Course Title: Issues In Special Education

Part A: Course Overview

Course Title: Issues In Special Education

Credit Points: 12.00


Course Code




Learning Mode

Teaching Period(s)


Bundoora Campus


360H Education


Sem 1 2017

Course Coordinator: Anna Bortoli

Course Coordinator Phone: +61 3 9925 7801

Course Coordinator Email:

Pre-requisite Courses and Assumed Knowledge and Capabilities

Enforced Pre-requisite: This course requires successful completion of TCHE2574 Literacy and Numeracy Test

Course Description

In this course you will investigate key aspects that underpin specialist skills in learning, in both mainstream and special school settings. You will reflect upon legislative requirements in relation to disability in Australia and the impacts and restraints of such legislation. You will examine central issues of diversity and inclusion. You will learn specialist teaching strategies and ways to address learning needs of students through curriculum support, collaboration with colleagues and parents/caregivers, resourcing and individual program plans

Objectives/Learning Outcomes/Capability Development


Upon successful completion of this course, you will be able to: 

  AITSL Standards 
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability 1.6
Evaluate strategies for working effectively, sensitively and confidentially with parents/carers  3.7, 7.3
Articulate strategies to support inclusive student participation and engagement in classroom activities for students of all abilities  1.5, 4.1 
Set learning goals that provide achievable challenges for students of varying abilities  3.1 
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning 5.1

Program Learning Outcomes

In this course you will develop the following program learning outcomes:

● Critically analyse and apply educational research to your professional practice, demonstrating inclusive, learner- focused, evidence-based teaching.

● Consolidate and synthesise expert content and pedagogical knowledge and judgement to develop highly effective and innovative teaching skills in an area of specialisation.

● Demonstrate a capacity for critically reflective practice including social, environmental and cultural professional awareness in both local and global contexts.

● Communicate and engage professionally and ethically with students, colleagues, parents, carers and education stakeholders from diverse backgrounds. 

Overview of Learning Activities

You will be engaged in learning that involves a range of activities both face to face and online such as lectures, tutorials, group and class discussion, group activities and individual research. The overall purpose of learning activities is to help develop your critical skills and understandings in relation to teaching, learning and education and to your emerging professional identity. Activities will increase your skills in critically reading and engaging with academic literature, in reflective practice techniques, in applying theory and reflection in practice simulations, in analysing and imaginatively planning for the needs of another learner. Activities will also introduce you to various analytical methods that will be of general use in the field. The course will involve engagement with theory and linking this theory as much as possible to your professional interests as a teacher. 

Overview of Learning Resources

RMIT will provide you with resources and tools for learning in this course through our online systems. A list of recommended learning resources will be provided by your lecturer, including books, journal articles and web resources. You will also be expected to seek further resources relevant to the focus of your own learning. 

Overview of Assessment

You will be assessed on how well you meet the course learning outcomes and on your development against the relevant program (undergraduate or postgraduate) capabilities. The total word count for this course is 4000 words and assessment will consist of 2 tasks. Task 1 has two distinct parts which will involve a debate and essay that relates to inclusion. Task 1 is due in early October. Task 2 relates to differentiating curriculum and will be based on a case study and it is due in September.

 Assessment tasks  Assessment of Course Learning Outcomes Assessment of AITSL Standards Assessment  
Task 1: Essay (50%) “The Great Debate” - The case for and against Inclusion. CLO 1, CLO 2  1.6, 7.2, 3.7, 7.3 
Task 2: Case Study (50%) Differentiated practice to include all students in a learning activity.  CLO 3, CLO 4, CLO 5 1.5, 4.1, 3.1, 5.1


Feedback will be given on all assessment tasks. If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program manager or the Equitable Learning Services if you would like to find out more. Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online: