Graduate Certificate of Education (Special Education)

A UNIQUE LEARNING ENVIRONMENT

"When you're studying and teaching in class at the same time, you experience some of the same challenges that kids have. Now I have more empathy with the students I teach and a better understanding styles."

Catherine Conradie | Graduate

Develop advanced technical skills and knowledge to improve educational outcomes

The Graduate Certificate of Education (Special Education) takes a Design Thinking approach to analyse issues and challenges faced by persons with a range of additional learning needs.

Informed by advanced theoretical knowledge, the Graduate Certificate of Education (Special Education) focuses on problem solving from a person first perspective. The person first approach allows situations to be tackled from the perspective of the individual, and by doing so shifts the focus from a passive acceptance from the person at the centre of the issue to a more active role where their individual needs are actively considered.

The Graduate Certificate of Education (Special Education) also includes topics specific to issues facing contemporary educators, such as Autism, Mental Health and Learning Differences.

Graduates of the Graduate Certificate of Education (Special Education) can progress to further postgraduate studies in related fields of education. They can also advance and diversify their position in the education field, such as advisory roles. Further, a qualification in special education opens opportunities for Graduates to work in special schools as well as expert roles in mainstream schools.

N.B. This is not an accredited Australian Initial Teacher Education course and therefore does not qualify the student to teach in Australia.

QUALIFICATION CODE

GCESE16

CRICOS CODE

095588C

About the School

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

Course Delivery

How can I study?

On Campus

Full time: 2 trimesters
Part time: Options available

Online Learning

Full time: 2 trimesters

International students
Student visa holders must not enrol into any more than a third or 33% of online subjects over their course and must study at least one subject that is face to face in each trimester.
Part time: Options available

Where can I study?

Study on campus....

Melbourne

196 Flinders Street,,

... or online

Wherever you are
Learn more about online study

Admissions Criteria

General Admissions Criteria

The standard entry requirement for a postgraduate program is a completed qualification at AQF Level 7 (Bachelor degree) or above from an Australian University or an equivalent overseas higher education qualification.

English Language Admissions Criteria

Torrens University Australia welcomes students from all over the world. International students living in Australia can only attend our Melbourne campus. Student are required to study full-time but you have the option to complete up to 25% of the course online.

To gain entry into a course at Torrens University Australia, international applicants must satisfy the University’s English Language Requirements

Contact a Course and Career Advisor for more information on the course entry criteria.

Approved English tests include:

Equivalent IELTS 7.0 (Academic) with no skills band less than 6.5

General Admissions Criteria

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Start Dates

2019

Trimester	Start	Census	Finish	Breaks
2019 - Trimester 1	25 Feb	15 Mar	19 May	20 May – 9 June
2019 - Trimester 2	10 Jun	28 Jun	1 Sep	2 Sep – 15 Sep
2019 - Trimester 3	16 Sep	4 Oct	8 Dec	16 Dec – 5 Jan

Fees & Financial Assistance

Fees

Download one of our course fee PDFs to see indicative costs.

Domestic Course Fees International Course Fees

Scholarships

Torrens offers limited number of Scholarships each trimester, ask a Course and Careers Advisor if you’re eligible.

* Torrens reserves the right to increase fees by up to 10% in each calendar year to cover increases in the cost of course delivery. The total course cost will depend on the duration of the course and whether a student studies full time or part time.

International Students

CRICOS Code: 095588C

To gain entry into a course at Torrens University Australia, international applicants must satisfy the University’s English Language Requirements

Contact a Course and Career Advisor for more information on the course entry criteria.

Can’t find what you’re looking for? Contact a Course Advisor

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Workload and Assessment

No. of timetabled hours per week:

It is expected that each subject, whether studied online or on-campus, will involve a combined total of 120 hours of structured and self-directed learning, which equates to approximately 10 hours a week for subjects over 12-week trimesters.

International students on a student visa are required to study full time, i.e. the student must complete a minimum of 1.0 EFTSL of study per year.

Typical assessment includes:

Assessments within the Graduate Certificate of Education (Special Education) vary in submission outcome, including (but not limited to):

Reflective journal/Blog

Portfolio

Report/Essay

Presentation/Pitch

Research

Collaboration/Facilitation of discussion

Negotiated tasks

Scenario responses

Problem based tasks

Subject Information

Core Subjects

Introduction to Mental Health Conditions

Students are introduced to a range of Mental Health conditions, understanding the complexity and interrelatedness between the challenges associated within each. The person first approach is used in this subject to introduce the problem solving skills required when supporting an individual with Mental Health conditions. Students interact with a range of experiential perspectives of Mental Health, using interviews and scenarios to develop the person first approach. A range of perspectives, experiences, challenges and aspirations in the Mental Health community creates a platform for students to examine both the community and their own bias, prejudice and assumptions. Further, the range of carers involved in Mental Health conditions is considered for a deeper awareness of the impact of the conditions.

Learning Differences

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.

Dyslexia

Viewed across a spectrum, dyslexia can be difficult to recognise. By expanding on the understanding of dyslexia traits and range of support tools, this subject uncovers the complexity of dyslexia and how to recognise and support individuals. Students will be presented with perspectives from the lived experience of individuals and parents demonstrating varying contexts and levels of support requirements. Understanding how this condition can impact an individual’s education creates the platform for students to apply their knowledge to put contemporary practices of support in the classroom.

Person First in Autism

Contemporary practice in Autism education requires sound knowledge, understanding and support by educators to effectively create an inclusive and best practice learning environment. A movement in the disability sector advocates for individuals and their carers to have their voice heard. In this subject, students examine the shift in support for individuals with Autism and their carers. More specifically, the Autism community to move to a voice that is heard, rather than passive. The person first approach is used in this subject to introduce the problem solving skills required when supporting an individual with Autism by actively listening to their needs. Students will interact with a range of experiential perspectives of Autism, using interviews and scenarios to develop the person first approach. Interactions with the varying perspectives, experiences, challenges and aspirations in the Autism community creates a platform for students to examine bias, prejudice and assumptions. The voice of the individual with Autism and their carers in this subject unveils the importance of active listening and co-design for learning.

Further, an exploration of the evolution of Autism education, based on the medical theory in relation to diagnosis of Autism. Spanning early 1940’s to the twenty first century, introduces students to the complexity of Autism, the development of knowledge and application in education systems. This subject asks students to explore the Autism diagnosis and the impact on individuals and the Autism community. Further, students’ understanding is deepened when asked to critique the social implications, relating to discrimination, policy and practices specific to the history of Autism, using a person first perspective.

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