special education teacher for australia

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{{item.title}}, my essentials, ask for help, contact edconnect, directory a to z, how to guides, explore teaching as a career, special and inclusive education teachers.

Special and inclusive education teachers develop and deliver specialised learning programs for students (Kindergarten to Year 12) who have a range of disabilities and learning difficulties. Special and inclusive education teachers may work in a variety of educational settings throughout their careers.

Attributes of great special and inclusive education teachers

Great special and inclusive education teachers are excellent communicators as they regularly communicate not only with students, but with parents, other teachers, support staff, health and well-being professionals and specialists such as speech pathologists and psychologists. They create learning environments where all students can flourish, with the ability to support the individual learning needs of every student.

How to decide if you should be a special and inclusive education teacher

If you're passionate about supporting students to achieve their full potential, consider becoming a special and inclusive education teacher.

How to become a special and inclusive education teacher

Find out more about the steps you will need to take to become a teacher in a NSW public school.

Get paid to become a special and inclusive education teacher

Scholarships are available to HSC students, university students and industry professionals considering becoming a special and inclusive education teacher. Find out how you can get paid to study to become a mathematics teacher in NSW public schools.

The Inclusive Practice in Education Scholarship is also available to current teachers who would like to become a special and inclusive education teacher.

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Classroom teachers

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Special Educational Needs Teacher

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Special Education Teacher

What does a special education teacher do.

A Special Education Eeacher (also known as a Special Needs Teacher) helps students with learning difficulties or impairments to reach their full potential. As the needs of each student can vary, these teachers will often create individualised education plans (IEPs) to help their students reach personal goals. Working in special education, you will help students to build on their academic, social, emotional and life skills. You would work closely with parents and carers to ensure your students receive the support they need in the classroom and at home.

Special Education Teacher jobs can be found in both primary and high schools, as well as specialist institutions for people with disabilities.

Is a career as a Special Education Teacher right for me?

If you’re a very caring person with a passion for education, you might enjoy a career in education, specifically special education. Other skills and attributes beneficial for this role include:

patience
empathy
good communication skills
creativity
adaptability
strong problem-solving skills.

How to become a Special Education Teacher

Source: yourcareer.gov.au © Commonwealth of Australia Last updated August 2023.

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Welcome to the Australian Association of Special Education (AASE)

AASE is a broad-based non-categorical association concerned with all who have special education needs

News from AASE

AASE SA TEACHER EXCELLENCE AWARD 2023

Call for survey participants – Current practice and future needs of professionals involved in evaluating wellbeing and identifying mental health problems in young people with complex communication needs

2023 AASE Research Award HURRY CLOSING SOON

The 2023 AASE Research Award Criteria and Information Packs are now released.

AASE NSW – Sydney University Consortium Disability Research Agenda

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AASE Patron – Chris Varney

Chris is a passionate and dedicated ambassador for people on the Autism Spectrum. Click here to read more about his efforts towards a better life for people on the Autism Spectrum.

AASE Chapters

Each australian state and territory has its own aase chapter.

Choose one of the links below to find out more about the local chapter, read their latest news, meet their executive, and find out when they meet.

Australian Capital Territory

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Western Australia

Special Education Teachers

PART-TIME SHARE

FEMALE SHARE

MEDIAN WEEKLY EARNINGS

ANNUAL EMPLOYMENT GROWTH

About this data

Special Education Teachers teach primary, middle or intermediate, and secondary school students with learning difficulties, hearing impairment and sight impairment, and promote students' social, emotional, intellectual and physical development.

Assessing students' abilities and limitations with regard to intellectual, physical, social and emotional disabilities, exceptional intellectual gifts, or specific problems of language and culture
Planning, organising and implementing special programs to provide remedial or advanced tuition
Administering various forms of assessment and interpreting the results
Teaching basic academic subjects, and practical and self-help skills to hearing and sight impaired students
Devising instructional materials, methods and aids to assist in training and rehabilitation
Advising, instructing and counselling parents and teachers on the availability and use of special techniques
Stimulating and developing interests, abilities, manual skills and coordination
Conferring with other staff members to plan and schedule lessons for special needs students
Preparing and maintaining student data and other records and submitting reports

ANZSCO Classification

Special Needs Teachers (241511)
Teachers of the Hearing Impaired (241512)
Teachers of the Sight Impaired (241513)
Other Special Education Teachers (241599)

States and territories

New South Wales

South Australia

Western Australia

Northern Territory

Australian Capital Territory

Source: ABS Labour Force Survey, Detailed, November 2023, Jobs and Skills Australia trend data.

Age and gender

Registration or licencing is required.

Course Seeker to search and compare higher education courses.
ComparED to compare undergraduate and postgraduate student experiences and outcomes.

Special education courses

Empower students who have diverse learning needs

Introduction to Special education

Are you ready for a meaningful career in inclusive education?

With the online special education courses on this page, you can gain the skills required to work as a special education teacher or aide. You will also find postgraduate courses designed to upskill you as a current educator.

Browse special education teaching courses that will prepare you for work in primary, secondary and adult education settings. You can even specialise in an area such as autism studies or mental health support if you have your heart set on a particular role.

All courses are flexible, online and delivered by leading universities, which means you will learn from the best in the field. This is your chance to make an impact; to ensure that all students have access to the education they deserve.

Discover special education courses

Online special education subjects and short courses.

Undergraduate | UNE-EDSP102

The Twice Exceptional Student

100% online

No ATAR required. Start with a subject.

Undergraduate | UNE-EDIT102

Technology for Inclusion

Starts 24 Jun 2024

Online special education degrees

Undergraduate | TAS-EDS-CTF

Undergraduate Certificate in Education Support

Drive students to succeed in the classroom

Support children and adults with learning difficulties in a classroom environment. Explore strategies for one-on-one engagement. Develop essential communication and problem-solving skills that will help you excel as an educator.

6 months full time or part time equivalent

Postgraduate | GRF-AUS-GCE

Graduate Certificate in Autism Studies

Bring a whole-of-life approach to Autism Spectrum Disorder (ASD)

Engage with Autism Spectrum Disorder (ASD) including communication, learning style and behaviour management. Benefit from a multi-disciplinary, whole-of-life focus, leading to quality intervention and management for people with ASD.

Postgraduate | USQ-SPE-MAS

Master of Education (Special and Inclusive Education)

Advance your career and make a real impact in education

Get ready to meet the demand for specialist educators who support challenged learners. You’ll learn to identify and improve on reading and maths difficulties. Gain skills in behaviour management. Develop programs. Guide teachers or work directly with students.

Approx. 1.5 years full time or part time equivalent

Undergraduate | UNE-SPE-DEG

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.

Online & on-campus

4 years full time or part time equivalent

Discover 37 ways to study special education with leading Australian universities.

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Special education study FAQs

What is special education.

Special education is a style of teaching that caters to students living with disability, learning difficulties or behavioural challenges. It also caters to gifted students with advanced academic abilities. Special education teachers understand how to tailor learning programs to meet students’ individual challenges and needs.

You may also see this specialisation referred to as inclusive education or special needs education.

Why should I study special education?

You should study special education if you’re passionate about helping students reach their full potential, no matter their circumstances. This is a career where you can make a real difference in someone’s education, whether you work in a classroom environment or beyond. Your involvement could give a student the autonomy they need to flourish academically. You will also empower families to navigate school life and advocate for their child’s unique learning needs, which can be its own reward.

Why should I study special education online?

There are advantages to earning your special education qualification online, especially if you are already a teacher.

You can focus on expanding your professional expertise in your spare time, without interrupting your career. Most of the courses available on this page are theoretical, which means it isn’t necessary to be in a classroom to learn the material. You’re free to watch video lectures and complete classwork when it suits you, provided you meet the regular deadlines.

If your course does involve a professional placement, this can be organised in your local area at a date that suits you.

Why should I study online through Open Universities Australia?

There are a lot of reasons to study your course online through us.

You have total control over how you study Upskill without committing to a whole degree upfront. Or enrol in a full degree, but take it a subject at a time. We help you access flexible study options you didn’t even know about, so you can fit uni around what matters to you.
You’ll graduate with the same qualification as an on-campus student While you enrol through us, you will study online with the university that provides your degree. So you can rest assured that you’ll graduate with the same qualification as an on-campus student. In fact, your certificate won't even mention our name. We're just here to make all that tricky uni administration easier.
We’ll help you navigate the university world Our friendly student advisors will be your guide every step of the enrolment journey. They'll help you compare universities, choose a course, provide documentation and understand your finance options.

Which special education course is right for me?

It depends where you are in your career now, and where you hope to be. We recommend taking our 2-minute quiz to get matched with inclusive teaching courses that are most suitable for your goals, education history and work history.

But here’s a quick guide that should help.

If you would like to work as an education aide, then a short undergraduate qualification may make the most sense, because you will gain the core skills you need to support classroom teachers with non-teaching duties. Consider an undergraduate certificate or associate degree in education support .

Want to qualify as a special education teacher? Consider a Bachelor of Special and Inclusive Education , which is the only special needs degree that can lead to teacher registration.

