Graduate Certificate in Inclusive Education GradCertInclusiveEd
Master of Inclusive Education MInclusiveEd
Master of Inclusive Education (Advanced Practice) MInclusiveEdAdPrac
Master of Inclusive Education (Leadership) MInclusiveEdLship
Online - Bathurst
Online - Bathurst
Online - Bathurst
Online - Bathurst
Availability is subject to change, please verify prior to enrolment.
Course duration referenced below is the effective time taken to complete a course when studied full time (full time equivalent duration). At Charles Sturt the standard calendar refers to 32 points a session over a 2 session calendar year. The Actual Duration is the time taken to complete the course following the prescribed enrolment pattern. A course's actual duration can be affected by the session calendar (number of sessions undertaken per year) and/or mode (full time, part time or mixed) and credit packages which may have been granted upon admission. Therefore, depending on the prescribed enrolment pattern, mode, calendar utilised and credit awarded a course may take less time or more time to complete than the duration noted as full time equivalent years. Students are advised to consult the Enrolment Pattern to determine the actual duration of study.
Full-time: 1.0 year (or part-time equivalent)
Full-time: 0.5 years (or part-time equivalent)
An applicant for admission to candidature for the degree of Master of Inclusive Education (generic and with specialisations) must have at least the following minimum qualifications:
English Language Proficiency
Standard English Language Proficiency (ELP) requirements. Refer to http://futurestudents.csu.edu.au/apply/english-language for the specific requirements.
Entry is available to candidates with a three-year qualification in education or a degree with an end-on diploma in education or other qualifications deemed to be AQF equivalent.
English Language Proficiency
Standard English Language Proficiency (ELP) requirements. Refer to http://futurestudents.csu.edu.au/apply/english-language for the specific requirements. This will apply to both domestic and international applicants. Offer may be conditional on ELP but applicants will be required to provide evidence of meeting these requirements before the start of studies.
Credit may be granted (up to 50% of the degree) where a student has completed study at an appropriate level beyond an initial four years of tertiary study where this study does not constitute part of the admission criteria.
The following credit arrangements have been put in place for the Master of Inclusive Education (generic and with specialisation)
Domestic packages:
1. Students who successfully complete the Australian Council for Educational Research (ACER) 'Assessment Methods GCEASL02' program will receive transfer credit (TCR) for ESS422 Assessment and Evaluation for Learning (8 points).
Credit may be granted (up to 50% of the degree) where a student has completed study at an appropriate level beyond an initial four years of tertiary study where this study does not constitute part of the admission criteria.
Please refer to the Master of Inclusive Education (generic and with Specialisations) section for credit package details.
The Master and Graduate Certificate make up an articulated set of courses and credit is given in each higher level course for the subjects completed in the lower.
To graduate students must satisfactorily complete 64 points.
To graduate students must satisfactorily complete 32 points.
GRADUATE CERTIFICATE IN INCLUSIVE EDUCATION
The Graduate Certificate in Inclusive Education consists of 32 points of study, comprising 4 compulsory subjects as follows:
Compulsory subjects (32 points)
ESS422 Assessment & Evaluation for Learning
ESS423 Designing & Managing the Inclusive Learning Environment
ESS426 Collaboration & Teamwork in the Inclusive School
ESS440 Teaching & Learning in the Differentiated Classroom
MASTER OF INCLUSIVE EDUCATION
The Master of Inclusive Education consists of 64 points of study, comprising 1 core/final subject, 4 compulsory subjects and 3 restricted electives from those listed below.
