.
Offer
We’ll contact you shortly after to confirm your details and help you through the rest of the process.

Key intake dates

31 May 2021 | 13 September 2021 | 14 February 2022

Frequently asked questions

  • What does admissions criteria mean?

    Admissions criteria is a set of criteria that must be met to be eligible to apply for a chosen course.

    To gain entry to an accredited undergraduate course at Torrens University Australia, applicants must both satisfy general admissions criteria and meet any additional course requirements where specified.

    All admissions criteria and course-specific requirements apply consistently across campus locations and study modes. To find out more, visit admissions criteria.

  • What if I don’t meet the entry criteria for a degree?

    Torrens University Australia has recognised pathways to help you gain entry into our bachelor degrees based on different criteria.

    To find out more, visit Study pathways or contact one of our knowledgeable Course and Careers Advisors.

  • What are Torrens University Australia’s courses’ ATAR requirements?
    Torrens University Australia no longer considers ATAR (Australian Tertiary Admission Rank) as our primary entry requirement. We have removed ATAR as the key admissions criteria for applicants aiming to study at Torrens University Australia. We strongly believed an alternative to the ATAR system should be found, which more broadly assesses students, especially when soft skills are emerging as important employability attributes. So, students with a recent secondary school education are now considered for admission if they have a Year 12 (Australian secondary school) certificate.
  • Can I get course credit for previous experience?

    Yes, course credit is available upon application and academic approval.

    If you have already completed a qualification or have relevant work experience, you may be able to receive credits towards your degree. This credit can take the form of credit transfer, block credit or Recognition of Prior Learning (RPL).

    Our Program Directors will carefully review the learning gained from your previous qualification and/or experience to ensure we provide you with credit towards our degrees whenever appropriate. Review our course credits page or chat to one of Course and Careers Advisors.

  • What are course credits?

    Course credits are credits that can be applied to your course based on your prior experience or qualifications. To find out more, visit course credits

    .

  • Am I a domestic or an international student?

    Domestic students are Australian and Permanent Residents. International students are those who hold citizenship or Permanent Resident status of all other countries.

    International students from countries whose first official language is one other than English need to provide evidence of English Language Proficiency.

  • How do Torrens University Australia fees charge?

    Torrens University Australia is a full-fee paying institution. To find out more, visit Tuition Fees.

    Domestic students may be eligible for FEE-HELP. For more information on FEE-HELP, please visit: https://www.studyassist.gov.au/.

    Please note we do not currently offer any full fee waivers for international students. We do not offer stipends or living allowances.

  • How much are Torrens University Australia courses?

    For a full list of tuition fees, visit Tuition Fees.

    Remember, if you're an Australian citizen or permanent resident, your fees can be covered by FEE-HELP. You can find out more information on FEE-HELP on the StudyAssist website at https://www.studyassist.gov.au/fee-help or contact us and we can guide you through the process.

  • Am I eligible for FEE-HELP?

    To get a FEE-HELP loan, you must:

    • be an Australian citizen and study at least part of your course in Australia, or
    • be a New Zealand Special Category visa (SCV) holder or permanent humanitarian visa holder and meet the residency requirements.
    • be enrolled in a fee-paying place at a provider that offers FEE-HELP loans
    • be enrolled in an eligible course at your provider by the census date (your provider can tell you if your course is eligible)
    • submit the Request for FEE-HELP form to your provider by the census date
    • not have already borrowed up to your HELP loan limit.

    Permanent residents can only get FEE-HELP for approved bridging studies.

    If you are studying at a non-university, you will also need to meet the ‘pass rate’ requirements.

    You can find out more information on the StudyAssist website at https://www.studyassist.gov.au/fee-help or speak to a Course and Careers Advisor and we can guide you through the process.

  • Can I apply for FEE-HELP?

    To be eligible for FEE-HELP you need to be an Australian citizen , and have a tax file number. You must also be studying at an approved higher education provider, such as Torrens University Australia.

    You can find out more information on the StudyAssist website at https://www.studyassist.gov.au/fee-help or contact us and we can guide you through the process.

  • How do I apply for FEE-HELP?

    If you receive an offer from Torrens University Australia, and you meet the eligibility requirements, you may be eligible for FEE-HELP. You will need to complete a Commonwealth Assistance Form if you want to defer payment of some, or all, of your tuition fees. You will need to quote your tax file number or provide a Certificate of Application for a Tax File Number. The form must be completed before the due date.