And if you’re already a teacher who wants to gain experience in special education, browse a postgraduate option . Graduate certificates allow you to upskill within six months, while a masters degree is your chance to research an area of personal interest.

What careers can you pursue in special education?

With a qualification in special and inclusive education, you can pursue several different career opportunities.

Pathways include:

Special and inclusive education teaching
Developmental education
Teaching support
Early childhood intervention work
Policy and administration
Educational leadership
Community or disability support

Please note that special education courses alone rarely lead to teacher registration. Most of the courses listed here are designed to get you into non-teaching roles, or to enhance an existing teaching qualification. If you would like to become a teacher, you should explore a Bachelor of Education first.

How do I know if I’m eligible to apply for a course?

Before starting an enrolment, it’s important to read the entry requirements for your chosen course to ensure that you’re eligible to apply. If you don’t quite meet the requirements, we may be able to help you gain entry through prior study or work experience. Chat with us to find out more.

How do I enrol?

Here at Open Universities Australia, we make enrolling online as straightforward as possible. To get started, find the course for you by browsing the options on this page. You can also compare different qualifications using our handy comparison tool , or request help from one of our student advisors.

When you’ve made your choice, click ‘Apply now’ on the relevant course page and follow the prompts to begin your enrolment. We’ll ask you to supply some supporting documentation, including proof of your identity, your tax file number, and a unique student identifier (USI) during this process.

Your university will get in touch with you via email to confirm whether or not your application has been successful.

If you get stuck at any time, reach out to us and we’ll talk you through it.

You can also take a look at our online self-service enrolling instructions .

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Improving the quality of specialist support for individuals with disability

Promoting evidence-based practice in special education

Sharing research-based practice with educators and families

Informing government, education systems and the broader community

Institute of Special Educators

The Institute of Special Educators has been established to improve the quality of education for individuals with disabilities and learning difficulties in Australia , including education for infants and young children, children and young adults in school programs, adults in tertiary education, job support programs, post school activity programs and other services designed to improve quality of life.

InSpEd will recognise the approved qualifications and experiences of Special Educators, and ensure that members maintain their professional knowledge and skills through InSpEd endorsed learning.

In addition, InSpEd will support families and all professionals and carers providing services to individuals with disabilities and learning difficulties by offering up-to-date, evidence-based, information on approaches and specific intervention strategies.

InSpEd Insights

Subscribe to our free quarterly newsletter InSpEd Insights to keep up to date with current news in special education and news within the Institute of Special Educators. Click below to read our March 2024 InSpEd Insights newsletter.

Meet our Recipient of our InSpEd Student Award

Each year, we ask the staff of the postgraduate special/inclusive education courses that we have provisionally endorsed to nominate a student for an InSpEd Postgraduate Student Award. Those given an award are sent an award certificate, and are provided with a year’s associate membership of InSpEd as well as being features in an issue of InSpEd Insights.

WHY GET CERTIFIED?

Institute of Special Educators Expert Certification Panel

MEET OUR EXPERT PANEL

Special Education Teachers - get certified at InSpEd

OUR AIMS AND OBJECTIVES

Thank you to our supporters.

Special education teacher

How to become a special education teacher in Australia: careers in teaching

Special education teachers play a vital role in ensuring equal access to education for all children and young people. They develop and deliver classes for students in preschool, primary and secondary settings who have learning difficulties or physical, emotional, intellectual or sensory impairments. Special education teachers must have completed the relevant tertiary qualifications, generally considered to be a minimum of a Bachelor of Education with a special education major. Qualified teachers can also complete postgraduate qualifications in special education in order to move into this field.

At a glance:

industry resources
employment prospects
inclusive education

What does a special education teacher do?

Special education teachers are responsible for developing and delivering classes to students with special needs. They also have a role in assessing and evaluating the needs of students, and reporting on their developmental outcomes. They often have a role in assisting students with their physical needs and also regularly act as advocate for the special needs services and students within the wider school setting.

Adapt the curriculum to students’ needs
Teach basic health, hygiene and safety tasks
Promote a safe and calm environment
Assist students with their physical needs in addition to teaching
Advocate for the special needs services and students within the school

What skills do I need to be a special education teacher?

Special education teachers can make an enormous difference in the lives of their students. Empathy and patience are essential to the role, special education teachers must approach each student as an individual and tailor lessons to address each student’s needs. They must be adaptable, responding to situations in the classroom quickly and evaluating the moods of their students throughout the day. Special education teachers must also have excellent motivational skills, as their students can be reluctant to learn at times.

Highly motivated and motivating
Organised and observant
Sensitive when dealing with students and their families
Able to communicate simply and clearly
Specialisations

As they progress in their careers, special education teachers may wish to focus on a specific specialisation or pursue senior positions.

Adult literacy and numeracy teacher

English as a second or other language (esol) teacher, gifted and talented program teaching, study pathways for special education teachers.

Special education teachers generally complete a Bachelor of Education, specialising in special education, or pursue postgraduate study in special education to enable them to work in this area.

Getting Started

Find courses that put you on the pathway to a teaching career.

Skill Building

Work towards becoming an accredited teacher with courses designed to build competence and confidence.

Professional Development

Find high level courses that will let you expand on your professional skill set and pursue new opportunities.

Industry Recognition

In order to work as a teacher you will need to join the register of qualified teachers in your state. Find out more in our Resources section.

Getting a job after graduation

Put your training to good use and get the best professional head start in your teaching career. Take a look at our sample resume and cover letter and put your best foot forward when you apply for teaching jobs.

Job Prospects and Salaries

Demand for special education teachers is growing strongly and these roles are generally paid above the average salary level for teaching staff.

What will I do
What skills do I need
Study pathways

Bachelor of Dance Education

Australia's first Bachelor of Dance Education qualification is here - a specialist professional qualification from the Australian College of Physical Education (ACPE) to empower you with all the knowledge and skills needed for qualifications as a dance and PDHPE teacher.

Bachelor of Education (Physical and Health Education)

This Bachelor of Education (Physical & Health Education) qualification from the Australian College of Physical Education (ACPE) provides you with the graduate qualification to become a PDHPE teacher, perfect for those who are looking to thrive in a like-minded, educational environment.

Teaching Career Resources:

National Resources
Australian Department of Education and Training
Australian Education Union
Australian Professional Teachers Association
Australian Association of Special Education
NSW Department of Education
NSW Teachers Federation
Professional Teachers’ Council NSW
The Board of Studies, Teaching and Educational Standards NSW
Teach NSW Special Education Teachers
Board of Studies NSW Special Education Needs
Australian Association of Special Education NSW Chapter
Education Queensland
Queensland Teachers’ Union of Employees
Joint Council of Queensland Teachers’ Associations
Queensland College of Teachers - Registration
Queensland College of Special Education Leaders Inc.
Australian Association of Special Education Queensland Chapter
Victoria Department of Education and Training
Australian Education Union Victoria Branch
Council of Professional Teaching Associations of Victoria
Victorian Institute of Teaching
Special Needs Support Victoria
Australian Association of Special Education Victoria Chapter
Western Australia Department of Education
State School Teachers Union of Western Australia
Professional Teaching Council of Western Australia
Teacher Registration Board of Western Australia
Australian Association of Special Education Western Australia Chapter
South Australia Department for Education and Child Development
Australian Education Union South Australia Branch
Council of Education Associations of South Australia
Teachers Registration Board of South Australia
Special Education Resource Unit
Australian Association of Special Education South Australia Chapter
Northern Territory Department of Education
Australian Education Union Northern Territory Branch
Northern Territory Joint Council of Professional Teaching Associations
Teacher Registration Board of Northern Territory
Special Education and Disability Teacher Supporting Documents
Australian Association of Special Education Northern Territory Chapter
ACT Education and Training Directorate
Australian Education Union ACT Branch
Council of ACT Education Associations
Teacher Quality Institute ACT
Australian Association of Special Education ACT Chapter
Tasmania Department of Education
Australian Education Union Tasmanian
Network of Education Associations of Tasmania
Teachers Registration Board of Tasmania
Australian Association of Special Education Tasmania Chapter

StudySelect makes every effort to ensure the information we provide is correct at the time of publication. We welcome your input to help keep our career profiles as accurate and up to date as possible. All queries and feedback will be taken into consideration as we conduct periodic reviews of our content. Add your voice to the conversation!

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Bachelor of Special and Inclusive Education (Primary)

Domestic students course information.

Guaranteed ATAR: 77.10

Entry is based on recent secondary (ATAR), higher education (GPA), VET study, or completion of a Special Tertiary Admissions Test (STAT). A Personal Statement is required.

Entry is based on Australian Year 12 equivalence. A Personal Statement is required, and English language requirements must also be met.

4 years full-time
Up to 10 years part-time
32 units ( 192 credit points) ? Open/close tooltip This is a guide to the total number of subjects for this course, which may be reduced with Advanced Standing Advanced Standing
Commonwealth Supported Place ? Open/close tooltip Commonwealth Supported Place (CSP) An Australian Government subsidised university place. Students eligible for admission to a CSP only pay the student contribution amount for their study.
International ? Open/close tooltip International Tuition fees for international students, i.e. those not Australian or New Zealand citizens or residents.

Course information

UNE student assists school student in front of a laptop

Special and inclusive education is rapidly evolving, and with it the demand for specialists in the field is larger than ever. UNE’s Bachelor of Special and Inclusive Education (Primary) equips you with the knowledge and practical skills to become a sought-after teacher who makes a valued and rewarding contribution to children’s abilities and development. Create an open and supportive learning environment to engage students with diverse needs and make a real difference in primary schools by helping children develop, grow, and build their confidence.

Why study the Bachelor of Special and Inclusive Education (Primary) with UNE?

There is a high demand for primary teachers who can work effectively with people who have disabilities and learning challenges. However, the need is for more than teaching skills. You need to understand, to empathise, to be resilient and resourceful. At any given time, you will find special and inclusive educators are applying a wide range of creativity and critical thinking skills to help students learn effectively.

That’s why the UNE Bachelor of Special and Inclusive Education (Primary) is a sought-after degree for students who want to make a real difference in the field. You will gain the knowledge and skills to give your teaching career the extra edge in special and inclusive education, with the option to learn online (in a top-rated environment) so you can blend your study and other commitments with ease.

What makes our course different?

UNE is home to a supportive and internationally recognised School of Education. We focus on more than just theoretical knowledge, giving you invaluable critical thinking opportunities and real-world classroom experience, to support your career development and confidence in a sought-after field. In this course you will:

Gain a holistic understanding of the principles and practices of working with students with special needs.
Build your knowledge across UNE’s broad range of specialist units, covering learning difficulties and disabilities, gifted and talented education, educational intervention for literacy difficulties in the classroom, and much more.
Develop advanced investigation, collaboration, and problem-solving techniques, in a way that understands and appreciates individual differences.
Be part of a broader conversation on how education is evolving and apply your critical thinking skills and creativity to a broad range of practical exercises.
Hone your skills with 100 days of professional experience in both inclusive classrooms and specialist schools, ensuring you have the real-world capacity to become a confident educator in special and inclusive settings.
Take advantage of UNE’s flexible modes of delivery, particularly suited to part-time study, which means you can balance your work and other commitments while studying.

By choosing UNE, you are choosing an industry leader in the provision of online lifelong learning for aspiring and qualified teachers. Year after year, students award UNE the maximum 5-star ratings for Overall Experience and Student Support in The Good Universities Guide.

Study online

Most of our students choose to study online across three study periods with 24/7 tutor support* and fit study around work and family commitments. Uniquely, our online students are mostly over 30 and bring valuable experience with them. They form a community of adults juggling the same challenges and priorities and who bring their life and work experience together at UNE in order to become future-fit and better respond to a rapidly changing world.

Study on campus

Many of our students choose to take advantage of the on-campus lifestyle in Armidale, in the beautiful New England region, with access to unparalleled support, accommodation and sporting facilities. These students are often starting their first degree and have left school recently. Through access to academic and career support they get a fantastic start to their careers.

* 24/7 tutor support includes: essay feedback (within 24 hours); live chat 24/7 for generic feedback on academic writing; and subject-specific help at a foundation or first-year level for subjects including mathematics, chemistry, biology, physics, business, accounting, microeconomics, macroeconomics and statistics. There are also a wide range of workshops, resources and courses available in academic skills support to assist you and help you to succeed.

Entry requirements

Select the option that best describes you.

This course is not currently available for this mode of study.

Please note: all admissions are subject to UNE’s Admission, Credit and Enrolment Policy . Please read and familiarise yourself with the details of the policy. See our Glossary for help with university terms.

You can check your overseas qualifications in our Admission Country List and Qualifications table . If you can't find your qualifications in this list, simply submit your application and UNE's International Admissions team will assess them for you.

When applying you may be required to show how you satisfy the English Language Requirements for this course.

International applicants, please note: You may also need to show evidence of your English language proficiency to the Department of Home Affairs if you are applying for a Student Visa.

These requirements are in addition to the entry requirements above.

By applying for this course, we assume that you have sound knowledge of any 2 units of English and any 2 units of Mathematics studied at a Year 12 level (or overseas equivalent). > Learn more about Assumed Knowledge

You should only accept an offer for this course if you meet the following Fit for Practice requirements. You must:

abide by UNE policies , such as Student Behavioural Misconduct Rules;
abide by School of Education policies , such as the Professional Experience Policy for professional placements;
exercise sound judgment, based on cognitive, mental and physical health, and be able to respond appropriately to the demands of teaching situations;
show personal resilience and persistence to cope and maintain wellbeing under stressful situations;
uphold UNE’s integrity and show duty of care to students/children while completing professional experience;
show personal maturity to ensure that a professional relationship is established with students/children;
communicate with students/children with clarity and in a manner appropriate to their age/profile;
have and model the literacy and numeracy skills expected of teachers in interactions both inside and outside the classroom;
be able to create, evaluate and reflect on the physical and emotional safety of students/children in various situations and environments; and
be able to establish and maintain effective professional relationships with colleagues and broader school/early childhood communities.

If you have or develop a disability that could prevent you from meeting these requirements, please contact UNE’s Student Services team to see how we can help you succeed. If you find that you have difficulties meeting the requirements above during your studies, please contact the Office for Professional Learning for assistance.

Mandatory intensive schools on campus may be a requirement of some of the units in this course. Please see the UNE Course Handbook for the specific requirements of each unit.

On-Campus study If you would like to study full-time in Australia at one of UNE's campuses, you will need to have a visa that allows you to study. For most international students this visa will need to be a Student Visa . The Australian Department of Home Affairs has further information about visa eligibility and conditions.

If you are an international applicant who wants to study online (overseas or in Australia):

You will need to meet both the Academic and English Language Requirements to gain admission into this course. Meeting academic requirements means we review what you have already studied to see if you have the results needed for admission to your preferred course.

To meet the entry requirements for this course you must have completed, at minimum, an Australian Year 12 qualification or overseas equivalent. You must also satisfy the School of Education of your suitability for teaching by completing a Personal Statement .

If you are admitted on this basis, you will be eligible for admission under standard entry. Please see the Schedule A Course Structure (Program of Study).

Please note: This course is only open to you if you hold an Australian Temporary Resident status that permits you to study online. In addition, it is a NSW Education Standards Authority (NESA) requirement that a minimum of 50% of Professional Experience placements are completed in Australian settings.

Transfer from another UNE course If you are currently studying another undergraduate qualification at UNE, you can apply to transfer into this course. To be assessed for admission you must:

Have completed 4 units of study within a single course with a minimum Grade Point Average (GPA) of 4.3, OR 5 or more units of study within a single course with a minimum GPA of 4.0.
Satisfy the School of Education of your suitability for teaching by completing a Personal Statement .

Online study in your own country If you would like to study online with UNE while you reside outside of Australia you do not need a Student Visa . If your course requires you to visit Australia to attend any mandatory study requirements, you would need to explore Visitor Visa options for a short-term stay.

Some courses require you to provide documentary evidence, or interviews to support your application. The following documents are required to support your application:

Any supporting documents related to your admission pathway. For example, if you apply based on previous study, upload evidence of your study so we can assess eligibility.
A personal statement. This is a requirement of the Australian Institute for Teaching and School Leadership (AITSL) consisting of four questions regarding your motivation and suitability to teach. Learn how to write and submit your personal statement .
Proof of identity and citizenship. This can be a certified/notarised copy of the photo page of your passport, or another form of official photo identification that lists your full personal details including name and date of birth; for example, a foreign government identity card.
Evidence of English Language Requirements satisfied. If you have completed a UNE-approved formal English test within the last two years, you must provide a copy of the test results with your application. Please see UNE’s English Language Requirements above for further information.

Advanced Standing is credit or recognition of your previous study, work and/or life experience. This can reduce the cost and length of your studies.

Individual Unit Advanced Standing If you are admitted into this course and believe you have already completed the equivalent of one or more of the units in your Course Structure (Program of Study) within the last ten years, you can apply for Individual Unit Advanced Standing.

Please note: Advanced Standing can only be granted for EDEE, EDIT and EDSE units completed within the past 5 years. Advanced Standing for EDEE units can only be granted if you have completed the equivalent of these units at another institution. Advanced Standing cannot be granted for the following units:

EDUC106 Teaching Development 1: Online PrEx 10 days
EDSP411 Inclusive Teaching: PrEx 35 days
Language units

> Learn how to apply for Individual Unit Advanced Standing

Select the option that best describes your experience.

You are currently studying Year 12 (school or TAFE) or have done so within the past 2 years.

This course uses an ATAR (Australian Tertiary Admission Rank) as part of its selection process. This is a number between 0.00 and 99.95 that indicates how you ranked against other students in your age group and state/territory.

If the ATAR is Not Applicable then school results will be assessed for admission.