Core subjects (8 points)
EPT505 Inclusive Education Practicum OR ESS528 Designing Program Evaluation for Inclusive Education Settings (final subject)
Compulsory subjects (32 points)
ESS422 Assessment & Evaluation for Learning
ESS423 Designing & Managing the Inclusive Learning Environment
ESS426 Collaboration & Teamwork in the Inclusive School
ESS440 Teaching & Learning in the Differentiated Classroom
Restricted electives (24 points) from:
EEB504 Data Informed Practice
ESS512 Programming for Students with High Support Needs
ESS513 Meeting the Needs of Students with Communication Difficulties
ESS516 Mathematics Difficulties: Prevention and Intervention
ESS518 Reading difficulties: Prevention and intervention
ESS540 Developing the Inclusive School
ESS599 Inclusive Education Legislation, Policy & Resourcing
*EPT505 Inclusive Education Practicum OR ESS528 Designing Program Evaluation for Inclusive Education Settings is a final/capstone subject and should be taken in the final session of study
MASTER OF INCLUSIVE EDUCATION (ADVANCED PRACTICE)
The Master of Inclusive Education (Advanced Practice) is for practicing teachers who are seeking an advanced/additional teaching qualification in the area of Special Education. The Master of Inclusive Education (Advanced Practice) consists of 64 points of study, comprising 1 core/capstone subject, 4 compulsory subjects and 3 restricted electives from those listed below.
Core subject (8 points)
EPT505 Inclusive Education Practicum (final subject)
Compulsory subjects (32 points)
ESS422 Assessment & Evaluation for Learning
ESS423 Designing & Managing the Inclusive Learning Environment
ESS426 Collaboration & Teamwork in the Inclusive School
ESS440 Teaching & Learning in the Differentiated Classroom
Restricted elective subjects (24 points) from:
ESS512 Programming for Students with High Support Needs
ESS513 Meeting the Needs of Students with Communication Difficulties
ESS516 Mathematics Difficulties: Prevention and Intervention
ESS518 Reading difficulties: Prevention and intervention
*EPT505 Inclusive Education Practicum is a final/capstone subject and should be taken in the final session of study
MASTER OF INCLUSIVE EDUCATION (LEADERSHIP)
The Master of Inclusive Education (Leadership) is for students who are already working in the Special Education field, have a qualification and experience with practitioner level skills and are seeking advanced leadership skills in the field. The Master of Inclusive Education (Leadership) consists of 64 points of study, comprising 1 core/capstone and 4 compulsory subjects and 3 restricted electives.
Core subject (8 points)
ESS528 Designing Program Evaluation for Inclusive Education Settings (final subject)
Compulosry subjects (32 points)
ESS422 Assessment & Evaluation for Learning
ESS423 Designing & Managing the Inclusive Learning Environment
ESS426 Collaboration & Teamwork in the Inclusive School
ESS440 Teaching & Learning in the Differentiated Classroom
Restricted elective subjects (24 points):
EEB504 Data informed practice
ESS540 Developing the Inclusive School
ESS599 Inclusive Education Legislation, Policy & Resourcing
*ESS528 Designing Program Evaulation for Inclusive Education Settings is a final/capstone subject and should be taken in the final session of study
KEY SUBJECTS
Key subjects are as follows from 202230:
ESS423 Designing & Managing the Inclusive Learning Environment
ESS440 Teaching & Learning in the Differentiated Classroom
MASTER OF INCLUSIVE EDUCATION
The patterns below are intended as a guide only.
All subjects have a value of 8 points unless otherwise stated.