    You can find out more information on the StudyAssist website at https://www.studyassist.gov.au/fee-help or speak to our Course and Careers Advisors and we can guide you through the process.

  • Is there a FEE-HELP limit?

    For 2020, the HELP loan limit is $106,319 for most students. The Australian Government publishes the HELP Loan limit on their website.

    FEE-HELP is a loan scheme that assists eligible fee-paying students to pay their tuition costs. Eligible students can borrow up to the FEE-HELP limit to pay their tuition fees. Note: Any loan fees that were applied to study prior to January 1, 2019 will not count towards your FEE-HELP limit.

    Students repay the loan to the Australian Government through the tax system once a student reaches the minimum income threshold level for repayment, which for 2019-20 is $45,881.

    You can find out more information on the StudyAssist website at https://www.studyassist.gov.au/fee-help or Contact Us and we can guide you through the process.

  • What courses are available for FEE-HELP?
    To find out more, visit How to Apply.
  • What is FEE-HELP?

    FEE-HELP is a loan scheme that assists eligible full-fee-paying students pay their tuition costs.

    You must be studying at an approved FEE-HELP provider in order to access a FEE-HELP loan, such as Torrens University Australia.

    A FEE-HELP loan does not cover costs like accommodation, laptops or textbooks, and must be repaid once you start earning above a certain income threshold.

    To find out more, visit the Study Assist website: https://www.studyassist.gov.au/help-loans/fee-help.

  • Is there anything I can do to prepare for Torrens University Australia?

    There are lots of resources to help you prepare for university life. Attend one of our workshops or events and get some tips firsthand from our industry-focused lecturers and current students.

    The events programs range in topic and delivery mode, so there should always be one to suit your needs. At any time you can contact one of our Course and Careers Advisors to talk through your career goals. They can guide you on what to expect and how you can get prepared earlier. If you know exactly which course you want to enrol in, you could take advantage of the early entry program.

  • What is the Early Entry Program?

    The Torrens University Australia Early Entry Program has been created to allow you to apply and secure your place for your chosen course before you finish your Year 12 exams.

    To find out more, visit Early Entry Program or email enquiries@tua.edu.au or phone 1300 575 803.

  • How do I apply?

    Applying is easy and can be done online by filling out the apply form. If you have any difficulty, please contact a Course and Careers Advisor, who can talk you through the process.

    ALL SA/SACE and Victorian high school students must apply through SATAC and/or VTAC. Search for Torrens University Australia, Billy Blue College of Design or Blue Mountains International Hotel Management School. International applicants may also need to demonstrate compliance with relevant legislative requirements, for example, requirements for student visas (this does not apply for online study outside of Australia).

  • How will I know if my application has been processed?
    Our Course and Careers Advisors will help you through every step of the application process and provide you with updates. If your application is successful, you will receive an offer letter via email.
  • I am having trouble with my application. Who can help?
    Our friendly Course and Careers Advisors are available to answer all your questions and guide you through the application process. Fill out the contact us form and one of them will reach out to you.
  • What are pathways?

    All Torrens University Australia courses have specific entry requirements, but we also offer multiple pathways into courses when you don’t meet those entry requirements.

    There are different pathways for different courses. For example, we offer a range of diploma courses which pathway into bachelor degrees in Business, Design and Creative Technology, Health and Hospitality. We also have graduate certificate and graduate diploma courses which pathway into masters courses in Business, Global Project Management, Sports Management, Health, Education, Design and Hospitality. 

    For more information on different types of pathways available, visit study pathways.

  • How can I pay for my course?

    Payment information will be outlined in your offer letter but there are a couple of different options:

    1. Upfront payment via credit card, BPAY, cheque or overseas bank account transfer
    2. Full or partial payment via FEE-HELP Government Assistance (domestic students only)
  • What are the key dates for 2021?
    To find out more, visit Key Dates.
  • What are the semester and term dates?

    Torrens University Australia has three main intakes each year, usually during February, June and September. There are also a range of accelerated intake dates available, meaning if you just miss the start date, you don’t have to wait until the next intake.

    You can apply any time throughout the year for the next intake start date – or a future start date if you are planning ahead. Different semester dates apply for Blue Mountains International Hotel Management School as well as some of our other courses.

    To find out more, visit key dates.

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