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Professional Certificate in Education (Autism Spectrum Conditions) (PR-EDASC)
Professional CertificateYear: 2022 Delivered: Mixed Attendance Mode (Parkville)
About this course
- Overview
- Entry and participation requirements
- Attributes, outcomes and skills
- Course structure
- Further study
Coordinator
Lisa McKay-Brown
Contact
Melbourne Graduate School of Education
Currently enrolled students:
Future students:
Overview
Award title | Professional Certificate in Education (Autism Spectrum Conditions) |
---|---|
Year & campus | 2022 — Parkville |
Fees information | Subject EFTSL, level, discipline and census date |
Study level & type | Graduate Coursework |
AQF level | Non-AQF |
Credit points | 25 credit points |
Duration | 12 months part-time |
This course meets the learning needs of professionals working with people with autism or who identify as Autistic. The course provides participants with the skills and knowledge to understand and respond to the needs of people with autism or who identify as Autistic; assess and enhance opportunities for social interaction, adaptive communication and building relationships; tailor evidence-based interventions that enrich learning and engagement; reframe behaviours of concern and; foster practices that elevate neurodiversity across educational and vocational communities. This course is delivered in a mixed attendance mode (both on campus and online).
Links to further information
Information for future students: https://study.unimelb.edu.au/find/courses/graduate/professional-certificate-in-education-autism-spectrum-conditions/
Entry requirements
1. In order to be considered for entry, applicants must have completed:
either
- An undergraduate degree in any discipline and at least 50 credit points, or equivalent, of graduate study in a cognate area;
or
- A four-year undergraduate degree in education, or equivalent;
or
- A minimum of eight years documented, relevant work experience.
Meeting these requirements does not guarantee selection.
2. In ranking applications, the Selection Committee will consider:
- prior academic performance; and
- professional experience.
3. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.
4. Applicants are required to satisfy the university's English language requirements for graduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 7 is required.
Note:
Students taking the course from overseas are not required to have an international student visa to Australia.
Inherent requirements (core participation requirements)
The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student's participation in the Graduate School's programs.
The core participation requirements for study in the Melbourne Graduate School of Education are:
In all courses
1. The ability to comprehend complex information related to education and the disciplines in which the student is teaching;
2. The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines;
3. Behavioural and social attributes that enable a student to participate in a complex learning environment.
Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.
In courses requiring students to undertake practicum placements
4. The ability to undertake professional practice placements independently, including:
a. the ability based on personal maturity to establish a professional relationship with students and interact with them appropriately;
b. the ability to communicate to students the subject matter being taught with clarity and in a way that is age-sensitive;
c. the ability to model literacy and numeracy skills independently for students and in all their interactions meet community expectations of the literacy and numeracy skills teachers should have;
d. the ability to demonstrate skilfully and safely activities required in particular discipline areas being taught (e.g. physical education activities, science laboratory techniques);
e. the ability to create, monitor and maintain a safe physical environment, a stable and supportive psychological environment, and a productive learning environment in their classroom;
f. the ability to establish effective relationships with all members of the school community, including colleagues, students, and caregivers;
g. the ability based on mental and physical health to exercise sound judgement and respond promptly to the demands of classroom situations, and the personal resilience to cope and maintain their wellbeing under stress.
Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact Student Equity and Disability Support http://services.unimelb.edu.au/student-equity
Intended learning outcomes
Knowledge and Skills.
On completion of the course students should be able to:
- Review, contrast and critically evaluate major theoretical constructs of behaviour in relation to autism;
- Review, contrast and synthesise perspectives on learning, assessment and applied theory that support people with autism spectrum conditions (ASCs)
- Review and contrast major theoretical perspectives on behaviour
- Consider communicative function of behaviour
- Reflect critically on implications for promoting positive behaviour in professional practice
Application of Knowledge and Skills.
On completion of the course students should be able to:
- Select, implement and monitor evidence-based intervention based on systematic decision making and stakeholder voice
- Develop a repertoire of evidence-based instructional strategies that cater for the range of learning needs within ASCs
- Investigate functional relationships between environment, learning and behaviour from standpoint of persons with autism and those identifying as Autistic
- Examine approaches and techniques for promoting positive behaviour
Generic skills
- commitment to professional and academic ethics and excellence
- ability to set personal targets and plan to acheive them
- highly developed independent learning
- ability to read critically and present material concisely and coherently in written and oral presentations
- skills in observation, evaluation and applying their findings to their own personal situations
Graduate attributes
The Professional Certificate in Education (Autism Spectrum Conditions) should enable graduates to:
- have an in-depth knowledge of the latest research and understandings regarding the strengths and needs of people with autism and those who identify as Autistic;
- initiate and implement constructive change in their professional environment regarding knowledge and skills required to work effectively with people with autism and those who identify as Autistic;
- have excellent interpersonal skills, ensuring their capacity to develop an awareness of the strengths and limitations of stakeholders;
- have an understanding of the social, cultural and neurological diversity in learning and vocational communities;
- have ability to develop pedagogical or vocational strategies and interventions appropriate to their professional context;
- reflect critically on their planning, implementation and management of relevant pedagogical or vocational strategies and interventions.
Course structure
Students complete two 12.5 credit point subjects for award of this Professional Certificate. The subjects may be taken in either order.
Note that order of subjects depends on when subjects are offered each year. Students commencing the course mid-year would take EDUC90290 first.
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90859 | Autism Intervention |
January (Online)
July (Online)
|
12.5 |
EDUC90290 | Promoting Positive Behaviour |
August (Online)
August (Dual-Delivery - Parkville)
|
12.5 |
Further study
This program of study is suitable as a 25 credit point Professional Certificate, allowing graduates progression to Masters level study within the field of Learning Interventions.
Last updated: 10 February 2024