> See ATAR/Student admissions profiles for the Bachelor of Special and Inclusive Education (Primary)

In addition to meeting the minimum Guaranteed ATAR, you must also satisfy the School of Education of your suitability for teaching by completing a Personal Statement .

If you are admitted on this basis, you will be eligible for admission under standard entry. Please see the Schedule A Course Structure (Program of Study).

There are two ATAR-related adjustments that can be applied to increase your rank when applying for this course. You can receive a maximum of five points in addition to your ATAR result. It is possible to be considered for either the UNE ATAR Adjustment Scheme OR the Educational Access Scheme, but not both.

UNE ATAR Adjustment Scheme UNE automatically offers an additional five points of adjustment factors to the ATAR of eligible applicants from regional, rural and remote locations without the need for an application. > Learn more about the UNE ATAR Adjustment Scheme

Education Adjustment Scheme (EAS) UNE acknowledges and provides consideration for applicants who have experienced an educational disadvantage. If you are planning to study on campus you can seek consideration for this scheme when applying for this course. > Learn more about EAS

UNE Early Entry Program Early Entry is open to all Year 12 applicants and relies on your school’s assessment of your attributes and suitability for study. You can apply early, receive an offer and secure a place with UNE, even before your scores are released. > Learn more about the UNE Early Entry Program

UAC Schools Recommendation Scheme (SRS) This scheme provides eligible Year 12 applicants who have applied via the Universities Admissions Centre (UAC) the opportunity to receive early offers of undergraduate admission to UNE based on their school ratings and Year 11 results. > Learn more about SRS

You have studied at UNE or other higher education institutions, completed or otherwise.

You can apply for this course if you have undertaken any of the following qualifications with an appropriate Grade Point Average (GPA) :

Undergraduate Certificates
Advanced Diplomas/Associate degrees
Bachelor degrees
Postgraduate degrees

You must also satisfy the School of Education of your suitability for teaching by completing a Personal Statement . If you are admitted on this basis, you will be eligible for admission under standard entry. Please see the Schedule A Course Structure (Program of Study).

Have completed 4 units of study within a single course with a minimum GPA of 4.3, OR 5 or more units of study within a single course with a minimum GPA of 4.0.

You have undertaken VET study through a Registered Training Organisation (RTO), e.g. TAFE.

You can apply for this course if you have undertaken VET studies. When assessing your application, we will look at the following factors:

Level and type of qualification (completed Certificate IV or above)
Graded or ungraded (competency-based)
Complete or incomplete.

You must also satisfy the School of Education of your suitability for teaching by completing a Personal Statement .

You left high school more than two years ago or did not finish Year 12.

You can apply for this course on the basis of work and/or life experience via a Special Tertiary Admissions Test (STAT).

Special Tertiary Admissions Test (STAT) The STAT is a test that assesses a range of competencies considered important for successful tertiary study. UNE accepts the multiple-choice component provided you have completed it within the three years prior to course commencement. > Visit ACER for more information

If you are admitted on this basis, you will be eligible for admission under standard entry. Please see the Course Structure (Program of Study).

Teaching Solution Finder There is more than one way to study the course of your dreams at UNE. Head over to our Teaching Solution Finder to find the right pathway for you.

Pathways Enabling Course This is a free (fees exempt) and 100% online course designed to help you prepare for university. It will provide you with all the skills needed to undertake undergraduate study. > Learn more about the Pathways Enabling Course

TRACKS (Aboriginal and/or Torres Strait Islander applicants) TRACKS is a preparation course run by the UNE Oorala Aboriginal Centre . Over two trimesters you will experience what university study is about and learn in a supported environment. Be part of a community of Aboriginal and/or Torres Strait Islander peoples who share your goals and interests. > Learn more about TRACKS

If you are applying based on professional experience you will need to provide a resume and a Statement of Service from your employer/s on company letterhead. Learn about our Statement of Service requirements .
A personal statement. This is a requirement of the Australian Institute for Teaching and School Leadership (AITSL) consisting of four questions regarding your motivation and suitability to teach. Learn how to write and submit your personal statement .

Course structure

To qualify for the award a candidate must pass units to the value of 192 credit points with not more than 18 credit points at 400-level including 100 days of embedded professional experience.
Candidates are required to pass 48 credit points of discipline units prior to commencing any curriculum unit and/or their first professional experience placement.
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.
Candidates must pass the Graduate Teacher Performance Assessment (GTPA) during the final professional experience placement.

192 credit points

174 credit points

Complete the following units:

Note: EDEE100; EDIT102; EDME145; EDSP100; and EDSP102 count as Discipline Units for all candidates in the first 48 credit points of candidature.

Creative Arts Key Learning Area ( EDAE303 ) – 6 credit points
Aboriginal Education ( EDCX313 ) – 6 credit points
English Language in Use ( EDEE100 ) – 6 credit points
Introduction to English in the Primary Years ( EDEE150 ) – 6 credit points
English in the Primary Years: Focus on Teaching Early Reading ( EDEE250 ) – 6 credit points
English in the Primary Years: Working with Literature ( EDEE350 ) – 6 credit points
English in the Primary Years: Focus on Writing and Creating ( EDEE450 ) – 6 credit points
Technology for Inclusion ( EDIT102 ) – 6 credit points
Digital Literacy and Technologies Across the Curriculum ( EDIT124 ) – 6 credit points
Learning, Assessment and Evaluation ( EDLT330 ) – 6 credit points
Primary Mathematics 1: Numeracy ( EDME145 ) – 6 credit points
Mathematics for the Inclusive Classroom ( EDME340 ) – 6 credit points
Primary Mathematics 2A: Space, Measurement and Number ( EDME358 ) – 6 credit points
Primary Mathematics 2B: Statistics, Algebra and Number ( EDME369 ) – 6 credit points
Health and Physical Education in the Primary School ( EDPE314 ) – 6 credit points
Teaching Primary Science and Technology ( EDSE359 ) – 6 credit points
Learning Difficulties and Disabilities: An Introduction ( EDSP100 ) – 6 credit points
The Twice Exceptional Student ( EDSP102 ) – 6 credit points
Positive Behavioural Support (Special and Inclusive Education) ( EDSP352 ) – 6 credit points
Autism: Evidence Based Intervention ( EDSP354 ) – 6 credit points
Intervention for Literacy Difficulties in the Classroom ( EDSP385 ) – 6 credit points
Educational Intervention for Students with Learning Difficulties and Disabilities: PrEx 20 days ( EDSP388 ) – 6 credit points
Inclusive Teaching: PrEx 35 days ( EDSP411 ) – 6 credit points
Primary School Society and Environment Teaching ( EDSS379 ) – 6 credit points
Teaching Development 1: Online PrEx 10 days ( EDUC106 ) – 6 credit points
Teaching Development 2: PrEx 15 days ( EDUC206 ) – 6 credit points
Teaching for Cultural Diversity - EAL/D Students ( EDUC303 ) – 6 credit points
Teaching Development 3: PrEx 20 days ( EDUC306 ) – 6 credit points
Teaching Development 4: The Graduate Teacher ( EDUC406 ) – 6 credit points

18 credit points

Complete 18 credit points - 6 credit points each from THREE of the groups below:

Students with prior background in a language assessed by the Discipline Convenor may attempt 200-level units or higher with the permission of the Course Coordinator. The level of a candidate's proficiency in a language is subject to the determination of the Convenor of that Language.

Screen Media ( COMM101 ) – 6 credit points
Media Convergence and Culture ( COMM102 ) – 6 credit points
Engaging with Literature ( ENGL101 ) – 6 credit points
Approaches to Literature and Society ( ENGL102 ) – 6 credit points
Introduction to Linguistics ( LING101 ) – 6 credit points
Foundations of Linguistics ( LING102 ) – 6 credit points
Storytelling and Genre Writing ( WRIT102 ) – 6 credit points
Discrete Mathematics ( AMTH140 ) – 6 credit points
Introduction to Quantitative Skills ( MTHS100 ) – 6 credit points
Quantitative Skills with Applications ( MTHS110 ) – 6 credit points
Introduction to Statistical Modelling ( STAT100 ) – 6 credit points
Agriculture in Practice ( AGRO100 ) – 6 credit points
Introduction to Human Anatomy ( ANAT110 ) – 6 credit points
Functional Musculoskeletal Anatomy ( ANAT120 ) – 6 credit points
Animals in Society ( ANSC120 ) – 6 credit points
Introduction to Biology: Cells and Life ( BIOL110 ) – 6 credit points
Organisms and the Diversity of Life ( BIOL120 ) – 6 credit points
Introductory Chemistry ( CHEM100 ) – 6 credit points
Chemistry I ( CHEM110 ) – 6 credit points
Software Development Studio 1 ( COSC101 ) – 6 credit points
Introduction to Programming and the UNIX Environment ( COSC110 ) – 6 credit points
Ecology: Concepts and Applications ( ECOL100 ) – 6 credit points
Selected School Science Topics ( EDSE101 ) – 6 credit points
Our Blue Planet ( GEOL110 ) – 6 credit points
Dynamic Earth ( GEOL120 ) – 6 credit points
Introductory Physics ( PHYS100 ) – 6 credit points
Applied Physics I ( PHYS131 ) – 6 credit points
Introductory Human Physiology 1 ( PSIO110 ) – 6 credit points
Introductory Psychology I ( PSYC101 ) – 6 credit points
Introductory Psychology II ( PSYC102 ) – 6 credit points
Sustaining Our Rural Environment I ( RSNR110 ) – 6 credit points
Sustaining Our Rural Environment II ( RSNR120 ) – 6 credit points
Science in Practice ( SCI100 ) – 6 credit points
Life on Earth ( ZOOL100 ) – 6 credit points
From Solon to Socrates ( ANCH110 ) – 6 credit points
Introduction to Ancient Rome ( ANCH111 ) – 6 credit points
Introduction to Egyptian and Near Eastern History ( ANCH112 ) – 6 credit points
Chinese Language 1A ( CHIN101 ) – 6 credit points
Chinese Language 1B ( CHIN102 ) – 6 credit points
Chinese Language 2A ( CHIN201 ) – 6 credit points
Chinese Language 2B ( CHIN202 ) – 6 credit points
Introduction to Classical Languages ( CLLA101 ) – 6 credit points
Classical Languages Through Reading ( CLLA102 ) – 6 credit points
Intermediate Classical Languages ( CLLA201 ) – 6 credit points
Intermediate Classical Texts ( CLLA202 ) – 6 credit points
Understanding Crime ( CRIM100 ) – 6 credit points
The Criminal Justice System ( CRIM101 ) – 6 credit points
Deviance ( CRIM104 ) – 6 credit points
History of Australian Education ( EDCX135 ) – 6 credit points
Religion in Australia ( EDCX177 ) – 6 credit points
French Language 1A ( FREN101 ) – 6 credit points
French Language 1B ( FREN102 ) – 6 credit points
French Language 2A ( FREN201 ) – 6 credit points
French Language 2B ( FREN202 ) – 6 credit points
Earth in Crisis? ( GEPL111 ) – 6 credit points
Where in the World? Australia's Human Geography ( GEPL112 ) – 6 credit points
German Language 1A ( GRMN101 ) – 6 credit points
German Language 1B ( GRMN102 ) – 6 credit points
German Language 2A ( GRMN201 ) – 6 credit points
German Language 2B ( GRMN202 ) – 6 credit points
What is History? ( HINQ100 ) – 6 credit points
The Historian ( HINQ101 ) – 6 credit points
Colonial Australia ( HIST150 ) – 6 credit points
Modern Australia ( HIST151 ) – 6 credit points
Introduction to Indigenous Australia ( PAIS104 ) – 6 credit points
Global Indigenous Experiences ( PAIS105 ) – 6 credit points
Indonesian Language 1A ( INDN101 ) – 6 credit points
Indonesian Language 1B ( INDN102 ) – 6 credit points
Indonesian Language 2A ( INDN201 ) – 6 credit points
Indonesian Language 2B ( INDN202 ) – 6 credit points
Italian Language 1A ( ITAL101 ) – 6 credit points
Italian Language 1B ( ITAL102 ) – 6 credit points
Italian Language 2A ( ITAL201 ) – 6 credit points
Italian Language 2B ( ITAL202 ) – 6 credit points
Japanese Language 1A ( JAPN101 ) – 6 credit points
Japanese Language 1B ( JAPN102 ) – 6 credit points
Japanese Language 2A ( JAPN201 ) – 6 credit points
Japanese Language 2B ( JAPN202 ) – 6 credit points
Aboriginal Resilience and the Arts ( OORA100 ) – 6 credit points
Introduction to Peace Studies ( PEAC100 ) – 6 credit points
Environmental Peace ( PEAC102 ) – 6 credit points
Exploring the Sacred ( RELS380 ) – 6 credit points
World Religions Today ( RELS182 ) – 6 credit points
Introduction to Sociology ( SOCY100 ) – 6 credit points
Thinking Sociologically ( SOCY110 ) – 6 credit points
Introductory Spanish I ( SPAN101 ) – 6 credit points
Introductory Spanish II ( SPAN102 ) – 6 credit points
Intermediate Spanish Language I ( SPAN201 ) – 6 credit points
Intermediate Spanish Language II ( SPAN202 ) – 6 credit points
Encounters in Music ( MUSI111 ) – 6 credit points
Performance From Ritual to Realism ( THEA110 ) – 6 credit points
Making Theatre New ( THEA111 ) – 6 credit points
Speaking in Public ( THEA134 ) – 6 credit points
Sociocultural Foundations of Health and Physical Education ( EDPE150 ) – 6 credit points
Monitoring Health and Sports Performance ( EXSC101 ) – 6 credit points
Physical Activity and Health ( EXSC230 ) – 6 credit points

Candidates are required to pass the National Literacy and Numeracy Test for Initial Teacher Education Students prior to commencing their final professional experience placement.

Candidates are also required to successfully complete the Graduate Teacher Performance Assessment during their final professional experience placement.

6 credit points

Candidates are also required to successfully complete the Graduate Teaching Performance Assessment during their final professional experience placement.

See UNE Handbook for more details . The Handbook contains detailed course information designed for enrolled students, including course plans, exit awards, intensive schools, and work placement requirements.

Fees and scholarships

How much will it cost.

Estimated fees for your first year of study in this course are:

*Annual course fees only cover the cost of tuition. They do not include other expenses associated with university study such as text books, accommodation and living expenses. If you are successful in gaining admission to study at UNE, the Offer of Admission will list the exact tuition fees you need to pay for your course. Fees quoted cover full-time tuition for two full-time trimesters only. For more information, please see fees and costs .

What are the course fee payment options?

A Commonwealth Supported Place (CSP) is a government subsidised place in a university course. The government pays part of your tuition fees, and you pay the remainder.

If you have a CSP in either an undergraduate or postgraduate (coursework) degree, you may be eligible for a HECS-HELP Loan , which allows you to defer payment of your fees until you are earning above the threshold .

UNE scholarships are open for all to apply and offer financial help while you are studying. There are scholarships for students with high academic achievement, from rural areas, studying specific degrees, in disadvantaged groups, experiencing financial hardship, who excel at sport or want to live in a UNE residential college.

UNE scholarship applications are free and confidential. You may apply for more than one scholarship.

Scholarships

UNE offers bursaries and scholarships that can help you with the costs of studying and living in Australia.

The UNE International Bursary reduces the published annual tuition fees for international students by up to 20%. These bursaries are available for international students commencing coursework studies at UNE in 2024. View detailed Bursary information .

UNE also offers a number of substantial research scholarships to postgraduate students studying research-based degrees.

Your career

The Bachelor of Special and Inclusive Education (Primary) will give you the skills and qualification necessary to future proof your career in special and inclusive education. You will gain the knowledge and experience required to secure a teaching role as a:

primary teacher in a primary school
primary teaching in a inclusive setting within a primary school
primary teacher in a special class within a primary or special school
special education teacher in associated professional areas such as disability services, employment support, respite care and early intervention.

On completion of the Bachelor of Special and Inclusive Education (Primary) you will have a qualification accredited with the New South Wales Education Standards Authority (NESA), providing graduates with a professional qualification meeting the requirements of the Australian Institute for Teaching and School Leadership (AITSL) for initial teacher education programs, and ensures all graduates meet the Australian Professional Standards for Teachers at the Graduate Career Stage.

Teacher Registration: Students should note that teacher registration requirements vary from state to state. UNE bases its degree structures on the NSW Education Standards Authority (NESA) guidelines , under the AITSL framework for teacher registration. It is the responsibility of each student to check their eligibility to teach with the relevant state authority (including students who intend to teach in NSW).

Applicants are advised to check with potential employing bodies regarding employment requirements. As of the date of publication, the NSW Department of Education requirements can be found here . Both public and private sector schools can set eligibility requirements relating to academic performance (including GPA requirements) in a student’s degree among other criteria. Requirements to teach internationally can vary from country to country.

Course outcomes

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.

Graduates will have the broad and coherent knowledge to effectively plan and deliver education in primary school settings. They will understand the cultural contexts and global perspectives of schooling in general and special and inclusive education in particular, and the diversity of the student population. They will be able to demonstrate intercultural competence by responding flexibly to the needs of students, colleagues, families and community members.

Graduates will be able to communicate effectively, both orally and in writing, with students, colleagues, parents and other stakeholders.

Graduates will be able to exercise critical thinking, intellectual independence and judgement in identifying and solving problems encountered in primary school settings.

Graduates will be able to demonstrate knowledge and understanding of digital resources and tools and their safe, legal and ethical use, and be able to apply this knowledge in primary school settings.

Graduates will have developed responsibility for others and will understand that their personal beliefs and actions impinge on and have a lasting effect on others. They will demonstrate this through ethical conduct and by being sensitive and responsive to the needs of children, colleagues, families and the community.

Graduates will understand the importance of life-long learning and will be equipped with the skills to pursue professional and personal development.

Graduates will be able to work independently and collaboratively with others to achieve educational and professional goals; they will have an understanding of cooperative learning and the need for personal accountability in achieving collaborative outcomes.

A five-star experience

Five Stars, 18 Years in a Row

UNE is the only public uni in Australia awarded 18 straight years of five stars for Overall Experience

No.1 in NSW for Student Experience

QILT (government-endorsed) ranks UNE as the top public NSW uni for Student Experience

Five Stars for Teaching Quality

UNE rates among the top 20 per cent of universities in Australia for Teaching Quality

Studying online

At UNE we know it takes more than just being online to be a great online university. It takes time and experience. We pioneered distance education for working adults back in the 1950s, so we’ve been doing this longer than any other Australian university.

We understand the challenges faced by busy adults studying at home. We know that a vital part of online study is your engagement with the learning community. Communication with your classmates, teaching staff and university support staff will enhance your study experience and ensure that your skills extend beyond the subject matter. UNE’s teaching staff are experts in their field which is why UNE consistently receives five stars from students for teaching quality, support and overall experience.*

* The Good Universities Guide

As an international student you can take advantage of flexible online study from overseas or while you are studying in Australia on a visa other than a student visa. You can’t study fully online on a Student Visa.

To study online from overseas you need to consider that you may need to travel to Australia to attend a UNE campus for some mandatory intensive schools.

Studying on Campus

Whether you are an undergraduate student coming to study in Australia for the first time, a PhD student coming to live here with your family, or you only need short-stay accommodation whilst in Armidale for Intensive Schools, we have the perfect accommodation option for you.

Stay connected

Why study with us?

UNE student Anna Fraser interacts with child at UNE's Yarm Gwanga

It was interesting to hear the lecturer’s expertise and unique perspectives about education in their respective teaching areas.

The current and well-designed curriculum with a good combination of theory, management and practical components in each unit is excellent and what I really need to enhance my career in the future.

How to apply

How you apply depends on who you are and what you want to study. You are an international student if you:

are a citizen of a country other than Australia or New Zealand
are a permanent resident of a country other than Australia
do not hold an Australian permanent humanitarian visa.

If the above criteria do not apply to you, you are a domestic applicant. If you are unsure of your student type please contact the International Admissions team.

Preparing to apply

You should always provide the details of past or current studies in your application. You may also need to include documents to support your application.

The kind of documents you need will depend on:

Your preferred course/s
Your personal circumstances
Check our entry requirements
Read our How to Apply webpage
Get your supporting documents ready
Or apply through an Education Agent

You are a domestic applicant if you are one of the following:

Australian citizen
New Zealand citizen
Australian permanent resident
Australian permanent humanitarian visa holder.

If you do not hold one of the above visa or citizenships, you are an international applicant.

Check our application close dates

Important Dates

Different application methods and courses can have different closing dates. To find your correct application method click the Apply Now button below. Please check the appropriate application website for opening and closing dates.

If you are applying online direct to UNE please see below for application dates.

Important Notice for Prospective Students

For accurate, up-to-date details on entry requirements, course structure, and other essential information, please consult the UNE Student Handbook before applying or enrolling. The Handbook provides comprehensive guidance to assist in your decision-making process. We apologise for any inconvenience.

Most Australian teachers feel unprepared to teach students with special needs

Senior Lecturer in Education, Flinders University

Disclosure statement

Jane Jarvis has previously received research funding from the Australian Association of Special Education.

Flinders University provides funding as a member of The Conversation AU.

View all partners

Fewer than half (38%) of Australian teachers feel prepared to teach students with special needs when they finish their formal training. This is despite 74% having trained to teach in mixed-ability settings as part of their studies.

The latest Teaching and Learning International Survey (TALIS) shows teachers across the OECD felt professional development opportunities were particularly inadequate for teaching students with special needs.

Students with special needs are students for whom a learning need has been formally identified due to cognitive, physical or emotional difficulties.

According to the TALIS report, nearly 30% of teachers in Australia work in classes where at least 10% of students have special needs. The report adds to a body of research suggesting teachers feel unprepared to teach students with special needs in mixed-ability classrooms.

So, how can we better prepare and support teachers for the reality of diverse Australian classrooms? Investing in high-quality pathways to qualification for special education teachers, and expecting every Australian school to employ at least one specialist teacher to support teachers and students, would be a worthwhile place to start.

Better teacher preparation to begin with

Depending on the data source, between 8% and 20% of school-age children have identified disabilities or special educational needs .

Teachers are expected to design learning experiences for students of all abilities and support students with disabilities to participate in learning. This is set out in a national set of professional standards , introduced in 2011, that guide the program content for initial teacher qualifications.

But some critics believe the standards don’t go far enough in relation to teaching students with special needs. Typically, teacher education programs include a semester unit related to teaching students with special needs.

Traditionally, the content was taught “categorically”, meaning lecturers provided introductory information about multiple categories of special need. Contemporary units have shifted away from the categorical model , recognising that teaching in diverse classrooms is more complex than just responding to one individual need at a time.

But while a semester unit can focus on key concepts and practices, these need to be reinforced throughout the program. In fact, given the nature of today’s classrooms, they should be at the heart of the program. Preservice teachers need support to understand evidence-based inclusive practices, address common concerns and misconceptions about inclusion , and apply strategies in practice.

Even with excellent preservice education, a graduating teacher, by definition, is inexperienced. Teaching students with special needs requires skills that develop with time and ongoing support.

Yet, only 37% of early career teachers (those in their first five years of practice) in the survey said they work with an assigned mentor.

Employ qualified specialist teachers

In the TALIS report, almost one in five principals reported the quality of their school’s inclusive education was hindered by a shortage of teachers who were competent in teaching students with special needs.

Not every school is required to employ qualified special education teachers. And the percentage of schools with at least one qualified special education teacher is not known.

One study found even when schools advertise for a special education teacher or coordinator, they often fail to list formal special education qualifications among the selection criteria. And less than one-third explicitly call for special education experience.

Further, there is no nationally recognised pathway to qualification as a special education teacher in Australia. Special education is not a recognised area of specialisation in the standards that guide accreditation of teacher education programs.

This makes it difficult to design specialist undergraduate degrees. At the same time, there is no financial incentive for teachers to do postgraduate qualifications. Under these conditions, it is hard to see how the shortage of qualified specialist teachers will be addressed.

Countries including the US and the UK have developed national, professional standards detailing essential knowledge and skills for special education teachers. These have been formally adopted and guide the content of accredited teacher education programs.

Both countries have clear regulations about qualifications and/or licensure for employment as a special education teacher or coordinator (in the US, these are supported by legislation).

Australia is lagging behind in these key areas, despite calls from researchers and professional associations .

Quality professional development

The TALIS report shows teachers prefer professional development opportunities in which they collaborate with colleagues, such as through peer learning or coaching. Attending one-off workshops remains the most common option for professional development (reported by 93% of teachers), despite the lack of evidence for its effectiveness.

There are promising national efforts to improve induction, mentoring and professional development for teachers.

But the content of professional development also matters. Mentors should understand and be able to support evidence-based inclusive practices. Professional development should also be facilitated by those with expert knowledge. And teachers need ongoing access to information, advice and support in their daily work.

Professional development for inclusive practice can be effective when it:

actively engages teachers over extended periods
has clear links to student learning in local contexts
allows teachers to learn together as part of communities of practice
is supported by strong school leadership.

Preparing teachers who feel confident to teach students with special needs is essential to having inclusive schools as part of an inclusive society. We shouldn’t underestimate the challenge of teaching for a very broad range of students. Equally, we shouldn’t underestimate the capacity of good teachers to do so, given the right support.

Special needs
Inclusive education
Teaching practices

Senior Enrolment Advisor

Associate Professor, Occupational Therapy

GRAINS RESEARCH AND DEVELOPMENT CORPORATION CHAIRPERSON

Faculty of Law - Academic Appointment Opportunities

Audience Development Coordinator (fixed-term maternity cover)

How to become a special education teacher in Australia: careers in teaching

Being a special education teacher: daily duties

Adapt curriculum to needs of students
Teach basic health, hygiene and safety
Promote a safe and calm environment
Assist students with physical needs
Advocate for special needs services and students

Being a special education teacher: skills for success

Highly motivated
Able to motivate others
Good organisation and observation skills
Sensitivity when dealing with students and families
Ability to communicate simply and clearly

Specialised roles within teaching

Special education teachers can focus on specific specialisations as they progress their careers, or they might want to pursue senior positions in education.

Adult literacy and numeracy teacher

Gifted and talented program teaching, english as a second or other language (esol) teacher, educational pathways for special education teachers, start your career, strengthen your skills, build your resume, industry requirements, finding work, employment prospects, resources for special education teacher.

