Graduate Certificate in Inclusive Education
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.
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
Admission requirements
Entry is available to candidates with a three-year qualification in education or a degree with an add-on diploma in education or other qualifications deemed to be equivalent by the Faculty of Education.
English language proficiency
The University has minimum requirements for English language proficiency prior to entry to our courses. Some courses also have a requirement for a higher entry or exit level of English proficiency. More information on English language requirements.
Internet access
CSU places great emphasis on services to its students. It is a leader in the provision of online services and, in particular, the use of the internet in the support of teaching, administration and communications with students.
The online environment is so integrated into all aspects of student life and the learning experience at CSU that the University now assumes that all on campus and distance education students at CSU will have ongoing access to an internet connected computer capable of communicating with CSU online systems.
Students enrolled in Information Technology subjects (i.e. with an ITC subject code) may be required to have additional hardware and/or software that is deemed essential for the completion of the learning activities in that subject.
international-distance
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This course is available to commence study in
Session 1; Session 2; Session 3
International Students
Apply online
Admission code: JECI
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