Education

Master of Education (Inclusive Literacies)

CRICOS 113068G

Education courses teacher checking student work hero | Torrens University

What is a Master of Education (Inclusive Literacies)?

The Master of Education (Inclusive Literacies) is designed as a specialisation for teachers, experienced professional educators, education administrators and policy makers, and anyone involved in addressing reading and literacy issues.

This course is designed to prepare education professionals to focus on critical issues in literacy including diagnosis and intervention, and how to address reading literacy in a culturally and linguistically diverse context. You will develop advanced skills and knowledge that you can apply to extend your professional practice.

Apply innovative solutions and evidence-based best practice to complex educational opportunities and challenges.
Implement design thinking, research skills and technology initiatives to improve local and global educational practice.
Justify and communicate complex educational problems to optimise inclusive teamwork.
Model inclusive leadership to impact change in a professional learning context.
Demonstrate mastery of the person-centred approach to a diverse range of education contexts.
Apply specialised knowledge and skills to design and evaluate inclusive learning environments.
Analyse diverse sources of data to inform and assess stakeholders' learning across diverse educational contexts.

Download course guide Start online application

Study mode

Online, On campus

Campus locations*

Melbourne, Sydney, Online

Student

Domestic

International

Course duration

1.5 years full-time, 3 years part-time

Start date

18 Sep 2023

Fees

View fees

This is an AQF Level 9 course delivered by Torrens University Australia Ltd.

*For more details on international student study options.

Discover Education at Torrens University Australia. Hear from our Program Director Jeannette Keser and Learning Facilitator Thu Dang as they take you through our postgraduate offerings in Education.

Career opportunities

This degree will prepare you for advanced career options within the education profession, in leadership and management, lead teacher, education policy and consultancy, or academia roles. You will have career opportunities within governmental education departments and non-governmental local and global education organisations.

Potential career paths

Disability Support Manager
Average salary: $108,415 - $152,256
Teacher Aide
Average salary: $55,083 - $65,552
Education Consultant
Average salary: $95,000 - $128,729

Learn more about careers in Education

Subjects and units

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

Year 1
Year 2
Electives

Requirements

These eight core subjects must be completed.

Core subjects

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.
Educational Contexts and Professional Identities | ECP404

In this subject, students explore, analyse, and interpret key learning theories relevant to education, and participate actively in a range of contemporary teaching approaches as part of a community of practice. A focus within the subject is the application of these theories and approaches to students’ own practice as teachers, and their professional identities and aspirations. Students will begin to consider issues, challenges and opportunities within their professional contexts, and plan for their ongoing development.
Design Thinking | EEDUSD402

Design Thinking is an approach to innovation that involves identifying ‘problems’ or issues in a particular context, empathising with those who have a stake in these problems/issues and designing a range of possible solutions that are then prototyped, tested and refined in practice. In this subject, you 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, you will then engage in a design thinking process to identify and address an issue within your own professional context. Through this Design Thinking process, you will engage in reflection, analysis and development of your professional skills, knowledge and judgement, and ultimately arrive at an advanced understanding of your roles as both an innovator and a leader in your professional context.
Social Justice in Action | EEDUSD400

In this subject, you will examine and apply social justice principles to foster equity, diversity and social change in your professional context. Through the lens of historical and contemporary policies, you will develop an understanding of the impact that socially excluded and marginalised communities face. Using the principles of social justice as a framework, you will identify a specific challenge within your professional context, and reflect on your challenges, successes, and your voice as an advocate. Navigating through real-world examples of social justice causes will empower you to impact change and advocate for the rights of people who experience disadvantage.
Contemporary Literacy Practices | EEDUSD505

You will be challenged to investigate contemporary literacy practices and the impact this has on education globally. You will investigate and analyse contemporary paedology as it relates to the theoretical practice of literacy; reading & comprehension; oral language & written language. You will contemplate what the most recent changes in practices and use of new technologies mean for the educator across a variety of settings. You will recognise that there has been a huge change in using evidence-based practice in the field of literacy and this has challenged educators to design appropriate content to meet the needs of contemporary learners. You will also explore a wide range of literacy teaching and assessment strategies—including motivating reluctant readers, promoting comprehension, organising for effective literacy instruction, differentiating instruction and multiliteracies practices. You will respect and draw upon students’ funds of knowledge' to make teaching and learning relevant to individuals’ varied backgrounds and learning requirements and their future in a contemporary society.
Inclusive Literacy Practices | EEDUSD503

Using evidence-based research, you will develop the skills to design an inclusive learning environment where all learners can acquire the literacy skills and practices needed for success and full participation for contemporary society. You will critically examine and apply strategies to scaffold and support learners at all levels of language acquisition, particularly for students who speak English as an additional language or dialect (EAL/D, LBOTE), Indigenous learners, and those labelled 'at-risk' for failure.

Exploring pedagogy and critical literacy approaches that empower you with the tools to design learning experiences that allow participation in a democratic society inclusive of race, culture, class, gender, or sexual orientation. To this end, you will practice selecting culturally sensitive and relevant instructional materials and literacy texts to meet inclusive practices allowing all equitable access to high-quality learning. Through an in-depth study of critical literacy practices, you will develop the skills for reading, viewing, responding to and producing multimodal and digital texts—as tools to take action and bring about change—in your professional context.
Assessment and Response to Literacy | EEDUSD504

In this subject you will investigate the importance of scientific, research-based assessment and corresponding intervention and instruction. The subject investigates monitoring and measurement of student progress; and use of these measures of student progress to shape instruction to make informed educational decisions.

You will explore the importance of universal screening of literacy skills in order to determine which students need closer monitoring or additional interventions and multiple tiers of increasingly intense scientific, research-based interventions that are matched to student need.

You will explore the importance of use of a collaborative approach by home, community and education staff for development, implementation, and monitoring of the intervention process, and engage in continuous monitoring of student progress during the interventions, using objective information to determine if students are meeting goals.

This subject provides practical strategies to ensure you are confident to respond to the individual needs of learners in the contemporary educational contexts. It also provides the practical skills to run an education wide best-practice intervention plan.
Understanding Neurodiversity | EEDUSD500

The purpose of Understanding Neurodiversity is to explore, using a person-centered approach, an understanding of the unique profile of individuals with learning differences including both challenges and strengths. You will investigate evidence-based research, to develop a tool kit of reasonable adjustments and 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, dyscalculia and ADHD on the individual’s self-esteem. This subject develops awareness and understanding by analysing the range of traits across each learning condition and appropriate strategies at the education and community level to support neurodiversity. The carer point of view is also investigated with the benefit of the powerful impact of collaborative strategies between home and school.

Requirements

These two core subjects must be completed. Additionally you're required to select two electives from the electives tab.

Core subjects

Critical Literature Review | RES611

This subject provides students with an overview of critical reading practices and develops the practical skills required to undertake a higher degree research project. Students will develop an understanding of the differences between practice and theory-based literature, and learn practical planning, searching, recording and interrogations skills needed to identify research gaps and undertake critical analysis with the view to establish future research directions. This subject will culminate in the development of a project statement for further scholarly research.
Developing the Research Proposal | RES612

This subject develops the foundations of research, critical problem solving, and evidence-based decision-making skills required when undertaking a higher degree research project. Students will gain an understanding of the core structure of the research proposal, research integrity and the importance of positioning a chosen research project to offer significant contribution to new knowledge. Through the compilation and review of emerging constructs from literature, students will establish key concepts for analysis and build a framework for critical evaluation and investigation in the chosen field of study. On completion of this subject, students will understand the interrelationship of concepts, constructs, models, and frameworks in research, and possess the skills to communicate this in a structured project proposal capturing their emergent propositions ready for further investigation.

Requirements

Choose two elective subjects below in year two.

Elective subjects

Dyslexia | DYX403

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.
Person Centred - Autism | EEDUSD401

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.
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.
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.
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.
Social Behaviour and Cultural Factors in Public Health | PUBH6000

Students in this subject explore the field and practice of public health. They learn to identify and analyse major social, behavioural and cultural factors affecting population health outcomes. These factors include social determinants of health (e.g. gender, socioeconomic status and social capital), community capacity, resilience, age, race/ethnicity, the environment and behavioural risk. Students explore medical, social and behavioural approaches to health promotion and public health interventions. They analyse current and emerging theoretical and conceptual frameworks from the social, behavioural and medical sciences. Students apply these frameworks and other theories presented in the subject, to intervention strategies and/or program initiatives that address current public health issues.
Program Design, Implementation and Evaluation | PUBH6007

This subject focuses on the competencies required of the public health professional in planning for the design, development, implementation, and evaluation of community health promotion and disease prevention initiatives. Attention is given to needs assessment, the role of program theory in the planning and implementation of programs and how to write a program and evaluation plan. Implementation of programs including stakeholder engagement and program management processes is also explored. Students learn about evaluation of programs, including process, impact and outcome evaluation, along with the principles and resources required to make evaluation successful. Reporting and dissemination of evaluation findings are also discussed.
Coaching and Positive Psychology | CPP614

In this subject, the usefulness, relevance and relationship of coaching and positive psychology to counselling will be explored.
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
Methodology and Design | RES613

This subject aims to build the methodological literacy for higher degree research. It addresses methodological questions and specific issues connected with the choice of research methods and the associated forms of data. The subject includes discussion on the process of discovery and the formulation of the researcher's paradigm of reality. This subject caters equally for students pursuing various quantitative and qualitative methodologies in their research projects. It provides targeted training in key research methods as well as developing the student's overall understanding of the use and usefulness of various research methods in the field of research. This subject covers advanced topics in qualitative and quantitative research methodology relevant to the current set of projects undertaken by the cohort of students at this level.
Preliminary Research Thesis | RES614