National Resources
Australian Department of Education and Training
Australian Education Union
Australian Professional Teachers Association
Australian Association of Special Education
NSW Department of Education
NSW Teachers Federation
Professional Teachers’ Council NSW
The Board of Studies, Teaching and Educational Standards NSW
Teach NSW Special Education Teachers
Board of Studies NSW Special Education Needs
Australian Association of Special Education NSW Chapter
Education Queensland
Queensland Teachers’ Union of Employees
Joint Council of Queensland Teachers’ Associations
Queensland College of Teachers - Registration
Queensland College of Special Education Leaders Inc.
Australian Association of Special Education Queensland Chapter
Victoria Department of Education and Training
Australian Education Union Victoria Branch
Council of Professional Teaching Associations of Victoria
Victorian Institute of Teaching
Special Needs Support Victoria
Australian Association of Special Education Victoria Chapter
Western Australia Department of Education
State School Teachers Union of Western Australia
Professional Teaching Council of Western Australia
Teacher Registration Board of Western Australia
Australian Association of Special Education Western Australia Chapter
South Australia Department for Education and Child Development
Australian Education Union South Australia Branch
Council of Education Associations of South Australia
Teachers Registration Board of South Australia
Special Education Resource Unit
Australian Association of Special Education South Australia Chapter
Northern Territory Department of Education
Australian Education Union Northern Territory Branch
Northern Territory Joint Council of Professional Teaching Associations
Teacher Registration Board of Northern Territory
Special Education and Disability Teacher Supporting Documents
Australian Association of Special Education Northern Territory Chapter
ACT Education and Training Directorate
Australian Education Union ACT Branch
Council of ACT Education Associations
Teacher Quality Institute ACT
Australian Association of Special Education ACT Chapter
Tasmania Department of Education
Australian Education Union Tasmanian
Network of Education Associations of Tasmania
Teachers Registration Board of Tasmania
Australian Association of Special Education Tasmania Chapter

Thanks for your enquiry

Good luck with your studies.

Autism assessment funding to help Adelaide school students get earlier access

An 18-year-old student looks at the camera.

Jack Herzich understands the importance of an autism diagnosis, because it's something he could easily have missed out on.

The 18-year-old university student is currently training to become a teacher — a career path he attributes in part to one of his teachers who was a crucial support.

It was when Mr Herzich was seven, and attending a school in Adelaide's north-eastern suburbs, that his teacher helped his mum obtain an assessment for autism that led to his diagnosis.

"If I didn't get that help, I don't think I would be the same person I am today — a student going to university," he said.

"I tried so hard to be like everyone else, and it's only once I got that diagnosis that I understood that it's OK that I'm not."

Until that point, Mr Herzich sensed he was "clearly different to other kids" without understanding why.

He said it was common to feel like "everyone else is in a secret club and there are invisible walls around you".

Diagnosis gave him insight into himself, but also meant the therapies and supports he needed — some of which were provided by Autism SA and the National Disability Insurance Scheme (NDIS) — "were finally put in place".

Because of that experience, Mr Herzich has welcomed a new trial by the SA government to provide free autism assessments for up to 100 students in Adelaide's northern suburbs, aimed at students who may be facing socio-economic barriers.

A student and a teacher at the Adelaide Convention Centre.

"An autism diagnosis gives students access to the autistic community [and] access to data and information about their brains," said Cass Wright, an autism inclusion teacher at Elizabeth Park Schools who has helped to create the new trial.

"We have about 12 per cent of our students diagnosed with autism, and we have many, many more students sitting on [assessment] waiting lists, and they can be on those waiting lists for two or three or more years.

"The earlier that a child is able to get a diagnosis, the earlier that family and community around the child is able to support them."

'Perpetual state of waiting'

Cost and wait times are barriers often faced when trying to access autism assessment in Australia.

While the former often soars above $2,000 , the latter can extend — according to a recent University of Sydney study — well over three years.

The South Australian government announced the funding yesterday, on World Autism Awareness Day, at an event at which it also launched an Autism Inclusion Charter to boost inclusion throughout the state's workforce.

SA Premier Peter Malinauskas said he hoped the $330,000 school trial would complement that effort.

"For a family that wants to have a young person assessed for autism, it'll cost them somewhere around $2,500 and $3,000," he said.

"Currently there are children, particularly in the age cohort of year 4 to year 9 who don't get access to an autism assessment simply because their family can't afford it.

"People can often find themselves in an almost parlous [and] perpetual state of waiting to get that assessment that leads to a diagnosis."

SA premier Peter Malinauskas addressing a gathering on World Autism Awareness Day.

Assistant Minister for Autism Emily Bourke said the government had opened a tender process "to any non-for-profit or organisation" that was "able to deliver an autism assessment that follows the medical guidelines".

She said referrals under the two-year program would begin in June.

Ms Bourke said about 15 to 20 schools had been selected for the trial, and that it would be primarily aimed at those students who might find themselves struggling academically and at risk of dropping out.

"We're not just taking a guess of who we should be supporting, we're trying to support those kids who are most likely to disengage from the school system," she said.

"The children are already on our wait lists, they have already been identified [as] seeking an autism assessment.

"When we bring them back into the classroom, we have more hope that they will get beyond year 10, pass year 12, and into our workplaces."

A South Australian government minister addresses the media.

Teachers 'need more support'

For Mr Herzich, access to diagnosis was only part of the challenge, and the steps that followed were every bit as important.

"I feel like more understanding of autism itself within the education department could be good," he said.

The government has said the funding would "facilitate" access to existing supports, such as the NDIS.

Kate Donohue, an educational consultant for parents of neurodivergent children, said she would like to see the funding accompanied by more supports in classrooms.

"Autistic children are four times more likely to be not attending school compared to their non-autistic peers," she said.

"More support needs to be given to teachers.

"It's a tricky dynamic when a child's needs are not being met, but a teacher really is in a position where it's hard to meet those needs."

An education expert smiles while looking slightly to the side.

But Ms Donohue said some of the cultural change she was hoping for was already in train, and said teaching degrees now included specific training on neurodivergence.

She said creating opportunities for earlier diagnosis, especially in outer-suburban areas, was a "great move forward".

"It's a great choice to support people who have limited or less access," she said.

"If we don't know our neurotype, we don't know our needs."

'Helped socially and academically'

Mr Herzich is not the only one in his family with autism, but said not all had been equally fortunate in accessing assessment.

"I'm the oldest of five children, all varying with autism," he said.

A South Australian charter that makes commitments about autism.

Mr Herzich said since diagnosis, his younger brother has "gone from non-verbal to talking to being active" but it was a different story for another sibling.

"My younger sister, she has currently been waiting for two years on the public list and I've been told it could another three," he said.

"While she did get early intervention, that was cut off because of a lack of diagnosis."

For Mr Herzich, access is a crucial step.

"Not only will they be helped socially and academically, but they'll be helped with answering those questions like; 'Who am I?' 'Why am I like this?'," he said.

"Even in the next decade, we might see an uprise in people going to university because of it."

An autism inclusion teacher smiles at the camera.

Cass Wright wholeheartedly agreed, and hoped the pilot project was only a first step.

"Tertiary education and the schooling system do have a lot of structural barriers," they said.

"It would be wonderful if the program is later able to be scaled to reach more people."

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Parliamentary E-Petition Wants to Oust Special Religious Education (SRE) from Public Schools

A current NSW e-Petition wants to rob public school parents of their right to choose Special Religious Education (SRE) for their children in the public-school curriculum. Australian Christian Lobby (ACL) State Director for NSW/ACT, Joshua Rowe, said, “This is a direct challenge to the NSW Education Act (1990) which requires public schools to allocate time for SRE, presenting an opportunity for students to explore Christian foundations. “Over 60% of Australians identify as religious and religion and faith continue to play a pivotal role in shaping our nation’s identity. SRE provides a platform for students to connect with the deep-rooted Christian heritage of Australia, fostering an understanding of the cultural and ethical foundations of our democracy which is the envy of the globe.”

“The e-Petition statement asserts that SRE is stopping public education for private interest in religion and ethics. Far more parents are concerned that public education is increasingly becoming a platform for controversial ideologies, such as gender ideology and radical teachings on sexual behaviour. Retaining SRE presents an optional countermeasure, ensuring that traditional ethics and values are not neglected”. He concluded, “Removing the required space for SRE will limit opportunities for children and youth to be exposed to a biblical worldview, particularly if their families have no affiliation with church or faith.” The ACL calls on the NSW Government to reject the proposal to oust SRE from public schools, emphasising the importance of maintaining space in the public schooling timetable.

Source: Australian Christian Lobby

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My work teaching special ed makes a difference. But how much more can I take on? | Opinion

I became a special education (special ed) teacher after 20-plus years of being a general education teacher. I wanted to work with and advocate for students with disabilities. I like my job, and my support makes a difference. My workload, however, has increased due to staffing shortages, and I wonder how much more I can take on.

I co-teach while providing differentiated instruction, or “service,” for students with special needs placed in general education classrooms. Services, measured in minutes, are stated in a student’s Individualized Education Program and based on their disabilities. I’m also a case manager for 20 students. I maintain special ed documents, track progress, and facilitate meetings with families and educators. I work at full capacity, worried that one mistake might lead to non-compliance.