Full-time
Session 1 (February/March) commencement
Year 1 Session 1
ESS422 Assessment and Evaluation for Learning
ESS440 Teaching and Learning in the Differentiated Classroom
[ ] Restricted Elective
[ ] Restricted Elective
Year 1 Session 2
ESS423 Designing and Managing the Inclusive Learning Environment
ESS426 Collaboration and Teamwork in the Inclusive School
EPT505 Inclusive Education Practicum OR ESS528 Designing Program Evaluation for Inclusive Education Settings (final subject)
[ ] Restricted Elective
Session 2 (July) commencement
Year 1 Session 2
ESS423 Designing and Managing the Inclusive Learning Environment
ESS426 Collaboration and Teamwork in the Inclusive School
[ ] Restricted Elective
[ ] Restricted Elective
Year 2 Session 1
ESS422 Assessment and Evaluation for Learning
ESS440 Teaching and Learning in the Differentiated Classroom
EPT505 Inclusive Education Practicum OR ESS528 Designing Program Evaluation for Inclusive Education Settings (final subject)
[ ] Restricted Elective
Session 3 (November) commencement)
Year 1 Session 3
ESS423 Designing and Managing the Inclusive Learning Environment
ESS426 Collaboration and Teamwork in the Inclusive School
[ ] Restricted Elective
[ ] Restricted Elective
Year 2 Session 1
ESS422 Assessment and Evaluation for Learning
ESS440 Teaching and Learning in the Differentiated Classroom
EPT505 Inclusive Education Practicum OR ESS528 Designing Program Evaluation for Inclusive Education Settings (final subject)
[ ] Restricted Elective
Part-time
Session 1 (February/March) commencement
Year 1 Session 1
ESS422 Assessment and Evaluation for Learning
ESS440 Teaching and Learning in the Differentiated Classroom
Year 1 Session 2
ESS423 Designing and Managing the Inclusive Learning Environment
ESS426 Collaboration and Teamwork in the Inclusive School
Year 2 Session 1
[ ] Restricted Elective
[ ] Restricted Elective
Year 2 Session 2
EPT505 Inclusive Education Practicum OR ESS528 Designing Program Evaluation for Inclusive Education Settings (final subject)
[ ] Restricted Elective
Session 2 (July) commencement
Year 1 Session 2
ESS423 Designing and Managing the Inclusive Learning Environment
ESS426 Collaboration and Teamwork in the Inclusive School
Year 2- Session 1
ESS422 Assessment and Evaluation for Learning
ESS440 Teaching and Learning in the Differentiated Classroom
Year 2 Session 2
[ ] Restricted Elective
[ ] Restricted Elective
Year 3 Session 1
EPT505 Inclusive Education Practicum OR ESS528 Designing Program Evaluation for Inclusive Education Settings (final subject)
[ ] Restricted Elective
Session 3 (November) commencement
Year 1 Session 3
ESS423 Designing and Managing the Inclusive Learning Environment
ESS426 Collaboration and Teamwork in the Inclusive School
Year 2 Session 1
ESS423 Designing and Managing the Inclusive Learning Environment
ESS426 Collaboration and Teamwork in the Inclusive School
Year 2 Session 2
[ ] Restricted Elective
[ ] Restricted Elective
Year 3 Session 1
EPT505 Inclusive Education Practicum OR ESS528 Designing Program Evaluation for Inclusive Education Settings (final subject)
[ ] Restricted Elective
GRADUATE CERTIFICATE IN INCLUSIVE EDUCATION
Part-time
SESSION 1 (February/March) commencement
Year 1 - Session 1
ESS422 Assessment and Evaluation for Learning
ESS440 Teaching and Learning in the Differentiated Classroom
Year 1 - Session 2
ESS423 Designing and Managing the Inclusive Learning Environment
ESS426 Collaboration and Teamwork in the Inclusive School
SESSION 2 (July) commencement
Year 1 - Session 2
ESS423 Designing and Managing the Inclusive Learning Environment
ESS426 Collaboration and Teamwork in the Inclusive School
Year 2 - Session 1
ESS422 Assessment and Evaluation for Learning
ESS440 Teaching and Learning in the Differentiated Classroom
SESSION 3 (November) commencement
Year 1 - Session 3
ESS423 Designing and Managing the Inclusive Learning Environment
ESS426 Collaboration and Teamwork in the Inclusive School
Year 2 - Session 1
ESS422 Assessment and Evaluation for Learning
ESS440 Teaching and Learning in the Differentiated Classroom
Please note that the following subjects may contain a Workplace Learning component. Further details for Workplace Learning requirements are located via the subject page
EPT505 Inclusive Education Practicum
The information contained in the CSU Handbook was accurate at the date of publication: July 2022. The University reserves the right to vary the information at any time without notice.