This subject aims to provide students with the skills for planning, conducting, analysing, and reporting for a research project. This subject develops your understanding of the requirement for responsible conduct of research including ethical review for projects involving human research participation. On completion of this subject, students should be able to: further understand the significance of research and the challenges associated with undertaking independent research and design and complete a qualitative and/or quantitative research study using public data. You will report your project in a preliminary independent short thesis.
Selfcare and Developing Resilience | SDR404

Resilience, a quality that allows individuals to recover from times of difficulty and crisis and can be developed through understanding and practice. The subject covers the principles of social, emotional, physical and psychological wellbeing as they relate to health behaviours. Students will analyse the role of capacity building and the promotion of wellbeing through strategies to enhance personal and professional self-care. The impact of vicarious trauma and the effects of burnout for professionals will be explored. Students will be required to critically self-reflect applying theories and practice skills to personal lived experience and history and use this knowledge to develop a cohesive selfcare plan suitable to future industry practice.
Supporting Positive Learning Environments | SPL404

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.

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. For more information, visit Study in Australia.

International students on a student visa are required to study full time (i.e. must complete a minimum of 1.0 EFTSL of study per year). For the latest information on study locations, please check the entry requirements flyer.

Entry details

Domestic
International

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.

Learn more about fees and FEE-HELP

Scholarships

If you are truly passionate about education, we want to hear from you. We have a variety of education scholarships on offer to assist you in becoming a key part of the education industry:

Admission criteria

Before you begin your application to study as a domestic student, check that you meet the requirements listed below.

AQF Level 7 (Bachelor degree) or above from an Australia University

An equivalent overseas higher education qualification.

The below is an alternative option.
Combination of formal (below AQF7) or non-formal qualifications and three yeas of relevant professional experience includes those who are currently working in education-related fields and teachers holding alternative qualifications.

View full course admission information

Guaranteed pathway and Recognition of Prior Learning

If you have already completed a qualification or gained skills through life or work experience, you may be able to credit this against your degree with us. Check information about Recognition of Prior Learning and Course Credit transfer. We also offer pathway opportunities to further your learning.

Learn more about study pathways

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 across three study periods. Each instalment to be paid before the beginning of the academic stage census date.

Scholarships

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.

Admission criteria

Before you begin your application to study as an international student, check that you meet the requirements listed below.

Australian bachelor's degree or equivalent.

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.

View full course admission information

Guaranteed pathway and Recognition of Prior Learning

Learn more about study pathways

Frequently asked questions

What are Torrens University Australia’s ATAR requirements for domestic students?

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. Exceptions may apply to some courses.
What if  I don’t meet the entry criteria for a degree?

Torrens University Australia has a range of application pathways to help you gain entry into our degrees based on different criteria.

To find out more, visit Study Pathways or contact our Future Student Advisors.
Am I eligible for FEE-HELP?
If you are a domestic student attending university or an approved higher education provider, you can get a FEE-HELP loan to pay all or part of your tuition fees.

You are eligible for FEE-HELP assistance for a unit of study (i.e. subject) if you:

Undertake study with an approved provider.

Meet the citizenship and residency requirements:

An Australian citizen or a New Zealand Special Category Visa holder who meets the long-term residency criteria and who will undertake, in Australia, at least one unit of study contributing to your course; OR

A permanent humanitarian visa holder who will be a resident in Australia for the duration of your unit; OR

Are a permanent visa holder who is undertaking bridging study for overseas-trained professionals, and will be a resident in Australia for the duration of the study.

Enrolled in an eligible unit of study by the census date for the unit.

Have not exceeded the FEE-HELP limit.

For full details, visit the Australian Government website Study Assist.

If you are still unsure, please contact our Future Student Advisors who can talk you through the information.

Can I get course credit for previous experience?

Yes, course credit is available for most courses upon application and academic approval (excluding Higher Degree by Research programs). 

If you have already completed a qualification or have relevant work experience, you may be eligible for credit towards your course. This credit can take the form of credit transfer, block credit or Recognition of Prior Learning (RPL). Review our Course Credits page or chat to our Future Student Advisors.
What are Recognition of Prior Learning (RPL) and Credit Transfer (CT)? How do I apply?

Recognition of Prior Learning (RPL) is an assessment process that recognises experience, previous study and qualifications, and other forms of informal and non-formal learning, to determine if you meet course requirements.

If you have relevant qualifications or experience, you may be eligible for credit towards your course and a reduction in tuition costs.

Please speak to our Future Student Advisors to discuss your prior learning experiences.

For more information, please visit Course credits.
How do I apply for a scholarship?

Torrens University has a wide range of scholarship options to support new, returning, international and Australian students. They all include a reduction in tuition fees, and some scholarships include a mentoring component with our industry partners.

Domestic students

When you speak to our Future Student Advisors, let them know you wish to be considered for a scholarship in your application form. They will show you how to apply for a scholarship.

International students

Please contact your Education Agent for further information. Alternatively, you can call us on 1300 575 803 or by email.

For more details, explore our range of scholarships.

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Master of Education (Inclusive Literacies)

What is a Master of Education (Inclusive Literacies)?

Learning outcomes