There is a critical shortage of special ed teachers in Texas, yet the number of students who qualify keeps growing . Heavy workloads negatively impact the quality of services we provide. In one class, for example, eleven students (about half the class) require between 45-75 minutes of individualized instruction. While one student with dyslexia, for example, needs simplified instructions repeated, another student with a learning disability in reading comprehension needs guiding questions to understand the theme of a story. Spending more than a few minutes with one student means I can’t get to everyone.

Special education is underfunded by $1.8 billion annually, according to the Texas Commission on Special Education Funding. Despite this deficit, legislators continue to pass laws requiring more of special ed teachers, such as House Bill 3928 , which increases caseloads significantly. We cannot continue to do more with less. State legislators must pass special education finance reform because students with disabilities need qualified special education teachers to provide appropriate services.

Change Texas' funding formula for special education

The 30-year-old special ed funding formula is inefficient, inequitable, and ineffective for improving student outcomes. According to the 2023 Texas Academic Performance Report , 13.6% of students in special ed were prepared for college, compared to 59.2% of all Texas students. The Commission recommends a “ service-intensity ” based system that would allow Local Education Agencies (LEAs) to better staff for the services students need, not their placement. Currently, students with multiple disabilities who attend gen-ed classes receive less funding than students with one disability who attend self-contained classrooms.

The Commission recommends establishing grant programs to help LEAs grow teachers from within their communities. Paraprofessionals, for example, might receive financial assistance with acquiring their teaching credentials. Since low compensation is one of the primary reasons special ed teachers leave, stipends can help entice new teachers (like they did me) and retain existing ones. The Teacher Vacancy Task Force recommends mentors for new teachers and ongoing, high-quality training for us all. Training is especially important for special ed teachers, given the frequent changes in regulations.

Texas must pass stand-alone special education finance reform

In the 2023 legislative session, special education funding was denied because it was tied to the failed effort to pass Education Savings Accounts (ESAs), also called vouchers. ESAs allow public money to be spent on private school tuition. Private schools don’t have to accept or provide services for students with special needs, unlike public schools. If four special sessions were called to push for ESAs, a fifth can address special education funding reform.

In Texas, 11.7% , or about 700,000 students, rely on special ed teachers to receive services. Our students can’t wait until the next legislative session. In the words of Representative Steve Toth following the passage of House Bill 3928, “We need more money for public education…Texas needs to work harder at developing programs to take and train teachers on how to help these kids.”

It’s time they get it done.

Castañón-Hernandez is a special education inclusion teacher in Austin and a 2022-2023 TEACH PLUS National Senior Writing Fellow.

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Chandigarh University excels in QS World University Rankings by Subjects-2024

Chandigarh university has always been committed to nurturing young talent, and its impressive performance in the world university rankings this year underscores the universitys commitment to delivering excellence in education, maintaining high academic standards, providing quality placements, conducting industry-centric research, and fostering a flexible learning environment for students. about chandigarh university chandigarh university is a naac a grade university and qs world ranked university..

Chandigarh University (CU), Gharuan, has yet again shined in QS World University Rankings by Subjects-2024 by securing top spots in as many as eight subjects, reaffirming its global reputation for excellence.

Among the private universities, Chandigarh University secured top rank in India in three subjects - Hospitality Management, Petroleum Engineering, Social Sciences & Management.

Chandigarh University also figured among world's top 100 universities in two subjects -- Hospitality Management and Petroleum Engineering -- in QS World University Rankings by Subject 2024.

Having debuted in the World Subject Rankings 2023 with rank in five subjects, Chandigarh University has now secured top rankings in eight disciplines in QS World University Rankings by Subject 2024.

These eight subjects include Business and Management Studies, Engineering and Technology, Computer Science and Information Systems, Hospitality and Leisure Management, Mechanical Engineering, Social Sciences and Management, Petroleum Engineering, and Electrical & Electronics Engineering.

Chandigarh University secured 1st rank in India in Hospitality Management, 10th in India Computer Science & Information Systems, 11th in Engineering & Technology, 14th in Mechanical Engineering, 18th in Business & Management Studies. Chandigarh University makes debut in three new subjects by securing 3rd rank in Petroleum Engineering, 5th in Electrical & Electronics Engineering, and 9th in Social Sciences and Management.

This achievement marks a significant progression for CU, as in 2023, it was recognized among the top universities in five subjects. With inclusion of three new subjects on the list, Chandigarh University's academic prowess and commitment to excellence are further underscored, solidifying its standing as a leader in higher education.

Recently, Quacquarelli Symonds announced the QS World University Rankings by Subject 2024 – published every year to help prospective students identify the leading universities in their domain of interest. The global rankings are based on the various stringent parameters which includes Academic Reputation, Employer Reputation, Faculty Student Ratio, Citations per Faculty, International Faculty Ratio, International Student Ratio, International Research Network and Employment Outcomes. Performance of Chandigarh University QS World University Rankings by Subject 2024 Subject World Ranking Asia Ranking India Ranking Private Universities' Ranking Business & Management Studies 451-500 127 18 4 Engineering and Technology 332 101 11 2 Computer Science and Information Systems 251-300 73 10 2 Hospitality and Leisure Management 51-100 10 1 1 Engineering - Mechanical 351-400 115 14 4 Social Sciences and Management 318 75 9 1 Petroleum Engineering 51-100 16 3 1 Electrical and Electronics Engineering 501-530 181 5 5 Performance in Engineering and Technology In Engineering and Technology, Chandigarh University has secured 2nd rank among top private universities of India, 11th rank in India all higher educational institutions, 101 rank in Asia and ranked 332 in the QS World University Rankings by Subject 2024.

Performance in Computer Science and Information Systems In Computer Science and Information Systems, Chandigarh University has secured 2nd rank among top private universities of India, 10th rank in India all higher educational institutions, 73th rank in Asia and among the top 300 universities of the world.

Performance in Engineering Mechanical In Engineering Mechanical, Chandigarh University has secured 4th rank among top private universities of India, 14th rank in India all higher educational institutions, 115th rank in Asia and among the top 400 universities of the world.

Performance in Business and Management Studies In the QS World University Rankings by subject for the year 2024 in Business & Management Studies, Chandigarh University has secured 4th rank among top private universities of India, 18th rank in India all higher educational institutions, 127th rank in Asia and among the top 500 universities of the world.

Performance in Hospitality and Leisure Management Demonstrating excellence in the field of Hospitality and Leisure Management on a global level, Chandigarh University has improved its rank from 101-150 band in the world to 51-100 in the recently released QS World University Rankings by Subject 2024.

In Hospitality and Leisure Management, Chandigarh University has secured 1st rank among top private universities of India, 1st rank in India all higher educational institutions, 10th rank in Asia and among the top 100 universities of the world.

Performance in Social Sciences and Management In the QS World University Rankings by Subject 2024, Chandigarh University made its debut among the leading global universities and institutions in the field of Social Sciences and Management.

In Social Sciences and Management, Chandigarh University has secured 1st rank among top private universities of India, 9th rank in India all higher educational institutions, 75th rank in Asia and secured 318th rank among the top universities of the world.

Performance in Petroleum Engineering In Petroleum Engineering, Chandigarh University has secured 1st rank among top private universities of India, 3rd rank in India all higher educational institutions, 16th rank in Asia and among the top 100 universities of the world.

Performance in Electrical and Electronics Engineering In Electrical and Electronics Engineering, Chandigarh University has secured 5th rank among top private universities of India, 16th rank in India all higher educational institutions, 181th rank in Asia and among the top 530 universities of the world.

Expressing immense pride over Chandigarh University's remarkable performance in the QS World University Rankings by Subject 2024, Chandigarh University Chancellor and Member of Parliament (Rajya Sabha) Satnam Singh Sandhu, said, ''It's truly gratifying to see Chandigarh University once again elevate India's standing by securing positions among the world's top universities in eight fields. Chandigarh University has always been committed to nurturing young talent, and its impressive performance in the World University Rankings this year underscores the university's commitment to delivering excellence in education, maintaining high academic standards, providing quality placements, conducting industry-centric research, and fostering a flexible learning environment for students.'' About Chandigarh University Chandigarh University is a NAAC A+ Grade University and QS World Ranked University. This autonomous educational institution is approved by UGC and is located near Chandigarh in the state of Punjab. It is the youngest university in India and the only private university in Punjab to be honoured with A+ Grade by NAAC (National Assessment and Accreditation Council). CU offers more than 109 UG and PG programs in the field of engineering, management, pharmacy, law, architecture, journalism, animation, hotel management, commerce, and others. It has been awarded as The University with Best Placements by WCRC.

Website address: https://www.cuchd.in/ Photo: https://mma.prnewswire.com/media/2386984/CU_Performance.jpg

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Chandigarh University has always been committed to nurturing young talent, and its impressive performance in the World University Rankings this year underscores the universitys commitment to delivering excellence in education, maintaining high academic standards, providing quality placements, conducting industry-centric research, and fostering a flexible learning environment for students ...

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