Bachelor of Special and Inclusive Education (Primary)
Create safe and supportive learning environments for students with special needs. Become a Primary and Special and Inclusive Education Teacher. Engage students with learning difficulties and disabilities. Learn to build an inclusive primary school classroom. Be valued and enjoy a rewarding career helping children develop.
About the Course
The Bachelor of Special and Inclusive Education (Primary) is an initial-teacher education program; it aims to prepare Primary teachers who can teach from Kindergarten to Year 6 in inclusive settings and special classes. It is a generalist primary program emphasising special and inclusive education. The course has been designed to meet the Australian Professional Standards for Teachers. Students graduate with a National Primary Specialisation as mandated by the Australian Institute for Teaching and School Leadership (AITSL), in English/Literacy in the inclusive classroom.
The course is structured to provide in the first year, eight discipline units across the Primary Key Learning Areas, to ensure a spread of content background; successful completion of this first year also gives all students, irrespective of their educational backgrounds, the opportunity to demonstrate they meet the Government's academic standards for studying teaching .
This course is accredited with the New South Wales Education Standards Authority (NESA) and is undergoing routine re-accreditation for 2023 and as such the course is subject to change prior to commencement in 2023.
Course Entry Requirements
Yes, you can get into this degree!
Gain entry through single subjects, regardless of your ATAR or study history. Here’s how:
Single subjects
Start with subjects
Enrol and pass subjects from this degree. You can get access to HELP loans if you’re eligible. This enrolment option is only available through Open Universities Australia.
We’ll recommend starting subjects for you when you enrol. Enrol in single subjects
Continue to the Bachelor of Special and Inclusive Education (Primary)
Enter the degree with full credits from your subjects. You’ll study for the same amount of time as students who go straight into the degree.
This is a restricted Bachelor. Students must complete the four Open Access Core Subjects with a GPA of 4.0 before advancing.
To be admitted to the Bachelor of Special and Inclusive Education (Primary) you need to complete the following four subjects, and achieve a minimum GPA of 4.0:
- EDEE100 English Language in Use
- EDIT102 Assistive Technologies
- EDME145 Primary Mathematics 1: Numeracy
- EDSP102 The Twice Exceptional Student
Grade Point Average (GPA) Requirements:
The 4.0 GPA requirement equates to a minimum of a Pass in all four subjects.
Be aware that if you fail a subject it is included in your GPA calculation and means you will need to achieve higher grades to obtain admission to the degree.
For this reason, we recommend students consider their study load and academic skills before attempting a subject.
Personal Statement and Initial Teacher Education Degree Entry:
Initial teacher education students must also satisfy the UNE School of Education of their suitability for teaching through the satisfactory completion of a non-academic capability assessment.
Fit for Practice/Informed Consent Information:
Prospective candidates should only accept an offer of a place in this course if they are able to meet the following "Fit for Practice" requirements:
(a) abide by relevant UNE Rules and Procedures, for example, Student Behavioural Misconduct Rules, and any relevant School of Education Policies, for example, the Professional Experience Policy for professional placements;
(b) exercise sound judgement based on cognitive, mental and physical health and be able to respond appropriately to demands of teaching situations;
(c) demonstrate personal resilience and persistence to cope and maintain wellbeing under stressful situations;
(d) demonstrate satisfactory academic progression prior to professional placement;
(e) safeguard the University's integrity and demonstrate duty of care to students/children while engaged in professional experience;
(f) show personal maturity to ensure that a professional relationship is established with students/children;
(g) communicate to students/children with clarity and in an appropriate manner that relates to their age/profile;
(h) possess and model the literacy and numeracy skills expected of teachers in interactions within the classroom and broader settings;
(i) be able to create, evaluate and reflect on the physical and emotional safety of students/children in a variety of situations and environments; and
(j) be able to establish and maintain effective professional relationships with colleagues and the broader school/early childhood community.
Candidates who have or who develop a disability that may or will prevent them from meeting the above professional experience requirements should contact Student Support to see if reasonable adjustments are practicable.
Candidates who have difficulties in meeting some of the above professional experience requirements will be required to contact the
Office for Professional Learning to put in place remedial and/or counselling activities through a pro-active approach to improve their teaching practice.
Course Structure
Recommended study pattern
The Program of Study and Course Plans can be accessed using the link below:
PLEASE NOTE: For OUA admitted candidates
All students must complete 48cps of Primary Discipline Units before being permitted to undertake the remainder of their Program of Study.
The units approved to count towards the 48cps are: EDEE100, EDIT102, EDME145, EDSP100, EDSP102 and 18cps from three different Key Learning Areas (ENGL101, EDSE101, EDCX135).
Completion of the 48cps of Primary Discipline Units before progressing further into this program is a requirement of accreditation and is deemed comparable to three Band 5 HSC results, including one in English.
Award requirements
- To qualify for the award a candidate must pass subjects to the value of 192 credit points with not more than 18 credit points at 400-level including 100 days of embedded professional experience.
- During the final professional experience placement, candidates must complete a Graduate Teacher Performance Assessment (GTPA). Candidates must pass the GTPA in order to graduate.
Candidates must pass both components (Literacy and Numeracy) of the National Literacy and Numeracy Test for Initial Teacher Education Students to qualify for the award. The test must be passed before the final professional experience placement.
Exit points
Candidates who discontinue their studies in the degree may be eligible to exit with the non-accredited, non-teaching qualification, Diploma in Educational Studies, on completion of 48 credit points at 100-level or above.
Candidates who discontinue their studies in the degree may be eligible to exit with the non-accredited, non-teaching qualification, Bachelor of Educational Studies, on completion of 144 credit points including at least 36 credit points at 300-level or above.
Upon completion of this degree, students will be able to:
- know their students and how students learn;
- know their subject/content and how to teach that content to their students;
- plan for and implement effective teaching and learning for all students across the range of abilities;
- create and maintain supportive and safe learning environments, including for students with special needs;
- assess, provide feedback and report on student learning;
- continually improve by engaging in professional learning; and
- continually engage professionally with colleagues, parents/carers and the community.
